School Board Meeting, February 10, 2026

001Okay. Good evening. My name is Kathleen Brown,  chair of the Virginia Beach School Board,   and I call this meeting to order at 6 PM on  this 10th day of February, 2026. Madame Clerk,   would you please announce the role? Thank you,  Madam Chair. Present in the school board chamber   are Chair Brown, Vice Chair Williams,  Mr. Bowensteel, Mr. Ken, Mr. Co Pepper,   Mr. Cummings, Miss Dwire, Miss Felton, Dr.  Green, and Miss Rogers. And currently on   Zoom is Miss Melnik. And Miss Melnik, for the  record, can you state your reason and location?   Yes. Hello everyone. Um, I um am in Florida and  just for personal reasons. Thank you. Thank you.   Please join me in a moment of silence followed  by the pledge of allegiance as you are able. I pledge allegiance to the flag of the  United States

002of America and to the republic   for which it stands, one nation under God,  indivisible, with liberty and justice for all. You're next. You're next. Okay. We are now on our student  employee and public awards and   recognitions. And we will start with Dr. Green. Our first recognition is for the Virginia  Health and Physical Education Educator of   the Year. Please welcome Kathleen  Foster of Bayside High School. The Virginia Health Educator of the Year Award  recognizes an outstanding professional who has   demonstrated excellence and leadership in school  or community health education. The annual honor   celebrates an individual who positively impacts  students or community wellness through effective   instruction, advocacy, and service to the  profession. The award is presented to each   year at the annual conference of the Virginia  Association for Health, Physical Education,   Recreation, and Dance. Kathleen Foster started  working

003at Bayside High School about 16 years ago   as a security assistant before becoming a health  and physical education teacher. She previously   served as an athletic trainer at Bayside and  is now sponsor of the anchor for life club that   assists military families. Miss Foster exemplifies  excellence in health and physical education   through her unwavering commitment to student  wellness, engagement, and fitness. Her captivating   instruction, positive relationships with students,  and dedication to child development sets a   high standard for our Bayside School community.  Congratulations, Miss Foster. We are proud of you. This concludes the school board recognitions  for this evening. Okay. It is my privilege to   recognize two of the steady hands and  calm voices who keep our school board   functioning smoothly. Our dedicated clerks,  Miss Regina Taniato and Miss Nina Wowski. Schoolboard Clerk Appreciation Week is  February 16th through

00420 and we proudly   spotlight the vital role Miss Tony and Mrs.  Widowski play in supporting our schoolboard   members, the superintendent in our entire school  division. School schoolboard clerks manage complex   schedules, maintain critical records, and organize  meetings while serving as an important connection   point for staff, families, and the community.  Their work demands exceptional professionalism,   discretion, and unwavering attention to detail.  While much of what they do happens behind the   scenes, their impact is felt in every aspect of  our school division's operations and directly   supports our commitment to collaboration  and transparency across our organization.   Mrs. Taniato is our primary school board  clerk. Your leadership and commitment   ensure that board operations are handled with  accuracy and care. From preparing agendas and   maintaining official records to coordinating  logistics and responding to public inquiries,   your work provides the foundation that allows 

005our board members to focus on serving students,   staff, and families in advancing our shared  goals of helping students become future ready.   Mrs. Widowski, our our deputy clerk, your  readiness to step in and your consistent   attention to detail ensure continuity and  stability. Your support and dedication   helped keep the work of the board moving forward  without interruption. This year, as schoolboard   clerks have continued to navigate ex evolving  expectations, new technologies, and the daily   demands of a fast-paced educational environment,  your resilience and dedication have been nothing   short of inspiring. On behalf of the school board  and our entire school division, thank you for your   exceptional service. Please join me in applauding  Mrs. Regina Taniato and Nina Bodowski for their   professional care and commitment to bring their  roles every day. One more. One more thing. Now back to work.

006Okay, we are now on to  the adoption of the agenda and if there's no   objection at this time, um we are going to add a  G to information which is the budget from workshop   and we discussed that in our workshop. Um is  there any objections to that? Okay, seeing none,   I call for a motion to approve the agenda as  presented and modified. Moved by Dr. Green,   seconded by Mr. Bowensteel. Any discussion? Seeing  none, I call for the vote to approve the agenda as   presented and modified. And Miss Melik, how do  you vote for the adoption of the agenda? Yes. Okay. One second. Okay. Okay. So, Madam Chair, we're going to  have 10 eyes for the approval of the agenda   as presented and modified. Thank you. Is it 10  or 11? It's It's 11. We have

007unanimous vote.   All right. Thank you. All right. We are now on  to the superintendent report. Dr. Robertson,   do you have any recognitions this evening?  Yes, Madam Chair. I do have one recognition   this evening. We are pleased to introduce you to  Kristen Schuman, formerly an assistant principal   at Indian Lakes Elementary School, who is now the  principal at Christopher Farms Elementary School. And I see you have some guests. Yes. First,  I just want to thank opportunity. Um,   this is my husband. My son Luke is in  eighth grade in the I program at Plaza.   her mom Kathy and Mr. Warren the  principal at congratulations. So Dan, we appreciate you sharing her with us  uh because uh it's it's a big job. So uh thank   you very much. That's all. Thank you. We are  now on to the approval

008of the meeting minutes.   Are there any modifications to the January 27th,  2026 meeting minutes as presented? Seeing none,   um the January 27th, 2026 meeting minutes were  moved by Miss Dwire, seconded by Mr. Cummings.   Any discussion? Seeing none, I call for the vote  to approve the meeting minutes. And Miss Milik,   how do you vote for the approval of the minutes?  Yes. Thank you, Madam Chair. We have 11 eyes. The   motion did pass for the approval of the January  27th meeting minutes. Thank you. We are now on to   public comments and we will hear public comments  on matters relevant to preK through 12 public   education in Virginia Beach in 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

009the 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 chambers to   be civil in discussion and decorum. Whatever views  you wish to express, the school board wants to   hear from you and to ensure that 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. Our first student speaker is Alli Shupe. Hi, my name is Ally Shalp and I'm a junior at  Salem High School. Thank you for the opportunity   to speak here tonight. I'm here to talk about Club  America. Club America is an initiative started by   TurningPoint USA, an

010organization that refers to  itself as conservative. There's a chapter starting   in my school and other schools in VPCPS. I speak  on many of my on behalf of many of my classmates,   a few of which are here today when I say  that we are concerned. Club America is an   activist club which is stated clearly on their  website in multiple places. When I saw this,   my first question was activism for what?  Well, they say it's activism for their values   and beliefs. However, in section 4-23.3 of your  policies, it states that teachers should address   political topics as impartially and objectively as  possible. How is blatantly promoting conservatism   in our public school system, not infringing  on this policy? This past weekend, Turning   Point USA held their own halftime show during  the Super Bowl. Their headliner was Kid Rock,   a

011music artist that has outwardly expressed his  pleasure in statutory rape and being explicit   with underage girls. At many protests organized by  Turning Point USA, racial slurs have been yelled   as chance. In a media video paid for by Turning  Point, one of their field directors shouted,   "The only thing the Nazis didn't get right  is they didn't keep effing going." Alliance   Defending Freedom is an anti-LGBTQ plus group that  ties homosexuality to pedophilia and says it will   destroy our society. This group has been featured  in partnerships and conferences with Turning   Point. The founder on multiple occasions publicly  thanked anti-immigrant and anti-Muslim activists   for their guidance. What message do you think that  sends to your female, African-American, Jewish,   LGBTQ plus, immigrant, and Muslim students? I  could go on about the questionable ethics of   this organization, but the real issue

012at hand is  this. We feel unsafe. On the schoolboard website,   put students first is plastered on the  homepage. If this is truly your mission,   please listen to us. In a country where your  citizenship not being questioned is a privilege,   freedom of speech is something we are learning  to not take for granted. And being listened to   when asking for help is a miracle. These things  matter. Listening to the voices of your students,   hearing the worries of parents, and respecting  your own policies is more important than ever.   Students come to school looking for safety. But  if there are organizations like this present in   their safe space, trust is lost. Put students  first is a title you should only wear proudly   if you take act if you're actively taking steps  to do that. What students are you choosing

013to   put first? Ask yourself that before you approve  the next chapter or let the active ones continue. Our next speaker is Annabelle Marilio. Hi, I'm Annabelle Annabelle Mariello. I go  to Independence Middle School. Um, what I'm   going to talk about is stuff from school. Um, my  first topic is school lunches are really bad. Um,   because one day I got a salad. It was very  bad. So, I had applesauce and yeah. Um,   my next one is bullying must be addressed cuz  I was bullied by a teacher because I got a   concussion at school and I had my doctor told me  to go off paper and like all the usual basics and   my I asked I politely asked my teacher for if she  could slow down and she said, "You have to catch   up." And I asked

014her I politely asked her one more  time and she said, "Sucks to be you." So yeah, and   um I reported her uh but I never got an apology.  Um I got two concussions at school. One was an   accident and one was on purpose. Um the same  teacher um was a class that she at like the last   time of class there was she made us uh watch CNN  news and when we could be using that time for her   helping us with our missing assignments. And um my  other one is to put cameras in blind spots of the   school because that's where one of my concussions  happened cuz a girl banged my head in the wall. Um my second last topic is there should be  a student representative for each school   to reach out to school to

015the school  board. So then if like to report the   issues and my last topic is substitutes.  The substitute should teach the material   the teacher would have rather than  just sitting there and not teaching. Our next speakers will be Clark Murphy,  Cody Connor, and then Diane Muskavac. Good evening, Chair Brown, Superintendent  Dr. Robinson, members of the school board and   staff. Thank you for the opportunity to speak this  evening. So, I teach college English as a second   language here in Virginia Beach. And I want to  talk for a few minutes about immigrant students,   not as political points, but as people. More  specifically, I want to talk about the immigrant   students I teach every day. They reflect the true  character of America more clearly than political   rhetoric that too often strips immigrants of their  humanity across the country.

