001It has been moved and second that we reconvene in open in open session and adopt the certification of close session. All those in favor use the usual sign. Hi. >> Hi. >> Whereas the Denwitty County School Board has convened a closed session on this date pursuant to an affirmative recorded vote and in accordance with the provisions of the Virginia Freedom of Information Act. And whereas paragraph 2.2-3712 of the code of Virginia requires a certification by this school board that such closed meeting was conducted in conformity with Virginia law. Now therefore, be it resolved that the Denwy County School Board hereby certifies that to the best of each member's knowledge, only such business matters as were identified in the motion convening the closed meeting were heard, discussed, or considered by the school board. Dr. Ela J.
002Pearson, District 1, >> I certify. >> Dwayne G. Walker, District 2, >> I certify. >> Barbara T. Pitman, District 3, >> I certify. >> Mary M. Benjamin, District 4, >> I certify. >> Jason L. Brown, Idiot, District 5. >> I certify. All have certified. Madam chair, >> thank you. We would >> now we will entertain join us in the participation of the pledge of allegiance with the students from Southside Elementary. Thank you. >> I pledge algiance to the flag of the United States of America >> and to the republic for it stands one nation indivisible with and justice for all. >> Thank you. I can hear some loud voices. I can hear them all. >> Madam chair, I move that we accept the agenda as presented. >> Are there any amendments first to the agend?
003>> No, there are no amendments to the agenda. >> Okay. Then we'll entertain the motion. You're second given by Elaine, second by Wayne. All those in favor use the usual sign. I >> I hearing no nazs. The motion is carried. Close session report. >> Madam chair, I move that we um approve the personnel list as presented. >> Second. >> It has been moved and second that we accept the personnel list as presented. All those in favor use the usual sign. I >> I are there any nays? >> Any extension? One, one extension. The motion is carried. >> Madam chair, I move that we accept the expenditure reports as presented. >> Second. >> It has been moved and second that we accept the expenditure reports as reported. All those in favor use the usual sign. I
004>> Any extensions? >> Hearing none. The motion is carry. >> Madam chair, I move that we approve the minutes from our meeting on October 14th of this year as well as our meeting from October 28th of this year. >> Second. >> It has been moved and second that we approve the minutes of October the 14th and October the 28th of 2025. All those in favor use the usual sign. >> All right. Any nays? >> Hearing none. The motion is carried. And now we're going to go to recognition. Dr. >> Yes. Yes. At this time we would have Miss Colbrath come forward. Good evening school board members, Dr. Weston, family and guest, and welcome to Southside Elementary's presentation. We're so sh uh happy to be sharing with you today the happenings that are happening down at
005Southside. We are the home of the bees and proud of it. And tonight you are going to hear from our students about how we are becoming career ready at Southside. So, uh, this year we are starting a brand new program, um, that was spearheaded by Miss Bazemore and Miss Star Harrove, our school counselors, and it is called the Southside Classifies. And the purpose of this program was for students to explore different types of job opportunities that they can research and find out about and then get that job within the school. Um, what you'll see in front of you right there is you have a yellow packet in front of you that we've shared with you. And inside of that yellow packet is going to show you a little bit about what our students have and
006they'll explain more about their jobs, but they had to read what the job application was about. they had to apply for it and uh they had to fill out the job application, made sure they met all the requirements and even had to go on a job interview in order to get it. So, uh we even sweetened it with a BBU store check if you do your job the way you're supposed to. Um, but we are beginning that um, building of our academic career plan and portfolio and we're just having our students learn more about jobs and just what it's going to take for them to go out there to be successful in the future. So, we're going to let them come forward now and start sharing about their jobs. Hello, my name is Aiden Carlson
007and I work as an IT helper. Welcome to Southside Classifies where we are becoming career ready for our future. This year, students at Southside Elementary have the opportunity to get hired for special jobs that help our school to be successful. From classroom helpers to technology assistants and safety leaders, each of us plays an important role in our school. And a job isn't a job without a paycheck. We earn B-book checks to spin at our school store. Now we will tell you about our jobs. [applause] Hello, my name is Isaiah Frell. To get our jobs, we had to go through a real application process just like grown-ups do. We filled out applications why explaining why we wanted the job and what skills we have. We also had to make sure we met the job requirements, good
008attendance and good classroom and good bus behavior. [applause] My name is Ryan Proise and I am a safety patrol. We interviewed with our supervisors, Miss Bazemore and Miss Hartgrove. I must admit, I was really nervous about going to a job interview. Once we got our job, we have to continue to meet our job expectations by keeping up with our academics behavior and having a good attitude about our job. [applause] >> [laughter] >> My name is Micah Gooden and I am one of three US flag raisers. Each morning we raise the American and Virginiaian flags. We've learned the importance of folding the flag properly and how to fly it at half staff to honor important national and state events. We report directly to Esro Fleshman who has taught us valuable lessons about citizenship and how to
009show respect for our count country, state, and county. [applause] >> [laughter] >> Hello, my name is Jordan Hill and I am a mail monitor. My job is to help Miss CFKA pick up and deliver mail to classrooms each day. [applause] My name is Journey Williams and we are part of the safety patrol team. I was also promoted to the position of safety patrol captain. This took hard work and dedication. We took we take our job seriously because safety matters. Whether it's holding doors, reminding students to slow down, or helping a younger student with their backpack, or tying their shoes, we are always ready to lend a hand. [applause] My name is Jonathan Scott. and I am a member of the safety patrol team. I was currently promoted to the position of sergeant for the safety
010patrol team. As sergeant as safe patrol, we must report to work in the mornings and afternoons and we can earn 100 V-Bucks check each month for keeping everyone safe. [applause] Hi, my name is Isabelle Russell and I'm a safety patroller. Being on the safety patrol team isn't just about wearing a belt or a badge. It's about being a leader and a role model. We set a good example for other students by showing respect and responsibility every day. I'm very proud to be a safety patroller. [applause] Hello, my name is Ember Donnelly and I am a book a birthday book vending machine helper. We get to say happy birthday to someone new every day. We work with Miss Zorn to give birthday tokens and help students choose their special new book. [applause] [clears throat] Hi, my
011name is Harper Callaway and I am a birthday book vending machine and helper. My job is to assist students with selecting their book from the book vending machine. And we also earn 50 P- bucks a month and we see lots of smiles every day. [applause] >> Good evening. My name is Jameson Mintosh and I am a FeedMore helper. As a FeedMore helper, I assist with organizing and setting up food programs that support families in need. I help sort and prepare food for pickup, making sure everything is ready for distribution. [applause] My name is Trey Barry and I'm one of the next Academy Award-winning actors standing before you today. >> [snorts] >> My job was to create the Southside Boots on the ground attendance video reminding everyone that you can't learn if you're not in school
012and you can't keep a job if you don't show up for work. [applause] >> [clears throat] [laughter] >> My name is Floyd Davis and I participated in creating the booth on the ground attendance video for Southside. For all of our Southside classified jobs, attendance matters. Students who have two unexcused abs absences can be dismissed from their jobs. We're learning early that responsibility and showing up are key to success. >> [applause] >> Hi, my name is Trent Loving and I'm a mail monitor. Customer service is very important in our job. We make sure every delivery comes with a smile. We earn 50 B-Bucks a month for a job well done. [applause] My name is Drake Day and I I love being active and I was part of the run club at Salsa Elementary School. [applause] >>
013Hi, my name is Mma. Uh I'm a part of the uh club. Uh it uh keep me healthy and strong. [applause] Running can be such a mental rest. Being being reset can be a mental reset. Being around others in the club can help can help up clear out minds for work and help us focus afterward. [applause] So, I've hope you have enjoyed how we are trying to employ the future. Um, our Southside classified programs has helped us practice the five C's that we're working on um in our school, which is communication, collaboration, critical thinking, creative creativity, and citizenship. And we are really striving to move forward to that pathway. And we hope that by doing so, we're giving kids an idea of as you move on in the future, you'll be enrolled in college, enlisted
014in the military, employed, um to become employed, or even become that entrepreneur or the Academy Award-winning actor. [applause and cheering] So, we have um some special things for you so that you will remember us by And we have >> our two bees helping us. >> Yes, we have McKenna and Anley that are helping us here. >> Doing a good job. >> Thank you. That's good. >> Thank you so much for your time and I hope that you've enjoyed how we are getting career ready. >> THANK YOU. [applause] AND NOW WE would like to recognize um with your the teachers, the parents, and everyone who came to support Southside Elementary this evening. [applause] >> [applause] >> board. Would you like to say something before we um allow them tell them they can go take pictures of
015what they would like to do? I always think that this is the best part of our schoolboard meetings because we go and we deal with personnel and student discipline and we come in here and the students are so uplifting when they make their presentations to us that it sort of changes our whole outlook for the rest of the meeting. So, thank you very much for bringing the students, parents and teachers. You're doing an excellent job. Thank you. [applause] >> I just love seeing the room full. I appreciate parents that uh make their way out. The kids obviously are why we're all here, but it's always uh encouraging to see the support system behind the kids. And so I appreciate all of you that are doing so much [clears throat] to uh help your children succeed.
