001Good evening. My name is Kathleen Brown, chair of the Virginia Beach School Board, and I call this meeting to order. Madame Clerk, would you please announce the role? Thank you, Madam Chair. Present in the schoolboard chamber are Chair Brown, Vice Chair Williams, Mr. Bowensteel, Mr. Kalen, Mr. Co Pepper, Mr. Cummings, Miss Dwire, Miss Felton, Dr. Green, Miss Melnik, and Miss Rogers. Thank you. We are going to do the moment of silence followed by the pledge of allegiance. And after the pledge of allegiance, the na national anthem will be sung by the Bayside Elementary School fifth grade chorus. Their musical direction director is Nicole Kennedy. So we'll give you a chance to enter here and then we'll do the moment of silence and the pledge of allegiance. All right. Please join me in the moment of
002silence and the pledge of allegiance as you are able. Moment of silence. I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Oh, say can you see by the dawn, what so proud we are. At the twilight last gleaming, who stares and bright stars? Through the perilous fight or the red we were so gallently streaming and the rockets bursting in gave proof through the night that our flag was still there. Oh, say does my star spangle away for the land of the free and the rain. This evening, the school board has the pleasure of recognizing students and staff and their achievements. We've got over 80 students here today to celebrate with. Thank you parents and
003grandparents who support these students and thank you for all the um musicians and directors who have poured so much into these kids and and you've done a great job. So it's very exciting. But to start our recognitions, we'd like to welcome a guest. Virginia School Board Association Presidentelect Joe Kilgore. Would you please come forward? Good evening, Chair Brown, Vice Chair Williams, Superintendent Robertson, and members of the Virginia Beach School Board. As was stated, my name is Joe Kilgore, and I'm from the Virginia School Board's Association. I am the president-elect and I'm also a member of Hampton City School Board. The reason you don't have the president here tonight is she's from Washington County near Bristol. So, I got selected. So, my honor very much. It is my honor to be here this evening on behalf
004of VSBA and our president, Jenny Nichols, to present this award. Virginia Beach Public Schools has been selected as the winner of the second annual VSBA showcasing innovation award in the category of students population above 10,01. This award This award recognizes your outstanding work with Expedition Port of Call, an innovative career immersion experience for Virginia Beach 7th grade students. Through this dynamic largescale experience, students are introduced to a wide range of career pathways and given meaningful opportunities to explore their interest in real world settings. What makes this program especially impactful is its integration into a broader future ready vision, helping students connect these experiences to future course selection and long-term career exploration. Congratulations on this well-earned honor and thank you for setting a powerful example of excellence in public education. Thank you. We now celebrate our
005annual music awards. Our first recognition is for the students who have been named to one of the following groups. The Virginia Music Education Association's All State Band, All State Chorus, and All State Elementary, All State Orchestra, and Senior Honors Choir. These ensembles represent the highest level of student musicianship in the Commonwealth. Students advanced through multiple competitive auditions, first earning selection to the VMA district ensemble, then auditioning again for acceptance into the state level. In addition, honors choir students have been selected as deserving coral students by the Virginia Music Educ Educators Association or VMA. The association's senior honors choir is an elite coral ensemble comprised of the 12th grade students from across Virginia. It's considered one of the most prestigious choir experiences for high school vocalists in the state. The students were recognizing tonight are grouped
006by the schools they attend and we've invited their music directors and principles to join them. Students, please come forward when your name is called. Representatives from each school will now let us know about our first group of student award winners. Bayside High School's principal, Mr. Troy Walton, and the choir director is Kayla Centuri. The students being recognized this evening are Jeremiah and Christian Rivera Quintana. Cox High School students would be Noah Goodman for all state band, Connor Lane, and Frankie McQueen for all state band. First Colonial First Colonial High School Dr. Many band director Nico Craig students being honored. Colin Disher, All State Band from the Kellum High School All State Band, we have Ryan Hoffman. And from the All State Chorus, we have Gunnar Smith. We're also accompanied by our principal, Leah Nelson. from
007Lancetown High School, Bodie Bruner and Richie Lee All State Chorus and Principal Dr. Johnson. For Ocean Lakes High School, we have students Everett Keith, All State Band, and Mason Ahern, All State Band, accompanied by our principal, Dr. Leslie Edner. from Parkway Elementary, Carly Thomas Lawson, Immani Murphy, Kamari Williams, Zyla Vasquez, Ana LC Williams, Dr. Katana, principal, Miss Lucas, assistant principal. Princess Stan High School. Lydia Lee, All Virginia Band. And for all Virginia chorus, Abby Colbear, Julia Phillips, and Hannah Sto. Visual and Performing Arts Academy. Isabella Fernandez, All State Band. Jasmine Schaw, All State Band. Jannard Cruz, All Virginia Chorus. Jada Phelps, Senior Honors Choir. Rean Ramsey, Senior Honors Choir and All Virginia Chorus. Niles Delo, Senior Honors Choir and All Virginia Chorus. Emmer Emma Howard, Senior Honors Choir and All Virginia Chorus. Alyssa Johnson, Senior
008Honors Choir and All Virginia Chorus. Ava Saunders, All Virginia Chorus. Ally Shalp, all Virginia chorus. Kenna Taylor, all Virginia Chorus. Job Jones, all Virginia Chorus. And Chris Garlock, all Virginia Chorus. We are accompanied today by our principal, Mr. Carrie Manugo, and our academy coordinator, Miss Sharon Bird. Sailing strong. As we say on stage, find your windows. Tallwood High School's principal is Dr. Ryan Omira. The band director is Timothy J. Rosettini. And the orchestra director is Adrien Pucky. The students being recognized are Zachary Bey, all Virginia Orchestra. Danica Jeter, all Virginia band. Alex Lei, all Virginia band. William Rano, all Virginia band. Brandon Winitt, All Virginia Band, and Owen Rickettts, All Virginia Orchestra. Congratulations. lines. Congratulations to you all for your outstanding work. Now, please everyone join me in a round of applause for these students
009outstanding accomplishments. Next, we will recognize our school music programs for receiving the program of honor award. To earn this award, uh, ensembles must receive a superior rating at the Virginia Band and Orchestra's concert assessment and demonstrate the strength of their music program through various factors, including student selection for regional and district events and assessments by the Virginia Band and Orchestra Orchestra Directors Association. The program of honor bestows the title of Virginia Honor Band or Virginia Honor Orchestra to those who successfully earn this achievement, which is the highest honor awarded in the Commonwealth. Mr. Jason Stanley, an instructional specialist with the Department of Teaching and Learning, will now introduce us to these staff members. Let's welcome our Virginia Honor Orchestra directors. From Independence Middle School, Mr. Robert Wilson, accepted by Miss Lindseay Exkins. From Kimville High
010School, Dr. Natalya Goodlow. From Salem Middle School, Laura Parker. And from the VPAA Visual Performing Arts Academy, David Boone. Congratulations. Now welcoming our Virginia Honor Band directors. We have from Cox High School, Mr. Mike Lane. Independence Middle School, Miss Lindseay Eskins. As she makes her way around Kellum High School, Mr. Dylan Root, Lancetown High School, Mr. James Tucker, Lancetown Middle School. Justin Thornton, Ocean Lakes High School. Caitlyn Profett, Olden Nation School, James Reed, Princess Anne High School. John Boyd, Salem High School, Robert Rigby, and Tallwood High School. Band director is Timothy Rostatini, but the award is accepted by drum major William Reno of Tallwood High School. Congratulations. Congratulations to music directors on a job very well done. Yes. Next up are our school music departments who are being honored as blue ribbon schools. The Virginia
011Music Educators Association Blue Ribbon Award is a prestigious honor recognizing schools that demonstrate sustained excellence and a strong commitment to comprehensive music education. For the 202526 school year, only 130 of nearly 2500 middle and high school programs across Virginia earn this distinction, including 12 schools from Virginia Beach City Public Schools. That's amazing. Schools earning this award receive superior ratings for band, chorus, and orchestra at district assessments. The award is a testament to the hard work and dedication of music educators and their students and serves as a symbol of excellence in music education. Let's please welcome staff members who make up their school's music department and were instrumental in their school receiving this momentous award. Please feel please feel free to applaud for each school as they're recognized. Mr. Meredith Brookman, fine arts coordinator with the
012Department of Teaching and Learning, will now share with us our Blue Ribbon Award winners. From Cox High School, please welcome band director Mike Lane, course director Andrea Manaski, and orchestra director Kevin Fields. That's like a trifecta. from Independence Middle School. Please welcome band director Lindseay Eskins, course director, strings director Mr. for Wilson. From Kellum High School, please welcome band and orchestra director Dylan Root and choir director Carl Capone. from Chemville High School. Band director Brian Webb, course director Karen Neimoth, and orchestra director Dr. Natalya Goodlow. from Lancetown High School. Please welcome band director Jamie Tucker, chorus director Jeremy Yoder, and orchestra director Danny Santos. from Lancetown Middle School. Please welcome band director Justin Thornton, course teacher Amanda Ellis, and orchestra director Jeff Bailey. from Ocean Lakes High School. Please welcome band director Caitlyn Profett, course
013director William Boardman, and orchestra director Angela Henry. from Old Donation School. Please welcome band director James Reid, course director Ashley Landon, and orchestra director Paul Baird. from Princess Anne High School. Please welcome band director John Boyd, chorus director Katie Davis, and orchestra director Carter Campbell. From Salem High School and the Visual and Performing Arts Academy at Salem High School, please welcome band director Robert Rigby, course director Joseph Bray, and orchestra director David Boone. from Tallwood High School. Please welcome orchestra director Adrienne Pucky, course director Joseph Bray, and band director Timothy Rosatini, who couldn't be with us this evening. Finally, we will honor the Virginia Marching Band Cooperative Group 2 state champions. Will the representatives of Cox High School's marching falcons please come forward? The Frank W. Cox High School Marching Falcons maintained an undefeated season
014and won the 2025 Class A Virginia Marching Band Cooperative State Championship. Here to represent the Marching Falcons are drum major Carter Graph, band captain Liam McMahon, and band director Michael Lane. Congratulations, Falcons. We are proud of you. And now we are proud to announce that the Virginia Beach City Public Schools has once again been named a best community for music education 2026 by the National Association of Music Merchants Foundation. Will members of the Performing Arts office please come forward? This is the 17th year that Virginia Beach City Public Schools has been awarded this designation. The award program celebrates outstanding efforts by teachers, administrators, parents, students, and community leaders who have made music education part of a well-rounded education. Designations are made to districts and schools that demonstrate an exceptionally high commitment to and access to
015music education. VBCPS is one of only 8% of school districts nationwide to receive this prestigious award. In Virginia, we are one of 28 school divisions to receive this recognition, representing 21% of all school districts in this state. Along with our music students and staff, we'd like to recognize Dr. Chris Crystal Lewis Wilkerson, director of K to2 and gifted education, Mr. Meredith Brookman, coordinator of the performing arts, and Mr. Jason Stanley, performing arts instructional specialist. Congratulations, Virginia Beach City Public Schools music students and staff. We are proud of you. And this will conclude the school board recognitions for this evening. Okay, we are now on to the adoption of the agenda. Uh there are a couple of modifications. Um one is action C will be removed. that will be up for action on the June 8th
016meeting and that's the progressive design build and then instead on action C we will have a motion related to an employee grievance from our closed session earlier. Are there any other modifications to the agenda as presented? Seeing none, I call for a motion to approve the agenda as presented and modified. Made by Miss Melnik. Is there a second? Okay. Second is made by Mr. Co Pepper. Okay. Any discussion? Seeing none, I call for the vote to approve the agenda as presented and modified. Is everybody's working? Okay, very good. So, Madam Chair, we have 11 eyes. The motion did pass for the adoption of the agenda as presented and modified. Thank you. We now uh look forward to Dr. Robertson, your report and recognitions. Thank you. Good evening, Madam Chairwoman and members of the board. Here
017are a few items of interest for you and our families. Students, administrators, and community partners across Virginia Beach City Public Schools shared their gratitude for our educators during teacher appreciation week. The Advanced Technology Center hosted Survivor Teacher Edition with coffee, lottery tickets, and gift cards donated by community partners. The National Junior Honor Society students at Virginia East Middle set up a breakfast buffet. The Student Council Association at Luxford Elementary made cards and signs for their teachers. Strawberry Elementary School students wrote happy messages on the sidewalks for their teachers to see when they arrived at school. School administrators at Rosemont Elementary rolled out a cart of sweet treats down the hallway, inviting teachers to fill a bag full of goodies. Our communications office posted videos of students and principles saying a special thank you to our
018teachers. We recognize we couldn't do our jobs without the dedication, care, and commitment teachers bring to classrooms every day. Thank you to our amazing teachers for everything you do. May 15th was an exciting day at the grand opening and ribbon cutting ceremony for the new Amazon.com Robotics Fulfillment Center in Virginia Beach. Representatives from our division were among the more than 50 special guests attending this celebration, which included a tour of the 3.2 million square foot facility and the presentation of a $50,000 grant to Virginia Beach City Public Schools in support of STEM initiatives. Thank you, Amazon, for your continued partnership and investment in our students and schools. The Virginia Beach Council of PTAs and the Office of Family and Community Engagement hosted the 202526 annual PTA volunteer dinner and awards program May 20th at Princeton
019Middle School. We welcome guests and thank volunteers for their hard work during the school year. Council President Tara Campbell announced the 202526 citywide elementary and secondary volunteers of the year. Jessica Gooden at Christopher Farms Elementary and Natalie Biggie at Virginia Beach Middle. Faith director Dr. Aman Alexander presented a new citywide award designed to encourage more male volunteerism in schools. Gary Kase received the first male engagement volunteer of the year award for mentoring young men in several beach middle schools including Birdneck Elementary and Renaissance Academy. PTAs and PTSAs were also presented awards for membership achievements and exemplary service. And I'd like to thank all our volunteers for helping our students and staff achieve success every day. Spirits were high on May 21st at the future teacher award and career signing event at Lancetown High School. We
020had 50 students in our class of future teachers this year. Proud family members looked on as they signed their official contracts with Virginia Beach City Public Schools. We're glad to give them a head start and can't wait for them to return after college to join us in our classrooms. Also, at this event, we had more than 60 students being recognized for commitments with 38 employers in our organizations. Of those, three are military branches and eight are trade specific post-secondary institutions. These students signs letter signed letters of intent alongside their employer, recruiter or trade representative representing 13 programs from the Virginia Beach Technical and Career Education Center. And we have a video to share in a moment. Our future ready students recently took part in the 40th annual official for a day event at the Virginia
021Beach Convention Center. And students from every school met with city and school leaders, including many of you in this room. and let's see the video. We are here for the official for a day event for Virginia Beach City Public Schools. This is the 40th year of the official for a day event. Students from every high school come to the convention center for the day and they will meet different school system officials. They will also meet different city officials to learn about what they do for our school system and for our community. Hopefully spark some career interest for them. The students will get to engage in three roundt sessions. Two of our roundt sessions were selected based off of the student interest form. The third round table is randomized so the student can just really have
022an opportunity to hear about different branches, different fields. I didn't really know what to expect when we took the uh survey. I was kind of looking for topics on community engagement. just anything that can get me closer with my local community and seeing how that's handled on a higher level. Something really unexpected was that in all of my round table sessions, the city and school officials didn't actually plan to go into that field. It was just really surprising to see how some people have their life planned out, but it really does not matter much because life can take you unexpected places. This is my third year on the program and every single time I've been able to meet new officials and I've been able to really explore these different career fields and options especially because
023last year I was able to decide that I want to study business and finance in the future because of an opportunity like this. I think it's really important and I'm grateful that our elected leaders and our other leaders in the city as well as our first responders have come to this so that our students can learn and it's our future leaders in this community and so we need to make sure that that next generation has the information that they need. It's a great opportunity as a council member to connect with our city's most right and emerging young leaders and public servants and also to hear what's on their mind and connect with what the things that they're thinking about. As students, we don't really see much of anyone outside of our own school. But through
024citywide events like this, we can really network just communicating with those officials about what their days like, what their life is like, how their careers are. It was great to participate in roundt sessions with students while they explored future career opportunities. And not too long from now, I'm sure we'll see some of them in this room helping educate future generations of students in Virginia Beach. So, thank you, Madam Chair. This concludes my report. I am pleased to announce several uh recognitions tonight. We'll start with Jordan Barbaresi. Jordan, we're pleased that you've accepted our recommendation for Jordan, previously an admin assistant at White Oaks and Wind and Woodstock Elementary School, to be the next assistant principal at Indian Lakes Elementary School. Congratulations. And I see you have some guests. I do. Thank you, Dr. Robinson. I
025have my daughter Anderson, my wife Elizabeth, my daughter Collins, uh my grandmother, and my principal from Woodstock joined me as well today, Miss Thompson. Congratulations. Next up, we have Kevin Crossman, uh currently an admin assistant at Kville Middle School. We're pleased you've accepted our recommendation for Kevin to be the next assistant principal at Brandon Middle School. Congratulations. Thank you. And I see you have some guests. I do. Yes. I have my daughter Caroline, my wife Brandy, who's also a Virginia Beach public school teacher, uh my son Luke, my other daughter Emma, and my principal at Kimol Middle School, Dr. Cornick. Congratulations. Next up, we have Dr. Nata Zenedine, currently an admin assistant at Lark Middle School. We're pleased you've accepted our recommendation for her to be the next assistant principal at Salem Middle School. Thank
026you. And I see you have some guests. I have my husband, Cassella Malum, my daughter, Marian Malum, and Adam, my son, and my principal, Dr. Zoke, is here as well. My future principal, Mrs. Frederickson, is here. Thank you. Thank you. Congratulations. Next up, we have Michelle Brown, currently an assistant principal at Trickle Elementary School in Chesapeake Public Schools. We're pleased you've accepted our recommendation for be the next coordinator of special education, the office of programs for exceptional children. Congratulations. Thank you. I see you have some guests. Um, I have my partner Jessica and my sister was going to be here, but the weather so congratulations. Next up, we have Lauren Girdler, currently an itinerate principal at the Southeastern Cooperative Education Program, otherwise known as CEP. And we've we're pleased you've accepted our recommendation for Lauren
027to be the next coordinator of special education, the office of program for exceptional children. Thank you. And I see you have some guests. I do. I have my husband Josh, my son, Tucker, and my mom Lorie, and my dad Robbie. Congratulations. Next up, we have Dr. Dani, currently the principal at First Colonial High School, and we're pleased you've accepted our recommendation for Dr. Myani to be our the next chief academic officer in the department of teaching and learning. And I see you have some guests. I was going to use my outside voice. I have my wife Courtney with me. Uh Nolan rising ninth grader to be at LSA at First Colonial. My daughter Eevee who plays a violin at VPA at Salem. James our seventh grader Independence. And my oldest son who's an Ocean Lakes
028grad just finished his freshman year at Rochester Institute of Technology. I didn't want to watch this and not know that I acknowledged him cuz he Thank you. Congratulations. And then finally, we have uh Ben Oaks, uh recently retired commanding officer of the USS New York, a battleship in the United States Navy. And we're pleased you've accepted our recommendation for the next chief operations officer in the Department of School Division Services. And you have some guests. Thank you, Dr. Robertson. Uh this is my beautiful wife, Christie. Uh my oldest son, Max. He is a sixth grader at Princess Anne Middle School. Uh my youngest son, Cal, uh he is a second grader at Redmill. And Eli will finish his fifth uh grade year at Redmill and rise to Princess Anne Middle School. We think congratulations. So