016In my classroom,   I spend my days with immigrants working towards  something profoundly American, education,   opportunity, and a better future. My students are  immigrants pursuing college level education while   navigating work, study, and life in a new language  and a new country. And without hesitation,   I can say this. They are the most diligent,  hard-working, and dedicated students I've ever   taught. Many of them work full-time jobs, often  coming to class after overnight shifts, exhausted,   but determined. And on top of that, they intend  college. This isn't easy work, and they don't take   it lightly. What I'm describing isn't abstract.  It's what I see in my classroom every day. A   student who stays after class to ask thoughtful  questions about an assignment. a student who   revises a presentation outline again and again,  not because it's required, but because they want  

017to get it right. These are moments you'll never  see on a transcript, but they tell you everything.   These aren't signs of weakness. They're signs  of discipline, dedication, and resilience. And   right now, that dedication matters even more.  Across America, immigrants are openly targeted,   imprisoned, denied dignity, and respect. They are  spoken about as problems to be removed rather than   as people with dignity and worth. Calls for mass  mass deportation continue and threats of increased   enforcement have intensified. Fear shows up  again and again in political language until   it starts to feel normal. For immigrant students  and their families, they fear that fear is lived   every day. And yet they keep showing up. They keep  learning. They keep believing in education. Their   voices enrich our classrooms. They bring values  such as respect for elders, responsibility to   family and community,

018and perseverance through  hardship. Because of them, our classrooms are   stronger. Immigrant students are not a burden on  our schools or communities. They're part of our   strength. As a teacher, I am proud of my students.  As an American, I am grateful for them. And as   educators, all of us here share a responsibility  to see immigrant students not through the lens of   national rhetoric, but through the reality  of their effort, character, and humanity.   They are already showing us who America can  be if we're willing to listen. Thank you. Our next speaker is Cody Connor,  then Diane Musk, then Andy Bond. School is where it all begins. Teach science and   arithmetic and how to feel  ashamed of being different. If we knew we all belonged, who  would get blamed for all that's   wrong? And everyone might see the

019true villain. So let them grow in ignorance.  Convince them that it's really   bliss. But all of that unknown is where their  fear lives. So if you want to have your way,   just stoke that fearsome every day and  point out someone else as the terrorist. Child, are you watching us now? See how it's all falling down. Let ourselves become deceived. We trade  our rights for tyranny. See what all our   fear and greed has made us. Don't look  away. Don't look away. Don't look away. Don't look away. Don't look away. Don't look away. Can you hear the whistles blow?  The streets are filling up with   smoke. It stings your eyes and people disappear. Freedom's such a fragile thing that if you do not  let it ring, you can find that it'll disappear. Child, are you watching us

020now? See how it's all falling down. Let ourselves become deceived. Now  liberty is on her knees. The book   is closed. The torch is burning now. Don't  look away. Don't look away. Don't look away. Maybe you can make it right someday. Don't  look away. Don't look away. Don't look away. Don't look away. Don't look away. Don't look away. Our next speaker is Diane Musk,  Andy Bond, and then Melissa Lucen. Good evening. Tonight I would like to share  insights from an interview with a licensed   professional counselor who works with the public  uh the public school environment and reflects on   how adding a school chaplain could provide another  meaningful layer of support for students. During   the interview, she reports that teachers,  counselors, and support staff work incredibly   hard to connect with students on every level,  academically, emotionally, and

021socially. But   the reality is that it's becoming increasingly  difficult. Teachers are balancing lesson plans,   classroom management, administrative  responsibilities, testing requirements,   and countless other demands. Counselors  and support staff carry heavy case loads,   often supporting hundreds of students at once.  Despite their dedication, there simply are not   enough hours in the day to meet every need that  walks through the school doors. And there are so   many needs. Students come to school carrying  stress, anxiety, family challenges, grief,   loneliness, and questions about identity and  purpose. Schools have become not just centers   for learning but centers for emotional support,  crisis response and community care. This is where   the idea of school chaplain comes into focus. A  chaplain does not replace teachers, counselors   or existing mental health professionals. Instead,  a chaplain offers another heart, another trusted   presence within the school community. Someone

022who  listens, someone who builds relationships, someone   who provides compassion, compassionate support  in moments when students simply need to be heard.   When we think about the support network around a  child, we already recognize many essential roles.   We have parents, of course, we have teachers, we  have counselors, we have school support staff.   Adding a chaplain expands the circle, streng  strengthening the sense of community that   surrounds and uplifts students. The LPC that was  interviewed emphasized that collaboration is key.   A chaplain becomes part of the multidisciplinary  team working alongside educators and counselors   to help meet students emotional human needs. Not  replacing clinical services, but complimenting   them. Many of us have heard the saying, "It takes  a community to raise a child." In today's schools,   that statement has never been more relevant.  As the needs of students grow more complex,  

023so must the ways we support them. A school  chaplain represents an additional layer of care,   a reminder that education is not only about  academics, but about nurturing the whole person.   By expanding the community within our schools,  we create more opportunity for connection and   compassion and support. Every child is a shared  responsibility. So, let's work together and change   the hearts of people starting at a young age. And  if you want to know more, you can always look up   national schoolchaplanassociation.org. Thank you.  Our next speaker is Andy Bond, Melissa Lukeen,   and then Antinet Khan. Madam Chairman, Mor Vice  Chair, Dr. Robertson, thank you very much for   having us. On the topic of student demonstrations,  I'm very grateful that you're taking the topic up.   couple meetings ago, I think you all were talking  about it and the debate

024was more around why are   you talking about it as opposed to the substance  of the policy and the changes and I didn't quite   understand it. It was almost as if if there  was an event that precipitated it that you   had to first determine whether that was that  was sufficiently worthy to then cause you to   look at the policy instead of just saying, "Oh, we  should look at this policy." As to the substance,   it seems that there are things that are  contradict contradictory. Um, principles   are supposed to work with the students to create  minimal inter u interruption of of instruction,   but interruption of instruction is prohibited. So,  you can't have minimal if you can't have any. So,   if you could clear that up, that would be great.  And also third parties may not be involved or  

025attend but an elected official who is assigned to  the host school or will and it's written in the   negative elected officials who are not assigned to  the host school or who have not been assigned to   assist with events at the host school. There are  third parties. But if you're an elected official   who is assigned and doing those other things, then  you're not a third party and therefore you can   participate because third parties are not allowed.  And I'd ask you to clear that up, too. Thank you   very much. I'm not in favor of interrupting  instruction for any reason. Thank you. Our next speaker is Melissa Luken, Antonet Khan,  and then Heather Scythe. Good evening. Tonight I   want to speak less about policy language, more  about how we think about children because that   belief shapes every policy

026choice we make. So I  want to explain this in a way I would explain it   to a sixth grader. There are two kinds of adults.  Some adults believe kids are people. People who   are learning, growing, forming opinions, and  practicing how to use their voice. Other adults   believe kids should only speak when an adult  allows it. that their voice only matters when   it reflects what the adult already believes.  Kids know the difference immediately. A sixth   grader knows which adults listen and which adults  want control. That distinction matters because   kids don't magically become engaged citizens at  18. They learn how to participate by practicing   now by speaking, questioning, and yes, sometimes  protesting. That brings me to policy 540. I do not   support these changes. The policy, as amended  in 2024, was perfectly fine. It's remarkable   how quickly

027a problem appeared once Miss Rogers  accepted an invitation from students a few months   ago. Suddenly, we needed new definitions, new  restrictions, and a policy rewrite. All to ensure   that support from an elected official could  be labeled as third party interference. This   urgency to change the policy lays solely at the  feet of Vice Chair Carolyn Williams, who does   not believe student activism strengthens student  learning. And when an elected schoolboard member   publicly rejects a wellestablished educational  principle, policy becomes a tool to silence rather   than support students. That belief matters because  two Virginia Beach high schools have planned a   student demonstration called ICE out on February  20th. Students didn't invent their fear. They're   watching what is happening in other communities.  Yesterday, the Minneapolis City Council president   confirmed reports of ICE agents circling school  zones during dismissal times and

028following   community observers back to their homes. 52 civil  rights and economic justice organizations warned   in a letter yesterday that aggressive federal  enforcement has destabilized entire communities,   collapsing local businesses with estimated 50 to  80% drops in revenue and job losses. families too   afraid to go to work or take their kids to school.  I understand that Virginia Beach Chief Police   Nudigate has communicated to the city manager and  to the superintendent that there are currently no   ICE operations underway in Virginia Beach. Well,  that is just not true. But Dr. Robertson, here is   the concern. Preparedness does not begin after  something happens. So my question to this board   and Dr. Robertson is the same as it was two weeks  ago. Now that it is started in Virginia Beach,   what is our plan? Students are doing exactly  what we tell

029them to do in civics class. They are   paying attention. They are processing information.  They are speaking up. And instead of guiding   them through that moment, we are responding by  tightening policies that restrict when and how   they are allowed to use their voice. Kids are not  property. They are not political inconveniences.   And they are not pro problems to manage. They  are people learning how to use their voice. And   policies like these teach and that is time. Thank  you. Our next speaker is Antonette Khan and then   Heather Cyp. Good evening, superintendent,  madame chairman and members of the board. My   name is Antonet Khan. Across education and health  care, we keep hearing the word shortage. But in   many professions, including teaching, the issue  is often not the absence of qualified people,   but the conditions on which they are

030asked  to work. As someone who has spent a career   listening carefully to patients, students, and  colleagues, I pay attention when thoughtful   questions come my way. Recently, questions about  employee health care costs and transparency have   come up in my community. And they deserve a clear  and respectful response. Health care benefits are   deeply personal to our teachers and staff. When  premiums change, it affects household budgets,   career decisions, and long-term retention. I  understand that VBCPS is a self-insured employer   and that rising medical and pharmacy costs make  adjustments necessary to preserve the health fund   balance as fiscal responsibility dictates. At the  same time, when systems are complex, transparency   becomes even more important. Asking how costs  are structured, how savings are applied, and   how yearoveryear employee impacts are evaluated is  not an accusation. It's good governance. My hope   is that

031the board reviews these necessaries adjust  as it reviews the necessary adjustments. It also   continues to ask how do these decisions affect  long-term workforce stability? How do we remain   competitive in attracting and retaining educ  experienced educators? And how do we communicate   these changes transparently and clearly to the  people most affected? As a self-insured employer,   I also encourage continued clarity about how  those projections are evaluated and how long-term   sustainability models are communicated to the  staff. School boards have a responsibility to   ensure clear reporting, independent analysis when  appropriate, and communication that builds trust   with employees. Teachers and staff deserve clarity  about how benefits decisions are made and how   those decisions affect them. Strong schools depend  on strong professionals and strong professionals   need systems that are both financially  stable and transparently managed. Thank you. Our next speaker is Heather

032Site. Good evening, Chairwoman Brown, Vice Chair  Williams, Dr. Robertson, members of the school   board. My name is Heather Cyp, and I am president  of the Virginia Beach Education Association.   During the workshop session, you were presented  options by Mercer where the division would push   a greater percentage increase to the  employees contributions and lessen the   employers's contributions. You do not retain  employees by putting greater financial burdens   on them. The raises staff have seen the past few  years haven't kept up with the cost of living,   and this year's health insurance premium increases  were a huge hit. It is imperative that you not   pass on increases to employee premiums as a  cost-saving method for the division. As for   staff raises, when is the step disparity on the  unified scale going to be addressed? Much like   putting off investing in

033capital improvement, the  longer you wait to address the step disparity,   the more it is going to cost. Maybe it isn't  feasible to raise the full half percent.   But is there potential to raise it a quarter% so  that those on 0 to 14 years on the unified scale   see you at 1.25% on their step? You need to show  that you are making a real effort to address these   concerns. Now for the proposed language on policy  5-40 on student le assemblies. There's a whole lot   in there, but I don't have time for everything.  It is truly concerning that as a school board,   you would want to limit the ability of any  school board member to participate in any type   of school event. This is a very slippery slope  you are treading on. You limit the ability of  

034any member not assigned to a school to attend a  studentled assembly now. And then what's next?   Student awards and other school assemblies,  student concerts and plays, fundraisers,   special events like Little Feet Meet and Field  Days. Where does it end? Any school board member   should be able to attend any school event of  any kind at any time, regardless of whether or   not that school is in their district and therefore  assigned to them. I understand not wanting random   third-party participation in events, but  to deny schoolboard members. Consider that. So, Madam Chair, we're going to move on to  our online speaker. Kim Mayo, please unmute. Miss Mayo, please unmute. Good evening. I'm requesting Virginia Beach  Elementary School VDOE ratings get added back   to the agenda. I'll put this in an email and defer  to Chair Brown on what