016I think that uh I'm very pleased to see the inclusion of public speaking and and of course that's a part of each each uh presentation that we have each month. But it's so important those soft skills being able to stand up, be confident, um work on the fact that you can speak in public is so important to our success in other areas of life. So thank you for doing that and keep up the good work. [applause] Yep. Thank you to um as I've been mentioned before, all of the Southside parents and teachers and everyone that's making it possible, especially with our students and their education. Good job on the presentation. Um I'm an adult and I can say that uh it's not always easy doing job interviews. I don't think it gets any easier. So,
017you're absolutely right. Um also, if you are working and not getting a check, there's a problem. [laughter] So, keep up the hard work. I hope you guys enjoy your Thanksgiving break as that comes up as well. Thank you. [applause] >> Yes. Thank you all for coming. I think the kids are definitely a direct reflection of what the county is doing as a whole and I really think that uh we're growing as a community and I really thank you all for everything you're doing. Thank you. [applause] >> Thank you. Um, Miss Covers, parents, teachers, staff, and everyone who came out to support Southside and to support the board meeting this evening. Thank you so much and thank you for what you're doing. And I want to get that paycheck and I might try for that acting
018job. I don't know. But, um, I have a special guest here while we are recognized. I just looked through the crowd and I just saw my special guest, Miss Joanne Barry. Just hold your hand up. Thank you for coming. A >> [applause] >> So now parents, teachers, you may go out and you may if you have some homework to do or some dinner to make, you may take pictures or and you may be excused at this time. And thank you so much for coming. Everybody's here. We thank uh weren't those uh students great this evening? Let's give them a hand in the air. >> Mr. Torres, >> good evening. Good evening. >> Haven't seen y'all on a few. It's been at least a month or two, I think, since I've been down. >> And you
019going to make up for it? >> Yeah, we're making up for it tonight. I believe we got four of them. Um the first one here is uh wrestling. They're all wrestling tournaments. Um and this one is to Alexandria, Virginia. Um it gives our boys team a chance to wrestle at a higher class tournament, seeing different uh competition and improving. It's a twoight or it's an overnight deal. So, they'll be leaving on the 5th and coming back on the 6th. >> Are there any questions? Can we do we can do them all in one? >> No, we have to do separate separate. >> Are there any questions about the the boys wrestling tournament and it going to Alexandria for Mr. Torres? >> I move that the boys wrestling tournament uh in Alexander, Virginia be approved. >>
020I second. It has been moved and second that the board's wrestling tournament in Alexandria be approved. All those in favor use the usual sign. >> I I Are there any nays? >> The motion is carried. >> The second one we have here is a girls u actually the next three are girls wrestling trips. Um as you know we we have a prominent girls program. Uh we're one of the most prominent in the state I'd have to say. But, uh, coach, excuse me, Coach Roger has us signed up to go up to, uh, or down to Goldsboro, North Carolina, um, December 12th. It's a one-day trip. He's going to be taking the activity bus. Um, and we're asking for approval since it's out of state. >> That's a good He was asking if there's a female
021going with him. >> Uh, Miss Martin is now a stipended coach. She is on staff. Uh, so that did help this year. >> Yeah. I I move that we approve the wrestling trip to Goldsboro, North Carolina. With that point, >> it has been moved and second that we approve the girls wrestling team tournament going to Goldsboro, North Carolina. All those in favor use the usual sign I. Are there any nays? Hearing none, it is approved. girls wrestling team to Quicksburg, Virginia. >> Yes, that's our next one. Uh Stonewall Jackson High School in Quicksburg. Uh this is a two two-day trip. It's an overnight trip. It's the same uh weekend as the boys. They will be leaving on the 5th, coming back the 6th. Um due to the distance we have to travel, they need to
022stay overnight because weighin starts the next morning, I believe, at like 8:00. Matches start at 9:00. Um so it's really for us to leave and we'd have to leave by 4:00 in the morning. and it just would not uh work that way. But um coaches, both coaches go, coach Roger, uh Coach Martin and a bunch of parents always attend these trips as well as chaperones, pseudo set chaperones. They're always all together up there. Uh we're looking at taking 16 uh 16 girls, the two adults on the activity bus. >> Madam Chair, I move that we approve the girls wrestling team trip to Quicksburg, Virginia. >> Second. It has been moved and second that we approve the girls wrestling team tournament trip to Quicksburg, Virginia. All of those in favor use the usual sign. I >>
023Are there any nays? Hearing none. That trip is approved. >> I do have a question. So, have you taken the activity bus and there's only 16 seats on that? You have more than 16 kids on that team. They take the varsity weight classes because you have to you're only allowed 50 matches or there's a number of matches you're allowed but they placate them by you know if I'm number one at 135 you know I would go in that spot for the 135 class or whatever class it is >> because it's possible that some are going to some matches and not others. Yes, we have like the re the local matches will take a full school bus uh to the JV matches and okay certainly because girls is not totally to where my girls team could
024wrestle yours girls team like Thomas Dale they have two girls >> you know uh so some of our girls yeah some of our girls will wrestle with JV to get their matches in because it is still a co-ed even though it is a you have to pick one or the other when you enter the state tournament. All right, the third or the final one is Rock Hill, South Carolina. Again, uh they'll be leaving January 2nd, coming back the third two-day tournament and you know, the drive is long, so that is the request for the overnight. Again, 16 kids, two adults along with the parent chaperones. Um and that's what we're asking for. January 2nd and 3rd. >> Um, is that what I have here? Yes, I have January 2nd and 3rd. >> Yes, it's over
025Christmas break. >> Friday, Saturday. >> Yes, >> I believe have a lot of students that are attending >> for us. >> No, I don't believe so. I believe our our students are I mean, we have in the past always been very dedicated. the kids come in, they wrestle over break because they know uh basketball and um wrestling in our winter sports, >> they know that that I mean Christmas break has always been built in, you know. So, growing up, you're playing basketball or you're wrestling over this break. Anyhow, you know, it's not kind of it's not the same as a spring break unless you're playing in a tournament type of deal. >> I move that we approve the wrestling tournament to Rock Hill, South Carolina for the girls. >> Second. been moved and second that
026we approve the girls wrestling team tournament to Rock Hill, South Carolina. All those in favor use the usual sign. Any nays? Hearing none, it's approved. >> All right. Thank you. Enjoy your evening. >> Anderson is doing the next trip. Miss Anderson is doing the next trip. >> Okay. Miss Anderson, >> that was really smart of you to bring a student because then it's hard to say no to students. >> Always thinking ahead. >> That's right. [laughter] >> Good afternoon. My name is Crystal Anderson and I have the pleasure of teaching intro to business and marketing at Middle School, which is a high school level class. I'm also the FBLA advisor. I have with me a member representing FA Johnson and Mr. Aiden Flowers who was a member of my class. [clears throat] At the beginning
027of the school year, my class is a project based class where we do a lot of projects and hands-on activities. Um, as I was teaching a lesson on marketing and branding, it became obvious that one of the most trusted brands amongst our students was Nike. So, I thought, why don't I put a trip together for them to really learn more about Nike. So, as part of their project, this class has been working on planning, event planning, making phone calls, and even talking to Nike executives, which we would hope to meet with at New York. So, the trip starts off, we will take the Amtrak. Um, most of my students, all my none of my students have ever been on a train. This will be a lifetime opportunity for them. Only one has been has been
028to New York City. Um, and I would like for them in New York Times Square. We've made reservations. And then we will go to the highlight of the trip, which is meeting with Nike executives, the marketing executives, and giving a tour of the Nike House of Innovation where our students will have the opportunity to design their own Nike product. >> So, um, a once in a-lifetime opportunity. We have made phone calls. We have set things up. Students are eager to fund raise and sponsor this trip themselves. We are going to probably need a little help but but for the most part they have agreed and have plans even for fundraising to fully support the trip. After that we will eat again and then we will see Hamilton. So >> so they've also never been. So
029my my my motto is all about life experience. I want to make sure my students and those students who are lucky enough will have an experience they will never forget. So we would love to go to New York City on January 8th tonight. It is a world win trip. You may know this. We are not going to stay overnight. If we raise the money, we all approve overnight, but right now we have budgeted to go up and we will take the midnight train back to Virginia. We will be back early morning about 8 a.m. on the night. So it is in that only issue. We will be able hopefully to raise funds or get donations. I have been reaching out to community members and efforts to think ahead in case we do required to stay
030overnight to help. But I'm very confident that we will have the support. >> How many students are you planning to go? >> 20 >> and 22. adults. How many adults? Yeah, seven. Seven adults. Great. >> Plus the six that you see here. >> Be a great trip. >> So, how much are you all looking to raise and what are the fundraisers? >> We have we have price without staying overnight. It's 275 a student. Staying overnight. It would be about 325 a student. fundraisers we have coming up and game night that will be December and students with basics that project that will be enough to cover the students are also doing a calendar [clears throat] on the calendar and they pay based on the date. So provided they do that if every student finds 30 or