029I to all the families uh we appreciate uh the time to come uh spend lots of time with uh the new appointees. I'm sure they're gonna be really busy soon. They're not already busy now. But no, uh, family is really important in Virginia Beach City Public Schools. We always want to keep that first. Um, and all of you to all of you, congratulations. Thank you. That is a big rugby at Navy. I would have chosen a different sport. I would have played right behind him on my team. Clear the path. I'm in. Okay. We are now on to the approval of meeting minutes for the May 12th, 2026 regular schoolboard meeting. Are there any modifications to those minutes as presented? Okay, seeing none, moved by Dr. Green, seconded by Miss Dwire. Any discussion? Seeing none,
030I call for the vote to approve the May 12th meeting minutes. So, Madam Chair, we have 11 eyes. The motion did pass for the approval of the meeting minutes from May 12th. Okay. Thank you. We are now on to the public comment section of our agenda and we will hear public comments on matters relevant to prek through 12 public education in Virginia Beach and the business of the school board and the school division from citizens and delegations who signed up with the schoolboard clerk prior to noon today. The purpose for the public comment section is for the school board to offer an orderly forum to receive public comments during the schoolboard meeting. I call upon all speakers and all persons in the chamber to be civil in discussion and decorum. Whatever views you wish to
031express, the school board wants to hear from you and to ensure all viewpoints and perspectives are heard. The best way to do this is for all of us to strive for civility and respect. Madame clerk, would you please introduce the first speaker? Thank you, Madam Chair. First speaker is our student speaker, Shaina Lovitz. Good evening. My name is Shaya Lovitz and I am a junior currently attending Ocean Lakes High School. Over the course of the last 11 years, I've been one of a few Jewish students enrolled in this school system. As a result, I felt unseen, unheard, and most importantly, excluded within the school system. Additionally, as I feel feel as though the school system has done little to nothing to help stop the rise of anti-semitism, especially within the school system, the biggest reason
032for me being here tonight is because of the experience I had earlier this spring. I participated in the season of nonviolence competition which entailed a submission of a poem I wrote expressing why our voices matter as a society. I was selected as one of the winners of the competition. Unfortunately, I was unable to attend the ceremony to acknowledge my accomplishment due to it being held on the first night of Passover. Ironically, I spent that night celebrating the Jewish people's release from slavery. My father's my father emailed the person responsible for the program regarding the conflict with the award ceremony. The director had the audacity to imply that I shouldn't have completed competed in the competition since I knew the date. He is supposed to be the director of opportunity. Yet, he makes me feel like
033that opportunity only exists to certain people. Apparently not me. While I do wish this was the only instance I've dealt with anti-semitism while in school, that is far from the truth. During my sophomore year, I had taken a journalism course. When I had the idea to write an article about the rise in anti-semitism within the school system, however, my teacher began to dismiss me because I felt passionate about this topic. She showed no regard for the message message I was trying to spread. That's where the issue lies. She silenced my voice. I have experienced classmates trying to talk about talk about how their German family families likely killed my family. Some of my family I had to endure a chemistry teacher make inappropriate remarks about Hitler. This is not a new issue. My brother experienced
034classmates draw drawing swastikas on desks and telling anti-semitic jokes. My sister recounted a story to me on an of an experience she had before spending spending a semester abroad in Israel and Poland. A student asked her if they were going to put her in a gas chamber and reenact the Holocaust in a concentration camps. My sister is now 26, but I could tell by watching her face she as she retold me the story the longlasting effects it had on her. Today I stand up here to tell you my story as a rising senior willing to advocate for the Jewish community and others who are different. I come here asking what will be done to educate others time. Our next speaker if you have extra you can send it an email at schoolboardbcpsboard.com. Our next speaker
035is Courtney Brittney, Heather Thomas, and Laura Beth Lawer. Good evening and thank you for your time. My name is Courtney Prunty. I'm a pediatric speech language pathologist, private practice owner, and parent of a rising kindergartener zoned for John Bai. I'm here today in support of the policy changes proposed to eliminate Chromebooks pre-K through first grade. As a pediatric SLP, I'm required to stay upto-date on the latest research in my field. And what myself and other similar professionals are learning about screenbased learning and edtech is very eye opening. And it gives me pause about if using edtech is best practice for early learners like my daughter. One of the biggest concerns emerging in the research is something called shallow processing. Many edte programs encourage rapid clicking, skimming, guessing, and task switching rather than deep processing. And
036participating in the program can look like engagement, but we should not be fooled. Engagement is not the same thing as learning. A child may appear highly engaged on a device because they're tapping, swiping, and interacting, but research increasingly shows that high stimulation does not necessarily produce deep comprehension. Many adaptive edtech programs adjust levels based on short-term performance data. The problem is a child can click through, guess correctly, or complete tasks quickly, resulting in struggling with transfer of skills outside of that program. And there is strong repeated evidence showing that children comprehend and retain less information when reading from screens compared to paper. Researchers refer to this as the screen inferiority effect. Screens encourage scanning and skimming behaviors, while physical books provide spatial and tactile markers that support comprehension and memory. In the earliest years of
037education, the medium in which we teach matters. I've also heard of students using Chromebooks during indoor recess, a time dedicated for social interaction, and have heard many stories of distraction and misuse, especially in older grades. And I would encourage the board to examine these points and how they're impacting learning. Passing the proposed poly policy revision is a common sense change that demonstrates the board's understanding of what developmentally appropriate instruction should look like. And I understand programs like Lexia and Imagine Math may provide a level of convenience for differentiated instruction for staff. But once you examine the science behind it, it becomes difficult to continue to support. This is no longer a fringe concern. Laric public school districts across the country are actively re-evaluating or reversing prior 1:1 technology initiatives in response to concerns regarding attention,
038reading outcomes, distraction, and child development. And parents are largely in support of this. I do believe technology can have an intentional place in education, but let's let our youngest learners build a solid foundation first. Thank you. Our next speaker is Heather Thomas, Laura Beth Lver, and then Christy Flanigan. Good evening, Chair Brown, Vice Chair Williams, schoolboard members, and Dr. Robertson. I'm here to talk about the misconceptions of Chromebook usage for kindergarten and first grade students. As a library media specialist of BBCPS for the past 26 years with a degree in early childhood education and a masters in library media, let me talk to you about the good things that are happening with technology with the littles. Over the past two weeks, my instructional techn instructional technology specialist and I conducted an animal research project with
039kindergarteners. They were able to pick an animal of their choice. They researched the animal using an online student-friendly database called Pebble Go, which allows students to listen to the facts on the animal. Pebblego provides a necessary scaffold for our beginning readers, as most publishing companies do not have non-fiction books at an appropriate level for kindergarteners and first graders. Next, the students wrote and drew their notes. Then, they went back to the classroom and then they wrote four sentences that they developed um from their notes to use as their script. And with their scripts, they used Adobe Express to create an animated video telling the facts they learned about their animals. The parents then received their videos and seesaw for them to enjoy at home. The kids loved this lesson, were so proud of their videos
040that they created using their own voices. This project was only made possible by using Chromebooks apps like Pebblego and Adobe Express. Plus, not only did this fulfill uh required research objectives, but we also incorporated science, language arts, and computer science objectives. There are many other ways that we integrate technology with the littles. For example, most recently with first graders, at the end of their plant unit, we used Tinkercad, a highly beginnerfriendly 3D design app to create 3D printed plants with the four main plant parts that they learned. They were so excited to take home the plant model that they designed. And that's the magic of these programs, taking what they learned and applying it to create a product. Some may say that they don't want the littles in the Chromebook very long during the school
041day. They argue that paper pencil tasks are best. Guess what? We agree and that's why the data even proves that the littles are only on their Chromebooks for 20 to 30 minutes of their 240 to 250 minute instructional day. Chromebooks can enhance in instruction and help teach objectives with apps that do support young learners. I ask that instead of a total ban of the Chromebooks with first kindergarters and first graders, you consider having a class set for project or research purposes. Another consideration is to pause this this policy and take one year to tr truly track the data on the usage because as it stands it shows that we only use them for 20 to 30 minutes a day with the kindergarters and first graders. Thank you so much for listening about how library media
042specialists and instructional technology specialists meaningfully integrate technology into the curriculum for our littlest learners. Our next speaker is Laura Beth Lauer, Christy Flanigan, and Amy Riley. Good evening. My name is Laura Beth Lauer. I am a 22year employee of VBCPS. I taught one year in extended day kindergarten and have been 21 years and in first grade inclusion class. I'm here also to um address the misconceptions that I think have come out of all of the Chromebook um stuff that's going on. One, the amount of time that kids are using. I think that parents think that it's this exorbitant amount of time that kids are on their Chromebooks. As we've seen, it's only 20 to 30 minutes um during um each school day. And also what they're doing. I keep hearing paper and pencil is better.
043This is better. We're using those things in conjunction. If you really come and watch to see how we're using the Chromebooks in the classroom, you would see the benefits. I also um heard in the last meeting, well, if it's only a small time, like what's the point anyway? Well, I say to that is if you don't think meaningful instruction can happen in less than or in 20 minutes or less, one, why are we going to school for 10 more minutes a day um to make up for that day? And two, you could say the same thing. Well, we only have 20 to 30 minutes to teach content in the lower grades, so why are we doing it if we can only do 20 to 30 minutes? 20 to 30 minutes can be very impactful. Um,
044I have no problem with adding limits to what um, we time limits or no problem with not sending them home, but school is where they're learning limits. The problem with screen time in younger children is not happening in school. It is happening at home and it's not going to be solved by completely removing them from the classroom in the early childhood education. It's not also not just about what they are getting in those 20 and 30 minutes, but what they're taking with them. The kids are learning. They get to one have self-level programs that are teaching them and self-leveling and then instructing them if they're getting things wrong. We don't do homework a lot anymore because the whole premise is well there's not necessarily somebody there helping them. So they're practicing wrong. They're it's the
045same thing in the classroom when the teacher is with a small group and the kids are asked to do something on their own. Kindergarten and first graders can do very little on their own with no guidance, especially in first grade with no assistant. programs like Lexia and Imagine Math are very helpful and also they're taking that in and adding it to what they're doing. I've had we this past week we introduced TI um O as the shot and the kids some of the kids like I learned that in level 9 in Lexia. They're learning things. They don't have to wait for the whole group to get there. They're learning things at their level as they can go on. Also, we are using pencil and paper at the same time in conjunction with research where again
046like Heather talked about on Pebble Go that it's reading it to them. So, they're hearing fluent reading. There are very few if any databases written on a first grade level. So, you can say books are better, but they have to learn these things and they cannot read it themselves. So, I'm asking you to again think about it. Do not throw the baby out with the bath water. Just like anything else in life, everything is in moderation. Do not throw everything out. Those 20 to 30 minutes can make a huge impact on our students. Thank you. Our next speaker is Christy Flanigan, Amy Riley, and then Amanda Markham. Hello. I have taught kindergarten for the past 10 years of my 19 years of teaching. I am here to request that you consider a compromised decision regarding
047the proposed Chromebook policy. I also stand here as a tremendous advocate for hands-on learning, student collaboration, critical thinking, and project-based learning. All of these happen in our classrooms every day, and they take place with Chromebooks in our classrooms as well. The decision pertaining to Chromebooks does not need to be and should not be an eitheror decision. Meaningful hands-on learning and Chromebook usage are not mutually exclusive. The issues surrounding overuse or misuse of technology by our youth do not begin in our classrooms. I will also venture to say that most issues in our division relating to overuse or misuse do not stem from your early elementary classrooms. However, this proposed policy primarily impacts those grade levels. VDE standards for kindergarten include computer science and digital in learning integration standards. In kindergarten, we teach students to safely
048and properly use their Chromebooks. Our curriculum includes required digital citizenship lessons and these lessons center on the importance of balancing technology with non-digital activities. If this proposal is implemented, students will eventually enter second grade with no prior school use of a Chromebook. Yet, they will be expected to use these devices proficiently to complete map testing and gifted testing. That doesn't quite seem like the best approach. In our early elementary classrooms, Chromebooks are being used in meaningful ways and in limited amounts. My students use their devices for Imagine Math, Seesaw, and Lexia. Lexia is a required component of the Virginia Literacy Act. Seesaw is a powerful learning platform for early learners. My students share individual learning goals with their families through Seesaw. My class shares daily weather forecasts with a kindergarten class in New Jersey using
049Seessaw. We create monthly picture graphs based on these forecasts. My students analyze the data, compare and contrast weather and seasonal patterns in two different locations. In this way, my students revisit important science and math objectives. Our kindergarten objectives include research. We use Pebble Go as a source for this research. In a short amount of time, students listen to an article for a research topic they have chosen. Yes, I could check out a class set of books from the library. However, most non-fiction books are not written at a decodable level for kindergarteners. They cannot read those books. They can listen to an article through Pebble Go, however. Afterwards, they write and share new facts learned. My students use handheld digital microscopes. These connect quickly to their Chromebooks and hands-on scientific investigation is taking place. There are
050many, many more examples of relevant and impactful integration of technology in our early elementary classrooms. Our district is focused on implementing a future ready profile. The reality is that the futures of our students will include technology as well. Thank you for your time. Our next speaker is Amy Riley, Amanda Markcom, and then Susan Berman. I'm the librarian at Cook Elementary, and I have been at Cook for 20 years now. Prior to this, I spent 13 years teaching full day prek and kindergarten classes in a title one school in Norphick. Like some board members, I too stand with hands-on developmentally appropriate instruction for our youngest learners. But I also know that Chromebooks play an essential role and should not be removed from the classrooms. Differentiating independent work is a challenge in primary classrooms. I experienced it.
051Programs like Imagine Math and Lexia deliver research proven adaptive instruction and provide feedback that static worksheets cannot match and I'm really kind of really worried going back to worksheets because I was around for that. These programs are engaging for young children and lead to higher scores when coupled with small groupoup instruction. Additionally, onetoone access is needed for explicit whole groupoup modeled instruction. Not having onetoone requires teachers to use their valuable small groupoup instructional time teaching the basics of a Chromebook if they had like a small set because kids do not come with these skills. They are vastly different from smartphones and tablets. My IT and I co-e with classroom teachers as they guide their students through the mechanics of Chromebook, opening the device, logging on a class link, using a trackpad, which is super tricky.
052fifth grader struggle and keyboard and navigate digital spaces. We use a gradual release model to teach research and research and content allow students to record themselves in seesaw for playback, take pictures of their work to share with their families. Um, also meeting state research standards would be nearly impossible. Pebblego and Britannica early elementary provide readaloud features that allow non-readers to explore science and social study topics independently. They love doing this. teachers simply do not have the time to read separate books to every student to achieve these goals. Same I'm the librarian. I I to buy a whole another set of books like to to meet that that's like money, time, a lot of resources. Um they have limited without these tools they have limited access to information and we must scramble to find more resources
053with a limited budget. Um we do gradual lease research units in Kan um like modeled like I do you do. uh they gain a background that makes their research going into the upper grades better. Lastly, I must note that the LMS and its were not pulled in this survey given to classroom teachers. We are an integral part of this instruction and should have been given a seat at the table when discussing the future of technology in our schools. Um I would also like to add the following question that was asked by a board member. Why would there be such a high impact if only 20 minutes a day was spent on Chromebooks? My answer is if 20 minutes of time for science and social studies instruction in K&1, which is what is allotted, is considered
054effective, then 20 minutes of Chromebook usage a day can be highly effective and have the same impact. Thank you. Our next speaker is Amanda Markham, Susan Burman, and then Amanda Kimell. Good evening. My name is Amanda Markham, and I am the IT at Cook. I have proudly served VBCPS for 20 years, 19 of them at Cook, where I spent 13 years as a first grade teacher and the last six as the IT. Because of my degree in early childhood education, I understand our youngest learners thoroughly. I also understand the current anxiety surrounding screen time as my own two children are VBCPS students. I am here tonight to advocate for preserving onetoone Chromebook access in K1 classrooms. Dr. Dr. Goldberg stated that the average active window for a Virginia Beach City Public School kindergartener is just
05524 minutes a day and 31 minutes for a first grader. Out of a 240 to 250 instructional minute day, this accounts for a mere 10 to 12% of their time. The remaining 90% of their day is fiercely protected for hands-on learning, socialization, explicit instruction, such as teachers physically modeling letter sound formation. In recent surveys with an 84% teacher response rate, 75 to 89% of K1 teachers stated that removing Chromebooks would cause significant instructional limitations. Removing these devices forces teachers to find yet another resource to fill that void on an already overcrowded plate. If we truly value the expertise and judgment of our teachers, we must consider why we would ignore the clear consensus that they expressed in their survey feedback. Navigating a keyboard using a trackpad along with basic digital citizenship standards are no longer
056secondary skills. They are foundational fluencies which require immense practice and motor coordination as well as time to master. If devices are locked away in a lab, every visit becomes a frustrating lesson in relearning how to log on rather than moving forward with the content. When students enter second grade, they face computer-based assessments like the MAP test as early as the fall. If we delay device exposure until second grade, we risk invalidating that data. We will be left asking, "Did this child score poorly due to a lack of content knowledge or simply a lack of computer skills." While I fully acknowledge that excessive screen time is a concern, our K1 teachers and students should not be penalized for a culture-wide issue. The evidence is clear. Our primary educators are highly disciplined professionals who limit school screen
057time to a fraction of the day while providing explicit face-to-face instruction and hands-on learning. If screen time is the core concern, we must recognize that the most significant issues arise from home usage, which remains outside our jurisdiction or perhaps look into middle and high schooler screen time data. I urge the board, especially those who did not sit on the policy review committee, not to make a sweeping decision to eliminate these devices tonight. Instead, I ask you to track the data for one more school year. Come visit our classrooms in the fall. Watch how teachers, including myself, introduce the devices. Watch our students tackle media literacy standards. And see how hands-on learning beautifully coexists with adaptive digital programs. Thank you for your time. Our next speaker is Susan Berman, Amanda Kimble, and then Elizabeth Boyce. Hello,
058my name is Suzanne Burman and I'm the parent of three Virginia Beach public school students and the PTA president of the largest elementary school in District 9. I am here tonight to thank the policy review committee for taking up Chromebook usage for our youngest learners. Parents in my community have been asking for less screen time for years. Last year, our PTA raised $3,000 to purchase small footprint charging stations so kindergarteners through third graders could keep their Chromebooks at school instead of bringing them home to charge. This not only eliminated the temptation of yet one more screen at home, but also prevented families for from having to pay damages caused by devices crammed into backpacks and bouncing on school buses. As this policy moves forward, I encourage the board to be extremely thoughtful about its implementation.