035timing she thinks is best.   The public should be updated regularly on the plan  to improve our elementary schools. VDOE released   results of its first school performance and  support framework. It measures how well schools   are performing in Virginia. Virginia Beach has 55  elementary schools. 23 are either off track or in   need of intensive support. 13 News now published  a summary including the schools which school   administration did not outline in their January  presentation to school board and the viewers. The   offtrack schools are Hermitage, Pemrook, Pemrook  Meadows, Arrowhead, Brookwood, Indian Lakes,   Luxeburg, Malibu, Parkway, Princess Anne, SeaTac,  Balia, WT Cook, White Oaks. And the nine needing   intensive support are Bayside, Birdneck, Diamond  Springs, Green Run, Holland, Landown, New Town,   Point of View, and BF Williams. I want to  share specifics on subgroups and analysis   during a future speech,

036not tonight. Thank  you and happy school board appreciation month. And madam chair, uh, speaker online speaker  number two is not there. So that concludes our   speakers for this evening. Okay. Thank you. That  brings us to our policy committee. Sorry, policy   review committee recommendations. Welcome Cammy  Lenetti, schoolboard attorney. Good evenings,   Madam Chair, vice chair, schoolboard members, and  Dr. Robertson. I'm Cammy Lynetti, the school board   attorney, and I will be presenting to you for  the information agenda the PRC recommendations   from the January 28th, 2026 meeting. The first one  up is policy 322. This is tuition fees. 322 is in   your business section. The recommendations happen  in section B for nonresident employee students.   The recommendation is to remove the inclusion of  CEUP employees as those employees who are entitled   to have full-time employees are entitled to have  their

037students attend school. And then there would   be new explanations in the sections on there.  There's one, two, and three. And so one would read   and again this enrollment will be contingent upon  meeting requirements outlined in regulation 510   and 514. Then section one would be non-resident  full-time VBCS employee is no longer employed   with the VBS or is no longer a full-time employee  for VBCPS. A non-resident of such employee may be   allowed to continue enrollment in BBCPS until or  without tuition through the end of the current   9-week period. Two, at the school principal  sole discretion, the student may remain enrolled   with BBCPS through the end of the school year.  However, tuition must be paid for the remainder   of the school year or any portion thereof that  the student attends. Continuing enrollment is   conditioned on behavior uh attendance

038and academic  progress in the provision of transportation by   the students family and payment of tuition. And  three, students allowed to continue an enrollment   in BPCPS after their non-resident parent ceases  employment will not be eligible to continue in   BPCPS once their extension is concluded unless  the student meets another category under   regulation 510.1. So those are the recommended  amendments to policy 322. Are there any questions? Hearing no questions. We'll move on to section  three against sorry policy 397 which is in section   three. This lock zone administration in response  to a suspected opioid overdose in a school   setting. We added this policy a number of years  ago. Some changes in law have come to this. And so   the change is that now where it used to say only  in middle and high school could you have this now  

039it's in all schools. So you will see in subsection  B under definitions under four school settings we   remove middle and high school. Also in C first  sentence also remove middle and high school and   those are the recommended changes for this policy.  Are there any questions? And this did go through   the shab before it came back to us. Hearing no  questions, that will move us on to 514, which   is in the school zone attendance section for then  the recommended recommend policy will reflect the   changes that we just sorry just made sorry going  into section F and section three. You'll notice   that we've moved out children of school-based  employees. We've moved out the reference to   CEP employees because that was a policy we just  pulled out on the tuition. So the policy change   in 514 reflects the

040changes that we've just did  in the tuition 322. Are there any questions?   Hearing no questions and we'll move on to policy  540. 540 is a studentled demonstrations. Um this   has been up before you before went back to PRC. I  don't know Miss Williams if you want to explain.   You did provide some additional information on the  board. There's a version of the policy as you saw   it last time. It has yellow highlights on it. The  actual policy changes are over here in the in the   um agenda packet. So, make sure you're looking  at that. But the what you saw in yellow,   what you have on your desk, which is on the  main desk outside will show you the changes   from last time. Would you like me to go through  the policy? How would you like me

041to handle this,   Mrs. Williams? Excuse me. Well, we can just go  over I mean, it's very minimal changes from what   y'all got two weeks ago in our last meeting. Um  if um so if you look at the this first the policy   statement is exactly the same as you saw last  time and remember and we and we brought this up   last time we removed equitable because it has  um demonstrations in a manner that is fair. This new version completely gets rid of  purpose because it is repetitive of the   first paragraph under A. In B definitions,  we added we got input from a colleague   um actually it was Miss Rogers and so  we added the definition of studentled   that was not on the the one that you  saw previously. That is B definitions. Definitions 2, three, and

042four are exactly  the same that you've seen before. The   definition of student activism and  student organization. We did not   um think that we needed those since they were  not mentioned. So, we um deleted those two. Number five, third party now says any individual  organization not affiliated with Virginia Beach   City Public Schools, parents or family members,  employees, elected officials who are not assigned   to the host school or who have not been assigned  to assist with events at the host school or site   of demonstration. Meaning, if you're a teacher,  if a demonstration is happening at school A and   you're a teacher at school X, you need to stay  at school X and continue teaching. If you're   a teacher at student, if you're a teacher at  school A where a demonstration is happening and   the principal has said

043we need another teacher  out there for safety reasons or whatever and he   assigns you and you're there in the school, you  are not a third party party. But if you're at   a totally different school, that that is the  third party. Mrs. Williams, looking at that,   I can see now why what I'm hearing what the  speakers are saying. I think the term elected   officials probably should have come somewhere  else in the sentence because it really meant   to employees. It really just said employees and  officers, right? And I'm wondering if flipping   elected officials somewhere else in the sentence  would be clear because it was really meant who   are assigned to the host school been assigned to  assist with events. That was to apply to employ.   Right. We were talking about Yeah. And after I  heard the speaker

044um I thought the same thing.   We're we're talking about employees because we we  heard in depth from from Mr. Delaney because he   was a principal at a high school that of of course  our first priority is to keep these students safe.   Um and for me the second priority priority was to  make sure that they did not miss um instructional   time. And so in some cases as Mr. Mr. Delaney told  the policy review committee is that it it it takes   quite quite a um orchestrated, you know, a lot of  different steps go on for a principal working with   students um doing a demonstration to make sure  that everybody is safe and so in some cases extra   people need to be assigned to the demonstration.  So that's only yeah that that is um so schools um   parents

045or family members and maybe then elected  officials and employees who are not. So I think   that you're right. I think we should just flip  um elected officials and employees there. Yeah.   So so so we can take a motion on that later. Um  okay those so student rights remains the same   one two and three we um deleted the request for  administrative review if demonstration approval   is denied because we thought that it's up  to the principal the principal knows the   school the principal works with the students and  there and and so he's in charge of that school   um and and basically this is the practice that  has been going on. Our principles work with   students to plan these demonstrations. So, this  is putting in practice into into policy. Um, E,   student responsibility stays the same. F, request 

046and approval process stays the same for one and   two and three. G, school responsibilities.  Um, two words are taken out of number two.   Equitably and H stays the same, I stays the same,  J stays the same, K stays the same, and then L,   since we have a different policy, um, we just  deleted all of L. And so it shortens up the,   um, policy because, again, that was  input from some of our colleagues. All right, Dr. Green. Madam Chair, can you just add Miss Melnik to the  queue? Um, what what uh did what order did she   put herself in? Um, probably right after uh Dr.  Green. Okay, so it be Dr. Green then Miss Melnik.   All right. Thank you. Um, Miss Lanetti, I have  two questions and they may just be clarifying   points for myself. um

047with regards um in the  definitions number five uh with third parties   um I've heard from a lot of my constituents  especially parents that were concerned and I   just want to make sure I'm not misunderstanding or  passing on incorrect information if a school is in   my say district such as uh Bayside Hi, Princess  Anne. Would I be permitted to go there um for a   demonstration or if there's an organizing event  as the school board representative represented   that was elected by those parents? Let me start  by saying if if we were to move elected official   in front of employees here, then it wouldn't be  tied to a sign. So I don't I don't think it was   ever attended those schools that you sign up to  represent the year that that would only be the   ones you went

048to. The assignment to a school  was meant to go to employees as Mrs. Williams   explained. If you're in one school, you can't  leave it to go to another school. Other than that,   the question is as written, then it would just  be elected officials are not able to attend.   They would be considered third parties and would  not be able to go to a studentled polic studentled   demonstration as drafted right now. Well, I thank  you for the clarification and and I I hope we   can revisit that um and and come to some type of  compromise with that. Um because I did hear from   um several parents um about that because as an  elected official um representing a district,   I I feel that I should have the opportunity to go  to a school that I represent. So I

049I'm hoping that   the committee um the policy review committee would  consider um making that modification. My second   question um and it may be more of a comment is  related to um number two under section E about   the spontaneity of demonstrations and I'm looking  at this from the perspective of having been on   that side of the table with Miss Woodhouse,  Mr. Delaney, Dr. Brower and as a principal,   assistant principal, we know things happen in  schools that are unpredictable and and certainly   our policies guide us and giving us the safety  guidelines. So, I have a hypothetical situation   because we always want to get it right when  we are administrators. I'm at one lunch and   all of a sudden, and I'm going to use Catholicism  because I'm Catholic. I have a group of students,   Mr. Delaney is too.

050I'm sorry. I shouldn't have  said that. I have a group of students who decide   right before they go back to class for an exam  that they're going to go in the corner and do   their rosary. and and and we know what happens  when people see, you know, the crowd grows and   grows and they're doing their rosary praying for,  you know, that everything will go well on an exam   or a big test. How would that be handled? Would  that be perceived as a spontaneous event that's   prohibited? Would it not? Would students get  disciplined for it? I I guess I'm trying to   discern where the overreach begins and ends. And  and my point in using that extreme of an example   is how subjective this process is. And and if  we're going to put, you know, airtight parameters  

051on it, we have to allow for the flexibility that  comes with students. We they're unpredictable.   And those of us who have been in schools, we  cannot always plan for every little thing. I mean,   sometimes we have to react um in a way that would  negate us, you know, having to change a policy.   But I I feel that we lock ourselves into a hole  when we say nothing spontaneous because that can   become very subjective. and and I hope um that the  PCR uh PCR would consider that as well. Thank you,   Miss Melnik. Thank you. So, um full transparency  for the public. This policy was adopted by the   school board on June 16th, 1981. It was amended  on August 21st, 1990. It was amended on July 16th   91 on June 15th, 1992 on February 12th, 2019. And 

052that particular amendment was in response to the   Parkland shooting. It was also amended by this  school board minus a few of the newly elected,   but half of this board amended this policy  on August 13th, 2024. unanimously. So,   what happens? And this is where I'm trying  to to inject some logic and just some logic   into this. Why are we talking about this so  quickly after this board amended this in 2024?   Um, to be honest to the public, this came  forward from a former school board member   who was upset about a school board member  who showed up at a student led protest. Let   me make one thing clear to the public. There was  nothing that happened in any of our schools that   is causing this policy to come up again other  than a school board member who