03131 people would have they would raise more than enough but we can't guarantee I don't know if every student they said they're committed to it and I'm hoping they will go but if not that is a fundraiser they're doing coffee and donuts um in the winter months to raise money as well and we also have a presentation at a church um Olive Bridge Baptist Church this Sunday and we have members of that we are scholarship. >> So, our members will be submitting scholarship requests to help those ideas. [clears throat] >> Do you have an idea of what it would cost if you do stay overnight? >> You said that >> per student. So, that what is that? >> Oh, 325 times >> 22 kids. >> So, about $50 more per student. Gotcha. I'm thinking one
032thing that may be able to help as well being a former FA member. Um I wonder if some of the older sponsors may still be in touch with older members of FA and I think once you tell them you know these numbers and you know just excitement behind the trip that some older students may be interested in you know possibly chipping in some money to help out with this and support it. Um so you know I don't know this uh drawing of or you know I'm trying to think of some of the ones we have back at the middle school. >> I'm certain that there are students out there that like I said if they heard about this they want a sponsor >> right we can look at that call we already have a QR
033code they don't have to exact on the calendar it says you know so we do have some just indent come up to me today and two parents actually support. So I I agree they see the value in what >> about is the ticket for Hamilton now. >> It's priced in. Oh that's good. That's good. They will enjoy that. I thoroughly >> included in this as well. Okay. >> madam chair, if it would be appropriate, I would move that we approve the trip with the understanding that they can go ahead and stay overnight if they're able to raise the funds. Can we make a motion that way? Is that would that be appropriate? >> Acceptable. >> I second a motion. It has been moved and second that we approve this trip with the understanding that we
034will raise enough money that you'll be able to spend one night in in New York. All those in favor use the usual sign. I >> I naz hearing none is approved. >> See a smile on your face. >> That's so exciting. We have um >> deposit >> policy update. >> Yes, Miss Benjamin. Uh you received a copy of the policy update um for policy LBD, home instruction, and as you can see, it's just changing in some of the language from the um um the schoolboard association. So, we're just asking for us to go ahead and be able to um replace the current policy with this new one in the new change in language with the exception to what um Mr. Walker had brought up previously. We want to add that as well. >> Okay. Is
035you making that motion? Yes, ma'am. You're making >> Yes, ma'am. I'm I'm asking you to >> No, she's not making a motion. I mean, >> I'm not making a motion. I'm just I'm recommending that we do that. Yes, ma'am. Yeah, I move that we are um go ahead and incorporate the >> uh policies that uh we have been given ahead of time with the exception of the wording that Mr. Walker pointed out. >> Second. >> It has been moved and second that we um accept the policy update with the the new wording that uh Mr. Walker um told us about earlier. All those in favor use the usual sign INAs hear and none. So that's approved. Internet safety. I was looking at Timothy. I didn't know which one was going to get up. Good afternoon
036board members and Dr. Weston. Mr. Ampy and I are here to provide an overview of proposed revisions to the current internet safety see if I can internet safety policy and to seek board approval to align the policy with the Virginia Board of Education's updated model policy. All right. The first revision is in the access to educational technology section in subsection B. Modeling has been added to staff responsibilities to emphasize demonstrating responsible technology use. The next revision also is in the access to educational technology section and in subsection C adds that we will use data privacy agreements to protect student data. >> We're always looking for um vendors that are willing to sign data privacy agreement to protect our students from their data getting out and getting in the public. We're always looking so those vendors
037are willing to sign those and we've been able to get like a vendors to sign collaborative uh data privacy agreements and we're constantly looking at others that we use and trying to get agreements for them also. And the last revision is in the use of educational technology section. And there is a new subsection C which ensures internet safety um practices reference relevant state and local policies such as those addressing anti-bully bullying and anti-discrimination. And those are the three revisions >> and we're asking approval of those. >> Is this in the student section or the adult section or both? >> Both. >> In both second. It has been moved and second that we accept the internet safety pol safety policy. All those in favor use the usual sign. I >> hearing any nays hearing none. >>
038It's approved. We have accepted into that box >> and we have tea health grant >> Mr. Garn. All right. Well, while you're getting that up, greetings to everybody. I'm glad to be here um to our board chair, all board members, Dr. uh Weston and our student representative and everyone here. Actually was very excited to see the students um tonight and actually it was a great springboard for what I am about to uh present. So I am here uh this e evening uh to provide information regarding a teleaalth mental health grant um in order to seek board approval um so that we could go forward possibly with the contract. So the what we always want to know the what. So we had the opportunity um to receive a grant in the amount of $290,000 for mental
039health supports for our students. Uh before we did that, we had to secure a partner. So our partner is the Greater Reach Community Services Board. Um formerly uh known as District 19. Uh services will be provided uh to middle and high school students. That's kind of where we wanted to start. Um you know, as a former principal here, um I did have the unfortunate, I guess, or fortunate opportunity to see the needs of students at that level. So the why um after speaking to uh counselors especially at the high school um they are seeing more need for mental health and they are actually seeing 20 students a month who fall under tier 2 and tier three mental support mental health supports. So what that means is those are those tiers that are very serious. that
040come in. Uh it may be self harm. It may be a desire to u cause harm to self and other things of that nature. So I hate to use this word we want to use that word post the cword you know word I'm talking about. We have seen increases uh limited resources. So we are a rural school district and many times parents are not able to even make those types of appointments or get their children to those appointments. So bringing it in virtually to the school we felt would be another level of support for these children and for our students. So students will be referred by their school counselor of course they must have parent approval. So uh greater reach will also uh work with the parents provide information. We are also going to set
041up anformational um brochure for parents so that they can have more information regarding this as well and they will be there to answer any questions uh for those students. So once the counselors have uh referred the student um they will get set up with um an outpatient therapist and a case manager who will uh provide those supports. We also will have a teleaalth facilitator. Now, this person would be a person who sits outside the door >> in a location that is selected by the school or in there with the student according to what the parent desires just for that extra level of support. My hope is that I can get some retired teachers or retired counselors to serve in that role. Um, and we're going to it's up here, but they're going to be able
042to come in two days a week. This is what we're saying right now. This could change, but as of right now, two days a week uh for 40 minutes. Um, and the sessions, like I said, will be held virtually. So, what is needed? So, we're hoping to get five um laptops and Chromebooks per school. So, 10 total with actually five extra as backup. Uh, headsets if needed, two computer cards to hold those um items. Uh, network upgrades if needed and cyber security tools if needed. Uh, Greater Reach can offer, these are some other highlights, parent training, which they are going to try to do for us if needed, and some seminars. uh regarding this type of information and how to help their child at home staff training which I'm really excited about where it's they
043can come in and do mental health first aid. So if you see a child kind of veering off in the area where they need mental health support or they're having some type of issue in class, they can provide some strategies for our staff members to deal with those children's those children immediately. um even translation services which I really do think um you know those things are important. So data collection we will be collecting data. We're not going to uh focus on who the children are but what types of things that we are seeing because if there if there is a pattern in our district or something is causing these types of mental health issues, we want to know that so that we can act appropriately and maybe even add on more services as needed. and
044it's for our review and for our information. I found this and I think this is so um fitting. Supporting students mental health isn't isn't an extra service. It's essential care. When students feel seen, supported and safe, their potential becomes uh limitless. Um I do think this is very important uh right now. So I do ask for um your support and your approval and I am open for uh questions at this time. >> Mr. Mr. Garn, a question I have kind of more revolves around the I guess you call the fine print of all this. There's reference here in your presentation to a $290,000 grant. >> So I guess I'm trying to understand what the money like >> are we going to get build by district 19 and then we pay them out of that money.