059Yes, reducing screen time for students is a good thing, but we must acknowledge that doing so creates a vacuum for our teachers. For years, teachers have been required to use programs like Imagine Math and Lexia in their classrooms. These programs are adaptive, adjusting difficulty based on student responses and providing useful realtime data on student progress. Newer teachers, especially those graduating in the last six years, learn to teach using these tools. and I wonder how many of them have taught without them. If we want to reduce Chromebook use, which I do, we cannot leave our teachers hanging. Teacher burnout and retention is an issue in Virginia Beach City Public Schools, and taxing our teachers further will exacerbate the problem. In 83 days between now and teacher work week, the school system should identify high quality instructional
060materials that will replace Chromebook programs and provide adequate training to staff. Newer teachers may benefit from collaborating with seasoned staff who taught prior to the 1:1 Chromebook ratio. The board could also consider allowing limited device use during small group work or special projects. Ending Chromebook use for preK through first grade opens up the possibility of effective hands-on learning in which students better engage with their teachers and each other. But it also risks overburdened teachers falling back on less dynamic off-the-shelf tools like worksheets or busy work. The policy will be judged on how it's rolled out. done well, we can say that students are better off going back to basics and learning the way many of us did with pencils, paper, and books. We can then look to prek and first grade as a pilot and
061expand lessons to higher grades. If we strain our teachers further without filling the void we create, it will negatively impact our students and make it incredibly difficult to further reduce Chromeback Chromebook dependence for older students. As a parent of a first grader, I want this transition to be smooth for her, her classmates, and her teacher. As a parent of a rising third and fourth grade teacher, I want this to go well so that their reliance on Chromebooks can be reduced in the future. Thank you. Our next speaker is Amanda Kimble, Elizabeth Boyce, and then Antonet Khan. Good evening, Chairwoman Brown, Vice Chair Williams, members of the school board, and Dr. Robertson. My name is Mandy Kimble, and I'm a kindergarten teacher spinking in opposition to the proposed Chromebook policy eliminating their usage in grades K
062and one. Let me first start off by saying that I am a parent. I understand being concerned about screen time, and I absolutely feel that we should be monitoring and limiting the time that we use Chromebooks through all grades K through 12. But eliminating a student's access tech to technology entirely loses the opportunities we as teachers have to expand, differentiate and enrich students learning as needed. In K&1, technology is used sparingly and only when it can enhance the curriculum or a need for a student. Lexia is an invaluable tool that we use during our language arts block. Lexia is differentiated and students receive immediate feedback that significantly improves their reading. It allows repetition and practice that and reinforces what we have already taught. All done independently. And as a teacher, I can look at the
063reports, see what they're working on, what they're struggling with, remediate as needed, see their progress, and check how much usage each student has. Pebble Go is another invaluable app that we use with our research SOS. While we read aloud books to the whole class, finding non-fiction books that kinders and first graders can read independently is nearly impossible to find. The app has readaloud capabilities that allow students to get non-fiction information regardless of their reading level. This exposes them to a plethora of rich science and social studies vocabulary that they would otherwise been limited. And they get to choose what they want to do, which they get really excited about. I am an early childhood educator and I would love to discuss all the ways that I teach on an appropriate developmental level for my students.
064But the reality is is that I'm teaching kindergarten SOS and objectives that I was teaching my second graders 15 years ago. Times have changed and we as teachers continue to adapt while still keeping the developmental needs of our students in mind. When integrated intentionally, digital tools serve as powerful catalysts for early childhood development. I am grateful that we are having this discussion as a parent and as an educator. But I believe that before we make broad sweeping changes that would significantly alter our already jam-packed language arts blocks that we look at the larger picture of how we are using technology as a district. We live in a technological and digital world and we should be looking more at better ways to limit and enhance it rather than just eliminating it entirely. Please find a compromise.
065Thank you for your time and consideration. Our next speaker is Elizabeth Boyce, Antoine Khan, and then Natalie Bray. Good evening. My name is Liz and I'm a kindergarten teacher and I'm lucky to work at Woodstock Elementary with my friend Mandy. I'm a longtime listener but first-time caller this evening and wanted to take this opportunity to talk about the proposed changes to the Chromebook policy. If you talk to any early educator, we will all pretty much say we agree screen time is a big concern for young children. I too share those concerns for both my students and my three children. When I initially heard about this proposed change, I was actually very excited. I dreamed of all the more developmentally appropriate and play-based learning tasks I could put together for my students during the time we
066would ordinarily use for Lexia and Imagine Math. And when I say dreamed, I mean that literally. us teachers tend to think about school even when we sleep. Then I heard the division share the concerns about the VA and Lexia and that they would need to purchase additional curriculum and or print the Lexia lessons for me to teach from paper instead of doing them on a Chromebook. I'm concerned that this will require me to teach them in addition to the other interventions I already provide using VLA approved curriculum like UFly. In my classroom and most of the other kindergarten and first grade classrooms in my building, we use the Chromebook as an independent station while I am working at my table with a small group of students. They see me to receive targeted inter in instruction
067based on need. Sometimes that's intervention and sometimes it's extension. In total, my students are on screens for maybe 20 minutes a day. I'm not sure where in my day I would find the time to plan, prep, and implement additional Lexia lessons from paper, especially while already prepping all of the other lessons and other VA approved interventions I'm already doing. If we could discontinue Chromebooks and the Lexia app for my classroom, I hope that means I could use the time for independent stations working on other skills like fine motor, practicing reading, and any number of age appropriate activities that reinforce our standards instead of being required to provide this additional paper lesson. I could continue on for many more minutes discussing how I use the Chromebooks for enrichment activities, but I do have a time limit.
068As Mandy mentioned, Lexia is a tool that provides immediate feedback and valuable practice to improve reading skills. Lexia also provides reports to me that make it much easier for me to provide differentiation for my students at my school small group tables. If we must limit Chromebooks, I would like to ask the board to consider providing six to 10 Chromebooks per classroom so we can continue to use the Chromebooks for enrichment and targeted use and remove those requirements for our youngest learners to be on teched apps. This compromise allows us to maximize screen time while maximizing the impact that tech can have for our youngest learners. Thank you. Our next speaker is Anton Khan, Natalie Bray, and then Dr. Betty Spencer. Good evening, chair, vice chair, members of the school board, and superintendent. My name is
069Antonet Khan, and I have been a resident of Virginia Beach for 42 years. My adult children attended and graduated from this wonderful public school system. Also, I taught at the Virginia Beach Teched Center for 32 years for 13 years. I want to thank the schoolboard committee um for considering limits on Chromebooks, Chromebook use for our youngest students. I see this not as a step backward, but as a thoughtful step towards balance. Technology is a part of modern life. Our students will need to understand it, use it, question it, and eventually master it. But young children also need something even more foundational. First, they need language, books, handwriting, number sense, play, conversation, eye contact, imagination, and strong relationships with adults who can guide them. A device can support a teacher. It should not become the teacher.
070When children are very young, they are learning more than academic content. They are learning how to listen, how to ask questions, how to wait their turn, how to sit with a story, how to use their hands, how to focus their attention, and how to engage with the people around them. Those are not soft skills. Those are learning skills. If we want children to become successful users of technology, we should first help them become successful thinkers, readers, writers, listeners, and problem solvers. That is why I appreciate the district asking whether one-to-one devices are appropriate for preK through fourth grade. This question should not be framed as anti-technology. It should be framed as developmentally thoughtful education. The goal is not to raise screenfree children. The goal is to raise tool literate children. A tool literate child can
071use a Chromebook, but it can also ask a librarian, find a book, write by hand, take notes, listen to a teacher, compare sources, and keep thinking when the screen goes black. That kind of independence matters. I also want to acknowledge our teachers. If devices have become part of a of classroom management or independent work time that may reflect not a failure of teachers but of the reality that they are being asked to meet many needs at once. So as we reconsider technology, I hope we also continue asking what supports teachers need. More assistance, more planning time, more reading support, more librarians, more counselors, and more human resources in the room. Limiting Chromebooks for younger learners should not mean limiting opportunity. It should mean expanding the foundations that make learning stronger. So I want to thank
072you for the opening this conversation. Thoughtful governance means listening, evaluating, adjusting, and keeping our children at the center. In early education, the first tool should be the human relationship. Thank you. Our next speaker is Natalie Bray, Dr. Betty Spencer, and then Jason Love. Good evening, Chair Brown, Vice Chair Williams, school board members, and Dr. Robertson. I'm Natalie Bray, a parent from District 8. Thank you for the opportunity to speak tonight. First, I want to express my genuine appreciation. In February, two other parents from my community and I shared our concerns about too much reliance on Chromebooks for our youngest learners. The research is clear. Reduction of screen time for preK through 2 grade is the right call and I'm glad it's being discussed. I support the direction, but I have serious concerns about how we're
073getting there. Tonight, the policy review committee will recommend major changes to students technology use through an update to policy 6-18. Rather than using a planning process that honors the concerns of families and draws on the expertise of e teachers and instructional staff, this approach has policymakers driving curriculum and educational philosophy. And that's backwards. The department of teaching and learning presented a survey of the prek through 2 grade teachers and families. Quantitative data was shared publicly. Qualitative feedback went to board members. But as I watched the policy review committee meetings, that input was never meaningfully discussed. So I have to ask, was this actually an evidence-based decision by the PRC? Is there data that guided the committee's recommendations that the public never saw? BBCPS has extraordinary expertise on staff. Teachers, instructional coaches, PhD level administrators, and
074our superintendent are well aware of the national conversation around screen time and young kids. The school board has a real opportunity to lean into that expertise to chart the course deliberately, collaboratively, and with fidelity to our statemandated literacy curriculum and math benchmarks. Rushing through the rushing this through policy skips all of that and forces staff to build the airplane while it's already in the air. If this policy moves forward, please protect the flexibility needed to meet the Virginia Literacy Act. Programs like Lexia Core 5 and Imagine Math are adaptive evidence-based tools serving the students who are struggling most. Don't eliminate effective tools with a blanket policy. And please, more worksheets is not the answer. Finally, teachers are watching how this is handled. As a parent, I'm watching too. The people in my children's classrooms every
075day who stay late and come in early. I need them to feel valued and respected, not just in words, but in how decisions get made. When educators feel that their professional training and daily practice are being overridden by policy, we lose them. And our kids lose them, too. I hope this board will slow down, bring all stakeholders into a genuine planning process, and build something to be proud of, a blueprint for reducing harmful screen time that could make Virginia Beach a model for the rest of the state. Thank you. Our next speaker is Dr. Betty Spencer, Jason Lovevet, and then Andy Bond. Good evening, um, chair, vice chair, school board members, superintendent, and members of the community. My name is Dr. Betty Spencer, and tonight I'm addressing three important items on this agenda. Salaries, mental
076health, and technology usage guidelines for elementary students. At first glance, these may appear to be separate issues, but after more than 30 years serving as a teacher, assistant principal, and special education coordinator, I can tell you that they're deeply connected. As a special education teacher for students with emotional and behavior disabilities, I work with some of our most vulnerable students. Students dealing with trauma, anxiety, emotional regulation, uh, challenges, behavioral struggles, and mental health concerns that directly impacted their ability to learn and succeed. That work required far more than teach than teaching academics. It required building relationships, creating structure, collaborating with mental health professionals, educators, administrators, and families, and advocating for therapeutic supports and early intervention services for students both identified and not identified with disabilities. So tonight, I want to commend the continued work connected
077to the mental health task force recommendations, the focus on crisis response protocols, transition plans, family engagement, staff wellness, a well awareness initiatives, and direct referral systems reflects the real challenges our students and educators fa face every single day. But if we are serious about supporting student mental health, then we must also be serious about supporting the professionals responsible for helping students navigate those challenges every day. And that brings me to salaries. Teacher retention is now a regional competition and being competitive is no longer enough. We have dedicated educators, strong programs, supportive families, and students with incredible potential in Virginia Beach. Truly, if Virginia Beach truly wants to become one of the premier school divisions in the in this nation, then we must be willing to invest in the people who make the excellence possible every
078single day. We must become the division where educators can build a career, raise a family, and afford to live in the community that they serve. Right now, many educators and staff members are struggling with rising living costs. Too many are commuting from other cities um working second jobs or questioning whether or not they can afford to remain in the profession they love and that affects more than morale. It affects school culture, student success and ultimately um student mental health uh wellness. I also appreciate the school board's tonight's discussion regarding technology usage guidelines for elementary students. Technology absolutely has a place in education because our students must be future ready. However, especially for our youngest learners, balance matters. Ch children learn through interaction, communication, movement, collaboration, and direct engagement. And teachers and classmates, technology should support
079strong teaching never replace it. Thank you. And that is time. Our next speaker is Jason Loveitz, Andy Bond, and then Chris Lewis. Good evening. I'm the father of the Ocean Lakes Jr. who spoke so eloquently a few moments ago. I would like to share my perspective as a father having raised three Jewish children in this school system. However, I'm only going to speak about two words. The first word is opportunity. Websters defines opportunity as a favorable combination of circumstances, time, and place. A chance to better oneself. One would think that the division of opportunity would be about providing students with favorable circumstances. It would be about allowing students to be heard and recognized appropriately. One would think that the director of the division of opportunity sole responsibility would be doing everything within their power to
080provide those favorable circumstances. This brings me to the second word I want to discuss, accountability. This is defined as the obligation and willingness to accept responsibility or to account for one's actions. This is the word that carries some weight with it. When one does not perform their job to the level they are expected to, they have an obligation to accept responsibility. Regrettably, Mr. Harris, the director of opportunity for the school system, failed to understand either of these words. When I reached out to him after I received the news of Shaina's award, he sherked to that responsibility. If he had said, "Mr. Lovitz, I'm sorry. I didn't realize it was the first night of Passover when we chose the evening for the ceremony, I'll do a better job of looking at the calendar next year." I
081wouldn't be standing before you right now. Instead, he did just the opposite. Not only did he tell me why it why it had to be that day, but he turned around and implied that Shaina should not have submitted an entry if she had a conflict with the date. Additionally, he made sure to removed all of the recipients of the email in what appeared to be a way of avoiding accountability. One would think that if this is the program, if this program is as important as Mr. Harris portrayed it to be, he would want the absolute best admissions to help give the program the opportunity to be highlighted. I should not be surprised by Mr. Harris's lack of accountability. I'm disappointed to say that I saw that exact same level of accountability and responsibility from almost
082all of those who sit before me tonight. Every one of you received were copied on the email chain. When Mr. Harris removed you, I copied you back in. I received one call and the funny part is it was from a board member that doesn't even represent my child nor receive my vote. I'm of the understanding that it's an expectation of the chair to respond to all correspondents. That also did not occur. I believe it was in 2023 school year that the school board agreed that all district-wide programming would go in front of the community relations committee to ensure issues like this did not happen to make sure that smaller groups were not inadvertently marginalized by scheduling decision. Who is accountable for these actions or should I say inactions as Shaina tried to point out there
083will be a program in July to help educators understand anti-semitism and how to combat it. I would strongly encourage you to send the staff to the program with the intent of bringing it back to those who cannot attend. This should be a requirement for Mr. Harris with his staff and his staff to attend. Finally, I challenge each of you to attend that program as well. I can assure you that I, as well as many others in my community, will take the opportunity to hold you accountable for your decisions in November. Our next speaker is Andy Bond and then Chris Lewis. Good evening, Chair Brown, Vice Chair Williams, board members, superintendent. I'm Andy Bond and I'm a parent of a Cox student in District 8. I would like to comment on the technology usage guidelines. First,
084I'd like to thank you all for even bringing it up and talking about it because it's important that we do that. I'm in favor of the uh proposed changes, but I'd ask that paragraph 4 be amended. parents and administrators need to know the impact of technology in the classrooms throughout the district. So I request that the superintendent or your design which is what how the uh paragraph is worded that the annual report which is required um wisely I suggest thank you very much for requiring it um be amended to provide data to the school board on math and reading proficiency starting with 2014 which is the year before I think uh BBCPS began to distribute Chromebooks. The report should include all years since and include first grade and kindergarten which I acknowledge didn't get Chromebooks
085until what 2018 or 2020. The board would benefit from knowing what effects what effect Chromebooks have had over the past then 12 or past 12 or by then 13 years. It is helpful for all of us to have this broken down by grade. I asked this because the warnings provided by this book, The Digital Delusion. And they point out that education um needs friction. And let me illustrate that. When you write a B, you have your brain has to actually take the pencil and move it and then move it again and move it again and move it again until you've actually written the word or the letter B. There's friction involved in that. What does it take to do B on a Chromebook? What does it take to do D on a Chromebook? Same thing,
086but it's completely different when you have to write it. So, um, and deep learning also thrives on human connection and emotional synchrony with teachers. That's not going to be provided by a Chromebook. So, I would ask that the board require any plans for screen time for the next three years into the future also be in included in that report from the superintendent, including the use of AI and the staff development plan that would go with that. Um, so that it's all bundled into one thing. So all of us can see it all together. Um because future looking is also important. Uh the suggestion has been made that we should wait a year and then analyze results. But what are we comparing it against? We're comparing it against what is and so I really uh provide
087uh recommend that you go through the the uh proposed changes and pass them. Thank you very much. Our next speaker is Chris Lewis. Good evening, Madam Chair, Madame Vice Chair, Dr. Robertson, rest of the school board. Pleasure to be here today. I get to be the last speaker and I think it's always interesting to be the last one because um you get to hear what a lot of people have to say before you come up and say what you've written down. So, what I'd like to do today is kind of address what I believe I heard the theme running for most of the people that talk today. It seems like we're moving relatively quickly and with somewhat of a sledgehammer approach to solve an issue that the data that was presented to you just a
088few weeks ago doesn't show evidence that you even have. And what I mean by that is we're talking about screen time, but we're talking about the data that you have is somewhere between 10 and 14% of the instructional day, 20 to 30 minutes a day. And I heard a lot of people here bring up very interesting points about the fact that sure, yeah, at the early level, especially with the little ones, you want to develop a lot of other skills, too. But with 90% of these kids not using screens for the most of their day, I I don't understand why we're making this an issue that we have to rush to create this policy for. Um, I listened to teachers up here just over the last half an hour or so and the most important
089thing I heard from them is they're using it effectively and they're using it just the way we've intended to use it. Lexia 5, Imagine Math, these are core programs that the state has endorsed us to use. We're doing exactly what we should be doing. We are limiting the usage. We are using very few applications and we're using it along with all of the tactile and other things that were discussed tonight. So I can't quite put my hands on why the board wants to move forward relatively quickly on this. So what I'd like to just highlight for you is you have the data. you you have that somewhere between 75 and 89% of your teachers in the K12 that were surveyed say they do they believe that removing Chromebooks would result in a substantial noticeable instructional
090limitation. I I just can't understand how we don't listen to our teachers and empower them because they are the professionals in the classroom. And I'd really encourage you to think about that when you vote on this policy change. Trust your professionals in the classroom. That's where we need to put our effort. Thanks tonight. I appreciate it. Hi, Madam Chair. That was our last speaker for this evening. Right. Thank you. We are now on to interim financial statements for April 2026. Welcome Daniel Hopkins, director, office of business services. Good evening, Chair Brown, Vice Chair Williams, school board members, Dr. Robertson. As of April, the overall revenue trend remains acceptable at this point in the fiscal year. Last month, we reported that the governor did approve the direct aid budget. This month, we got the final CAP
091tool recently. Um they updated the March 31st ADM which decreased our student count by another 44 students which de decreased our state state revenue by another $400,000. To compare the final calc tool to the original budget, the state basic aid is now decreased by $3.5 million. Sales tax decreased by 200,000. English learner teacher payments decreased by 500,000 and there was an SOQ bonus added by the state of $6 million. The overall impact is a decrease of $38,000 to the original budget. Federal revenues are at a favorable trend at this point in the fiscal year. We have received federal impact aid payments of $10.2 million year to date. Local revenue is acceptable at this point in the fiscal year. We have received our 10 months of transfers from the city and other sources of revenue are
092favorable at this point in the fiscal year. We are actually down by $125,000 to the same time period last year. This is mainly due to the jewels settlement in the propane bus rebate received last year. Although we did just receive this month $196,000 in jewels settlements for this year. and the stop arm enforcement is up $700,000 for the same time last year. The next graph shows that the sales tax receipts are an acceptable level at this point in the fiscal year. Year to date through April, we are approximately $3.8 million above the same time period last year. And the last graph shows that the expenditure and the coverage trend remains acceptable at this point in the fiscal year. I'll be glad to take any questions. Miss Rogers. Okay. So, make sure I heard this correctly.