053came to a to a   um to a student led protest. Perhaps as adults, we  could have talked about that amongst the 11 of us,   even publicly, and come to an understanding  without getting the community so upset about   the changes in this policy. It It's very  punitive. First of all, it also looks like I I mean, we're just making things up that haven't  even happened. It doesn't happen very often,   first of all, that there's a student led protest.  And I and kudos to the students who do have these   studentled protests. When they have them,  they have always followed rules. Those same   rules have always applied that's in the policy  right now. While those were in there before   um principles having to approve um a student led  protest. I think I said at the la the last

054time we   talked about this that the that the student  who planned this at at First Colonial High   School sat down with the principal. It was all  mapped out for safety purposes. Somebody in the   board mentioned this is all about student safety.  That that's always been paramount in our schools.   They the students actually wanted the protest  somewhere out front and the principal said nope   not a safe place. We're going to put you in  the back in a safe confined area and that's   where this is going to happen. So there wasn't  anything that happened. This is one person upset   because of a school board member who showed up  and showed up in a t-shirt. I mean that that is   fair to say to this public that is exactly what  happened. I and then I think in watching

055the   policy review committee video, I guess really I'd  like to know uh Miss Felton's opinion because she   wasn't given the changes to this policy in advance  of the meeting. It was handed to her last minute   and she's she doesn't get she didn't get a chance  to even look at any of this to to really discuss   it in depth with her colleagues. Um I have a  problem with the elected official thing. You know,   I don't show up to everything. I really don't.  But I I don't like being told that I can't show   up to something when the people voted for me  to be there. Um that that should never be the   case for school board members in our schools.  That's our responsibility. Um, not I mean I've   never shown up for a studentled demonstration,  but um

056and the last thing is um spontaneous you know that that that's so rare, but  there's a lot that's happening during   our one lunches and we need to be mindful of  that. It's why we created these one lunches.   um students uh have ability to go in the gym and  and and do things and club meetings and this that   and the other and I think that's when those things  those things should happen. I don't think there's   anything wrong with this, but I think we're trying  to think of something that that's going to happen.   And I we we just can't predict every step a kid is  going to make. And these principles have a handle   in their buildings. They know their students.  And students are good. They really are good.   And I this thing I think just makes

057makes it seem  like we don't care about our students. We don't   trust our kids and that all kids are bad. And  that's just not true. All kids are good. Thanks, Miss Rogers. Thanks so much. So, I um appreciate  that the PRC looked at the changes that I proposed   for this policy and I am mostly happy with um  I'll say the merge of the two policies, if you   will. I do have a couple of questions though.  Um for um section B5, the third party, I would   um make a request to exempt schoolboard members.  Um I'd like to direct my colleagues to the code   of Virginia section 22.1-79. It's the powers and  duties of the school board and it says each school   board shall number one see that the school laws  are properly explained, enforced, and observed.  

058And number two, secure by visitation or otherwise  as full information as possible about the conduct   of the public schools in the school division and  take care that they are conducted according to   the law and with the utmost efficiency. It is our  responsibility per the state code that we go into   our schools that we are there and we cannot by  law be exempt from going to a school based on   any assignment. That is clear. and I would not  want to have to hire an attorney to make sure   that I can do my job. So, I would propose that we  exempt school board members from number five. Um,   after that, I have a question about E. Um, letter  D says, uh, request an approval process. D says   staff sponsor if applicable. But then in school  administrators, that

059section, and I think that's   F. Um, five, it says no resources or employees  and agents will be used to promote student led   demonstrations. So, if they're allowed to have a  staff sponsor, I'm not sure how that staff sponsor   is not allowed to help the students and promoting  these demonstrations. Going to have with a club,   the staff um sponsor usually assists the students  with promoting the the dates, the times, this is   where the club's going to be, this is who's going  to whose room it's going to be in, whatever.   If they're going to have a staff sponsor, would  it not then make sense on a practical matter   for those sponsors to be able to promote these  demonstrations with the students that they're   sponsoring? I'd have to defer to the school  administration as to what the role

060what school   sponsors do and don't do. Okay. So, Mr. Delaney,  is that something that normally would happen with   a staff sponsor with clubs and that sort of thing  that they would be, you know, helping the kids   with the posters and all of those sort of things  and helping them, you know, put them up and that   kind of thing or directing them where to do it?  Miss Rogers, if you're talking specifically about   a student demonstration, we would not have  a staff expectation they participate in any   creation of signs. No, no, not the expectation.  It's prohibiting their ability. And I'm sorry,   the feedback. Um, it's prohibiting their ability.  This, as it's written, is expecting them to have a   sponsor, but then prohibiting the sponsor to help  them promote. And this is where, like, if you have   a

061student who's got a poster, they would they then  not be able to go to their staff sponsor and say,   can you look over this poster? That would be  considered a promotion. So, that's why I'm saying,   do we not have that for clubs that they are  involved in some sort of way in promoting? Yes. When I read this in the draft of the policy,  it's saying if applicable. I think it I think it speaks to um Mr. Delaney, do you want to try  the microphone at the podium? I'm sorry. So, if I'm understanding the question correctly,  Miss Rogers, it's you're looking at the area in F5   where it says will be used to promote student le  demonstrations. And then what was the other area   you were pointing to? Well, it's it says in E D in 

062section E 1D, it says that the students can have   a staff sponsor, but then in five, it says they  can't. The no school resources employees agents   will be used to promote studentled demonstrations.  But if they're going to be helping as a staff   sponsor, they then would be involved if they  could be asked to be involved by the students.   Can you look over this poster? Can you help me  with this? So would that that not be a conflict   is what my concern is. So the way I'm reading the  policy as it's written is E is request an approval   process. Right. And so let let me let me just try  and make sure I capture if that's okay. So when I   look at that conversation around D staff sponsor  if applicable could be an instance where that  

063sponsor is assisting that student in that meeting  with the principal to request and get approval.   When I look at school responsibilities, five, it's  then saying they cannot have school resources or   employee agents be used to promote student le  demonstrations. So one is where I'm I'm just   interpreting how I read this, right? Is one is  the request in an approval process that a student   might come forward with the principal and say my  my sponsor is here with me. But we would then be   clear with the sponsor of they cannot use school  resources and you cannot participate in that.   See, so but if you look at the whole section E,  it says students must meet with the principal or   designate to present purpose and topic, date, time  and location, anticipated number of participants,   staff sponsor if applicable,

064materials to  be distri distributed. So that staff sponsor   is according to what's written part of date,  time, location, materials to be distributed,   anticipated number of participants. So I read  it as staff sponsor as part of that entire   kitten kaboodleoodle. Is that that's how you're  interpreting it? I think the questions come as as   uh Dr. Green talked about the interpretation of  this would would be uh well we would try to you   know coach a principal on what that looks like.  You may interpret that differently than I am.   The example I would give to you for example  is the LD LGBTQ club for example might have a   sponsor that attends that meeting as this child  is requesting this access. They're not there to   advocate. They're not saying I'm here to support  it. It's saying what I the

065word I'm looking to is   if applicable. I'm certainly not the expert on how  this policy is going to be interpreted from the   standpoint of a legal component. No, our role is  to ensure our principles can execute it once it's   passed. Right. And that's where I'm I'm saying  that this seems to be confusing if it is for me.   And again, I was a teacher on the ground just  a couple of years ago. And so what's happening   up here, it has to translate in our schools. So  that's why to me staff sponsor if applicable under   all of those things saying, "Oh, you can have  a staff sponsor yet they can't do anything to   help you. What's the purpose of the staff sponsor  then?" Does that make sense to where my thinking   is? Because I I would say

066that if you're asking  for, you know, if you want a staff sponsor, great.   The staff member is there, but they're supposed  to be there to assist the children in what they're   wanting to do. But that would then violate number  five. So that that's what my my thought process   is, is that we are asking for a staff sponsor, but  then they can't do anything. So it seems a little   backwards just to it's not saying we're asking  for a staff sponsor. I'm seeing if applicable.   Okay. But I'm just being clear. This is obviously  shows why there's disconnect and I don't think I'm   going to convince you one way or the other. M  if applicable. You're interpreting it that way,   but someone else can interpret it differently.  That is I mean I it doesn't make sense to be  

067put here in the policy if you're saying that to me  if applicable is if you want a staff sponsor, not   I'm sorry. Okay. No. Right. Right. That's what I'm saying. If  you want a staff sponsor, then that's fine.   But then at the same time, we're saying you  can't use resources or do so even the staff   computer would be considered a resource. And  if the kid wants to say, can you look at this   on your computer? That's a school resource.  This would tie their hands. So then we they   wouldn't be allowed to have a staff sponsor.  Does does this make sense what I'm saying?   And I I'm going by what's written and I was kind  of asking Cammy like correct like this is where   I'm confused is that we I think what you're  asking is what

068is the definition of promote   under this is F5. Um no no F5 it says no school  resources. So that will be used to promote no   school resources employees agents will be  used to promote studentled demonstrations.   you're saying this a staff sponsor is an employee  right now my understanding on school clubs is you   do have to have an employee for safety reason  because not going to let kids unattended in a   room thing so that you have to have your school  sponsor I think over here in F5 promote is   um and again committee members may have to  speak to this but I think you're looking for the   definition of the word promote does the school  sponsor get on the microphone say please come   to the student demonstration at 1:00 different  than can we can you help us

069with our promotional   um materials? Can you look this over? I mean,  that could be in essence considered promoting   because they're helping the students promote it  with their school equipment because they're the   staff sponsor. Do you see what I'm saying? Like we  have to be careful at how we're saying this. Yes,   the students should be the ones putting the  sp the posters up. The students should be   the ones who are saying please come. But if  we're gonna have a staff sponsor, they have   to be able to do sponsor work. Does that make  sense? That's where my question is. Obviously,   the school sponsor is going to make sure school  rules are followed, that the children are safe,   that they get to the bus on time, that they, you  know, follow any rules, they're not pulling out   fire

070extinguishers, they're not running down  the hallways on there. I just think you're I   think what you're concerned about is F5, which  is promote. What does it mean to promote? I   don't again I'm not schoolbased so I can't say for  sure what a school sponsor does but I would think   this my interpretation would be that they don't  they're not the ones making the announcements   they're not the ones contacting people to come  to the event for that but that you may if you   want to offer an expanded definition that might  work okay we're going to um we're going to move   on and if you have additional questions um after  everyone's had an opportunity um Mr. Cummings. Yeah, thank you so much for um reviewing this  policy. I think making some some good changes,   shortening it. Um I

071thought the portion  that was removed from the initial draft,   uh the last the last portion of the initial draft,  taking that out, cleaning up this and getting to   a more um conducive document. I appreciate that  work. And so I think my comments are going to be   similar to some of my colleagues. I appreciate  the clarification on B5 third party elected   officials not assigned to the host school. So  it sounds like that will hopefully be amended   to for stronger clarification. Um because as Miss  Rogers pointed out, you know, there as elected   officials and schoolboard members, our duties are  to show up at schools regardless of assignment.   So I appreciate the clarification. And I think  the biggest hangup that I personally continue   to have is on E2 with spontaneous. Um, and I I've  put a lot of