045>> Yes, I did provide a breakdown for you all for you all. Um but they will invoice us for those services and really it depends on how many referrals we get which as you see um it has increased. So it's a breakdown there for you all. >> So if we if we end up with uh more referrals than what 290,000 will cover or are we going to limit our I'm just trying to understand like I >> I think what will happen I would have to go back to greater reach. They are willing to work with us. U we know what the amount is. Um, we were fortunate enough to be one of the school districts who received it. All school districts did not receive it. There were some who did. Um, it was actually was
046for 300,000. So, we were able to secure 290,000, which I'm excited about. But, um, through our preliminary meetings, uh, the representative, Miss Tori White, said she will be able to try to work with us through those types of, um, issues. >> If I had to guess, I would guess that it's X number of hours of therapy. we have it would be somewhat limited but >> I guess that would up to the counselors to select the >> possibly more severe >> and and and that's the thing to keep in mind this is for tier two and tier three support so serious support so it's not just we're recommending everybody and then the other thing is she shared with me um that she would be willing to increase the number of therapists as needed because I think
047she started at two and she's already upped it to five >> so case >> the grant that you're looking at Does that allow us to purchase these supplies? >> Yes. >> So, we >> these things are all within the grant. >> Okay. Yeah. >> And how long is the grant good for? >> Well, it's only for this year. Um they did say they are looking at other things. When they put the grant out, you know, was a bit late, but I felt if we can get it, get it. Anything is good for our students that's extra. If if we can get the extra support right now, um then we it's out there, so why not? And I know that in some cases we would absolutely have to do it during the school day, but I
048really would like if there was an option for the child to be approved and then give them a code and whatever and the parents approved that, >> you know, could could occur after school or at home or >> I wish she could have been here. She did bring that up to me during our preliminary meeting >> because we're under such a constraint about missing classes right now >> and she's trying to make sure that they're not taken out during um you know their heavy content area classes >> and you know of course you know too Miss Pitman as a principal when those things happen it doesn't matter the class >> I know >> they go up there and things come out and things happen so >> we just want to make sure that level of
049support is there >> right well these levels tier two and three I mean you get you have to do it no matter where I mean, it's important, but >> um as they go through the therapy and they're accepted and have a relationship with the therapist, I was wondering if it was, >> you know, possible for them to do it at 4:00 or 5:00 at home. >> And so, what I did, um I didn't finish. I'm sorry. She did say that if there is a need, they would definitely try to do that for us. They're very accommodating because they understand um the school level needs and the uh you know the work levels of the students and want to make sure their work is done and they're getting those things done. >> So she wanted to
050be um as least disruptive as she could possibly be, but of course when things happen sometimes a child can come to the council's office and starts off one thing and then you realize there is a bigger need and there is a greater need. So um she's willing to try to work with us. um she will be coming back to have more meetings um you know with us um if it's approved. >> My hope would be that um you know even as the grand funding and all dries up that you know this could become a permanent fixture almost you know for many years I would anticipate that many students would be very excited about this. I know I would have been. Um the only question that I do have is about the parent approval component. Only
051reason I have a question about that is because I know that um I mean we we want parents to know everything that they you know uh should know which is pretty much everything. Um, but at the same time, I I know that there are certain conversations that >> students are just afraid to have with a parent, especially concerning mental health and, you know, trying to get that mental, excuse me, approval for the services, um, may be difficult, especially, you know, I'm thinking of people with particular demographics, >> speaking as a black man, I know that, you know, in our community, talking about mental health and medications, anything like that is taboo. So, >> you know, what would we be able to do for a student who is interested in this service? friends are telling them,
052"Hey, yeah, I, you know, I spoke to a therapist, psychiatrist, what have you on the teleahalth and it really worked and and they're wanting to do it, but they, you know, >> not able to get that parental approval or just aren't seeking it out." >> So, what will happen um the representatives will kind of try to help the parents understand that because they're when they do the presentation with the parent, all those things fall into their presentation. Um, so they try to make sure that the parents definitely understand that. Um it has been my experience luckily that when those things happen, parents want it and but I definitely understand what you're saying. Um it's it's truly about the training too for the parent >> because sometimes parents don't know what they don't know, but I
053definitely understand that. But she did say um during the presentation and seminars with the parents in the private consultation with the parents, she will break that information down for them. Um because there are cases >> the parents just approving that therapy. They're not intervening. And I want >> right and I want to say this too. >> I want to say this too, Mr. Brown. A lot of it comes from it being virtual because you know there are some things there they want to make sure that you know even Yeah. >> Yeah. I just want to make sure they just saw for the first time growing up this is not okay. So I just want to make sure other students that may have some resources, god forbid, we cannot service them. >> And I think too
054because um there's a age factor there also. That's some of it as well because of the underage. Yeah. >> Mr. Garn I do have a copy of the grant in front of me and there is a large part of the grant in which you are spending time with parents um around seminars and um things of that nature with spending a lot of time with parents and helping to educate parents >> and I was >> sometimes I think it's the fear of you know like I want my child to sit in front of what is my child going to say so sometimes it's just educating >> and hopefully um if it's approved we will go around to some of the community events >> and uh share some of this information as well. I think there will
055be an overwhelming there's an overwhelming need for it but I think there'll be an overwhelming welcoming I think this service I think >> we're very fortunate to receive >> every so you said can you remind me of the number of Chromebooks >> so total 15 because five per school and then they wanted to have an extra buffer set just in case something you know happened to those uh computers >> it's just secondary schools >> yeah just second And you're saying two days a week, 40 minute sessions. >> Yes. And that could change. Okay. Based on kind of, you know, this is like our preliminary stuff and see where we are and see what we need. But those were the uh days that uh she recommended as you know, the health professional. >> So we have
056more than you know, let's say maybe we get six students high school that are, you know, want to do this, right? So are we just are we going to use technology elsewhere for this? >> If we have to, we may have to purchase more. So, it's kind of um what am I trying to say? It's fluid >> a little bit there. So, um we just start. >> Yeah. Yeah. Yeah. >> Because it's new. Sometimes we don't know what we don't know either until we get started. But at least, you know, it's there for us to start if you know we have this uh approved. >> Well, Madam Chair, I believe that wealth contract second. It has been moved and second that we approve the tea health grant contract. All those in favor use the usual
057sign. >> I are there any naysay? Hearing none. Um the tea health grant contract is approved and thank you Mr. Gone for the work you think done with this. >> VPSA reimbursement resolution. Greetings board members and Dr. Weston. I'm seeking board approval for VPSA reimbursement. This grant provides for many of the students technology, the Chromebooks and also the SO readiness and their total amount is 2,000 I mean 232,000. >> We receive these grant funds u from the state department every year. Um, and so part of that work is say before we spend the money, we have to get approval to be able to spend it. And that's what this resolution is for. >> It's just a formality. >> It's a formality. Every year we have to go through this. >> I move that we approve
058the VPSA reimbursement resolution number VPSA 2526. >> Second. It has been moved and second that we approve the VPSA reimbursement solution number uh VPSA 2526. All those in favor use the usual sign. >> I and a naz hearing none is approved. >> Thank you >> madam secretary. Is there any new business? >> No there's no new business madam chair. >> There's no new business. Superintendent Matters. >> Yes. I'd like to have Miss Peters come forward. and she's going to provide us with an overview u with exceptional education. You know, there's always a lot of questions about why does things take so long and you know what's happening in special education. So, she's going to provide us with a brief overview of that process tonight. All right. Well, good afternoon um board members and Dr. Weston.