093So, that our state re um the state support is decreasing. Is that what you were saying? Yes. The March 31st ADM came in 44 students lower than what they used on the previous CL tool. Okay. So, that that then it is decreasing. And I I have a question then for Dr. Robertson. The city did vote on their budget and does that are they holding some of our aversion funds based on what they anticipate coming from the state? I I heard this but I didn't actually see it. So So when the city approved their budget, they also approve what we submitted to them as part of their budget. Right. So, um, this is a process that goes through annually where the state looks at our March 31 enrollment based upon the projections. If we have more
094students, we can get more money. If we have less students, they take money out of the final state basic aid. But at this point, there's been no adjustment at the city. Okay. In terms of our budget. Okay. That's what I was trying to clarify in my own mind. All right. That was all my questions. Thank you. Okay. Okay, I don't see any other questions. Thank you. Thank you. All right, we are now on to the policy review committee recommendations and we welcome Cammy Lenetti, schoolboard attorney. Good evening, Madam Chair, vice chair, schoolboard members, and Dr. Robertson. I'm Cammy Lenetti, the schoolboard attorney, and tonight we are bringing you one policy. This comes from our May 14th special meeting for the policy review committee. This is policy 618, instructional time. 618 instructional time is found in
095your instructional section of your policies. It the title for this is instructional time importance and impact review. While the PRC spent some time, several months actually looking at this particular policy. The decision was to add a section D. Section D will now be called technology usage guidelines. And I'll go ahead and read it for you. The school board recognized the importance of digital literacy for students to be future ready to preserve developmentally appropriate instructional time and minimi minimize screen exposure. Section one beginning in the 2627 school year. Chromebooks or similar devices shall not be utilized by students in prek through first grade classroom settings. The section does not apply to technology use specified in a student section 504 plan. individualized educational plan use for limited educational assessment or other adaptive learning needs. Section two, beginning
096the 26 27th school year, students in grades two will maintain onetoone Chromebooks or similar devices but cannot take Chromebooks or similar devices home. When schools are closed for severe weather events and or emergencies, other emergencies, grade two students may take Chromebooks or similar devices home. This section does not apply to technology use specified new student section five or four plan individualized educational plan use for limited educational assessment or other adaptive learning needs. Section three beginning the 26 27th school year students in grades 3 through 5 will maintain onetoone Chromebooks or similar devices and will be allowed to take such Chromebooks or similar devices home. In section four, the schoolboard directs the superintendent designated to provide an annual report and presentation on student screen time. This report shall include data disagregated by grade level, trends over
097time across grade levels, and any plans to mitigate screen time. And we've updated the legal reference to the stat to add the section 22.198. I believe at this time, Miss Wis may have comments as the chair and the author of this particular policy. Thank you, Miss Lenetti. Um, well, we have been talking about this for quite a while, not just here, but statewide um and nationally. This has been a been a topic of of concern the screen time. Um I think this is a very measured common sense approach with this policy. Um sitting up here on the dis we have folks that that want devices um for everyone four five six all the way through. we've got folks that don't want them for any elementary kids and and so we mirror, you know, the general
098public and also um the educators and and the specialists as well. So, you get a very um varied opinion and varied data and whatnot. So, I think that the policy review committee, we compromised, we talked about it, we didn't get everything that that either Miss Felton or Mr. Bowen still or myself wanted, but we thought that we were able to write a policy that that everybody could get behind. Um, of course, we are not saying that we don't believe technology is important, but we are saying it needs to be balanced and for our earliest learners, this policy reflects the desire to have handson um personal instruction. Um just just an experience that I had. Um, someone was in my at my kitchen table a couple weeks ago and they shared and they had they had
099a child, I believe in first grade, and um, the parent shared a story about her concern um, about a math program that her child just is so into gaming and the gamification of learning that this child just click click clicks away to try to get to that next level. And then um when the mom kind of quizzed her on what she was doing, she really did not understand the concepts of all at all. So we've we've heard about the gamification of of using these. And so that's what some of us are concerned with. Fast forward at a civic league, I was talking to a dad whose um high school student had been using um obviously Chromebooks and AI and he said he graduated with high grades, but Carolyn, he doesn't know how to write a
100sentence. That's from dad. Um but his computer sure does. Um, I ran into a college professor just the other day and she said she's retiring early because AI, she said, "Caroline, I gave my class reflections and they can't even reflect because they have to put it in AI." So, it's just a whole growing concern of how much screen time. It's a great national conversation. I'm glad that we're having it. Um, I reflected back and I think in 2018 I shared these same concerns when we were going to one to one. So, it's something that I've been aware of and I'm glad the school board um is now really having a conversation. The reason why we wanted to go ahead and present this policy um and again we have spent I think we got it. It
101was requested in January or was it before Christmas? January um for the PRC is because I do think that the fair thing is to let our teachers know before summer. Um I would hate that we would keep talking about it and vote on it in August because that would not be fair to our educators um if if it does pass. So again it is basically saying for our four, five and six year olds, this policy says there will not be one to one um and then they will not be taken home obviously but that the second graders will stay as is and will take um will be able to take them home in certain situations. So I want to thank Mr. Bowensteill and um Miss Felton for their input and again I think it's a
102very measured common sense approach. I do not think it's drastic at all. And I do say personally I will be looking at computer usage for our older students as well because I think that that we need to tackle that because I think that um they are using screen times too much. All right. Well, any questions? Miss Rogers, thanks so much. Um, I've been listening a lot over the last couple of weeks since um, this conversation. Well, the idea began. And, um, some of the things that I've heard tonight have been interesting, like indoor recess should have not should not have Chromebooks. I don't disagree with that. But I also am highly concerned about educators worrying about going back to worksheets. That is not the answer at all. And I mean at all. And so we
103talk about then what's it going to look like for our staff? And we've had staff member after staff member after staff member come before us telling us that these are requirements by the state and these are the the programs that are going to meet the requirements. And we don't have anything at the moment that is going to meet the requirements. And so what really bothers me is that um you know it was just said that it's a fair thing to let our teachers know, but I think it's a fair thing to let the teachers give us their feedback. It's a fair thing to give them a seat at the table and let them talk to us. And I don't feel like going through policy review allows for that. I spent some time speaking to teachers
104myself. I spent some time speaking to parents. I spent some time speaking to the superintendent personally because I think that it should be a conversation and it shouldn't be something that we are just putting our own ideas and and and then here it is. So I disagree that this should have even gone to policy review. I think it should have just been a conversation. Um do I think that early education and early learners should not be on the Chromebook um as much? Yes, absolutely. I am an early kid early childhood educator. I definitely believe that we need hands-on learning for our students. However, as an educator, I also know how many times my voice was silenced. And I think that that's how our teachers feel right now. And I don't think that we should be
105doing that. Um, this could have easily easily been adjusted through conversation and not through a policy. We could have had the conversation. It could have been that the division and the school board, all of us talk about this and that adjustments could be made to what we're currently doing to ensure that our students are not on their Chromebooks too much. Ensure that our parents don't have to do the monitoring themselves. I think not sending Chromebooks home is a great idea. I don't think that our our Chromebooks should be going home, especially with our younger students because that requires our parents to do the monitoring and that puts an extra job on them that they don't have to do. However, um this policy is just it's it's sweeping and and so it's concerning to me that
106there's no wiggle room for um adjustment. The other question that I have is with the language. Um it says here in the policy that in um this section does not apply to technology use specified for students section 504 individualized education plan use for limited education assessment or adaptive learning needs. Um Dr. Robertson did I not hear that these are programs are adaptive? I think a couple of speakers mentioned that. Is that true? Um yes. So, this doesn't even do what we want it to do because adaptive learning needs, that's exactly what Lexia and and the math programs do. They adapt to the students learning needs. So, if we actually wanted to eliminate adaptive learning needs, then why I I don't know why this language is in here. So, again, this is where we really need
107to be talking to our experts. I agree with Mr. Lewis. and really finding a way that we can reduce Chromebook usage within our schools without it causing such a burden to our staff and uh so that our the impact um is this should be a positive experience for everyone and not positive for one negative for another that doesn't make sense and so um I I would think that we would have some adjustments to do, Miss Melnik. So, I would agree with that. This is sweeping. But my main concern is that this board is making changes to curriculum and that is not what a school board does. That is not for us to do. We were we we are policy, yes, but this curriculum piece should not be in policy. And this is a slippery slope
108of opening the door to to a lot of curriculum changes based on opinions of honestly people who really are unqualified to make these decisions. And I say that frequently even as a 17-year educator. I say that I am not qualified to make these curriculum decisions. We we're a really good school district. We're a phenomenal school district. We are honored all the time from from curriculum and instruction to um budget and finance and everything that we do here. We are topnotch and we're making a horrible mistake. this board should be given guidance to the superintendent and the superintendent should be going to his staff and saying let's really take a good look at this um and and let's let's set up some some barriers here but th this is re to me this is very dangerous.
109Um we had teachers come and speak tonight that said 20 minutes a day is what we're doing. We've heard from parents in in in emails talk about the wonderful opportunities that their children have, wonderful experiences growing in leaps and bounds in ways that we can't even understand. I've also talked about my years in a first grade classroom and what I taught, which was a sentence, writing a sentence every nine weeks, building to four good sentences by the end of a first grade year. If you're not doing that in kindergarten, you're behind now. It is not the same world as it was from 90 to 97 when I was at Glenwood Elementary School and then my little break and going back even from 2013 the difference is is really unbelievable. We are a future ready school
110division and being future ready means that you have to build you have to build a solid foundation a brick really right so that you know it's the sturdiest thing you could that you can build and if we start oh I don't even know what to say I'm just this is very stressful for me this is not policy material My suggestion is that is that we rethink this. I do feel like it's trying to be pushed through really fast. I do not think it's to give teachers time over the summer. Our teachers are going to do whatever we tell them to do. Whether they have three months or a week, they're going to do it. But this is being pushed through for other reasons. And we are not being fair to our students. We are not
111being fair to our families. And I agree with a lot of people who spoke tonight that said I have my daughter on the emergency bypass. So sorry that's her calling. Um the the abuse the abuse of screen time is not happening in our schools. It is happening outside of our schools. I do believe that. I do believe the parents that and the teachers that stood up to talk about that. And I will add that for most of our meetings, most of us cannot stay off our phone sitting up here on the DAS. I'm looking out into the audience and I see even people who spoke tonight who are on their devices. I see it. It's we're doing a great disservice to our students and we're really going to hold them back. And by the way,
112for those that are talking about this through 12th grade, good luck with your kid going to college and having to be ready to not have a textbook, to not have a pen and paper and to do everything by computer, including submitting all of your work on a computer by 11:59, right? Everything happens on the computer. That's how my boys got through playing playing baseball, college baseball, being able to do their classwork on a bus. We have to be future ready and we cannot kid ourselves that this isn't going to harm our division. Mr. Cummings. Yeah, thank you so much. I have just a few questions before I give some of my thoughts and comments. But first and foremost, you know, I do want to acknowledge um uh just the folks that spoke today and have
113emailed the board. You know, regardless of whether or not I agree with someone's opinion, um I do find value in talking to constituents, especially those who send us articles and send us things to read backed on research. You know, a lot of times we hear the word research or data thrown around, but when we actually receive meaningful documents from folks um to read through and to glance, I really appreciate that as a board member. And so I'd encourage people, you know, continue to contact us, continue to send us materials and whatnot. I have a similar question that uh Miss Ms. Rogers had as well with the section does not apply to technology use specified in a student's 504 IEP limited educational assessment or other adaptive learning needs. And so I don't know, Miss Lenetti or
114Vice Chair Williams who this gets directed to, but does this section then say for our students that things like Lexia and Imagine Math are okay for them to use? Are they exempt? What is I think our intent when we were looking at this section was for those students who have specialized needs that require some type of online learning system or computer learning system. I don't think we were looking at the specific programs. We weren't talking about specific programs or how they were being implemented. So I think we might need some definitions uh from this from a policy perspective what is meant because adaptive learning automatically to me just means uh you know the the the Lexia program that we're talking about where it does adapt to the students um you know reading ability and designs
115personalized curriculum for them to go through. So I do think we need some stronger definitions because right now I think that's a little could use some more detail. When I circle back to the policy, I look at section C um where it says to minimize intrusions on instructional time and impact review is required for divisionwide initiatives or programs or such scope that they impact or significantly alter utilization of instructional time thus impact teachers deliveries of services. Is this part portion of the policy been fulfilled or in the act of being fulfilled before we vote? Yeah, we have not done an impact review. So, we can't vote on this until an impact review is even finished based on what the policy says. Correct, Miss Lenetti? Well, it depends on what you're talking. I know that we
116did have some information brought to PRC about the usage time and instruction on that, but as far as anything called an impact review, that was not brought to PRC, but there were um studies um brought to them about usage. Well, this specifically says an impact review. So, by our own policies, until you know, I cummings have something labeled impact review on my inbox. Um, I don't think that this section would actually this section will actually prohibit us from voting on it. Um, and then I think also just from clarification, you know, I I I read through these surveys a lot that we got sent the Chromebook usage surveys both from the parents perspective and from the teachers perspective. And from the parent perspective, I definitely I'm empathetic to the fact that parents have a a
117notion that the Chromebook is being overutilized even though that's not backed up by fact necessarily. Um, and I think what concerns me is like how do they get this perception and where does that come from? And I I appreciate the work on this uh policy where we're talking about limiting taking devices home. Um, and I actually think there's probably room to advance. I need to know more of the impact for second through fifth grade. But I think there is more opportunity to advance that because I think that's where a lot of our parents do get concerns is because we're busy people. Folks are working two jobs, making food, getting our kids to different things, charging Chromebooks, monitoring. You know, I know it falls on parent responsibility to monitor our Chromebooks, but we also know our
118kids are sneaky at times and taking things into rooms and know our Wi-Fi passwords. And so I do think that, you know, there is some more responsibility that the school could probably utilize to ensure that devices are not being are being appropriately used. And so I do think that's a good portion and something that I'm open to as a board member is talking more about um you know taking devices home, what that can potentially look like. Uh but I also recall going back to um our original uh computer utiliz computer usage study where it seemed like middle school was the avenue that had the most hours of consumption. Um, and that's a, and I appreciate, Vice Chair Williams, what you said about being concerned about that because I know I've shared my concern with you
119as well, is that, you know, all of a sudden our kids are in middle school and it seems like it's a little there's a lot going on. And I've been in our kindergarten, first grade classes a lot, and I've seen our teachers utilizing these Chromebooks. And from what I've personally observed in some 20ome visits, I really haven't seen, you know, ill use of computers. I've seen Lexia in action. I've seen Imagine Math in action. I talked to the kids. What's going on? I've seen some of the research uh projects they've done. It's cute. It's fun. I like talking to them. Um, and but where I've probably had the most like, hm, I just saw a kid al tab off a game as I walked into a classroom on their browser, you know, and that that's
120one I I would say that's probably where my personal fr if I had to sit here and think about policy where I'd want to initially focus because it seems like the kindergarten first grade, you know, block has it down pretty well. Um I do think there's some I have some more ideas around what I think policy BV but I do I am curious about what more about the adaptive learning angle and then also the impact study uh that's in the board policy just to understand that more and I'll probably have some comments later. Okay. Um, and Miss Lenetti, and just for the public because I'm reading section C, this is a policy for a divisionwide initiative for schoolboard vote, not a policy change. We are being proposed with a policy. Um, so this is not
121the same thing, but either way, we were provided with teacher and parent feedback. We also have information right here. Um, and so I do have some additional comments, but I will save them as we go through the queue. Dr. Green, thank you. Um, over the course of the last couple of meetings, we we have received a plethora of information and I would assume that our curriculum specialists attended the policy review uh meeting, Miss Lenetti. Yes, ma'am. Dr. Kelly and Mr. Delaney and his capacity as interum. Okay. So, since some of we're getting in the weeds, any thought um or was there any discussion about possibly doing uh a curriculum audit to see the usage in terms of where it falls within the curriculum? I don't remember a curriculum audit. on there. And what we didn't
122discuss was if this was going to change the instructional delivery or instructional time. It was simply the method by which students would be accessing um information on their Chromebooks. So I think you'd have to make that analysis determine whether this is actually going to change instructional time or delivery of services. What we did discuss was the studies that we that had been provided about the amount of time that students were on the computers and what that might have to look like if a student needed specialized things like a special ed student might need access to um certain types of programming. That's what we discussed during PRC. Well, based on my professional opinion, and by no means am I an expert in curriculum, um, but I have been involved enough in curriculum to know that when
123you start before we start making major changes that it probably would be in students best interest to look at doing an audit of the curriculum with regards to the usage of this. I'm not trying to create any additional work for staff, but this is big to pull um where we're going and if we protest profess that we're experts in curriculum, the proper thing to do would be to do an audit. Dr. Green, I'll I'll comment on that based on your question. I appreciate the question because um certainly Dr. Kelly, Dr. Goldberg and the team since this has started as a discussion have been reviewing curriculum to see where the impacts would lie. We haven't used the term curriculum audit but we're certainly uh spending a lot of time reviewing what would need to be adjusted
124within the curriculum and prek through one to meet the standards of of whether it's research standards, computer science standards, or just uh some of the other standards of learning that were addressed tonight by some of our speakers. So, we haven't called it an audit, but we've certainly her team has been working through that to see how will we best adjust if and when this decision is made. So, I think we've done some pretty good work in that area to get prepared on that end. Kind of reading the tea leaves a little bit. Thank you. and and and to me because if my colleagues are making, you know, curriculum decisions, I I think it's important that they have that information that I know usually is generated when you do a curriculum audit. Thank you, Miss Dwyer.
125So, I appreciate tonight uh both sides of the argument. I think both sides made very valid points, but I want to address something here. All of a sudden, we're on the word curriculum. And that's a red flag for me because it started out from the get-go in the explanation with K through two that especially kindergarten and first grade that no, they're not on that their computers that much. But to me that was that was very deceptive because if the curriculum is integrated with all the computer programs then yes it is a curriculum problem and it is something that the students are on uh if you think about it more than 20 or 30 minutes because everything's integrated and I just want to make um a statement here. I toured a school by the name of
126Creeds and as I walked from classroom to classroom, none of the students had a Chromebook. And I I asked the principal, Casey Conger, I said, "Where are the Chromebooks?" She said, "Oh, we don't use them." How about that? And I was a little like, wow. And those children were learning and they were happy children. And I guess what I'm challenging everybody here tonight is well, first of all, I think the conversation got started because the parents themselves have a concern that kids are being they're they're technology OD. I don't know. They're they're they're it's overkill and it's too much. And what's the harm in starting kindergarten with no Chromebook? What's the harm? I mean, can we try? Um, I I I get it. The teachers have some valid points about SOS, but these are kindergarteners.