072thought into this and I wanted to I'm   going to repeat some of the things I probably said  at last at last meeting. I would like to see this   section change that spontaneous demonstrations are  just subject to the student code of conduct. Um,   I think that's how Prince William where this  policy was based off of how they phrased it.   Um because not allowing I I'm trying to understand  I'm struggling here because I have cases and   I mentioned Tinker versus De Moine last time  which appear to be spontaneous and whatnot but   I have three cases I reviewed from um middle where  mtsu.edu edu. They have a first amendment center.   And so it's specifically focused on this first  amendment rights of K12 students. And so first   and foremost, Chandler verse, and I apologize as  I'm not a lawyer,

073so I can't say all these names,   right? But Chandler verse McMinnville School  District, 9th Circuit in 1992. Students wore   buttons to support a teacher strike. The buttons  said no scabs. Advent deemed it as disruptive.   Courts said they were allowed to wear those  buttons. So here we see an example of a social   of collective action. We see it in instructional  time. And my hypothesis and my gut says they   didn't go through a approval process that is  somewhat spontaneous, meaning you know we planned   this on our own accord and decided to show up and  just go for it. Um and courts said, "Hey, this is   protected speech. You're allowed to do it." Next  we'll jump to 2004. or Hollowman vers Harland.   During instructional time, students raised their  fists during the pledge of allegiance. Initially,   that was deemed

074disruptive. Courts said they  have the right to do that. So, once again, we see collective action. Based on what I read, I did  not see any approval process or anything like   that. So, I could see somewhat being spontaneous.  Then we'll jump to 1966 Burnstein vers fires fifth   circuit. Um, controversy arose when at the all  black Booker T. Washington school in Philadelphia,   Mississippi began wearing freedom buttons provided  by the Council of Federated organizations. Many of   these buttons proclaimed one man, one vote and  protested racial discrimination and voting and   other aspects of public life. The high school  principal banned the buttons, saying they had   no relevance to the students education and would  cause commotion. And so students were eventually   told that they were allowed to wear the buttons.  And so I I cite these three examples because

075I   don't know how we can get to a conclusion that  says this policy does not allow spontaneous   spontaneous demonstrations when we can't really I  just don't see any evidence from court cases where   it says that we we have the ability to prohibit  such behavior as long as it's not disruptive. Now,   I recognize the first amendment issu issues  are always going to be muddy and whatnot,   but I think if we are going to have a policy,  I think changing and amending uh E2 to just   saying that spontaneous demonstr demonstrations  are subject to our sto student code of conduct   um or something in that similar phrasing would be  more in line with what I would see within these   cases. is because you know our students rights  matters and that's what the courts always keep   saying our students

076have a voice regardless of  whether or not you know my agreement my concur   my thoughts on the issue you know I think when our  students utilize their first amendment rights for   something that they're passionate about for  something that they feel purpose towards it   is an academic learning opportunity um they  learn about the constitution they learn how   do I formulate an idea how do I bring social  change and so I think just making this policy   reflect perspective of settle litigation  is important. So that is my feedback. Um   I don't know how we can say we don't allow or  prohibit based on just those three and we can   just go to the first amendment.edu and find  even more examples of what they went through.   But I really struggle as someone in charge of  policy limiting potentially advancing

077policy   that would limit our students constitutional  um rights. And it's messy. I get it. Um and   it's going to take dialogue. It's going to take  community. But I tend to lean into allowing our   students their freedom to express when it's  non-disruptive to the academic experience. Vice Chair Williams. You already spoke. Okay. Mr. Co Pepper. Mr. Brown. Oh, Mr. Bowensteel,  did you take yourself out? Chair Brown. Uh, doc. Uh, Mr. Co Mr. Co Pepper  was first and then it was Mr. Bowensteel. Oh,   sorry about that. I thought he was ahead  of me. Sitting here taking my time. Um,   I guess I'll start with, you know, my colleague  previously pointed out that this policy has been   revised and one time it was revised three years  in a row. Another time it was revised in response   to something

078that happened somewhere else in the  country. Um it's a variety of things obviously   that brings policies to our attention and and  make us decide the changes need to be made. Uh   in this case I think it was u discomfort with  people other than students participating in   um a demonstration and it's perfectly reasonable  for us to put limitations on that. Um, you know,   the the first change that we talked about here  earlier today was the change the definition of   student led, which means planned, organized, and  carried out only by students. And I I think you   put you put teachers in a very uncomfortable  position, well, some teachers anyhow,   uh, when you ask them to help plan these kinds  of events. And in response to one of my other   colleagues questions here, I think that uh uh

079when  you're talking about the sponsor under the section   related to planning uh and approval uh and I think  it's perfectly reasonable to ask a teacher to help   you through you know who's going to sponsor to  help you through liaison with the principal and   uh and the approval process to get it done without  stepping into um promoting uh a demonstration.   big picture for me is um I agree with  something a speaker said earlier which is   uh it's not the purpose of schools. You  know, this is not a Virginia Beach City   protest school. Um that's not the purpose of our  schools. Our our our schools are here to educate   uh our children and this detracts from that and  it not only detracts from it from the people who   participate in demonstrations but for detracts  from it uh

080for other people who are trying to   sit in class and learn. Now, despite that fact, we  are bringing up a policy here which allows for it   a time and place. You know, it allows for it in an  appropriate time and place because it nonetheless,   despite the fact that our primary purpose is  something else, it is important that students have   an opportunity to speak and have an opportunity  to express their first amendment rights. And   this policy lays out that for our students in  a manner that's acceptable for all involved,   maximizes learning time, and minimizes  impact of people not participating. Mr. Bowensteel, thank you. First of all, I mean,  there's nothing in this policy that says we're   taking away any voice of the students. We're  actually encouraging it. Um, I'm in favor of   not having elected officials

081at these events. I'm  not I mean, in in any way. So, I'm I'm standing   firm on that. And to me, E where we were having  this staff sponsored, I figured that out. So,   it can't be that difficult. I mean, they're just  there to help them put their presentation on.   That's all it says that they can help have someone  there to help them with their presentation because   chances are they probably have never even been in  that situation. And that's, you know, different   than the promoting. Also, uh the spontaneous  part, I mean, that could come into the code of   conduct. It also creates a lot of safety issues. I  mean, if they have one lunch, they have the whole   time during one lunch to to get together and do  what they want to do. It's not interfering

082with   their instructional time if they want to pray or  whatever they want to do. But if they're waiting   till the time comes to go back to class and then  they're interfering with our instructional time,   you're talking a few people who are disrupting  our students, their learning ability, and creating   safety problems for our security, our teachers,  and the administration. And that that's all I   got to say at this point. and I'll circle back.  Miss Dwire, then Miss Roger. So, I'm going to echo   some of my colleagues that spoke and I'm going to  respond to a couple of the others. Um, please make   sure that you um don't direct your comments at any  board members specifically and direct them. Yeah,   I said colleagues. Thank you. Just making  sure. Um, I had a constituent reach out to me  

083and express concerns. um safety disruption, school  time. Um I'm just pointing out what their concerns   were. parent involvement, ma minors involved, um  wanting advanced notice of when these are so they   can be there and also so they can pull their  student out in case they don't want them there   because of potential uh potential what could  happen. Um to say that all students are good.   Well, that's really idealistic. Some students are  triggered and we have to deal with that. It's a   reality check. Um, and I think also, and it's  not that we don't want to support our students,   we do. And it, and I'm sitting here, and we've  spent a lot of time on this. I wish we would   spend more time on academics. Um, but anyway, here  we are. And another thing that this constituent  

084pointed out to me, which I thought was really  interesting, and I'm sure nobody's thought of,   is what about the students that don't want to  protest at all and they have friends on both sides   of the aisle? Um, how does that make them feel?  That really puts them in an awkward place. So,   it is something to think about. We're sitting  here talking about some students rights while   other students rights are on the line and  it puts them in a very awkward position. Chair Brown, please um add Kim Melnik to  the queue after Miss Rogers. All right,   Miss Rogers. Thank you. So, I have a couple of things to state. First of  all, it's been mentioned that this is a disruption   to learning. But um as a educator of early  childhood students, um the most powerful learning  

085any student can have is hands-on learning. The  most powerful thing a student can do is experience   a lesson. And demonstrations are a handson lesson  in civics. It is students first amendment right   to participate in a demonstration. Whether you  agree with what they're demonstrating or not,   we have the right to demonstrate. And a school  is the perfect setting to teach students the   proper way to demonstrate. That you don't begget  violence, that you don't make a giant mess. You   have something to say and you want everyone to  see it. We are teaching students how to do it   the right way. So you don't have a big violent  mess on your hands because they've never learned   how to demonstrate appropriately. So to say that  this isn't educational I think is um incorrect to   be honest because hands-on learning

086is the best  way for students to learn. Um second of all I um   want to state that I submitted my suggestions and  I am available to any of my colleagues at any time   so that we don't have to have these discussions  on the dis if anyone wants to reach out and talk   about these things. I think it's about time  that we all start reaching out to each other.   This isn't happening at all amongst ourselves.  We don't reach out to each other and say, "Hey,   we did these things. Do you want to look at it  again? And if you have any other suggestions   that maybe we can talk about or whatever, this  not happening." So to be frustrated that there's   a lot of time being taken because it's not being  taken off the dis. This is

087the only time that we   are given a voice. And so if you want our voices  to not be only heard on the dis give us a ring.   Every single one of my colleagues on here that I  talk to on a regular basis are more than willing   to discuss their concerns with any of our  colleagues at any point. And I think that   if we want to talk about taking up too much time  during the meetings, then maybe we need to have   offmating conversations about how to make these  things go more smoothly so that we can actually   get our jobs done better. I maintain the fact that  we need to exempt school board members from number   five because that is our absolute responsibility  per state code. Thank you, Miss Melnik. Thank you, Chair Brown. Um, I'm like

088pulling  all my hair out here. It's just not on camera.   We are sending the wrong message to the public.  Nothing has happened with studentled protests   in our schools. Nobody's doing anything  wrong. And studentled protests have always   had principal approval. Please stop going off  topic and making it seem like we've got a mess   going on in our schools and our principles  can't handle this. Nothing is happening.   This was a former school board member who is  angry at Mrs. Rogers. That's why we're here.   Missing the logic is maddening. Like, stop.  Mrs. Rogers is right. We're not having these   conversations. Information is not being shared  appropriately and conversations are not happening.   And sometimes elected officials need to  have offline conversations so that we   can understand these things instead of of of  confusing the public. Kids are good and

089they   follow they've always followed the rules with  these with these protests. They have. And now   we're in the weeds. We are so deep in the weeds  that we can't we can't see out of this mess.   There was nothing wrong with the policy from 2024.  It was brought up because Mrs. Rogers showed up   in a Mom's Demand Action T-shirt. That's it. We  as adults could have dealt with that instead of   turning this into telling kids that they're bad  and that they're doing things wrong. They're not.   And I ask that you guys stop and you rethink this  whole thing. There's nothing wrong. And students,   Mr. Cummings is right. They have rights. They  do have rights. Whether we like it or not,   they do. And I like it. But I'm just saying  this is enough. And I'm asking

090people to   stop and to regroup before we have to vote on  this. This is very, very unfair to the public. Miss Felton. Thank you, Chair Brown. And I  appreciate all of my colleagues comments. I really   do. I think that is the purpose of the PRC to put  together these policies and bring them before you   so that you can talk about them. I appreciate Dr.  Greens um little hypothetical that she gave as   well, but a fact be known I am an at large school  board member. I have no assigned schools. So that   means that I can go to all of the schools and  it is my intent to try to serve as many as I   can. When this policy first came forth, I asked  the question if the policy was updated in 2024,   why has it