059Um I'm here this afternoon to share an overview of special education with you all. And like Dr. Weston said, you know, as board members, you often field questions from parents in regards to special education. But to my knowledge, none of you have a degree in special education. So, you're trying to answer questions about things you don't necessarily know all the answers to. So, hopefully by being able to provide you um you know, some highle knowledge, this will help you in some of those conversations. Um but just remember, you know, I'm always here to answer those more specific questions and help you guys out with that as well. [snorts] Nope, I went too far. Yeah, I got it. [laughter] I was like, wait, it went too far. Um so these are just kind of the high
060level things that we're going to talk about. Um just understanding special education, special education law basics, student discipline, assessment, grades and graduation dispute resolution and students with disabilities and then some of the things that fall under your role as a board member. Um and the majority of this information does come from um a book that our council of administrators of special education and council for exceptional children puts out um that is specific for board members. It's just a really small booklet um that's very helpful. So if that's something that you guys are interested in um I'm sure I could work with Dr. Weston to get those for you as well. Um so when it comes to special education, all children that are eligible for special education must be provided with what we call a free
061and appropriate public education. So we use a lot of um acronyms in special education. So we call this FAPE. Um there are no exceptions. Um, so it doesn't matter if it's a student with severe disabilities, if the budget is tight, like none of that matters. We have to provide those services to students if they're found eligible. Um, so it's important for you guys to have that working knowledge of the laws and regulations because again, you know, you're having to approve expenditures and things like that that relate to these students that we're serving. Um the individuals with disabilities education act which is idea is where is what guarantees that fate for every student with a disability. Um the next point here I think is important for people to understand that just because a child has a
062disability does not automatically mean that they receive special education. We have a lot of students walking around in our schools that have disabilities but they don't necessarily need that specially designed instruction. So to be eligible for special education, a student has to have a disability that meets one of the categories and they also have to have that need for specially designed instruction. So it's what we call like a two-prong approach. Um and then sometimes we have students that may only need accommodations and those can be provided through what we call a section 504 plan. Like I said, um the services are mandated by both federal and state laws. Once a child is found eligible, again the district has to find a way to provide those services. Sometimes some of those expenditures that we see are
063sizable. Um you know when we think about a student who may need a onetoone support or they have um significant amounts of equipment that are required that they need when they're at school, things like that. Something else that we are working on currently um just in my short time here as I've reviewed IEPs and things like that is that we really have to write our IEPs and our services based on the individual needs of this student. Um we can't just look at the disability category. Okay, this child qualifies under SLD, so we're going to automatically give them these services. We really have to hone back and look at what are the actual needs of the child. Um something else when you're speaking with parents, it's important to use that person first language. I'll give you
064an example of that later. Um, something else to think about is in Virginia, parents have to give consent for everything in special education. So, in some states, it's just that initial evaluation and that initial IEP, but in Virginia it is parent consent across the board for everything that we do in special education. Um the eligibility process part, I don't think I have this timeline on here, but it is 65 days from um when that referral is submitted that we have to complete all the evaluations and then hold the eligibility meeting to re um review all of those evaluations and determine if the child's eligible. And then once a child is found eligible, then the team has 30 calendar days to write the individual education plan or the IEP. Um, and the 65day timeline is business
065days, which you would think that business days would relate to, okay, school's in session, so those are our business days, but it does not. Business days continue counting even if we're not in school because they only subtract out federal holidays. So we have to look at, okay, if we have a child who, you know, has been referred, we've got to be able to include the timeline over Thanksgiving break, except for Thanksgiving Day, over Christmas break, except for, you know, Christmas Eve, Christmas Day, those kinds of things. So we have to be thinking ahead to when do we actually have to schedule this meeting because our timeline keeps ticking even though we're not at school. So there's some tricky things and especially when we start talking about business days versus calendar days versus all those things.
066Um, and then like I said, some students may require some additional services. Some of them might need specialized transportation. Sometimes we have kids that need speech language services, occupational therapy, um, physical therapy, or sometimes they may need that specific, you know, behavioral aid or onetoone aid with them. Something else um, that sometimes we don't remember is that all students with disabilities have to participate in state assessments. Um, so even though they're, you know, they have challenges, obviously they need support, but they still have to participate. And then we do have a small percentage of students who are going to take what we call an alternate assessment. So in Virginia, that's the VAP assessment. Um, that percentage is supposed to be less than 1%. And I will tell you, um, I just completed our report for
067this year and we are finally below 1% participating in an alternate assessment. Part of that is because of some of the changes of the requirements with the VAP. Um, something else to consider is special education is not a place. It is the services that the student requires um that gives them the access to make progress in their education. Most students don't have a physical disability. So, if you were to walk through any of our buildings, you wouldn't necessarily know which students actually have disabilities. Some of them do have physical disabilities that are, you know, they're visible when you look at a child, but for the most part, you would not know, um, unless you were interacting and, you know, supporting them educationally, most students are educated in the general ed classroom. Um, while some students
068do require something like a separate location, sometimes a special school, um, you know, sometimes we have students that are in private day schools, things like that, but for the most part, most of them are going to be educated in our general education classrooms. This next piece is something that we are working on is that all teachers and staff need training on how to support students with disabilities in the classroom. Um when we think about a general education teacher in order to get their lure, if you've gone through a traditional prep program, you may have had one introductory class in special education. Um but then we also think about the number of teachers that are provisionally licensed or that are you know they were not a teacher by trade or whatever. They don't have that knowledge
069and background of how to support these students but they are expected to teach every day with these students in their classroom. So we are trying to work on how do we meet those needs of the training requirements that a teacher needs. Um one of the most litigated areas of special education is the lack of progress that children make. Um, so when we think about how do we monitor their progress on their goals that are on their IEPs and things like that, um, our state does provide a statewide system for IEPs. This year they added in a module for tracking progress on IEP goals. So that is something that we're doing a slow roll out this year um, so that we have a tool for the teachers to actually use to track the progress on those
070goals. As we all know, there is a nationwide shortage of special education teachers. And like I said, a lot of those teachers are provisionally licensed with no experience in supporting students with disabilities. But that being said, whether a teacher is just starting in their career or they're a veteran teacher, they are held to the same standard as far as what's expected of them and that legal standard of providing for a child. So, um, it's important that we figure out what kind of training do they need so we so that they're supported. And then information about students with disabilities. As is with any student, we've got to make sure that we keep that information confidential. Um, this next part, we're going to kind of go briefly over some of the special education law basics. Um, special
071education is defined by federal law, the IDEIDA, and that does supersede the state law and regulations as well as our local policies and procedures. Some of the things that we're going to focus on include childf find non-discriminatory evaluations, FAPE, IEPs, LRE, which is the least restrictive environment, related services, parent participation, and confidentiality. So with child find, all school districts are required to proactively seek out and identify every eligible student with a disability living within the division. Um, so currently the way that most divisions handle that is they do have a notice on their website. So we do have that under our special education part of our website. And then specifically for our younger children, those two um 2-year-olds to 5-year-olds, we do hold a couple of days during the school year, usually one in September,
072one in January, where we have parents sign up for appointments. They bring their children in to go through a screening process to determine if they do need to be um evaluated for potential for special education. Um when we think about the evaluations that are completed um they do have to be non-discriminatory and the evaluation reports have to describe the unique needs of the child, [clears throat] how that disability adversely affects them and then any recommendations for um programs and services. So that's all part of that eligibility process. The IEP again is tailored to meet the individual needs of the student and there are required members who must be at the meeting. That includes parent, general ed teacher, special education teacher, an LEA rep, LEA rep, which is the local education association. Typically in our division,
073that would be a principal or assistant principal, but they also may have a designate in their building such as a counselor or something like that. Um, there also needs to be someone who can interpret the evaluation results. And then at the secondary level too, a lot of times we include the child, especially if we're talking about transition. Um, FAPE is services that have to be provided at no cost to the student or family. Education must allow the student to make progress in the curriculum and it is based on their individual needs. Something to think about though is appropriate does not mean the best possible services. So, we have to figure out how are we leveling that playing field, but that doesn't always mean that that's the best. Um, and we do, um, thanks to a
0742017 Supreme Court decision called the Andrew F decision, we do have to make sure that students are making adequate progress in light of their circumstances. So prior to that Supreme Court decision um it was what we called deminimus which meant that it was like the bare minimum like students only had to make minimum progress whereas now we have to look at is there progress in relation to their circumstances and again we are responsible for providing fate for any student within the boundaries of our division um with LRE which is that least restrictive environment we want to make sure that students are educated with their non-disabled peers so the maximum minimum extent possible and that we're only considering those separate settings or classrooms if every method has been tried in the general education setting. So, we