127And I heard a colleague say that we're on our our our computers, our cell phones, whatnot all the time. Well, yeah, we are. And children see that. And maybe it's time for a healthy kind of turn. And and maybe some of you out there don't think it's healthy, but we're also listening to the parents as well. We have to listen to everyone. And I got to tell you, after my experience going to Creeds, that left a mark on me. I was highly impressed. And I think it can be done in all of our schools. And maybe it's time for a change. And if it doesn't work, okay, we could go back to another plan or but I think we should be open to try. Thank you. Miss Lenetti. Yes, ma'am. Under the SOQ, standards of
128quality by law, is the school board required to evaluate curriculum? It is. I I know the answer already, but I just wanted to make sure that the community and the public knows the school board is charged with it is our duty by law to have conversations about curriculum, but I don't believe that this is a curriculum conversation. This is a conversation about um technology. the school board, a previous board voted to go to onetoone technology and this school board has had lots and lots of conversations. I I've heard some of my colleagues have mentioned you could have a conversation. Um, I started having this conversation three years ago and we've gotten feedback and that feedback has remained predominantly unchanged over the last three years. Um, and so that data has stayed the same. We've had
129multiple conversations as it relates to screen time and the amount of screen time and it has been clear on multiple occasions for many years that the board did not view the way that the screen time the board majority did not view screen time the same way that it was being utilized. However, the board never did one thing one important thing and that was vote to determine the will of the board. So I am grateful that this policy has come forward. Um Dr. Robertson, I do have a question for you. Um I have a few actually. Are you viewing the language in this policy as a ban on technology for prek through first grade? Well, that's not the way it's written. Um what this does is it eliminate well it says Chromebooks or similar devices shall
130not be utilized by students in pre kindergarten through first grade classroom settings which means to me that outside of classroom settings Chromebooks can be used or other devices that are based upon need. So they could still be used in the library. That's my interpretation of what I'm reading. That's my interpretation as well. And I think that the policy review committee um and vice chair Williams will looks like she's going to weigh in in a minute. But I believe that the policy committee considered that because I do remember calling Vice Chair Williams um and you know going over an email that we had received and how you know maybe we should look at that particular item and see if there was any way to accommodate that. And I do think it's a compromise. Um Dr. Robertson,
131how do you feel about this policy? Well, the board is and and my team have had been engaged in this conversation for months um through informal and formal settings. formal settings would be in the policy review committee and you know when we try to make decisions I think the analogy I would use is we are all standing on a mountain looking out into the fog and based upon our experiences and our beliefs some of us can see through the fog and go if we take this direction here to the right when we come through the fog it's going to be a much better environment for us others are looking through the fog and going Well, hold on. We've been going the right way, but if we take a we take a wrong turn and go
132through the fog, it's not going to be better. And so then I look to what's the available evidence. And there is no scientific studies that have been done that eliminate all the other variables where you have only two v one variable you're me you're measuring. You had Chromebooks in a classroom or you didn't have Chromebooks in a classroom. what was the impact? Now, that would also require that to have a a statistically sound study that the group of students in both of those settings had the similar aptitudes and learning so that you can really hone it down to the impact of their learning was either helped or hindered by any instructional resource. Right? And so, we're talking about Chromebooks here. Um it is clear that from all the speakers there's an acknowledgement of screen time.
133People are very concerned about where we are with screen time. What's less clear is the impact of edtech. So there are those who feel edtech has not moved the needle for us and and they look to data over the last several years and go you know the data really hasn't moved. And so because the data hasn't moved one way or the other, then edtech is really not delivering what it was promised to deliver. There are others who would look at this the same uh data set and go, you know what, it has allowed teachers to really differentiate instruction to meet the needs of of of of our students. Um, you could hear from the speakers tonight, there's a real belief in the power of our teachers. I mean, everybody knows that the most important person
134in the classroom is the teacher. And what you want to do is equip that teacher with resources so they can shine. And instruction did occur pre204 to pre20 where in those early grades where they didn't have devices. Um, so when we're looking at this as a division, we we're recognizing that any change causes anxiety. And so when we do that, we've been talking as a team about risk. What are the risks? So we're looking at four questions we've been trying to answer. The first one is what are the greatest risks to the implementation of policy 618 by grade level. The second question is okay so if we've we've agreed on these greatest risks how are we going to address these risks because we certainly cannot expect our teachers to address those risks. Third what are
135the teacher supports and resources that are going to be needed to put in place of the rotations they used to do that involve Chromebooks. And then four and equally important is how are we going to monitor and respond to the known risks that we've identified but also the unknown risks that always occur in in you know in the various settings we have. So I'm I'm confident in the team that we have to put something together to fill the gap for the teachers. I'm confident that we have remarkable teachers out there that that when given uh other options that they will be able to implement those options. What I am unsure about is what is going to be the impact on student learning and that's where I think we need to talk more I need to
136talk with Dr. Banicki, how can we develop maybe a case study approach where we can collect some hard evidence on what is the impact of of this decision. Um, so we we will be prepared to execute the passing of policy 618 or the not passing of policy 16 618 in a different approach. Um, but I couldn't sit here and say that it's the wrong decision because there's no data that supports edtech is the game changer and if you take it away, kids are going to crumble. I don't believe that they are. Um, we're going to have to play it out. Okay. And so are teachers going to be able if this passes to be trained in inservice week? Yes. If this passes um the team is well on their way of identifying uh resources and
137training that staff would need. Uh they would have other opportunities prior probably prior to inservice week if they chose to take advantage of those uh professional learning opportunities during their summer break. But if not, it would come during inservice week and it would come throughout the year. This this challenge reminds me of when V the state moved to the the literacy all-in Virginia literacy plan. Our teaching and learning team stayed about a month ahead of that plan for the entire year. Um which de which clearly demonstrates to me they can do it again. Is it their choice to do it again? Probably not. But can they do it again? Yes. We're also going to have to engage with a group of teachers at kindergarten and at first grade so that we have a feedback loop
138with teachers on the ground of where are the wins, where are the losses, where are the unknowns and it will be a constant plan, do check act loop that we'll have to run next year and then we'll report back to the board. Um I just hypothetically thought about we could probably have information to report back to you. Here's how it's going in the first quarter. Here's how it's going at the end of the second quarter. Um, here are the adjustments we're going to make as we plan for the next year. So, you know, this is this topic is not going to go away once the decisions made. It's going to be an one group's going to go, "Okay, show me." Another group's going to go, "I knew it was going to be right." So, it's
139going to be our job to make sure that we're sharing information on how it's going. So we'll we'll collect a uh we'll develop a plan to collect evidence. Thanks. Um and so I did go back to historical meetings and I did find that our school division started the technology in one to one based upon a book called every student every day and there was 11 anchor schools at that time. Interestingly, um, that particular book was a research group of third grade through 12th grade, not preK through 2 grade. And so I I did find that to be really interesting and I um I did read everybody's emails and I appreciate all of the comments tonight. I do believe that this will be able to be implemented. I do believe that we will provide our teachers
140with the resources that they need. Um there is a growing body of research showing the negative impacts of screen time on all of us but especially our youngest learners and um I recognize the concerns that were raised that students will still have access to screen time outside of school. That responsibility ultimately belongs to parents and families who I do believe are doing their best every single day. What the school board can control is learning during the school day. And I believe we have a responsibility to evaluate whether we're striking that balance with Chromebooks. I want to be clear, this is Thank you. I want to be clear, this is not a criticism of our teachers or staff. They have worked hard implementing expectations placed before them under the previous board and under rapidly challenging and
141changing circumstances. At the same time, the data on the risks of screen time has become clearer. The corresponding data to serve as evidence of increased academic outcomes does not exist. It's hard to point to the benefits outweighing the risks for me. I appreciate the inclusion of annual screen time update in the policy proposal because I believe this conversation will need to continue. And with that, we are going to go to Miss Felton and then cycle through and if there's anybody that we haven't heard from, we will have them both. First, let me say thank you Dr. Robinson for bringing that um clear and positive uh point out. You hit a lot of good points and I appreciate that. And I'm only speaking because I was on the PRC uh committee as well. I'll say to
142the public and those that are sitting in the audience, this was a very arous policy for me because number one, I'd like to thank Dr. Goldberg, Dr. Kelly, Mr. Delaney, and Miss Woodhouse who sat in every meeting and gave us the risk. And they tried to be decent about it. They said we're going to have risks that are moderate, medium, and high. And most of all the risks they gave me were high because when I look at the survey of over 90 plus% of teachers that weighed in, I had to think about their presence in the classroom working with our students one-on-one. Not only did I listen to them, I went out and I visit and talked. And that makes a difference when you have that one-on-one contact singing. Uh I don't know all of
143what my other colleagues seen, but I've been to Creeds as well and I've seen those those actions with the Chromebooks in play, but they're very limited. Dr. um principal uh at CRE is excellent in what she does and she's very balanced with everything and the students learn. The main words I heard was balance, screen time. And I think we're dealing with two worlds. We are dealing with a world of education that is very developed and very structured. Then you're dealing with the world where you have students a lot on the computers outside on screen and doing a lot. And this I know because I see it. I see it in restaurants. I see when the kids on the bus riding in the car to the parents on the screens. But I think it was it's
144it's a little bit obvious was to compare outside world with educational when it's very structured and put into place and they work hard at it. One of the things that grieved me as well it came up tonight. Librarians were not asked to come to the table. Librarians play a big part in this technical thing this technical world that we're living in and they were not even addressed. that bothered me as well or I had concerns that they were not asked to come to the table. Um had certain thoughts about this policy couple I I had to go home and and think about it and I chose for it not to be a heel uh that I die on. So if it wasn't for those individuals that played a great part in this again Dr. Goldberg,
145Dr. Kelly, Mr. Delaney and Miss Woodhouse and the superintendent, they came up with a structure that I could digest, but I still have heartburn with it because I feel that even though they're trying to show curriculum off, I think that it should have been a conversation and it looked like we are we are dealing even though we are trying to plan the curriculum for teachers. Uh it's it may not be a ban on uh computers, but it's a restriction where teachers now have to recalibrate and re relearn and we're going to have to take our take our teacher through a whole another learning process. What are we going to replace it with? Will we be satisfied with that? How much time would that take? I look at the time that they're going to have to
146put in being doing this all over again when they're at a good place with our students. I just had to speak my mind about it. Um that was the only reason why I um uh said to the chair you know and I did discuss a lot of concerns about this policy before before it came even with our summer programs having access a student having access to it and not all of our students have access to uh technology unless they come to school and learn it. They don't even have the proper way. I remember when we had co half our students didn't even have access to uh to Wi-Fi. We had to make sure that they had to make sure they got their works done. That's a whole another story. But I wanted to come so
147that my my my colleagues know that yes, a lot of work went into this policy, a lot of backing forward. And there was a lot of things that I did I could not and did not digest until after I saw this administration get on board and bring something together that was more acceptable. Am I all in with that? No. Do I Do I still have heartburn? Yes, I do. I'm still taking my tongues reading this as it goes forth because it's not balanced to me. It does not uh reach the teachers where they were speaking to us saying not as a survey but they came to us speaking and saying this is what we do and this is how we do it. They are the front runners in the classroom. They are the pillars in
148the classroom. They are that one-on-one with our students. And if you visit our class, if you would get out of your comfort zone and just walk in sometimes unannounced, they will welcome you in and you will see the works, the great works that they're doing with our students, not just on Chromebooks and tablets, but being one-on-one with them and having oneonone rationalize all the whole classroom. I am passionate. I'm not going to say all the words I want to say, but I'm very passionate about education. And I believe that every student, no matter where they come from, their background, should have the opportunity to have a equitable education and get every excess or standard and quality education that we give them. We have an excellent division. Look at all the uh promotion we gave out
149tonight for our student. This division ranks high and we are envied by most of the division and they could be hear me. We are envy of most of the division and we always have the that the uh sarcasm when we walk in the room but I'm proud of this division all the things that we done. Our teachers have a habit of taking a little and doing a whole lot with it all of the time. And just like the superintendent is saying, if we carry them down this path, they're gonna make the best thing the best thing out of it. We should look at our accreditations of what we do. Now, I've said too much, but I just want to get that out how I felt about this policy. It was very obvious for me. It
150was very hard. But because of the individual administration came in and did what they did and compromise, they made it work. They tried to make it work. That's when I suddenly said let it go to my colleagues and let them have the discussion. All discussion I've been having for the last past couple of months. Let them discuss it now. Thank you, Mr. Kalen. Obviously, this is no black and white issue and there are positive points being made on both sides of the ledger. So I step back and I reflect on the readings that I engaged in, the information that came from various sources, whether they were surveys or whether they were emails from various people. uh and I pull it all together and try to come up with uh where did the needle tip favorably
151or unfavorably on one side or the other of this issue. Puzzle piece number one to me was in reference to the survey that was conducted by the parents. The overwhelming majority of parents were opposed to Chromebook use in the early grades. There were many emails that we all were recipients of and had an opportunity to read. And one in particular to me summarized the point that moved the needle in a certain direction. And I'll read some of it. I'm a pediatric speech language pathologist. I'm a business owner and a parent of a rising kindergartener in the Virginia Beach public school system. I've previously shared concerns regarding onetoone technology use in classrooms and the growing body of research highlighting its negative impact on meaningful learning. I wanted to share a letter that was released this week
152from a public school system in Pennsylvania and she provided it as attachment. I won't read a lot of it, but I'll read some of it. Dear parents of rising K, Madam Chair, point of order, please. She spoke tonight. Yeah, we read it and we heard it. Miss Monik, he has the floor and he can use his time to talk about the topic. Thank you. I'll continue reading. This was a letter written to constituents in a town in a school district in Pennsylvania. And the letter was addressed to rising K through2 students and their parents. We're writing to inform you of an important strategic shift in our instructional approach for our youngest learners. Beginning with the 2026 to 2027 school year, our school district will be transitioning to a Chromebook free learning environment for all students
153in kindergarten through second grade. This decision is a result of careful study recognizing the critical development needs of students in these foundational grades. Our primary goal is to ensure maximal learning and holistic development which I am certain every member of this board says amen. That's what we want to see for our kids. And the letter goes on to say which necessitates a renewed focus on direct human centered excuse me interaction. The research is clear regarding the critical importance of minimizing screen time for young children in favor of physical, social, and direct interaction. Experts including a Dr. Jared Horvath, who is a leading educational neuroscientist, emphasizes that true deep learning and memory consolidation are often best achieved through active manipulation of materials, face-to-face dialogue, and collaboration activities that screens often displace. I'll read no more, but
154I'll close by saying in light of the parent survey, the letters that were received, the information that the school district in Pennsylvania has moved away from this, I'm in favor of this and I understand from Dr. Robertson's comments because it represents a change. It represents an element of risk. And the great concern that we all have is seeking to minimize risk. But there are times when evidence can be presented and provided that allows you to say and see if we continue on the course we're on, we're already engaged in risk that needs to be minimized. So, in light of all of the comments from my colleagues, which I appreciate and benefited from, I'm in favor of this policy moving forward. Thank you, Mr. Co Pepper. You haven't gone yet. Correct. Correct. Mr. Co Pepper. Thank
155you, Madam Chair. Uh, I want to start off by by reiterating how much I appreciate um all the public speakers today uh on both sides of the discussion who made very well thought out, compelling arguments. like I say on both sides. Uh I thought Dr. Roberts said two things that for me kind of summed up the discussion we're having is standing on the mountain looking down into the fog. We all see obstacles in the fog, but we don't all see the same path through the fog even though we're trying to get to the same place. The other one was is that we all pretty much agree that screen time is an issue. This policy, as we pointed out, does not eliminate uh Chromebook usage even for kindergarteners, but it is a deliberate attempt to restrict
156its use and to ensure that its use is in fact deliberate and constructive. And it gives us an opportunity to review over time. I know this isn't the final discussion we're going to have on this. We've been talking about it for a very long time already, but it gives us the opportunity to see what happens and then make more deliberate decisions later to ensure that we're doing the best things to educate our children because those early years, again, we're just talking about kindergarten or first grade. Somebody said earlier that people were advocating for doing this through 12th grade. I don't know anybody who's saying that, but I would be happy for this to go to second or third grade. That wouldn't bother me at all. But we're only talking about kindergarten and first grade. And
157for me, I find those early years of education to be critical. And somebody said it when they were speaking as well that in order for any of this stuff to be useful when you're an adult, you have to have a solid foundation of education to begin with. We all we all grew up with that solid education first and computers came later. And I think it's critical that young kids now develop that foundation and don't become reliant upon these things until I have them. All right, Vice Chair Williams. Yes, I would just like to um reiterate that we did get very much feedback and advice and commentary from Dr. Kelly, Dr. Goldberg, Mr. Delaney, and and Miss Woodhouse. In fact, if you recall the first meeting we had, we did have um preK through 2 grade
158and because of the conversation, we pulled it back to be a little bit cautious so that we can do this and then look at it again in a year because like you can hear from up here, some people wanted to go further through second or third grade. And so after talking with our experts and listening and and in fact um the classroom the word classroom was not originally in the policy and I actually talked and went to a library media specialist and after that conversation I called Mr. Delaney and we talked about it. Then I talked with Dr. Goldberg and Dr. Kelly and we actually added classroom um Chromebook Chromebooks to make sure that if there were some cases where you needed to do some you know testing that's in the policy like in the
159library or something like that that that is not totally 100% restrict restrictive. So again um I think that that this is very practical and I think it's very doable. I have utmost confidence in our teachers. We have the best and brightest teachers and they come through all the time. And I do take issue though when I say the reason I wanted to bring this forward and not spend another year on it was for our teachers to be able to get the word out before summer. Um, I do take issue when someone says that's not the truth because for me, and I said it I don't know how many times in policy review, the reason why I wanted to bring this forward to the board is so if we do make a change, parents and teachers
160will know in advance. I think it's very unfair if we keep dragging it on and don't take a vote for us then to all of a sudden in August say, "Okay, well, now we're ready to vote." So that is my reason and again um I just wanted to clarify that. Um I think that we cannot ignore the data and I think that we're all on the same page and um and I think this is very reasonable and we will come back in a year and um and see what it has done or has not done. And again, thank you for the speakers um and for all those who emailed us. And um I know the three of us on PRC did um go to classrooms, we talked to library media specialists, we talked to teachers
161and talked to tons of parents. So I appreciate all the input. Thank you, Miss Monik. So then I would like to thank our kindergarten and first grade teachers who have created deliberate and constructive lessons for our students using Chromebooks for such a tiny part of their day. But I I want to make things make one thing very clear. When kindergarteners come to us, they've already spent years too much on devices. We don't help children become addicted to devices. They're already addicted to those devices before they walk through our doors. I don't typically tell my traveling details, but on Thursday morning, I'm hopping a flight to Disney World. And most of you are not surprised. Um, and I guarantee you I will see hundreds of children before I even walk through the tunnel onto Main Street
162who who will have devices in their hands propped up in strollers. They will be on the airplane. Children will have devices. Nobody looks out a window. Nobody's in nobody plays license plate bingo anymore driving down the road. Kids are on devices as infants. And I will see that in Disney World. The most interactive place you could ever go. The happiest every every Q-ine at Disney World is interactive. And do you know what the kids are doing? They're on their devices. The infants. Watch videos of infants reacting to Miss Rachel's voice. They're babies. These kids are addicted to screen time because their parents are giving them screens. It's not happening 20 minutes in a first grade classroom. The problem is much bigger. And I look at this whole thing. It's just punitive. That's the only word
163that comes to mind is that we're we're punishing kids for the mistakes of parents outside of school. I'm It's very difficult to fix all of these problems for people and it's not going to it's not going to fix it in with 20 minutes in a first grade classroom. It's not going to fix it. I I ask you to look up there's a new study out and I'm sorry that I was not prepared to um to talk about this study um properly but there's a study of students it was it was academic and mental health and they studied a group of students um they took no phones no phones in school and act there was no in there was no academic benefit from the removal of of screens. Um there was a slight increase in mental
164health but not academics. And I think that's what we're going to find is that we're going to be holding our kids back for a measly 20 minutes. And for the record, I technically as a former teacher look at a whole group setting in the library as a classroom setting. So that that's how I see that. But I just I just I' I'd rather we just limit it, make it known to the superintendent what we really need. I know they're worried about the effects of all of this. And that that's the last thing I'll say, but I just think it's punitive. Mr. Bonesdale, have you spoken? Okay, Mr. Bones. I also believe that we're not moving backwards in this policy, but that we are moving forward. And also, I believe that when a child does take
165that pencil and actually writes out a sentence or writes out letters and words that their brain is actually being you more useful and that they're growing in a time when they need to be growing. And I also do appreciate an email that I did get today that Mike Allen had mentioned because it did open up some more ideas and more uh visions of what really does happen. So I do appreciate that email and I support this policy. Mr. Cummings. Yeah, I have to hop back to into the policy C just because I need my own or the section C. I just need to understand um well let me point out what if you're talking the impact study what triggers that has to be the the division one initiative program there has to be the scope
166that the impact or significantly alter the utilization of instructional time impact delivery of services when we did not have any presentation I remember at PRC that said it was in impacting the instructional time what we heard was 20 minutes a day so I don't know that that and since this was limited to prek K through first grade. We didn't have that information. So, I do think you have to the triggering piece of it that it's going to affect instructional time and that's what we didn't hear at PRC. So, you know, not that you couldn't do an impact review, but it just the triggering event wasn't there and the evidence that they would look at a PRC. So I feel like just from my own perspective reading it u this polic from this section C it