091come before us again and what was  the problem? And it was said that one of our   colleagues saw something wrong with it they wanted  to see done. The name was not given to me at first   who the colleague was. But I don't want to prolong  it as well. If I don't believe in anything else   in this studentled, let's say it again, this  studentled demonstration, I believe in a and I   believe in what it says about the first amendment.  Um, I have had conversation with students because   it's about the students. Someone panicked because  I talked to some students, but they walk up on me   and yeah, I'm going to have conversation with  them. I'm not going to turn them away. and they   gave me their ideologies of what it should look  like. Uh we need procedures

092in the schools. We   just the students need them as well. We we are  the adults in the room. I'm hoping that we are   the adults in the room and some of this that we  are talking about has gone so farfetched out. If   this is a studentled demonstration, it's about  students. Why are the adults trying to take it   over and not give them a voice is all I'm saying.  Um, I do have a concern about electro official in   that particular N5B definition elected officials  and it really gives no definition because if   Senator Rouse or Senator Keegan or Senator  whoever they are elected officials is that   who we talking about? I seen a word where it says  specifically specifically school board members. I   don't I don't I don't read that in that. So  maybe that should be

093cleared up what you're   talking about when you say elected officials.  Um when these last changes came to the PRC   um review, I was told that some changes had been  made and that I would have the opportunity to look   at them before we before it got to the PRC. I said  fair because I feel that all school board members   should have input whoever we talk to and I called  them. And I said, "Give me some input concerning   this." And I felt that was fair, but I did not  get the changes until I got to the meeting. And   I felt that it was unfair to the students to  move on that because I had a chance to read or   be objective about it. In our first meeting, in  one of our meetings concerning this policy 5-40,   I

094remember Chair Wing saying that this policy  is too important just to skip over it any kind   of way. And I agree because it's dealing with  the students and and changes move with swift   transition. Changes are happening every day,  especially this this in this uh year in this   time with students. and they're becoming more  aware looking at TV, looking at what's happening   and they want their rights to be heard. They want  their rights to do what we're going to do. So,   I set out looking at this policy focusing on our  students and giving them procedures how to move   forward. Didn't do it on my own. Talked to some  principles as well. How will this benefit you as   being the manager of your school? What language  can we use? So I tried and put all that in,  

095but I just want to say that I did I felt a little  bit taken aback when the when I got to the meeting   and we had these procedures already and ready to  go inside of the policy. Did not have a chance   to do it. Now after the meeting, I did I've had  some time to look over it as well. I am the PRC.   I am on I am one of the committee members and I  think that we should stick with it when you got   something come forth and I would suggest to all of  my colleagues if you got a if you have a problem   with what we getting here let us know and write it  up write up what you think we should put in that   you have that choice and we will look over

096it and  do it again and make sure that it's explanatory so   that we all can understand it we all know what  it's all about but I don't think in my mind's   eye and I will say this to you Now it was not my  objective never has been that school board members   do not attend. We attend everything else. That  was not my objective to keep you because you are   elected and your student asked you to come to some  of the things as well. But we don't go to disrupt   and when we look at sponsors I feel like a sponsor  over something is there just to guide the students   not have a lot of hand on but you guiding them  with the policy. The policy said you can do this,   this and this. The students need procedures 

097and if we don't give them corrective procedure,   it can affect academics in the school. It can. And  we're not we're trying to be transparent. That's   why we have policy. Transparency allow you to know  what's happening in your school. Thank you. Vice   Chair Williams. Um yes. Um, just to clarify,  actually this was brought up I don't even know   how many weeks and weeks and weeks or months  we've had this policy. LB, do you remember? Um,   but it was actually brought to our attention  um by an administrator, a schoolboard member,   and a constituent. And it originated from some  confusion about a guest speaker. And that's when   if my policy review committee members remembered  we separated two policies assemblies and demon   studentled demonstrations and then we named it  studentled um because of that. So, this has been   a

098long process that came from multiple um people.  Um, and as far as the information, you know,   when you're when you're working on committees and  you have an agenda, and correct me if I'm wrong,   Miss Lenetti, but you can't just add or change  agendas um unless you do so and notify the public.   And so, when you get information, sometimes  you do bring it to the committee meeting and   that's when you discuss it. For example, Miss  Felton, the meeting before our last meeting,   she brought several changes and Mr. Bowensteel and  I had not looked at them until the meeting because   she had gained that information from students and  we had not seen them at all until the meeting and   she brought those changes and we actually um put  several of the changes in there because we agreed  

099with them. Um, I made some changes after hearing  my constituents the week before and I too took it   to the meeting and we had ample of t time to go  through every single line and discuss it. So um   sometimes that happens um when we get information  late or when we can't take when we can't just you   just can't change um the agenda um because  of the public at the last minute. So that's   what committees are for. Um, as far as elected  officials um, attending, I I think, you know,   I understand the state code and it is our our, um,  job to make sure things are carried out. But, Miss   Lenetti, I mean, there's some places on school  property that I can't go just because I'm I mean,   I can't go I can't pop in an

100IEP meeting. I hope  I can't go to to a discipline, you know. So,   there's places that I am not allowed to go even  though I'm elected school board members. Is that   correct? She did not have unfettered ability to  just walk into certain types of meetings. Okay.   And again, I mean, this is student. It's for  the students. We are not taking away students   rights to demonstrate. Um that has been set up  here and that's just false. We are not taking   away. We are putting practice into policy. So,  um I hope um chair that we can move forward and   um if someone wants to next week make a substitute  motion, you know, please feel free because this is   the committee's recommendation. we talk about  it and then in two weeks we vote and so that's   that's the

101process and and hopefully we'll move  forward with that. Thank you so much. Okay,   so we're going to do Miss Melnik, but um before we  do that I am going to say that if you have had the   opportunity to speak um I think everybody's heard  everybody's thoughts and um so we'll move on after   that. Miss Melnik, thank you for this last time  to speak. Um, just two things. First, it was not   the committee's recommendation unanimously. So,  it was two to one. And so, I think that's why   this conversation is very important. Um, second,  there was also mention um of elected officials in   the schools. Um uh and we all know what happened  last year. Um that's a that's a totally separate   issue that I believe was has been resolved and it  was resolved by um administration

102stepping in and   clarifying some things when elected officials are  going to visit our schools. And supposedly there's   something about permission slips. And so I'm not  going to get into this now, but my question is   recently we have had elected officials in some  of our school buildings. And my question is, are   those permission slips going home so that parents  know and that their students can participate um   with things with elected officials in our schools?  And this is what I'm talking about with the leads.   And so that's going to be a whole another issue.  Um because permission slips were required for   some. Are they being required for all? Especially  with um all of this supposedly being taken care of   behind the scenes. So I'm going to ask that to be  brought up at the next policy review.

103And if it's   if it's something that Dr. Robertson did, I would  like clarification on that. Thank you so much. Okay. Um I've waited to listen to all of my  colleagues thoughts and of course um this will be   on at our next board meeting, but um I do have a  couple of questions and I hope that maybe somebody   on staff can answer this. Would you consider a  studentled protest to be a class or a program? class or program. Is it a class  or a program or is it neither? I would my first response is neither. Okay.  All right. Thank you. That's that's all I   wanted to know. And the reason that I ask this  is because our bylaws, our schoolboard bylaws,   um which requires seven votes, not six. Um, bylaw  126 says that the purpose of

104school board members   um visiting schools is for classrooms or programs.  And this is not a classroom nor a program. It is   a student-led protest um or assembly. Um and  so demonstration and I wanted to make sure   that I I mentioned that um you know the policy  affirms that students have the freedom and the   rights to assemble and we want them to have  the freedom and the rights to assemble. Um   I feel like there is a lot of rhetoric right now  surrounding the policy how the policy came about.   Um I don't know some of the statements to  be entirely um accurate, but nonetheless   um I think the policy makes one thing clear and  it's the same thing that's been clear all along.   Studentled protests and demonstrations are for  students. Um, I think the policy is reaffirming  

105the constitutional rights of our students and  with those rights come long-standing time, place,   and manner rules. This is a school building.  Its primary purpose is student education.   I don't 100% entirely agree that it is our school  division's role to teach students how to protest.   But I I think if we were doing that level of  teaching that telling our students how to make   sure you don't get in trouble the way that we  have um as somebody as another colleague has   mentioned in this by outlining the process into  the policy um and what the the expectations are   is the best way to do that. Um, and every student  has that freedom to do a demonstration. They will   continue to have that freedom, but at the same  time, every student deserves the freedom to learn   without disruption. And

106every student deserves  to feel as though their safety is protected. Um,   I strongly do support not having elected officials  participate in studentled demonstrations. Um,   and that's because I don't think any adult  directly or indirectly should be pushing   adult political viewpoints onto students during  the school day. I've spoken to constituents in   my district and they are across the political  spectrum and the belief that protests during   the school day should have reasonable limits to  protect academics has transcended party lines. Um,   I want to be pragmatic, practical and grounded.  This policy does that I feel by balancing student   rights with our responsibility to education. Um  with that we are going to move on to policy 554.   Policy 554 is your restraint and seclusion policy.  Remember you currently have a regulation that   deals with this and we decided that

107we would  move this into an actual policy and create a   regulation to support it. You sent it back to us  in PRC to look at. The only change that we have   made is the very first sentence and it now reads  dedicated seclusion rooms are not authorized in   Virginia Beach City public school buildings which  also applies to contractors using Virginia Beach   City Public School buildings. Those are the  only the only changes we made. Now remember   straight and seclusion the law allows you you can  completely prohibit restraint and seclusion. You   can allow restraint and seclusion or anything  in between. here. After some discussion,   it was decided the main concern was those rooms  that have nothing in them to be just used for   seclusion. And there only two locations that we  have them. They're in specialized programs. And  

108so we thought PSC looking at this by saying a  dedicated seclusion room would remove the use   of those. And I will remind you if you do look at  some of the other rules and regulations on this,   if we have a situation where a child is  out of control, dangers are getting hurt,   we still have the ability to take the child  and isolate the child in there because that's   a special circumstance. So that will still  be allowed. What we aren't going to have is   rooms that are used for nothing but seclusion.  So we will just have to find other methods by   which to deal with those students who might have  previously been used in. But again, this was not   widespread. It was only two specialized programs  with very high specialized need children and we're   just going

109to limit they elimmit they eliminate  those rooms from use and they will then have to   find another method to deal with the children's  issues that led to using the seclusion rooms. And   I just want to mention to our colleagues this  paper that was handed out the highlighted part   even though the changed part was in the packet um  this highlighted portion is the changed portion   just so you're aware. Um, anyway, I don't see  any questions. Are there any hands raised? Miss Melnick has her hand raised. Okay, Miss  Melnik. Thank you, Chair Brown. Um I just   would like to ask my colleagues um to please  visit CEP not to look at a seclusion room   um but to actually visit the program talk to  CEP administration um and I would really like   an answer to Mrs. Lynetti not