075don't want to jump from, okay, they were in general ed and now we're going to put them all the way over here in, you know, a private day school or a separate school or whatever. We've got to make sure that we've worked along that continuum to try to support their needs. related services. Um, I've kind of mentioned some of these before, but special specialized transportation. If a student is unable to access the traditional school bus, then they may be offered specialized transportation. Um, typically we look at more of like those students with physical disabilities, but there could be other factors um that would cause them to need specialized transportation. Typically, a special transportation vehicle has less students on it and it will typically have an aid as well. Other related services again include speech language,
076OT, PT, um counseling or medical support. We always want parent participation. We want them to be viewed as equal participants in that process. We want them to have opportunities to participate in that process. And again, like I said, parental permission is required. They also have to have access to the records. Confidentiality. um just making sure you know when when a parent's reaching out to you with questions or whatever, just thinking about how you're keeping that information confidential. Um it cannot be shared outside of the IEP team. So we always talk about like when we're in a meeting, what happens in that meeting? Like that's those are the people that need to know because those are the people most directly related to that student. Um you know, we of course share with teachers the accommodations that
077a student needs and things like that, but they don't need to know everything. Um, but if it, you know, if an issue arises and somebody does have to contact you, you know, make sure you reach out either to myself or Dr. Clay or Dr. Won and we can help you with those questions. And then I know I mentioned section 504. Again, this is students who have a disability that don't require specially designed instruction, but may require some accommodations to be able to be successful in school. Um, section 504 does protect those qualified individuals from discrimination based on their disability. Some of the most common disabilities that are served under section 504 include ADHD, anxiety, and diabetes. And something else to think about is section 504 is not actually the responsibility of special education. It is
078a general education process. Um, in Demidy County, my office does do that initial eligibility for a section 504 plan, but then after that, it is the responsibility of the counselors in the building. um some schools use assistant principles like it's a variety of things but it is a general education process. When we think about special education law um we do receive federal funding to support um some of the positions in our district that um for teachers in paras in special education. As a condition of that um we have to ensure that all students with disabilities receive FAE. Um the state agencies then monitor the local school divisions, send the federal money, making sure that we do implement all the processes and procedures. Um the local school division is responsible for complying with all of the
079regulations and then we as a division develop policies and procedures for what specifically we're doing here. Um I will just say we are currently under VDOE compliance monitoring this year. It's part of a five-year cycle. So, this happens to be our year um where they are reviewing our policies, our procedures, our files, things like that. And part of that is that fiscal side to make sure that the funding that we're using that we're using it for what it's meant for. ESY, which is extended school year, um versus summer school. So, these are separate things. Sometimes people will use these um terms intertwined or intertangled or whatever. Um, ESY can be provided anytime we have an extended break. So, it's not just summer break. It could be the upcoming Thanksgiving break because that's more than just
080a typical weekend. It could be the upcoming winter break, anything like that. Um, but in order for a child to qualify for extended school year services, we have to look at are they regressing in those skills that they've been working on. So, we can't be working on teaching new skills during ESY. We have to look at what skills may they have lost when there's been an extended break. All right, this is the part that you guys probably get to deal with sometimes. Um, student discipline. So, anytime a student with a disability gets in trouble, um, they can be disciplined up to 10 school days um, without us having to provide services. But if we exceed 10 school days, then we have to look at what happened. we have to hold what's called a manifestation determination
081review meeting to determine if what happened was caused by their disability or if it was because we had failed to implement their IEP. Something else that may have to happen is sometimes kids may get in trouble and it's only for a couple of days at a time. But then they approach that cumulative 10 days. Again, if we're going to exceed 10 days, we do what's called a pattern analysis where we look at the different behaviors. We look at the length of each removal. We look at the total number. How close in the calendar were they? Like if I have a kid who got in trouble in August and they don't get in trouble again until April, it's probably not a pattern. But if they're getting in trouble every week, we may have a pattern of
082behaviors happening. So like I said, after we've exceeded 10 days, so on that 11th day, we do have to provide services. So typically what we do is if there is some sort of behavioral infraction and we have to provide services, we do that through a homebased manner um where we amend the IEP to reflect that the child is going to be homebased for whatever the period of time is for the disciplinary action and then we assign a teacher to support with homebased instruction during that time. They continue to complete their work either through you know the adminum platform or through their teachers providing that work but then we support that with instruction. Um, like I said, the MDR meeting, we're answering those questions. Either was it um related to or caused by the disability or
083was it because we failed to implement the IEP? [snorts] And if a behavior is found to be a manifestation, the team then does connect conduct what's called a functional behavior assessment or an FBA and they would implement a behavior intervention plan or if one's already in place, they're going to want to review that, make any modifications to it if needed. If it's not found as a manifestation, which a lot of them are not, um then the school division can proceed with disciplining the student the same as they would a general ed student. And then of course there are those extreme cases where we can make the decision to unilaterally remove a student with a disability if there's incident incidence of weapons um substances or inflicting serious bodily injury. And in that case, we can remove
084them up to 45 school days. Okay. Um when it comes to assessment, all students do participate in those state assessments. Like I said, if they need to participate in an alternate curriculum, they also have to be doing an alternate um assessment. The VAP criteria has pushed a lot of our students out into the general education classroom that were not previously out in those settings. Um, so when we look at our staffing and everything, we've had to figure out how to shift staffing to support those needs. How do we shift the schedule, things like that to make it work. Um, as far as grading, in case you get questions on grading, there are no federal guidelines on grading procedures. Um, if an IEP team does need to make a decision about anything with modified grades or
085things like that, they would want to make sure to include input from the teacher. When it comes to graduation for students with IEPs, most students will graduate with either in Virginia a standard or advanced diploma. Um we do have a limited number of students who do um graduate with an applied studies diploma. But the one concern with that is it does place limits on what the student is able to do after high school because it it is not viewed as an actual, you know, high school diploma or a general, you know, a GED equivalency or anything like that. Um, but the state has put a lot of credit accommodations in place to try to ensure that as many students as possible can graduate with a standard diploma. So, we have two avenues with that. We
086have the locally awarded verified credits where a child scores between 375 and 399 on an so, although that will probably be changing with the change in cut scores. Um, and they do have to take that assessment twice. Or there's also the special permission locally awarded of verified credit where if they score below a 374, they only have to take the assessment once and then the case manager writes a justification statement and that has to be submitted to the department of ed for review. [snorts] Something else that unfortunately sometimes we experience in special education is dispute resolution. Um but VDOE does offer a variety of ways to work through those disputes. Um they offer facilitated IEPs which I will say we have used that for a few of our families and it's been very productive and
087helpful. Um so if you know for instance there's been multiple IEP meetings there's no resolution. Before things really start to get heated we reach out to the department of ed and say hey we've got this situation we would like to seek a facilitator to help us work through this process. They participate in the meeting. they kind of help answer questions and keep the meeting moving um so that we can come to um some sort of collaborative um decision. There's also mediation. Um this is when there is a true difference between the school and the parent um and it it puts a neutral party into the mix. Helps with that negotiation. In this case, it does not always include the whole IEP team. There are also state complaints. Um it's an alleged procedural violation um and
088can be filed by anyone. We did have one that was filed last school year um but thankfully our team was on top of it. We were able to handle it before it even got to the state department. Um so that one was closed out pretty quickly. There can be due process hearings um but parents and school districts are the only parties that can file those. It has to be related to the identification, evaluation, educational placement or provision of fate for a student with a disability. These can become very costly, very time consuming and can be very contentious and the hearing officer's decision is legally binding in those cases. There's also something called the Office of Civil Rights, the OCR, um, which a parent could file a complaint under. Um, we've also had one of those
089that we've worked through just in my short time here that was had happened prior to me being here. Um, but again, we were able to work through that with the family. So, when we think about your role as a schoolboard member, um it's important for you to consider the impacts on students with disabilities when it comes to the division's visions and goals. Um how will the division support the continuous improvements to maximize those outcomes and experiences for all students? When you're making policy decisions, make sure that you're asking yourself the question, what does this mean for our students with disabilities or our students who are eligible for special education? And then also, of course, when it comes to budgeting, um, special education is funded from a variety of, um, places. It's local, state, and federal
090funds. Um, like I said, those services are mandated, so we have to provide them, and we have to figure out how we're going to provide them even when the budget's tight. Um, and cutting money for special education does not relieve us of our obligation to provide those services. Um, it could put us at risk of not meeting our maintenance of effort, our can tell you, Miss Fleming, and I do not want to deal with that. Um it is the expectation that we will not decrease um the money that is spent that we you know meet that same level that's been um put into place. But there are of course always exceptions that can be applied if we for instance have a retired a teacher that retires and we replace them of course with a lower