167seems like this would be a this would qualify as a divisionwide initiative because you know it's all of our kindergarten and first grade classes and I guess where there's subjectivity is what sign what qualifies as significant um and that's probably where there'll be a variety of opinions so I do think that there is probably room to improve this portion of the policy to better discuss what actually draws out an impact study, right? And I I would I would personally after reading the the feedback that we got and there were impact questions on there and I appreciate the the survey from our teacher or from our teachers, it does seem like they are they made the case that there was going to be known impact. And from Dr. Robertson when you talked about risks, how we'll
168address those risks, how teacher supports will teacher support, how the you know we'll support them. Um to me that's what would go into an impact study when we understand the risk we understand how we'll overcome risks but also just I think some easy things like what replaces lexia you know for that time of the day that's what I'm curious about uh what replaces imagine math what does when a child uh you know with lexia you know how does that look like when you know for lexia adjust to their reading level what does that look like when the program's not there? So, when I think about impact study, those are the types of questions that I have that, you know, I'm looking to make uh an informed, you know, decision up on the board, information that
169I would hope to have before voting. Um, and I think I mean I think most board folks are interested in as well, but just to take my own perspective as I thought about this policy. Um, you know, I'm not going to sit and advocate for prek to have Chromebooks. And so, you know, I'm not going to I'm fine with that. And I'm not willing, you know, I do see the value that uh kindergarten kids have um with some of their software. Uh but I do see, you know, I do try to work to understand different perspectives because at the end of the day, 11 of us try to understand each other's opinions, I think, at most of the time and try to figure out, you know, what a good policy does look moving forward. But
170my approach to this I think would be to really focus in on what our goals are which is to restrict screen time. And so I think going forward I think thinking about benchmarks I really like what Los Angeles did with the resolution and now with wanting um screen time restrictions for some of their for elementary grade levels. And I think that's probably a medium that people I that's the avenue that I personally would have gone is thinking you know kindergarten 20 minutes a day or two times a week or you know I don't know what the the answers are first grade would be carts 20 minutes a day or something like that. Um, I kind of like that approach more because it, you know, allows our our staff to still use the programs that they
171do find benefit in, um, and that our kids also do because I've seen the kindergarten kids do their research projects. They're great. I've been to Creeds Elementary School, too. We all should go visit on Fridays, be part of the Funday podcast in the morning. Uh, it's a lot of excitement, but those kids are using technology skills that they've learned, and I think that's that's that's the educational product that we deliver. Um, and I I'm very proud of that. And to change it, I'm it does make me nervous, but I also understand what was said earlier from one of our speakers about, you know, the fl, you know, fluttering screens and also the gamification of some of these tools. I do think that we have to warrant some deeper conversations into our edte schools, especially those
172that are vent backed by venture capital who, you know, have metrics on engagement on people clicking on their platforms who have a profit driven motive for schools using some of, you know, this technology. And I think that's a fair I think that is very fair to look into edtech like that. We saw, you know, one of the things that really kind of stuck out to me was with Google, you know, saying that they're looking to grow their user base through Chromebooks. That doesn't sit well with me. I do not like that, you know, these big companies are looking to scale their future customers from us, but also they have a profit driven motive to keep active users. And so that is something that's on the back of my mind a lot. Um, and I do
173think, you know, one of the things that, you know, the Los Angeles resolution did was look, they called to audit the $ 1.6 billion edtech companies that they um had partnerships with. And it was I feel like it's something that we discussed in our audit committee was looking at some of our vendors and trying to understand utilization. But I thought that was a good avenue. But I do they also uh ban YouTube K through five, I believe, as well. Um, I do think there's some stronger initiative that we can have that will address some of the things that we've heard um from parents and whatnot. You know, looking back on that parent perspective, I went back and read that thing a lot. Sat with it, enjoyed it, lots of fun. And I really didn't see
174a huge call to action to end Chromebooks in classrooms. I think about one out of six, I wouldn't tagged them. And so I'm not saying that my my findings are backed by peerreview research, but uh I found about one out of six in each grade probably called for um getting rid of the Chromebooks. And I think the other folks understood what they were being used for, but also wanted less time. And so from my perspective, I think a time allocation per grade is probably the avenue that I would have went to try to solve some of the things uh within this policy. But I really don't understand C with that. Uh Miss Leni, I feel like that does need to look like need to be further addressed by PRC because I do think that this
175should have some type of impact review uh before we vote on it. But those are some of my just thoughts, comments. Um, I mean, I'm very weary of some of the the Google Chromebooks and especially what they said about wanting to grow their user base. And so I along with some of the gamification that was mentioned earlier and how they're designing software to keep users engaged um on their their platforms. I think those are valid questions that I do think we need more discussion on as from a board perspective. Miss Roger, thank you. I just have a couple of quick questions. Dr. Robertson, I appreciate the four questions that you asked about risk and I do think um there's a lot of risk um that has to be considered and especially with regard to supports
176and resources needed for our our staff. I think that's my biggest concern. I know that it was stated um worksheets have been brought up as one of the ways that Alexia or Imagine Math would be um uh adjusted. So, is that something that we're still looking at or is there some is is replacing with uh like worksheets and and that sort of thing? So, I have not been involved in the actual conversations that the team has been having. I'd be surprised if they came back to me and said we're going to replace Lexia with worksheets just well and imagine math and and the other thing is it's my understanding that Eerie is the substitute for Lexia. Is that correct? The this Eerie program this is something I would talking to staff is this is something
177that they discussed. We have not discussed a resource substitute a digital resource substitute for Lexia but to answer your question that you asked Dr. Robertson. This is true with everything we do and that I've learned in my interim role as chief academic officer that we continually look at highquality instructional materials. Right. So, uh we all cringe, Miss Rogers, when we hear the word worksheets. Yes. Um certainly we are always evaluating our teachers to ensure they're doing high quality instruction and sometimes that some need more supports than others. So, I'm confident in the work that Dr. Kelly and her team has been doing since this discussion really started. I believe it was January when uh we were we were talking about the DOT budget. That's when it really first started was we we started talking about
178Chromebooks at a higher level to really be in front of it to say where are we if this comes through how are we going to adjust. So in terms of the term would you say eerie? Sorry you're fine. um the early reading intervention the Erie is what we um the students who are identified through the vowels they are serviced and that's um kindergarten first second and third grade our curriculum for Eerie is sips so it is not Lexia it's a different it's an intervention that those Yep you got it yes I I was going to say one of the comments coming from the staff is that the Eerie has um a support person for grades one into and if they choose to do that for kindergarten, they don't have a support person that helps guide
179them if they have questions um simply because there's not a person available. So, that's something that they were that staff is concerned about is that should we go from Lexia to Erie to help provide that um support for our um our reading is that they don't have that person available like one and two does. And so I just wanted to make sure that I said that for the staff because if that becomes the decision and of course that's all up to you guys that we bear in mind that our staff in the kindergarten level does need that support. And so again this is where like the functionality of it in the classroom. I don't want the decisions made here to make it so untenable for our kindergarten, first grade teachers that they don't want to
180work in kindergarten, first grade anymore. Um, simply because our decisions have made it untenable for them to do their jobs. So, this is why, you know, I try and talk to teachers, get this information, how will this impact you on a day-to-day level? And that was one of the things that they had brought up. Um um and again that's really why I kind of heard what Mr. Cummings was talking about with um restricting time usage versus total usage altogether. That makes sense to me. Um simply because that's really the data that we've gotten is time usage. how and and all of us were concerned about the time our middle schoolers were on the Chromebooks, but we can't eliminate them altogether. That's how they we deliver our instructional our curriculum. That is how the state tells
181us to deliver our curriculum. That's how is most cost effective for us. Books are not cost effective anymore. They're just not. So to me it makes a lot more sense to um adjust in time versus um the device itself. And so I I would um I appreciate that Mr. Cummings brought that up. But again, I just want to um make sure that while we're looking at risks, we are absolutely ensuring that our educators are supported in whatever happens. Miss Dwire. So, I listened to all of my colleagues and I really appreciate what they had to say. And um I heard tonight that children start at a very young age on um on computer, on on technology, whatever. Um and that that's probably true. um they start at a very young age and the comments that
182were made I've observed for myself and I had I did think about that but the truth is we're a school division and we're accountable to set a standard and I realize um and I appreciate Dr. Robertson's comments. It is a risk and it is kind of radical. I get it. But so was taking cell phones away from high schoolers for the course of a day. Very radical. And I listen to all the arguments there. And anything that involves a risk, I mean, anything worthwhile sometimes does take a risk. It does take a risk. And um I just feel like we it's time for a change and we need to set a different standard and we need to at least try for those younger kids, those younger students that are watching. Um we need to be
183that example. And um I just want to add I really did go to Creeds and I really was told by the principal that they are not on Chromebooks and it's very limited use. So if anybody wants to research that please do. But I went and it was very impressive and those kids were well adjusted, balanced and happy sm happy happy kids and I want to see more of that and well adjusted. And I do want to say thank you to all the teachers out there. I do appreci I I heard everything you had to say and a lot of you made a lot of sense and I get it about the SLS. That's an area we're going to have to deal with. You're absolutely right. And like I said, we're going to have to get
184creative and we're going to have to be we're going to have to put those students first and give them a chance and try this. And if it doesn't work out, okay, it didn't work out, but at least we can try. Thank you. Okay. Thank you, Miss Lenetti. We are now on to citizens advisory committee appointment recommendations and we welcome Laura Beth Matson, intergovernmental affairs and constituent services specialist. Good evening, Chairwoman Brown, Vice Chairwoman Williams, school board members, and Dr. Robertson. Before you are the names being brought forward to fill open positions on the community advisory committees. The application process for these committees opened on February 17th and closed on April 3rd. To advertise these openings, we published a link in the call to action section of the B BB school website, shared weekly reminders on
185social media leading up to the application deadline, and sent multiple alert now notifications, all with the support from the Department of Communications and Community Engagement. We received a total of 15 applications for the citizens advisory committee for gifted education, 46 application for the general advisory council for career and technical education and 41 applications for the special education advisory committees. The names being put forth for each committee are as follows. For citizen advisory committee for gifted education, we have Stephanie Fehee for the Salem district and Rich Schultz for the O Ocean Lakes District. For the general advisory council for technical and career education, we have Katherine Callahan, Aaron Green, Melinda Hoe, Carl Nolock, Tracy McMasters, and then two um alternates are Heidi Dendial and Tyra Bone. For the special education advisory committee, we have Bobby Angelopoulos,
186Chevet Williams Jeffrey, and Reniah Richardson. Thank you. So I don't see any questions but I do want you if you could can you reiterate the number of applicants that we had for each of these advisory committees. Yeah. So 15 um for the gifted education and I think it's just because we only had the two open spots and since that is um based on location wise um 46 for uh career and technical education and 41 for special education advisory. So quite a few we had quite a few come in and it was really funny handing those applications over to those committee leaders and them being like wait we have all these to go through like so it was it was good to see that they were happy with that result right and I know that historically
187we haven't had as many applicants and that's sometimes been a challenge for example the special education advisory committee that I'm the liazison on they have were taking rolling applications because they had some vacancies And so this is really great. I appreciate the community for being willing to fill those roles and apply for those roles and of course you for making sure that you're getting it out there and really uh trying hard to get applicants for those positions. So I know that those committees are really really grateful. Really excited. Yes. All right. Thank you. Thank you. We are now on to targeted support and improvement update and we welcome Dr. Melanie Hamlin. Senior executive director of elementary schools. Third time's a charm. Good evening, Chairman Brown, Vice Chairwoman Wis, members of the school board, and Dr.
188Robertson. I'm Melanie Hamlin. I am the senior executive director for elementary schools in the department of school leadership and I'm here to provide you with an update on the work being done to support the 21 targeted support and improvement or TSI schools. At the April 14th schoolboard meeting, the Department of Teaching and Learning shared updated achievement data and finished strong information. Today's presentation will bring the data and supports provided down to the individual school level. This chart on the screen you've seen before is a reminder of the number of schools within VBCPS that have been designated in each of the performance categories. It is important to note that when a school is designated as a TSI school, they move down one performance category. For example, 12 of the 14 schools in the offtrack category are
189TSI schools and prior to the TSI identification would have been considered on track. Five of the nine need five of the nine listed under needs intensive support schools are TSI schools and would have been categorized as offtrack. During the presentation at this January 13th board meeting, Miss Tracy Lagata, director of student assessment from the office of planning, innovation, and accountability, shared information related to the federal identification of the T targeted support and improvement schools. As you may recall, TSI identification occurred in January and is based on a relative performance benchmark within the state accountability framework. Schools are identified when one or more of the reporting groups performs below the highest performing comprehensive support and improvement or CSI school in the state. Another important piece of information is that the minimum student count for a reporting
190group to be included has changed from 30 students to 15 students. 20 TSI schools were identified with for students with disabilities. Five schools were identified for English language learners. And four schools in VBCPS were included in the counts for both categories. As a reminder, the real challenge for a school is that the goal of getting out of TSI status is a moving target purely dependent on CSI schools. This graphic should look familiar to you. The process of supporting schools, including those that may be identified as TESSI, begins well before the school year starts. Preliminary data is renewed is reviewed and schools that are demonstrating opportunities for growth in a specific area are recognized for needing support. You are all knowledgeable of the school support process outlined on this chart. It is important to note that
191the school support meetings are attended by all departments that work for excuse me that work with the school to include department of school leadership, DETL which includes students with disabilities team, the English language learner team and title one where applicable. The instructional leadership team of the school leads the meeting under the guidance of the school principal. The department of school leadership in collaboration with the department of teaching and learning have provided differentiated and intensive support to our TSI schools. These supports are targeted to enhance teaching and learning practices for our students with disabilities and English language learners. This slide and the one following highlight the support provided. Specific examples include professional learning resources such as Spire, customized coaching cycles differentiated by need, content area, and student population to continue to build teacher capacity and move
192learning forward. Learning walks are conducted regularly and tailored toward students with disabilities, ELLL strategies, and TSI strategies. Content specific supports are differentiated by grade level and school contents including targeted remediation plans, smallroup instruction, and unitpecific collaboration. Additional supports include literacy leaders modeling what works clearing house strategies that support structured literacy and creating targeted reading plans alongside teachers. Flexible grouping, small groupoup remediation and intervention plans are tailored based on ongoing progress monitoring and specific student needs. Support is differentiated even among the TSI schools. Supports are varied by staff role, whether it be administrators, coaches, literacy leaders, and math specialists to ensure alignment and shared expectations while a spe while addressing specific school gaps. Schools use a variety of data points to support and expedite student learning throughout the school year. Data types include vowels, VKRP, unit
193assessments, student work samples, and even anecdotal notes. The unit assessments, work samples, and anecdotal notes provide the best source of information that teachers use daily to plan for instruction and interventions to meet student needs. However, as you can imagine, this information is difficult to provide at a high level. So, this evening, the information I will share with you comes from a broader lens. We will focus on the NWA MAP assessment, particularly projected growth and the change in RIT scores. We will highlight the data points because these data points because they include all schools and are comparable across the division. It is important to note that there is no assessment that can provide applesto apples comparison to the SOS. The NWA map is a strong predictor of student success, but it is not perfect. Another important
194factor when reviewing the data is that even when we refer to a student's spring NWA map as the end of the school year, we might refer to it as the beginning of the year assessment and the end of the year assessment. Students actually took their final NWA MAP assessment prior to spring break so that the information could be used to develop their final plans for remediation acceleration prior to the SOS. Diamond Springs, although identified as a TSI school for both students with disabilities and ELLL, is not included in the information that I'm going to share tonight because our kindergarten and our first grade students do not take the NWA MAP assessment. This slide provides a very quick overview of some celebrations we would like to highlight. Eight TSI schools achieved high growth in third and
195fourth grade reading between fall and spring administrations of the NWA MAP assessment. Six TSI schools achieved high growth in third and fourth grade math. 10 TSI schools achieved high growth in fifth grade reading while 13 TSI schools achieved high growth in fifth grade math. This data is a great indication of the progress being made with our students with disabilities and our ELELLL student populations. A very specific congratulations goes out to Holland and Arrowhead elementary schools. They ranked number one and number two respectively in growth for fourth m fourth grade math for students with disabilities across the entire division. On the next four four slides, the data includes the percentage of students that met or exceeded projected growth expectations in math. In these slides, we're dealing this slide particularly, we're dealing with students with disabilities. Projected
196growth is a personalized research-based target predicting how many points a student should gain between testing terms such as fall to spring. It acts as a benchmark for typical growth, helping teachers to determine if students are making expected progress based on their starting score and national norms. The letters on the horizontal axis represent each of the TSI schools identified for students with disabilities. The vertical axis indicates the percentage. The blue bars indicate the percentage of students with disabilities that have met or exceeded expected growth in mathematics between the fall and spring NWA MAP assessments. The orange line represents 50% of the students with with disabilities that have met projected growth in math for the entire division. You will notice that seven TSI schools are at or above the division average and several are very close. As
197a reminder, this highle data came from assessments that were taken prior to April 2nd. While it is important to discuss our TSI schools, it is also important to look at the data from our non-TSI schools. This slide represents the percentage of students with disabilities reaching projected growth in mathematics between fall and spring for our non-TSI schools. As on the previous slide, the letters on the axis represent the nonTSI schools. The division presented percentage is represented by the orange bar. Dazzle and detail consistently analyze the data from all schools. Growth for students with disabilities requires sustained targeted efforts across every school in the division which is exactly what we are providing. This chart represents the same math information but for our English language learners at the TSI schools identified for ELLL. Again, letters on the bottom
198and the blue bars represent the four TSI schools that are identified for ELLL. The orange line indicates the division percentage of 64 of ELLL students that have met projected growth in math. It is important to note that a recent testing change means that ELLL students SO scores now count after just 12 months in country. Whereas prior to this time, students scores only counted after they had been in country for 11 semesters. This shifts accountability early in the students educational journey, which changes the picture for schools serving larger ELLL populations. This chart represents the same math information, but are for our nonTSI schools identified for ELLL language learners. The orange line indicates the percentage of ELLL students again that have met projected growth in math for the division. Now let's take a moment to focus on
199reading. This slide along with the next three will replicate the data from the previous four four slides but for reading. This chart includes the percentage of students with disabilities that have met projected growth in reading in our TSI schools identified for students with disabilities. As before, the letters on the horizontal axis represent each of the TSI schools identified for students with disabilities. The vertical axis indicate indicates percentages. The blue bar indicates the percentage of students with disabilities that have met or exceeded expected growth in reading between the fall and spring NWA MAP assessments for each school. The orange line represents the percentage of students with disabilities that have met projected growth in reading and math for the entire division. The orange line is at 45. Here you will notice that 12 schools are at or
200above the division percentage and several others are very close. This comparison slide represents the percentage of schools with disabilities reaching projected growth in reading and math between the fall and spring for our non-TSI schools. The orange line again remains consistent. This slide represents the reading data for our TSI schools identified for English language learners. You will notice the percentage of students in the division meeting expected growth was 58 as noted by the orange line. I will give you a moment to review the data. This chart represents the same reading data for our ELLL students in nonTSI schools. Once again, this is the number the percentage of students that have met or exceeded expected growth. All right, new data. Here we go. As we move into the next four slides, the information is focused on the
201change in RIT scores. RIT scores measure, excuse me, RIT scores measure a student's academic achievement and growth over time independent of of grade level. For me, it helps me to think of a yard stick used to measure height. I can remember my children growing up on my door frame where I marked their height each year as the time passed. That is what a RIT score does for students academic improvement. The chart on the left indicates the math data for students with disabilities from our TSI schools. And the chart on the right represents the students with disabilities from our non-TSI schools. These pie charts depict the percentage of students with disabilities that demonstrated improvement in RIT scores for math in orange. Those demonstrating a decrease in blue. Gray indicates that there was no change. And the
202yellow indicates that a student has only taken one assessment. So there is nothing to compare. Most likely the yellow represents new students. Okay? Because if a child withdraws from our schools, we remove that. They would not be present in the graph. It is important to note that we respond differently to every student represented by each color. For example, even in the orange group, a student may have only moved up two points. That student requires different instructional approaches than the would be provided who to a student that say that moved up 12 points. These pie charts depict the percentage of ELLL students that demonstrated change in writ score for math. I will give you a moment to review the data. Hopefully, you will notice that between the TSI schools and the non-TSI schools had very similar
203um growth or ch not growth change in RIT scores. These charts include again the same information for reading as previously shared for math. You will notice that in reading for students with disabilities at TSI schools have demonstrated a larger percentage of improvement than our non-TSI schools. This can be credited to the hard work being done at each of those sites. These two these charts represent ELLL reading information for both TSI and nonTSI schools. Again, it is important to remember that this is a highle data point and only one piece of information. The data shared tonight along with student work samples, daily observation, and anecdotal notes will allow for vital instructional responses to be made. Additional information about federal TSI designation can be found at the VDOE website and each school's multi-year school support plans can