110tonight but  to Mrs. Lenett's comment which is what is   going to happen with students if a seclusion room  cannot be used like because we're talking about   um students with a lot of needs and I'm not saying  that I agree with seclusion rooms. What I'm saying   is what happens if a student is throwing desks  or chairs ac across a classroom? What happens and   what does a teacher do in response to that? Um are  we going to get to the point where we're asking   parents to come pick children up? Uh might there  be an occasion where the police have to be called?   um what do we do um if there are injuries that  resulted from not being able to take another   step? Again, I'm not saying that I'm in favor of  seclusion rooms as much as I

111am in favor of having   answers to these questions. um as specifically  for CES because that's a different program and I   I I just really would like the answers to those  questions before um before there's a vote. Um I   was not a special education teacher. I don't know  who on the dis was um and I have and I do think   it's important to visit a program um who will  be affected by um our policy because we didn't   just say BBCPS schools. This will affect SEAP.  So I just need the answers to those questions   and I appreciate you. Thank you. Dr. Robertson,  is there anyone here that can speak to that? Well, yeah. We're prepared from a training perspective to  proceed no matter what the board decides to do   around policy. We'll adjust the regulations  and then

112we'll provide clarity to staff. Um,   you know, staff are human beings and with  that you're going to get variability on how   staff A may react to the same situation that  staff B may react completely differently.   And so I don't think there's any method  we can guarantee how every staff member,   we have 5,000 of them are going to respond, but  we will provide training. We're poised to do that   um as soon as you guys decide how you want to  proceed. Thanks. Um do you think Dr. Ronnie Myers   do could answer some of Miss Malik's questions?  Um are you able to? Well, who better? Right.   Right. But I don't want to put her on the spot.  But yeah, Dr. Myers, would you want to come up? I think the first thing we have to remember  is that

113seclusion is prohibited at another   division who is a part of the regional programs.  So CESAP has worked around this in Norphick. But   if you have a child who is imminent risk um  of physical harm to themselves or to others,   then that is when you're going to look at the use  of restraint. So if you don't have the option of   seclusion and any prevention or intervention  strategies had not worked then at that point   if there's imminent risk and it's a safety  issue they would move to restrain the student. Miss Melnik, does that answer your question?  Well, maybe for the public if if we could have   a definition of restraint, what does that what  does that mean and what does that include? I mean,   it's when you physically intervene when there's  imminent risk of physical harm and

114you know,   CEP uses a program just like we use a program and  you know, depending on the program, the restraints   may look different, but it is a inter it's an  intervention. It's a hold. Can we get um before   the next meeting? Do you think you could send us  the definition of restraint legally? Yeah. Okay.   All right. I mean, it is it is in here. Okay.  It's you have it's in the regulation, correct? You   have the policy. We've given you the regulation  before. It is in the regulation and that mirrors   state law. Since it's been a little bit since  we got that at our meeting, I I think it'd be   useful if that could be sent to the board again.  Okay. And and for the record, I did drop off my   materials from um my regional

115CES board meeting  and in those um documents in that packet is also   the documents that have to be filled out um by  anyone who uses um restraint or seclusion. And so,   um, it's in it's in the back of the Well, you'll  see. It's a it's a it's a booklet that I left for   everybody to review. Great. Thank you, Miss  Rogers. Um, Dr. Robertson, how many seclusion   rooms do we currently have? So, we have three  at Renaissance and two at Windsorwood. Is that   correct? So, five total. I believe we have five  in two two locations. And what happens because   we have 86 schools. Am I right? 85 now. 85. Okay.  Just trying to get the numbers right. So we have   85 schools, five seclusion rooms. So what happens  at the other schools that don't have a

116seclusion   room? Yeah. So primarily seclusion is used in the  elementary school level where kids are unable to   uh modify their own behaviors and require and if  they're having a a moment so to speak um it's more   prevalent to use a seclusion room we would then  use restraint. Right. But I'm saying we don't   have we have I think 56 elementary schools. That's  correct. And we do not have 56 seclusion rooms.   That's correct. So my point is we do have a plan  in place for those students as a teacher who had a   student who had a very difficult time controlling  themselves through furniture aloped all of the   things there was a plan in place to handle those  students sands the seclusion room that was not   at my school that's correct okay and so I just  wanted to

117make that point that we do have 56   elementary schools 85 schools in total total and  only five seclusion rooms. So, we're eliminating   the seclusion rooms at five uh in five rooms, two  locations. Now, granted, it is two locations that   specialize in dealing with high behavior students.  However, there are behaviors across the division   that are very, very, very difficult to deal with.  specifically and especially when you're talking   about students who have not been diagnosed with a  special education need that clearly cannot be in   a general education setting. We still are able  to have procedures in place to safely get that   child out of the building if necessary so that we  can continue the learning environment. And that's   all I wanted to make a point of. Mr. coming. Yeah.  So, I feel like my questions and comments

118I'm just   trying to understand and wrap my head around this  topic often. Um, you know, first and foremost,   I think we had our community partner come  and share with, you know, a recommendation um to get rid of seclusion. And then you know  that recommendation was to and I'm paraphrasing   so I apologize if my words are somewhat off but  then the second recommendation was prohibiting   the use in elementary schools. So I do and then I  hear you know there are pathways forward and and   examples in cities on how they utilize you  know this population of students. you know,   I heard the mention of Norfolk schools and I know  that there's other schools and states, you know,   states as well that prohibit the use of of um  seclusion. So, I I feel like there is pathways   forward

119for us as a a division um because this is  a it you know, it's it's a heavy topic. There's   been bipartisan legislation written before about  you know, wanting I think it's the Save Children   Act. I don't think it passed. Um but you know that  there was a strong bipartisan support to see the   end of a seclusion and I think it is a heavy  topic and I think that you know from what I've   read on the articles that I sought out you know  there are new interventions new ways to for us   to interact and so I would also I think if I hear  Miss Melnik's um question in heart I mean I feel   like having a deeper dive into and I know that  we've put this off and I apologize, but I feel   like if we

120can add an information session before  we vote on it would be helpful maybe to better   understand with examples with more numbers. What  does seclusion look like within Virginia Beach   schools? What does restraint look like? Like  do we practice mechanical restraint? Are we   just talking about hugging a kid? Are we talking  about like what are we talking about? Yeah. So   the regulation spells out uh the use of restraint.  It talks about the types of restraints that we do   not use. We do not use pharmaceutical restraints.  We do not use mechanical restraints. So that that   that is clear. Um a a presentation would simply  be we would walk you through the regulation and   talk about the training we provide to all staff  uh all staff in the use of restraint because   general education, teachers, security assistants  have

121to break up a fight. they need to know how   to to safely restrain a student that doesn't  cause harm and it also protects themselves. So,   we have that uh information now, but really you  could probably um get a pretty good description   through the use of look at the regulation. And I  think also just I'm trying to think how to word   my question. I think from the presentation way  back when ago when I talked about us having 300   incidents of seclusion, my understanding was that  predominantly those incidents were majority were   at those two locations. And so am I am I recalling  that information correctly? Uh Dr. Myers stop that   was like a handful of students that represented  the vast majority of those. Correct. Yes. if she   doesn't looking at numbers from this year up  through January,

122there were 96 incidents of   seclusion at CEP and it was 22 students. So it  was 96 incidents, but it involved 22 students.   So that's an example just like those numbers last  year. I don't have those numbers with me, but when   you look at the numbers this year, that's how it  works out. In last year's, because I just recently   looked at it, um, that they used when they brought  the recommendation was 271 for 44 students. So, do you have any additional questions? I mean, so  I guess my question is if we get rid of seclusion   rooms, does that mean that we stop practicing  seclusion? No. If you read the regulation, you   still, and this is where it gets complicated, it's  you'll see right here in the policy, those times   when you can use seclusion, and it's

123going to be  prevent a student from inflicting serious harm or   injury to quell disturbance, remove the student  from a scene of disturbance where the behavior   is causing property damage to others, defending  self. we can still use it. And these are what I'm   going to call basically emergency circumstances  on there. Um, so that's where we're going to   even when you do use seclusion. And you don't  see it here in this policy, but if you look at   your current regulation 559.1, which talks about  disturbance, it's it's spelled out there. And   that's what your current regulation the regulation  that will follow 554.1 looks like. it very strict   rules on what you have to do, the conditions of  the room, how long they can be there, who's got to   be there, the ventilation, everything's all that  spelled out. And

124we have had that in place for   probably within 2013. We've been following these  rules all along. So even when you use seclusion,   there's very strict rules about the time period.  As Mrs. Melnik mentioned, there are forms that   have to be filled out following procedures. So  we've been following these procedures on there.   So we do use seclusion when it's necessary  on there. What the concern that seemed to be   coming from the PRC was those rooms that are very  very isolating. There's nothing else in them that   there was a concern about. So if you need to  use inclusion because that's how you're going   to calm the child to deal with the situation,  you can if you follow the policy and regulation. I think I was say I'll probably have some  follow-up questions just over email. I think

125that'   probably be best. So Vice Chair Rem. Yes. And and  I was going to say and this kind of goes off what   you were saying Mr. my colleague was saying was  um the PRC decided not to say no seclusion for   that reason because we realize that this is not  a special education policy. This is a policy for   all students first of all and sometimes I think we  forget that and the public forgets that. Um but if   you have a fight and you have to put one person  in the office or something you have secluded   that person. So this doesn't do anything about,  you know, seclusion. Or if you have a classroom   and someone is throwing tables and chairs, you  may have to the teacher may have to get all the   students out in the hallway,

126that is seclusion.  So this does not get rid of seclusion. What this   does is our our two places where the where the  dedicated seclusion rooms are that we will not   use those as a as a school system. Um I was on the  CEP board but since this policy came up I went and   visited um but I think what what um our committee  and my colleagues can can step in if they think   differently but I think when we asked um I asked  a question to um Ronnie about what what are other   places doing specifically because we we contract  not just to CE but other places correct and so and   I don't know if you want to name them, but some  of our students and and and this is the seclusion   rooms are at places where um

127the challenging  behavior the the the program there is more   challenging at these two locations. That's why  we don't have seclusion rooms at all 85 schools.   They are placed strategically. Um but we've got a  couple other locations that we contract out. And   Ronnie, would you just You're talking about the  private day schools. Yeah, the private where some   of our stu more challenging students and so we  specifically asked what they are doing as far as   seclusion rooms and they do not utilize seclusion  and neither one of them have seclusion rooms and   they they deal with even much more challenging um  and so that that kind of what you know helped um   helped us as well I think so again um this policy  just um says we won't use those two rooms at at   those two um school

128locations and then Um, I I  trust and we asked Ronnie several questions about   training and and um and I I feel very confident  that our teachers will be trained um what to do   and there are plans already in place. But this was  a very um it's a complicated issue because we want   to look at the safety of our teachers as well as  the safety of our students as well as what the   students parents want. So it was very complicated.  We spent a lot of time on this one as well. Um,   but I I think that um I'm very pleased with  what we came up with. Thank you, Miss Dwire. So, can I conclude that we did  get feedback from our teachers? Is that I know we spoke to the school  administration about it who are

129running   these programs on there. I do know and you've  seen this. We've certainly had personnel cases.   We have personnel that get charged with child  protective services, assault cases when they   didn't actually do anything wrong. So, we've  seen that worry. We've had that worry about. So,   we do know that we have employees that are very  concerned about how to handle a student. So,   there are times when a seclusion room might  or seclusion might be better than putting   your hands on and risking getting hurt. Um,  so that was one of the concerns. We want to   protect our students. We don't want people get  hurt. We don't want our employees to get hurt.   We want to solve the problem on there. So, we  want to be able to do that. Um, and this seemed   to be the better

130solution. And if you look at  the policy, and this is by state regulation,   we do have to review every year. So, this I  thought was a very good compromise. Let's try   this. We're not going to use these total isolated  rooms. We're going to obviously, I think we've all   looked and realized we need to pay more attention  to these figures. What is going on here? So,   we're going to try it where we don't have these  rooms and those students and you can see it's a   pretty small number of students that account for  most of these situations. Let's see what happens   this year. What What can we do differently? We're  hearing other school divisions and private schools   are able to manage this. We'll try. If this  does not work out, we will obviously need to   come back

131to you. So, I do know we we're aware of  staff and student concerns. We're aware of parent   concerns. We've heard from Seak who's obviously  heard some of the concerns about it. So, we're   trying to find the best circumstances to provide  a safe environment where everybody can stay and   be educated. Okay. I'd like to go along with her  recommendation as well. Um, considering, you know,   she's already uh hands-on and been there, done  that and experience. So, I mean, it's easy for us,   you know, to I think it's easier for us, but  I I definitely want to hear back feedback. Okay. So, I do serve as the liaison for the  special education advisory committee and   um this policy recommendation does come  forward after a lot of conversation.   um you know, for the community and everybody  that's here.