091paid teacher. That's an exception. Um if you have a decrease in enrollment, if you have a high need student that leaves your division. So there's things that you know the the state has put into place to factor into that calculation. um when it comes to MOO and then I did mention this earlier so using that person first language um so referring to the child first so a child with autism not an autistic child um it just you know it helps that parent realize that you do recognize that it's a child first um again that confidentiality in all situations um making sure that you know when you are asked questions um please help us out by not making any promises or commenting on the situation again because you may not know the whole picture of what's
092happening or whatever, you know, let us help with that process from our office and then of course following up with the appropriate personnel if there is a concern. >> All right, that was a lot of information really fast. [laughter] That was a lot. >> Any questions that anybody has? >> You're welcome. >> All right. Thank you all. >> Thank you. Um, Miss Benjamin and board members, we do have an one update to policy GAB. Um, AI. Is that going to be Eddie Carly? >> Good afternoon again. Okay. So, Miss Wolf and I are here to share the ongoing work of the artificial intelligence committee and provide an overview of regula regulations guiding AI use, including district approved resources, staff and student guard rails, and ongoing professional development. At this time, the committee has approved the
093following AI resources for staff and then the following um resources for students in grades 6 through 12. Data privacy, ease of use, quality, and variety of outputs were used to approve the current resources and will continue to guide the evaluation of future tools. We have also established student um staff guard rails to guide the use of AI resources. These guard rails focus on using AI safely, responsibly, and ethically. protecting personal information, ensuring AI supports learning, verifying outputs for accuracy, bias, and appropriateness, providing explicit instructions for student use, and acknowledging AI contributions. We have also established student guard rails which align with the same guidelines used for staff. Ongoing professional development and education will be provided. Staff training on the information that is being presented today will take place between November and January. Students will will
094receive education on this information um between December and February. Training will continue throughout the year as new AI resources and tools evolve. And the AI committee is also participating in a variety of professional development opportunities to help us lead this work. [cough and clears throat] >> Questions? I'll show my ignorance with this question, but um so have we we have selected an AI tool that we're allowing students and teachers to use in their educational efforts. >> Correct. >> But do we have anything that helps detect if they've used something else? >> So we have not approved >> I realize. >> Right. Yeah. We have not approved an AI detector. Um yeah. Okay. >> Yeah. [clears throat] >> I think there's so many instances of inaccuracy that um yeah so we do not have that >>
095somebody will come up with one eventually. I guess it's so >> there are some but they're just >> we haven't picked one yet. >> Yeah. >> Any other questions? >> Right. Yeah. um Delo which is um the a resource that um Mr. Ampy has is using. We can tell like if students log into um any type of AI type say chat GPT or say >> delegator is very sensitive to >> oh okay >> tells you everything. Well, we use a tool at the high school with the especially the teachers for papers and they as a tool that they can detect um when things aren't uh referenced correctly and all that. I kind of would assume that AI might be incorporated in that at some point. So um we do have a program called turn it
096in but it is not actually an AI tool but it used AI algorithms to help okay >> you know guide that >> but that is not always necessarily like 100% correct. There's a software committee that [clears throat] I think that you're going to be they're going to be make a recommendation to the software committee and then you all will determine >> right >> what will be one we use select. Okay. >> And we've got some upcoming training that we're really excited about attending. Um I know that there are four of us attending um a training Thursday with um quite a few other divisions in Virginia um where we'll be working with Adam Gary who is has really helped us with a lot of our AI work um a couple of years ago. And then next
097Monday, um, several of the AI committee members will be attending an AI conference in Williamsburg, which is focused all around education and using AI. >> Well, on one hand, you know, we need stay one step ahead of people using it inappropriately. >> But on the other hand, I got a feeling that as we move forward, >> then that we're teaching them how to use the tools that are out there, >> right? >> And and so you wouldn't want to take the approach that we're banning it. Correct. You know, >> they need to take the approach that it's a tool that they might >> Are we are we looking at any training for our teachers on how to use it responsibly because rather than >> looking over their shoulder and saying you can't use this, right?
098>> I think we have to embrace it at some point. >> Yeah. And that I mean that training we actually started AI training last year. >> Um and then it's just will continue on. Um actually the middle school had one yesterday >> and um we'll you know it will just be an ongoing training. It's not something that will stop and say we've done but it'll it'll be ongoing. >> Sure. And as um Miss Wolffoke was saying um the also it's built into our secondary standards >> the English standards >> as well as our digital literacy as well. >> Thank you. It doesn't require approval. I just want to bring you up to speed about where they were with >> Thank you. Thank you. Thank you. >> Next we have Code RBA and uh Maggie Walker.
099I did attend Code RVA meeting um back in October. And if any of you been to the code RVA meetings, you know they move very fast. [laughter] President get the chair gets it over with real quick. So the main thing where this time that they may have some spaces available, we have to we have to um inquire they about the space that's available and uh the chair there at RVA is always um writing or looking for grants to help the students and we're going back early. I I believe we're going to have a meeting in January this of 26 which we normally won't go back I think until February but you want to get started on the budget real early. So that's uh what they're doing at RVA and at code I mean at um
100Maggie Walker we have a new a new leader there and we had 39 students there to pass the national merit scholarship test which is a great success and the fall festival they had um was a great success. They raised $18,000. The alumni came back and they had vendors and all that type of thing. And this year they had the homecoming dance on the field and that was a great success that everyone seemed to have enjoyed that and they're still recruiting for the class of 2030 so we may can get some more students in there. They're going that far ahead to 2030. So that's my report for Maggie Walker and um code RVA. And the next we have citizens report. We have Mr. Scott, is that Coonfield? Is it Coonfield? Yes, it is. >> Good evening.
101>> This going to read it. Somebody has to read first, I believe. >> They're down at the bottom. >> The Deny County School Board highly values public input. No, no. Did you read all of that or just this? >> Yes, >> the last paragraph. >> The board ensures that public participation at any specially called meeting of the school board is fair and respectful. Upon recommendation of the board chair, public hearings and forms are typically designed to receive substantial community input and individual comment. Signup sheets are will be made available at each door for those attending who wish to address the board. Time limits will usually be set for each speaker to ensure everyone can address the board. Typically, each speaker will be allotted five minutes during public hearings and forums rather than three minutes during
102the public address portion of the regular meeting. Upon recognition by the chairman, the speaker shall address himself to the chairman and um give us your name and your address and you may begin. >> Thank you. Uh my name is Scott Kfield. Um did you say my address? >> Okay. Uh, I've got a few. Uh, 10187 Squirrel Level Road. Um, uh, first of all, on this Veterans Day, I just wanted to say thank you to all the service members and their families of which I am a part. Uh, and so was my father. Um, so I appreciate everything you all have done, your dedication to the country of service. Uh, God bless you. So, um, the reason I'm here today, uh, is because, well, quick background. I I am a proud graduate of Denwini Elementary, Denwini
103Middle and class of 88 high school. So, uh 50 years ago or so, my father uh decided to raise his family here. Uh because there were good people, good schools, and a simpler country life. He's a retired Army colonel. U he passed away this year, but um he was in charge of the second battalion at Fort Lee, so about 2,000 soldiers under his control. Not quite like a school. uh but probably not too far. Um but when I think back about my school days, I don't recall having some of the issues that I'm hearing about my extended family experiencing now with regard to some of the bus u reliability. Uh and so what I' I'd like to do uh for you all is provide you with a record of the delays that we've experienced. Um
104and they range and this is just over the last 30 days, right? So, see that these are some of the text notifications that we've collected and I just don't recall having this problem when I was younger. I'm talking about an hour and a half, an hour. Uh it it really is shocking. Uh and I know that you all want to fix it. I'm curious to hear what your your solutions are. And frankly, my dad used to say, "If you're not part of the solution, then you must be part of the problem." And so, if there's something I can do to help resolve this, I'd like to know. So with your permission, I'd like to submit this log. >> Thank you. >> Is that okay? >> Yes. I would just like you to know that um
105I'm gonna have Mr. Walters follow up with you after the after the meeting or or whatever's available, you know, whatever whenever you're available. I'd like to speak to you specifically about your concerns. So, >> okay. I'd have to give you my contact information. I don't think I've written that anywhere in there. >> Yeah. So, just a phone number or some way to what's the best way to contact you? That'd be great. >> Yeah. Okay. That's Mr. Walters. So, he was going to follow up. He was already on it. Miss Crystal short, she's read it again. >> Good evening everyone. My name is Crystal Short. I am the proud mother of Sophia Lefoon, which is a seventh grader of Denwity Middle School. I have been a lifelong resident of Squirrel Level Road 7820 and 802 and
106I am a proud graduate of Denwood High School of 2003. I am a full-time nurse working Monday through Friday alongside of my neighbors which is the ones sitting beside me. Um, and you know, I totally understand the situation and I know people have to reside when they have to. And I have also reached out to the bus garage two times now and I have talked to Mr. Tucker himself about this difficult situation. My biggest concern to date is the transportation not only on school level road district but other districts as well as I understand everything that is going on. Um and it affects not only the staff members bus drivers. It also affects the academics of the students. For the last three weeks we have not had a set schedule for the bus schedule. And
107it is not only hard for me, but it is also hard for the other residents on Squirrel Level Road for our work schedules and people that also have to take care of their elderly parents. I am coming to you all today to see if there is some type of help with scheduling. Maybe if we could even get two days a week of knowing that the bus is coming on Monday and Tuesday for Squirrel Level Road, Wednesday, Thursday for Quaker or whatever other road needs help with. If there's anything I can do to help, I would gladly, you know, try to help the best way I can. Um, also al also maybe try to recruit other bus drivers from other counties until you can find a permanent replacement. >> Thank you for coming >> and Mr.