204be found on their individual websites. They can also be found on the division strategic framework strategic framework web page. In closing, I want to thank administrators, teachers, and staff of our TSI schools for the hard work being done. They work diligently under a great deal of pressure to hone their craft and support students on a daily basis. Currently, students at our elementary schools across VBC VBC BCPS are in the process of taking their um so test right now. As as stated previously, the data shared tonight cannot be directly compared to so data, but instead is used to make educational decisions to support and extend the proficiency of our students. We will continue to monitor student outcomes through so testing season and use the data to plan for next year. I welcome your questions at this
205time. Miss Mel, I'm going try to be good. Um, so again, the word punitive comes to mind, especially with the English learners having only two semesters now instead of 11. And so, uh, so I expect, you know, you expect to see some of this data when the perhaps the only English a child is getting is the six and a half hours that they're in our school buildings. Um, so there's that. Um, maybe you could just explain one more time about the importance of the moving target and what that means for the school division. I think it bears repeating. Absolutely. Um, so one of the important things to remember, like I said to start with, we do start looking at data. We're looking at data now for what they're doing right now, but over the summer
206obviously we're looking at that and we're looking for strengths and weaknesses. However, if you guys I know that you remember in January they have to the state has to wait till everybody has taken their assessment and every assessment is finalized and there are students title one schools that um are looked at very specifically and they take the bottom certain percentage I'm not sure honestly if it's five or 10% they look at the bottom five or 10% and the highest school that is performing so that is your your lower performing schools. Um they are comprehensive school support CSI schools and they take the highest performing school in that category and they see how each one of their of their students are doing in reading, math and science and then all of our schools have to do
207better than that school in all of our subgroup categories. So in order to in order to not be considered TSI school. So for instance, if Melanie Hamlin school is the CSI school and and my number is a 68, every school in not just their all student category, but every student with disability category, their ELLL students, their all students, all of the the subgroups that count have to be performing above that number. So in techn in mathematically we could have our schools perform be our TSI schools perform better this year than they did last year hopefully but still be TSI schools because the category will have changed. I cannot look at any of our principles and coach any of our principles to a target because I don't know what the target is. And when you say
208any, so let's just clarify this for the public, too. Well, for me, too. But we're not talking just Virginia Beach schools. No, we're talking the entire state. The entire state. Yes, ma'am. Okay. So, Okay. So, there's your moving target. And so, how do you even get out of this? So, it Well, I think I think one of the benefits there's been a couple of benefits to be real honest. I think that the school board VDOE and Crystal's department and DTL have done a really good job. We've gotten a lot of really good supports down there with our and additional folks with our ELLL population. Um we've provided them with resources. They are working also with UFly and some other very specific strategies for our ELLL students so that um we are really targeting we're doing
209learning walks that are really specifically looking at at specific populations. Um Dr. Ronnie Dr. Ronnie has been um participating, we know who she is, uh has been participating in all of our professional development um at our league meetings to really guide and really look at what are the strategies that are working for children, what what aren't. Um so the benefit is that we're going to get hone our craft and we're going to be better at what we do. We are. Okay. But let's Okay. So, but as to I'm going to do this these six things to get better and next year I will not be a TS high school. There's no way to predict that. And what's to keep you above the line? Like you could be here this year and then the numbers change
210and you could be here. Yes. And not come out of that for a couple of I mean what is this? The other irony, Miss Melnik, is you could perform not as well and be out of TSI as long as you're higher higher than the lowest the highest performing corre correct TSI school. Yes. Potentially. And and so I think the answer to your question is um we try not to get caught up in kind of the weirdness of it and say how are we best serving our kids internally with the data in front of us to respond to their needs. And if we show growth and improve and that target misses, we we just keep trying to hit it and improve every day. But we don't work with our principles to to really say set a
211target that you don't know that's going to do it. So let's talk about any state, any school in the state. They're not making the target at all. It's been three, four years, five years. What what happens is this when so the state can help me. Yeah. So I think that um JARK the the rec the JARK study they did after the first year of the school performance support framework release came up with some recommendations to implement immediately like as in next year and the board of education will vote on that in like two weeks and then there are things they want to take up next year. So they're trying to take the school performance and support framework and make some minor adjustments to it so it's not such a moving target. So that's one of
212the areas. Yeah. I mean give people something to work towards. I mean and another area is you know is is is 12 months really realistic when it used to be 11 semesters right? So what what's a more realistic uh time frame to be in country to have your scores count? So this is happening. So, I don't think we can predict what will happen long term because the board of education is looking at it right now. I I can say that it is beneficial to all of us because we are all hyperfocused on all of our students. I mean, we've had schools that unfortunately were identified as TSI that were never expected because they've always been very high performing schools. So, it has allowed us to hone in and look at very specific things that we
213can do to better serve all of our children. And that's all we can do is get better at our craft. Well, clearly. Yeah. But see, eight semesters. One, two, three. Six semesters I've been doing that. I could not pass a test. I couldn't. And I want to be fair about that because you, you know, that's the truth for some of our students is that we're learning and growing every day, but it might not be enough in two semesters to really show what they're capable of doing because of the language barrier. And so I I and I don't like the word off target. Right. Me too. Miss Rogers. Thank you. Thank you. Um Dr. Hamlin, I just had a Could you just explain as well the reason for the public why we have schools this year?
214uh just about the whole shift on what we're doing this year versus what we had been doing. Sure. Um I'll do the best of my abilities. Um so we went from the school board went changed created changed the department when they were looking at schools that were um maybe struggling with performing in certain areas. And so they re completely redid our accountability framework. Accountability or accreditation now is more about school safety and those kinds of pieces. Accountability is more about proficiency. That's the state school board, correct? State. Yes. No, these are all state decisions. This is a state. No, I'm sorry. I apologize. No, these are all state decision. The state decided to change. Yes. the state decided to change um and really look at proficiency. So all of a sudden prof in years past
215proficiency and growth was kind of evenly um counted if you will. They weren't necessarily weighted a whole lot differently. Now proficiency counts a whole lot more than growth although growth is a component of it. Um and so all of the components basically for how we um receive a category which before we didn't receive categories. So you just had a proficiency level and so the system has changed based on state level decision- making and state level uh feedback um at VDOE and uh those decisions were made in the fall of last year. So it was kind of even late getting down to us what it was actually going to look look like. Um and so we were for lack of a better analogy building the plane as we were flying it doing the very best that
216we could. Um, as the decisions were being made, I think our all of our uh, principles, elementary, middle, and secondary, really tried to stay in tune for those kinds of things. Um, and to really look at how we can improve and get better. Um, but I consider last year kind of like our baseline. This is where we are. This is our baseline data for what the position that the state put us in. And now, um, we're going to move forward and we're going to get better every time. And and that's something really important for the public to understand is that it's basically um you're going in one direction and you're immediately saying no here's a map go in that direction and you've never been that way before. So you're trying to figure out how's the
217best way to get there. How do we ensure that everyone comes with us as we're going in this new direction? And so having a baseline um our schools, there's several parents that have been concerned about the new um uh statuses, if you will, of some of our schools because as you astutely noted that some of our schools that had never had an issue um due to whatever factors are suddenly in this, you know, this needs are off track or needs improvement. And it has caused a lot of parents to say, "I don't understand and what's happening here." Because it's completely understandable. I'm sorry. I didn't mean to interrupt. No, go right ahead. So, one of the other pieces is that being a former principal, I might have been in a school where in years past
218my students with disabilities or my ELLL population might have been 12. It never counted. It could have been 28 before and it didn't count. I mean last year if you had 15. So it was a population of course we worry about all of our children but it was not anything that even populated on our data reports right because our our denominator was not large enough and all of a sudden we went from not being a subgroup to here we are. And the other thing I think that is important to know as we move into this this year right now is even today on May 26th, we don't know how growth will be determined when our children are taking their tests right now. EVOS was used this year um this past year for the numbers that
219we have right now. But moving forward to the ones that we're taking right now, we don't even know what growth is measured by. So again, we're still a little bit on the moving target field because I can't even tell you what it would take for a student a to be considered to have made growth or not to have made growth um on the SOS. So we're still learning. Yeah. And so that's really important to understand is that while some of this data may seem on the surface concerning, we're growing with understanding of the state expectations that they have changed. And so our understanding of what the state is asking of us has changed. And so we are adjusting what we're doing so we can meet those um expectations with fidelity. And when the expectations change,
220we have to change what we're doing, which is what we are doing. But it is unreasonable to expect that we will immediately understand when something has changed and be able to meet with fidelity. This is a normal process with the all state uh uh measure measurement growth. So yes, I've had the opportunity to work in several states and there every state goes through a period of time where they recalibrate and they readjust and we just happen to be in that moment right now. Thank you so much. Thank you, Miss Melnik. Probably will just add to that. I I think we all understand accountability. I'm I'm just struggling when you don't really know how to hold people accountable. Like, okay, when might we go through another little change for that? Is this like set now? Because
221it started last year or what when will the state recalibrate? I do think that Dr. Robertson alluded to the Jark. So they did do some research based on what the plan that they had for last year and I do see we do see movement and changes as a result of that information when it will be solidified you know we don't know because they are still in that decision making process there is a road map okay of and the road map for next year okay is in the board of education's hands right now they'll rule on it in June then there's a road mapap to things to address next year okay by the board of education that would then go into effect in two years and then there's a thirdyear roadmap. Okay. So, they're they're they're
222trying to make the easiest okay adjustments first. Well, let me just say I have great faith in Virginia Beach City Public Schools. Um I sit on a regional board with Dr. Robertson and actually I'm going back to VLA but we are we were so good in rolling out VLA and so much we were just so ahead of the curve if you will um that there are still groups of people who aren't even close to where we are yet. They're still working on that. So, I have no doubt that you're going to help we're we're going to help people understand this and that we'll muddle through this and um then hop on that three-year road map of some significant understanding and I thank you so much. Thank you. Um I have a question actually. Sorry. So,
223I appreciate your comprehensive explanation and I just want to make sure I'm not I'm not saying that we're doing anything wrong. I'm just asking questions because the community has some questions. So, where on our division's website can a community member locate which schools are identified specifically? I I know it's on the VDOE's site and I I I am able to navigate that, but is there a place on our VB schools website where somebody might be able to click on which schools those are? I don't believe so. No, but when you visit their plan there isn't a place where there's a listing of every single school. I don't think I think we have a summary table where we've listed how many schools are in each of those categories. But if you visit the school where it
224has the plan will indicate whether they have a TSI, they have a required TSI plan. Okay. They have a required They have a required TSI plan on the site and they're required to have that posted. I think I think I would like to see us be able to have that a little more accessible. I think that the community's wondered where those schools are. And I, you know, I've read and heard that people feel like they're kind of hidden. And so I don't know why why that would be. I mean I it's available on the VDOE's site. So I just feel like and I do know that schools the communities of the schools that are TSI schools notified families. Okay. I and I do appreciate that. Um I just I think though for the community members
225that don't have students um actively in the school or they're going to be going to the school or you know we are taking note of that. So all right and then you know I also did want to make sure that the public knows because I did go through a lot of effort and I talked with Dr. Robertson because I said you know the community is wondering where we can find these. They were in our SharePoint when we voted on the TSI plans. And so I just wanted to make sure that the community knows that if your school is a TSI school and you want to research it, you can go to the school's website. On the menu drop-down, you would click our school and then the multi-year support plan for each school is there as
226well as the 2526 plan at a glance. And you can also find our um plans for continuous improvement for each school is on our website under our strategic plan and it's listed down by school. So I just wanted to make sure that the community was also aware that all that is there so that you can take a look at that if you're interested. So thank you. Thank you for all the work you do. All right. Thank you. We are now on to the salary resolution regarding fiscal year 2627 and we welcome Crystal P, chief financial officer. So good evening chairwoman Brown, Vice Chairwoman Williams, school board members, Dr. Robertson. The salary resolution serves as the foundational document that identifies the classifications of positions within Virginia Beach City Public Schools. Human resources prepares the accompanying attachments
227which outline compensation schedules, allowances, supplements, and student activity rates for the upcoming fiscal year. Approval of this resolution authorizes the administration to implement the salary schedules and related attachments. The salary resolution presented this evening includes adjustments to both the instructional scale and the notified scale. These adjustments reflect compensation funding approved in the superintendent's estimate of needs, which is approved by both the school board and city council. for the instructional experience-based TEP pay scale. The scale provides the 2% increase plus an additional $1,000 to the entry level pay along with a 1.5% step increase for all eligible employees and allocated benefited positions who are advancing one year of experience on the scale. for the unified pay scale. The scale provides a 3% increase to the entry level pay as well as step increases for all eligible
228employees in allocated benefit positions advancing one year of experience. Employees with 1 to 14 years of experience will receive a 1% step increase while employees with 15 or more years of experience will receive a 1.5% step increase. This resolution requires approval by the school board only and does not require city council action. The board will be asked to formally approved the resolution during the action portion of tonight's meeting. If approved, the effective date of the salary resolution will be July 1st, 2026. Following approval, the salary resolution and all supporting attachments will become public documents available to employees and the community and will be posted on the division's website. Funding for the salary adjustments has already been incorporated into the approved fiscal year 202627 superintendent's estimate of needs across the appropriate funds and cost centers. That
229concludes the presentation. I'll be happy to answer any questions you may have. Miss Roger, I just have a quick a quick question that was asked of me and I don't have the answer. So, um, on attachment E, there is something that says additional class for a high school teacher. Um, is that a teacher who does not who teaches six classes? Like, what is I don't know what that entails, but I had someone ask and I'm like, I have no idea. I'm going to defer because I Yes. So the additional class supplement um is when a teacher accepts a class above their normal load and I believe that compensation is 8500 okay dollars. Yes. And has is this new? No. Okay. because I I I the question was asked about this because they said that they
230teach an extra class and instead of a study hall it's a full class but they have not received this and so I will get that information to y'all. Yeah. Take care. That's absolutely. Okay. Thanks. Okay. And I just want to clarify and mostly for the public's but this is just us approving what we already approved in the budget. That's correct. And we do this when city council votes. It's kind of a silly process to me but annual process. Yes. Okay. All right. Seeing no other questions. Thank you. We are now on to the um budget staff bonus plan. Okay. Good evening, Chairwoman Brown, Vice Chairwoman Williams, school board members, and Dr. Robertson. This presentation is intended to provide the school board with information regarding the fiscal year 2026 one-time retention bonus. Some background, the budget
231amendments adopted by the Senate House of Delegates for fiscal year 2026, commonly referred to as the caboose bill, originally included a 2% bonus for eligible employees. The final approved legislation was subsequently revised to provide a one-time bonus of $1,500 per employee plus FICA to provide um plus FICA for funded SOQ instructional and support positions within school divisions. Governor Spanberger signed the Caboose budget bill into law on February 20th, 2026. The legislation provides state funding to school divisions by June 1st, 2026. Virginia Beach B City Public Schools is recommending the payment of a one-time retention bonus to eligible employees in fiscal year 2026. The total funding available for the bonus represents the combined state and local share totaling 10,255,536. $6,11,795 in state funding and $4,243,741 in required local match funding. This funding supports a one-time bonus
232of $1,500 plus FICA for $6,351.16 SOQ funded positions. to provide a $1,500 retention bonus plus FICA for all full-time equivalents at this point in time is approximately $16.1 million. This results in an additional funding need of approximately $5.8 million which is available within this current fiscy year budget. The retention bonus is proposed to be el paid to eligible employees on June 30th, 2026. State guidance does not establish specific requirements regarding employee status of a local school division employee on a designated date for bonus eligibility and leaves those determinations to local school divisions to support the intended purpose of the retention bonus. Eligibility will be limited to employees whose employment with the division continues beyond June 30th, 2026. Under this recommendation, employees with an effective retirement date of June 30th, 2026 would not be eligible to
233receive the retention bonus. This approach align the bonus with its intended objective of retaining employees who will continue providing service to the division after that date. The school board will be asked to approve this recommendation during the action portion of the June 8th, 2026 meeting agenda. And that concludes the presentation and we welcome any questions or feedback from the board. Miss Rogers, um, Dr. Robertson, when do our employees have to have their contract signed by? So, um, June 30th is their contract date where they have to have it signed. So, June 30th, June 15th. June 15th. Okay. So, this Okay. and and and I'm asking because this is a retention bonus and I want to make sure that our contracts are signed so that our employees are actually getting the bonus for signing and coming
234back. Yep. That's the question. Thank you. I'm a little bit confused by bullet three when I look at it in conjunction with one. Can you on which side explain why I might be confused? Do you see what I'm talking about? I see two very different numbers. Which are which slide are you? I'm sorry. I'm on slide three with the recommendation. Okay. So, are we funding 16.1 million or are we funding roughly 10.2 million? So in what we have in the Virginia Department of Education's calculation tool, the state has provided us the $6,11,795 and we are required based on our composite index to provide a local match of $4,243 74,243,741. So that is to fund what they have determined to be SOQ funded instructional and support positions which totaled 6,3516.16. So we did a test and
235of course that to see if we dumped employ eligible employees at this point in time what that looks like if we paid that amount of money a $1,500 retention bonus plus FICA to those employees as they sit right now. assuming that they are going to continue service after June 30th. The total of that for all that would be 16.1 million. So the 10 million that you see from the state and the local share comes off of that 16.1 million estimate. So we are looking at an additional amount of funding out of our operating budget of 5.8 million. Now, that can subject to change because when we run the file at the point in time we run it in order to for the timing of that, it will take into account any retirements that come in
236or any people that have resigned. But we were trying to get a good estimate of where we sit right now as far as a total dollar amount. Does that help? Okay. So, from a budget perspective, we're talking about the 4.2 plus the 5.8. We're Yeah. In order to get the state money, yes, we're required to provide that 4.2 and then the 5.8 is an estimate of what we think will be the additional to provide that retention bonus to the eligible FTEES and that'll be out of the 2526 budget year. Yes, ma'am. Okay. All right. Thank you, Vice Chair Williams. That was basically my question. So, basically, we have a 10 almost 1 million that will be coming out from our side. Okay. All right. That was it. Thank you, Mr. Co Pepper. And those numbers
237they're talking about, that's because the state funded SOQ's, but we're going to pay all FTEEs. Yes, that's roughly 10,000 people. Yes, sir. Okay. Thank you. Okay. So, this will be up for action at our next school board meeting on June 8th. And we are now on to the Jewel Labs, Inc. settlement. One more time. So, good evening, Chairwoman Brown, Vice Chairwoman Williams, school board members, and Dr. Robertson. I feel like I have to. Um, during this fiscal year, Virginia Beach City Public Schools received the fourth scheduled payment under the Jewel Labs, Inc. settlement in the amount of 194,742.80. These funds have been deposited into the general fund, which must be expended by the end of the fiscal year or they will become part of the year-end reversion calculation. Previously, the school board approved the allocation
238of jewel settlement proceeds to the categorical grant fund to support the future operations of the recovery school. Transferring the funds to the categorical grant fund allows the division to retain the ability to carry forward the funds into future fiscal years, providing greater flexibility for planning and support. There are no restrictions on the allowable use of these settlement funds. We are seeking guidance from the school board regarding whether these funds should be transferred to the categorical grant fund to continue supporting recovery school operations or be designated for another purpose identified as a priority by the board. This concludes the presentation and I would be glad to answer any questions. Mr. Cummings. Um my my question and maybe the direction I'm thinking is that as school board we have received quite a few emails and communications from
239constituents about vaping in our schools um and that being an issue. And so given that this these funds do come from Juwel, I think one area that I'd be interested in funding is some initiatives around anti- vaping. um whether those are programs or whatever the I think the admin whatever folks think are kind of best practices to utilize that's something that's of interest personally to me. Um I'm not saying the full amount by any shape, way or form. Um, and then that I would just say that's some type of micro or that's an interest that I have is that we can utilize this fund to address some of the vaping issues that we've heard about. Miss Rogers, I having a high schooler and a rising high schooler, I would agree with Mr. Cummings. Um the
240vaping in our schools is a problem that most parents um see as a major major issue to the point that even we're at the point where we're even discuss I'm hearing students are saying bathrooms are being closed because of the b vaping issues. They're trying to you know um control that and we need to find some sort of um um solution uh for this problem. And so because they are funds coming from Juul um and that is the product that was you know gave us the settlement to tackle this issue. I do agree that that's something we should definitely look at Miss Melnik. So I agree with my colleagues. We're hearing a lot. We see a lot in discipline. Um, and what's really alarming is what's happening at the middle school level. Um, I'm even
241even if you're disciplining a high schooler and you go back through the record, you're seeing infractions for vape for vaping in middle school, uh, we are hearing from parents. Um, they're saying that their children do not even want to use the restroom during the day. Um, and if we can find a way, I know we talked about detectors. I know it's a little, but we we have to do we have to do something. It's it clearly um is an epidemic and um I I don't know how we how we don't address this. Um and it's not one or two emails. It's actually it's it's actually quite it's it's quite a lot. Most hearings. Um yes. What did you say the total was again? It's $194,742.80. Okay. I would um suggest that we put some of
242it toward the recovery because it is addiction and also some of it for the vaping. I mean vaping has become quite a problem. I know when we discussed this a couple years ago, I think it was two years maybe, I know one of our partners um that helps us with the whole addiction piece, you know, and and owns one of the psychotherapy um places that really help adolescents with addiction and vaping, all that, you know. He he said that vaping detectors do not work and don't waste your money on them. So, I think there needs to be just tons and tons of research and and conversation, but I would be for putting some of that money in both of those those places for Harbor Hope and um also to look at what we can do.
243I know a few years ago we partnered with CHKD because I attended the event on vaping. So, they're a good partner and resource um as well. So, but it is is it is a big problem and and the vaping the vapes are being filled with fentanyl and they're being filled with really strong THC and among lots of other things. So, thank you Mr. Bondale. Um, yes, I also agree with my colleagues. We definitely need to look at the vaping issue. That's probably the main thing that right now I'm getting from parents is the concern on this. And I mean, I've been hearing stories about security guards being involved in it and uh children coming home with just I mean it's almost unbelievable what they're they're telling their parents about what's going on in this situation.
244So I definitely think we need to take a look at that. So I have a question. So if we move it to categorical grants, can we use it for vaping later? It can be as well because there's no restrictions on those. It just allows us to put it's we consider Juul kind of like a a grant type of thing and so we would just have to make sure that we whatever is decided how what how we would what was going to go to vaping or if it's 100% going to vaping or split or however the board decides and the reason I'm asking that is because you said that if we don't move it to a categorical grant it will become a reversion. If it's a reversion by the if we still haven't moved it by
245June 30th, it will go to buildings. Yes. So, I think um we need to probably have a bigger conversation as a board about vaping. I mean, I have two high school sons. I have one one of my sons will not even use the bathroom at school because he is scared to get in trouble for what other kids are doing in the bathroom. Um, and so this is a very real problem. I know it's a nationwide problem, but it is one that's very concerning. And so I would ask that we move it into categorical grant and then we have a conversation about how we're going to break down those dollars. Um, probably looking at August for that. Dr. Robertson, does that sound reasonable to you? because I I think that's going to take some staff time
246because we did a couple years ago get a presentation about a pilot school and vaping detectors and how it went off in the weekends when there was no students in the school. And so those vape detectors are probably not the right answer, but we do need to try to have some conversations about what the right answer does look like. So, all right. Okay, Miss Rogers, I was going to say um it is possible too that technology has advanced and it is possible that vape detectors are much better than they were when they were presented. And I would be interested in understanding what the how the technology has improved, if at all, and if it could be something we could once again explore since it's been several years. Mr. Cummings. Yeah. Do we have any schools
247using vape detectors right now, Dr. Robertson? We do not. We uh piloted in in a school and um it did not prove at the time to be a viable solution. That was two years ago. Two years ago. Yeah. My understanding is because I've heard about vape detectors too and you know the uh the issue of alert to email to notification to getting to the locations. one of the the bigger the bigger problems because by the time you get an alert, you know, is the person gone already? Um, I think that's one of the things that I've read about with vape vape detectors. And so, I mean, I'm open to exploring anything and if there's new research back pathways, you know, I'm definitely open to supporting those, but I appreciate folks in chiming in that this
248is an issue at VBCPS that we do need to address and put some cash towards. I'm happy about that. All right. Thank you. We are now on to progressive design build project delivery method approval for use CIP1-015 Princess Anne High School replacement or renovation/modernization. Welcome Cammy Lenetti, schoolboard attorney. Melissa Ingram, executive director, office of facility services. Milicia Smith, director, office of procurement services. Good evening again, Madam Chair, vice chair, school board members, and Dr. Robertson. I'm Camil, the school board attorney, and I'm bringing forth information for you on a project we've discussed before, which is CIP 1-015, which Pinsan High School replacement or renovation modernization. After discussions we've had throughout the last couple months, we've determined the school administration is determined that the design bid build delivery method of procurement would not be practical or
249physically advantageous for CIP15. They've also determined that this project is over $40 million or estimated costs. So because pursuant to policy 340 and regulation 340.1 if we were the school administration is asking to use design build or construction management the school board needs to make a determination on that we have information that we'll provide to you in a later date that a memo that has gone it was approved on Friday from recommendation from the school administration but essentially that recommendation is that there is sufficient information that the design build project delivery method is more advantageous than a competitive sealed bid construction method because it's going to allow for early collaboration between the owner, the designer, and the contractor. It will result in improved coordination efficiencies, cost and schedule control, and will reduce construction conflicts and
250constructibility of risk of delays and change orders. In addition, the CIP1-015 is a complex high school project. It's going to include, but it's not limited to integration of multiple uh educational programs, development of alternative renovation or replacement designs, coordination of the current educational program either on-site or offsite that's yet to be determined, integration of the project, construction to a closely joined multiple uses property. This is in the Penrook area, of course. So, you'll be looking at retail, business, residential, educational issues. There are traffic control issues unique to that area. There is a pump station work that we've agreed with the city that we will work out. There are environmental issues with the wetlands on the far side of the property. We will have to continue with the reubdivision title work under the for the underlying
251lot lines. Therefore, we do believe it meets the the requirement for complexity of a project that is one of the elements for design build under statute 2 code of Virginia 2.24382. We have to explain the complexity to you. We also believe the school board will benefit from the use of the design build delivery method for the reasons stated above and there and it will also be necessary for this project because the way we've structured it that there there will be compensible design work because we will be asking for those offerers chosen to proceed on to the RFP stage to create design work that we will have to compensate for them and that will go into how we decide what the final guaranteed maximum price is. Based on that determination, the chief operating officer has spoken
252with the various both procurement and the director of facilities and they've determined that based on that they're going to be asking for progressive design bill which is a little bit faster method for us to do that. Once the school board pro to approves design bill, then the the chief operating officer will then approve the use of progressive design bills and alternative method that's approved under both the state statute and the policies and regulations involving design build. So we will be coming back to you probably on June 8th. They ask that you make a determination to approve the use of design build in accordance with both state law and policy 340 and regulation 340.1. And we believe the elements are or that we will be providing you the memo the administration has just recently approved which
253will also substantiate the reasons for doing this. Are there any questions? I don't see any questions but I um I want to say one thing really quickly and then I will reserve my other comments for when we vote next week because I want the community to have that information. But um you know I I'm supportive of this because every dollar that we save and the intention is to to save resources. There's a dollar saved towards the other schools in the list that have capital improvement needs. And so, um, I am supportive and I just want to make sure that the community understands that we are trying to save money on this project. And it's been a long time we've been talking about this school. So, I remind you design bid is design bid or construction
254management or alternative forms of the procurement act. We must follow the procurement act on this. It is competitive in nature. on there. It will give you options that will come back to you. But it also allows you to is do two things at one time. Whereas you might have had to wait that out and sequence it over a couple years. This method will allow us to start the design work and get some of the work done while you're finalizing it. And we think that will save you money in the end. That was one of the recommendations for this project. Okay. Well, thank you. We will vote on that June 8th. We are now on to the consent agenda. We have policy 3-2, policy 4-6, healthy work environment. The other one was ethics and public contracting.
255Policy 4-18 dismissal or placement on probation. Policy 4-39, employee professional development and growth in job skills, federal grant applications, and religious exemptions. Are there any objections to the schoolboard voting on the consent agenda items as presented? Okay, seeing none, I call for the motion to approve the consent agenda as presented. Moved by Miss Dwire, seconded by Mr. Bowensteel. Call for the vote to approve the consent agenda. And Cher Brown, how do you vote? I vote yes. Okay. Didn't is anybody else's voting going? Okay. All in favor of the consent agenda, please raise your hand. Okay. So, Madam Chair, we have 11 eyes. The motion did pass for the consent agenda. Thank you. We are now on to the personnel report and administrative appointments. Do I have a motion to approve? Oh, shoot. Okay, we good
256to go with this? Is there a motion to approve the personnel report and administrative appointments? Move. Okay, moved by Mr. Cummings, seconded by Miss Rogers. Any discussion? Seeing none, I call for the vote to approve the con the personnel reports. Uh all those in favor please raise your hand. So madam chair we have 11 eyes the motion to pass for the approval of the personnel report and administrative appointment. Thank you. We are now on to the salary resolution regarding fiscal year 2627. Point of order. Madam chair we do have some appointments. Dr. Robertson. There's some exciting always forget that part watching TV tonight. I'm sure. Uh yes. So, uh, we are pleased tonight that you've, um, accepted our recommendation for the following appointments. First is Elena Bone, currently an assistant principal at CATC Elementary School
257and Achievable Dream. We're pleased that you've accepted our recommendation for her to be the next principal at CEKC Elementary School and Achievable Dream Academy. Congratulations. Next up, we got uh Gabe Howard, currently an assistant principal at Old D Old Donation School. We're pleased that you've accepted our recommendation for Gabe to be the next principal at Salem Elementary School. Next up, we got Katherine Katie Johnson, currently assistant principal at Strawbridge Elementary School, but has been a principal in two different states um in exemplary performance. So, we're excited about her. and you've re accepted our recommendation her for her to be the next principal at John B Elementary School. Next up, we have Karen Kaggel, currently an assistant principal at Woodstock Elementary School. We're pleased you've accepted our recommendation for her to be the next principal at
258Indian Lakes Elementary School. And then last but not least, uh we've we're pleased you've accepted our recommendation of Stephanie Marshall, currently an assistant principal at Corporate Landing Elementary School, to be the next principal at Providence Elementary School. Thank you. Thank you. Okay, now we're on to the salary resolution regarding fiscal year 2627. Is there a motion to approve? Moved by Mr. Cummings seconded by Miss Dwire. Any discussion? Okay, seeing none. Oh, we need to read the resolution. Vice Chair Williams, please read the resolution. Whereas the mission of the Virginia Beach City Public Schools in partnership with our entire community is to ensure that each student is empowered with the knowledge and skills necessary to meet the challenges of the future. And whereas the school board has adopted a comprehensive strategic plan and school improvement priorities
259to guide budgetary decisions. And whereas the proposed FY202627 operating budget includes a 2% increase plus $1,000 to the entry-level pay and a 1.5% step increase for all eligible employees and allocated benefited positions earning an additional year of experience on the instructional experience-based step pay scale. And whereas the proposed FY2627 operating budget includes a 3% increase to the entry-level pay and a step increase for all eligible employees in allocated benefited positions who are earning an additional year of experience on the unified experience based step pay scale as follows. Employees with one through 14 years of experience will receive a 1% step increase and employees with 15 or more years of experience will receive a 1.5% step increase. And whereas the alphabetical listing of instructional positions, instructional experience based step pay scale, unified experience based step pay
260scale, part-time temporary hourly rates, table of allowances, high school department chairs, non-athletic supplements, athletic supplements, and student activity rates titled below and is shown in the attachments are approved and will be effective as shown below. And whereas the percentage of compensation increases and the effective dates of the increases are shown below. Attachment A, alphabetical listing of instructional positions, July 1st, 26. Attachment B, instructional experience-based step pay scale, July 1st, 26. Attachment C, unified experience-based step pay scale, July 1st, 26. Attachment D, part-time temporary hourly rates, July 1st, 2026. Attachment E, table of allowances, July 1st, 26. Attachment F, high school department chair supplements, July 1st, 26. Attachment G, non-athletic and athletic supplements, July 1st, 26. And attachment H, student activity rates, July 1st, 26. Now therefore, let it be resolved that the school board of
261the city of Virginia Beach adopts the salary scales and the compensation increases as outlined in this resolution and attachments adopted by the school board of the city of Virginia Beach this 26th day of May, 2026. Thank you. All right, I call for the vote and I don't know if the voting board is working or not. Mine is of all those in favor raise your hand. So, Madam Chair, we have 11 eyes. The motion to pass for the approval of the salary resolution regarding FY202627. Okay. Thank you. We are now on to the motion related to employee grievance. Vice Chair Williams, would you please read that motion? An employee grievance case number F. In employee in employee grievance case number 538-02-26, the school board does not approve the grievance request to wave the grievance portion of
262the hearing fees. The grievance portion of the hearing fees as set forth in regulation 4-31D must be paid by close of business the day before the hearing date. Is that a motion? You have to. Okay. All right, I will need a motion on that. Okay. Moved by Mr. Kalen, seconded by Mr. Co Pepper. Thank you. I apologize. Any discussion? Okay, seeing none, all those in favor, please raise your hand. We pivoted quickly. And Miss Melnik, how do you vote? Um, I abstain because I was not present in the um I did not I was here. I did not participate in the closed session to which this applies. Okay. Thank you. So, Madam Chair, we have 10 eyes and one abstension. So, the motion did pass. Thank you. We are now on to committee organization and
263board reports. It doesn't look like anybody's voting. Board is working. So, do any board members have anything to report? Mr. Mr. Bowensteel. Yes. Last week the middle schools had their city championships for their spring sports and uh Cox High School hosted the baseball and I would like to give a shout out to Patrick Mackey who organized the event. Uh we actually raised some nice revenue for our general funds and Great Neck Stingrays defeated Kville Braves to take the city championship in baseball. In the field hockey, Great Neck Stingrays also won defeating the Prince of Hand Panthers. But Princess H did get revenge. They did win the softball tournament over Lancetown Lancers. So good luck. Congratulations to all our champions and we'll see you next spring. Miss Rogers, um I just wanted to once again reiterate
264how amazing our music department is in this division and congratulate all of them. Again, I am so thrilled that um we have such amazing music instructors um for vocal, for instrumental, um orchestra, band, just incredible. And how important music education is to our students overall education. Music and math go hand in hand. And so I just appreciate all of their hard work. Vice Chair Williams and yes, a couple of us, Miss Rogers and Mr. Cummings, attended the um annual PTA banquet and awards, and that was very nice. It it reminded me of when I was president of Bayside PTA, so it brought back some good memories. But we really do value um the PTA and and all that they do for our students and our staff. um also the assistant of the year. I think
265the same three of us attended that as well, assistant of the year. And um I was able to say a few words and I know I asked some kindergarten and first graders teachers what they would do if they didn't have their assistant and they said they would quit immediately. So we appreciate all the hard work that the assistants do. Also, um I attended the Harbor Hope Center meeting and and went over there last week. Um Harbor Hope is doing great. Um, we've got some new vol some new partners over there. We are Virginia Beach and the stigma, the Hampton Roads Workforce Council and the Life um change institute. Um, they're in in the process of doing student and parent surveys. They've got newsletters every month. If anybody wants a copy of those, I'll be glad
266to email them. It's got tons of information. They've got a Facebook page. Um, recently they've been visited by Access College Foundation and the Virginia Opioid Abatement Authority board members went there and were so um they they were so impressed. In fact, they're posting some of Harbor's information on their website. So, um, as well as the commissioner of the Virginia Department of Health, the kids went on a field trip and so they're just doing great things and I really do appreciate Bruce Clark and all the staff over there at Harbor Hope. Um, and so it was going really well and I encourage y'all to go out there and take another visit. I think that's it. Thank you so much. Miss Wayne's reminded that the PRC meeting the PRC is cancelled tomorrow because the audit committee overlaps
267and um so we're going to have to just um the PRC will meet in June. Yeah. Okay. Mr. Callen. Yes. Mrs. Felton and I both had the opportunity to attend the GED recognition ceremony that took place at Renaissance Academy. And it's one of those events where you see what persistence looks like and an unwillingness to quit, an unwillingness to be measured by past difficulties. and very inspiring and it's one of those places where you're proud that we make that opportunity available to folks in the community to be a part of and to keep their life story in a forward direction. That's very moving. Dr. Green, on the six May 16th last Saturday, uh Mr. Kalen, myself, along with uh many of our high school principles, Dr. Robertson, we attended the annual 200 plus uh men
268foundations breakfast. And at that breakfast, they always recognize uh AfricanAmerican male seniors who have a cumulative uh GPA of 3.0 or higher. Virginia Beach this year we had I believe Dr. Robertson 250 scholars I was told that um made the criteria for that recognition and as always it was a great breakfast. Okay. And then I last week I had the opportunity I serve as exe officio to the Virginia Beach Education Foundation and I did participate as a grant reviewer which was an interesting process. I had never participated in that before but they did ask for some volunteers and I told them that I'd be willing. So we did our um the innovative learning grant for teachers in the classroom. They also discussed the schoolwide grants that they do. Um, that's with the Virginia Beach Education
269Foundation. They do a lot of really great things for our schools. They also do the beach bags that people are very familiar with. And I was asked to also announce that there is an educators open golf tournament that they are doing. I think it's fundraiser Thursday, June 25th and it's got a 7:30 or 100 p.m. tea time. So, if anybody is interested in registering for that, that is on the Virginia Beach Education Foundation's website. And with that, I don't see any more board reports. So, we are adjourned at 10:17 p.m.