108Walter will follow up with you also. >> Thank you. Let's see. We have board members comments. Jason, there we go. No comments from me pertaining to the the main portion of our meeting, but we definitely have the right people in the right places to be able to help you all out and assist us. So, you know, Mr. Clfield and thank you for for coming and your neighbors as well um for speaking on this. I'm always excited to see people from the community um attending these meetings. So, >> we'll be here to help. We're always about the kids and um not only just the kids, but you know, their parents and their families. So, I understand, you know, with your work schedules and you know, anything else that may be going on and other students that
109you have in the home. You know, this is a concern and I want you to know that your concern is our concern and it's personally my concern as well. So, um Mr. Walters, you know, and the rest of our team here were more than happy to help out. And, you know, there's so many different ideas and solutions that, you know, we've come up with. We've had hearings on them, may have not been supported by the community. So, we are now in that, you know, follow-up phase, but I think there's more information that can be given you there. So, I don't want you all to think that it's just going to end here. You know, we we do need to find a solution, and I'm thankful that you all are willing to be a part of
110that solution with us. >> Yeah. I I to share your concern. We're we're banging our heads against the wall trying to figure out something and we have to figure out something because you're absolutely right. When a child is late to school, they miss academics and um and it's it's it's becoming a ripple effect throughout our system trying to deal with transportation. So, we are concerned and working on it, but we haven't got a solution yet. We're still working on it. I also want to um thank Miss Anderson and teachers like Miss Anderson that have take their personal time to organize um that group going to New York and we have plenty of teachers that do those that sort of thing. But those trips and experiences are are so important to students and they learn so
111much more outside the classroom than we do inside the classroom. So I'm happy that we have staff that are are willing to do that. And the other thing I'm um excited about is uh the mental health uh u opportunities that we have is it's a drastic need in our school system and in our society and to get it so that a child could have access to it, you know, through the school and um many parents can't afford it and a lot of insuranceances don't cover it. So I'm I'm happy we're embarking on that. So thank you for the for that grant opportunity. I just again want to thank the folks that came to speak about the bus situation night and I don't know um sometimes our meetings are long and arduous and and meticulous >>
112and it's it's almost burdensome to sit through all that just to get three minutes and so I appreciate the fact that you were committed to this enough to say hey I'll sit through all that stuff that I don't even know or understand anything about. Um and and I know Miss Pitman and Mr. Brown both alluded to it. This has been an ongoing problem and um I'm not sure if everyone knows all the work that's been done. [clears throat] We did have hearings last year, Mr. Walters and and what I appreciate appreciate about Mr. Walters is he has said to us numerous times, if we have a problem, we can't just ignore the problem we have to do. So, so he has actively sought solutions >> and the the solution that was presented, the community didn't
113embrace it. >> But to his credit, he is he has not given up. I I know that for a fact. Um, unfortunately, sometimes I think we face problems that the answers aren't obvious to, but um, you know, I I want to give you my word that I'm committed to trying everything I can to help. Um, and and we won't drop the issue. Um, because at the end of the day, um, you deserve to know that your kids are safe and that they're in school when they're supposed to be in school. So, thank you again for being here and for waiting that long to just to share that. So, I appreciate you. >> I would like to also thank you for appearing before the board and bringing this information. It is so much more effective this
114way than if you post it on Facebook and just get a lot of people wanting to jump on board and agree with you, but there are no [clears throat] solutions. The people there on Facebook have no solutions. So hopefully we can work out something that will be beneficial. But I really appreciate you coming. I thought the special ed update was fantastic. I really am up on this artificial intelligence. I've been working with it. It is amazing what it will do. You can write a little message and then tell it to fluff it. >> But thank you. >> Thank thank you board members. Thank everyone for coming. Thank you to the the residents of Squirrel Level Road and the students who were here prior to earlier. Thank my special guests for coming. They surprised me. And
115um I just thank everyone. Dwitty is a great place to be. It's a great place to work. And uh Mr. Coonfield, I want you to know that I beat you here 1946. [laughter] >> So anyway, it is a good place to live, work, and play. So you're in the right place for help. you're in the right place to send your students to school because we have the right people in place and the right people who care and we thank you and Jake. >> Good afternoon. Uh I forgot to mention earlier when the Southside students were here, but it was amazing to see such a multitude and variety of students. I don't think we've ever had that many students here representing the school. So that was amazing to hear what they were [snorts] doing to enhance
116their skill set as a school. But also, uh, I'd like to thank Mr. Garn for what he's doing with the teleaalth. I think that that's a resource that many school districts do not have, and I'm tending to see more, um, mental health struggles with students either with bullying or just school stress. So, I think that that is [snorts] really a beneficial thing to our community. And I think that through the parent collaboration on that with the seminars that you mentioned and everything, that'll be a good encouraging factor to get the students to really seek that help. And uh to close it, I just I'm looking forward to our VSBA workshop next week. Thank you. >> You go. Okay. Um I I want to start by saying that um I I've been really taken by Dimity
117Elementary School has a um up on their board the marquee in the front. It says, "Gratitude changes everything." So, that's kind of been in my, you know, I just been thinking about that a lot. So, I would like to start by thanking Mr. Kfield and the short for your comments tonight. Um, I want you to know that and they will not fall on deaf ears. We have an we do have an amazing team here. Transportation has been a we call them opportunities. It it we're just trying to figure out how to make it work. Um, we have lost a number of um drivers recently. um and who are no longer working with us. We have an aging workforce. Um so we just we have you know we we do have some challenges in front of
118us, but I will tell you that we have an amazing team of people. Mr. Walters is leading doing amazing work down there. So um we're we're committed um to finding a solution um to that and um to to what we have going on. So thank you for your feedback. Um I'd like to thank Carly and Jamie. industry day was phenomenal. >> Um to to see that u you had new people there this year. So had a lot of opportunity to sit in those sessions and um and to hear about different industries and the kids were very excited and very engaged in the process and um and I I saw a little smile in Carly's face as she saw the Southside kids because they're going to be really ready um when they get to high school
119having seen what they're already preparing for at the elementary level. But thank you and Jamie because it just seems like every year it gets better and better just the opportunities that our young people have to stand [clears throat] in front of our industry partners um and to really just start exploring careers and and to talk about what it is that they'd like to do after they graduate. And I just like to close with, you know, because gratitude changes everything. It is a it is such an honor and a blessing to get to work with each of every one of you and with the principles and the teachers on the people that are on the front lines. So we we have a phenomenal team here at Denwy County Public Schools and I hope that everyone in
120this room can go back then and make sure that your staff and your teams, your teachers, your school nutrition staff, your maintenance team that they do feel valued in in this in this important season. So make sure that you take extra special care of them this month and do enjoy the time that you're going to get um that the board has given you to uh spend time with your own families, making memories with your own families. um for that week in in November. So, I hope you all have a great time and thank you to the board. Um you're great role models for us and you certainly do lead the way and um challenge us every day to be better at what we do and and and lead that way for us. So, thank you
121so much for that. >> Thank you, Dr. Weston. And one last thing, I did attend the um industry day >> and I saw the new the tattoo and the new >> opportunities and the um massage therapy. And then I saw an community people coming together. Miss Carson with her class on forensic nursing which was really really exciting. She's a great lady. And then the next thing they invited me to be a cake judge. The wrong person. [laughter] But the students did an excellent job. I appreciation to the teacher and to all the students. And I was very grateful [clears throat] to have been a judge to um taste the cake. And I did enjoy it and they made some great products >> and I'm glad I'll do it again. So I ate a lot of
122cake. I'll do it again. >> Thank you so much. And we entertain a motion. >> Motion ajourned. Nobody in objection. You object.