132You know, this this isn't an easy   conversation to have because you have to make sure  students are protected and staff are protected and   um parents have to feel comfortable um sending  their kids to school, too. So, um, you know,   they made that recommendation and I did have  some conversations, uh, with some folks on that   committee and I did express to them, you know,  some of the concerns. Uh, one of them being, well,   this isn't a policy just for special education  students. Um, and at the heart of it was the   request for the room, the dedicated space. So, um,  at that meeting, they came back and asked us, um,   to compromise and remove that dedicated seclusion  room in the elementary school at Windsor Woods,   uh, CEP. Um, this is not it's not in a Virginia  Beach

133program. It's in a third party contracted,   right? Um, so it's not something that we have that  we utilize in our Virginia Beach schools, but um,   it's within the walls of it still in a contracted  program under CSEP. Um, and so I just without,   you know, asserting my opinion on how this  came about, why we're having this conversation,   and I mean, these conversations have been going  on, uh, about the seclusion spaces, this policy,   the PRC. I appreciate all of the PRC's work on it.  This has been back at PRC a lot since the summer,   I think June. Um, so this has been a  really, really long, long process. Um, I would be remiss if I did not indicate that,  you know, I I recognize some of what Miss Melnik   mentioned as uh potential concerns and what

134do  you do otherwise? And I've had a lot of thoughts   and processed a lot of emotions related to this.  I did visit um the Windsor Woods CEP building as   well. And um I think that my final emotions kind  of land on I feel like we owe it to our students   and our families to put forth the effort to try  to do something different. And if we find that   there are unintended consequences, then then we  will need to manage those. But I do think that we   owe it to the students and families to try  to find a different way. Uh especially since   there's other entire states that are there's other  school divisions that are um and so I I recognize   um the questions um and I I think there  are a lot of them and I

135think that that's   very fair. But those are my my thoughts. Dr.  Robertson, did you have something to add? Uh,   yeah, just two thoughts. One, in appreciation to  the board for the months of consideration you've   given this topic. And then two, context. We have  64,000 students that attend Virginia Beach City   Public Schools every day. 64,000. And Miss Chair  Brown a moment ago mentioned 44 students who had   where seclusion was used last year out of 64,000.  And then Dr. Ry Man Myers do mentioned 22 students   in the first semester out of 64,000. I think it's  important that everybody understands context. Thank you. We are now on to textbook adoption  secondary mathematics textbook for high school.   And we welcome Thomas Quinn, executive  director of secondary teaching and learning,   who will be presenting the secondary  mathematics textbook for high

136school   and middle school along with AP  human geography and AP US history. All right. Thank you. Good evening,  uh, Chair Brown, Vice Chair Williams,   members of the school board, Dr. Robertson. As  stated, I'm Tom Quinn, executive director of   secondary teaching and learning. With me are  the secondary math and social studies teams.   This evening we will present textbook adopt  adoption recommendations for both math and   social studies as described and courses up for  adoption of the textbook have been listed on   the slide. Yep. Making sure that's there. Listen  on this opening slide and we'll give you brief   moment to review them. Before we continue,  I want to take time to thank the teachers,   coaches, parent, postsecary professors,  special education coordinators and   students who supported the committee work  across both content areas this past year. So, our adoption

137process began the end of  last school year when a committee was formed   and their work commenced in the June of 2025.  The committee initiated their review examining   all textbooks submitted through our RFP  process. After a comprehensive review,   the committee provided their top two  recommendations and these choices were   placed on display for public comment this past  fall. After the public comment period expired,   the Department of Teaching and Learning the  Textbook Committee reviewed all stakeholder   feedback, revisited the top two selections, and  will now provide a recommendation to the board.   The first series of textbook addresses the  needs from middle school math content areas   across grades 6 through 8. This includes both  core and advanced math at each grade level,   but does not include high school credit courses  such as algebra and geometry, even though they are   offered

138at the middle school level. Those options  will be covered separately. The top two choices   of the committee were math space and Savas with  Math Space earning the top recommendation. The   cost is based on current enrollment and includes  a digital bundle and class sets of textbooks.   Teachers of record for these courses would receive  a class set of 35 and the contract duration for   this textbook is 5 years. In the next slide, we  will provide the rationale for the top selection. As seen on this slide, Mathspace provided stronger  alignment to the 2023 standards. Mathspace was off   also able to offer customized textbooks that  separated the curriculum between math 6 and   advanced math 6, math 7 and advanced math 7  and pre-alggebra and math 8 to provide a more   targeted and organized approach to supporting  instruction. The committee's

139feedback centered   around the alignment to the standards, strong  assessment resources, rich mathematical tasks   that prioritize discussion, collaboration,  and problem solving, videos and examples to   support learning in and beyond the classroom,  and offline capabilities for students outside   of class as needed. I'll give you a moment  to review the remaining rationale provided. On this slide, you will see the top two selections  for algebra 1, geometry, algebra, functions,   and data analysis, also known as AFA, and algebra  2. In viewing these selections, mathspace again   was selected as the top recommendation. These cost  projections are based around current enrollment,   a 5-year contract, and also include class sets  of 35 for middle school and 30 for high school.   The rationale for the recommendation  are also addressed on the next slide. As with the math 6 through8 recommendations, math  space provided stronger

140alignment to the 2023   standards with ease of integration with class link  and vast resources to support teachers, students,   and parents. Mathspace earned the nod from the  committee over the second choice from Savas.   It's also worth noting that only Mathspace had  developed a textbook for our AFA course, something   the second choice SAS was unable to offer. This  book also provides offline capabilities to support   all students. And again, I'll give you a moment  to review the rationale displayed on the slide. Here we examine the two options for  AP calculus. In this scenario,   the committee selected calculus for the  AP course fourth edition from B uh Bedford   Freeman and Worth Publishers. This adoption is  also on a 5-year cycle with projections based   on current enrollment. includes a class of 30 for  each high school teacher. And on the

141next slide,   review the rationale behind the committee  selection. The committee highlights the   strong alignment to collegeboard objectives  and promotion of the future ready profile   beyond examples that walk students through  problem solving. This textbook excelled in   providing students with real world contextual  situations, offering them the chance to make   connections across mathematical concepts. provides  teachers support through diagnostics, suggestions   to promote academic discourse around rigorous  topics, and extensive test preparation for both   the AP calculus AB and BC exams. This book also  possesses offline capabilities to support all   students. And I'll continue to give you a moment  to read the remaining rational on the slide. We'll now transition to secondary social  studies adoptions for AP US history and   AP human geography. Much like the math  process, social studies followed the same   divisionwide review and committee structure to  ensure alignment

142and captured teacher voice,   student needs, and feedback from all stakeholders.  Our social studies team led the committee with   a focus on resources, alignment to college  board framework and structural supports for   teachers and high-quality materials that engage  students in rigorous inquirybased learning as   well as offline capabilities. As mentioned  on the previous slide, the team began the   textbook process at the end of last school  year and followed the process shown here.   This approach has allowed our department to honor  the work of our committees, maintain consistency   across content areas, gather meaningful input  from external and internal stakeholders,   and allow our department to make the best  decision for both teachers and students. Here we examine the top two choices for APS  history and their cost projection. For this   course, the committee selected Fabric of a  Nation second edition for

143the projected 1,50   students enrolled. Projections are shown based  on current enrollment and factoring class sets   of 15 for each high school teacher. And  this adoption is on a seven-year cycle.   And on the next slide, we'll review the  rationale behind the committee selection. The committee's rationale behind  the recommendations as follows.   Led by a strong alignment to the college board  objectives, the committee commented on the visual   quality of the textbook and how the resources  included exceeded all other options reviewed.   Primary resources were integrated, included  suggestions for differentiation of instruction,   provided activities designed to support  student learning across the curriculum   through an inquiry driven approach and  alignment with the future ready profile.   Teachers highlighted the skills workshop  sections and practice assessments that mimic   the College Board format and prepare students  for the AP exam. Students also highlighted the  

144readability of the book and opportunity  for feedback provided by a few sites.   The digital platform integrates with Canvas and  Class Link, provides resources that include a   variety of assessments and opportunities for  kids to demonstrate their learning. As with all   previous textbook recommendations, offline  access is included when students need it. Finally, we explore the top re top recommendations  for AP human geography. For this course,   the committee selected human geography a  spatial uh perspective AP edition textbook   for the projected 1,800 students enrolled in this  course. The implementation time for this book is   also 7 years. And as with AP US history, this  cost includes a digital text for each enrolled   student and one class set of 15 for each teacher  to support small group instruction as well as meet   individual students needs. We'll now explore the  committee's

145rationale for this recommendation. Committee offered the following rationale  behind their top choice. Send gauges human   geography a spatial perspective AP  edition. The committee honored its   core focus and provide their recommendation  around the strong alignment of college board   objectives and support of the future a  profile. Committee feedback highlighted   the textbook resources available for students  as well as the detailed and visually appealing   maps and charts with recent data and the  offline access capability. The digital   platform also integrates with Class Link and  Canvas, provides robust digital resources,   interactivity, and multiple assessment  types to support the AP exam preparation. Thank you for your consideration of these  adoptions. We look forward to returning   the end of the month for your consent. And  at this time, as needed, I will invite our   math and social studies team to answer what  questions

146you might have. Okay, Miss Rogers. Yes. Okay. So, um I don't know if this is going  to be for you or for Dr. Robertson. All of the   um cost estimates are about 3% per year. Is that  something we're going to contract for that 3% or   is that like do I don't know how that works so  I'm just asking. Yeah, we we have a textbook   fund and we make sure the funds are available to  pay for any of these decisions, right? But I mean,   are we estimating the cost per year that it's  just going to go up 3% or do we contract in   that specific number? I guess that's my question.  Mr. Mr. Quinn, I believe the contract purpose,   our procurement department handles all  negotiations. So within that, there is   a 3% range that publishers are

147allowed to charge  for increase over time. Be above that. It should   not. Our procurement department will take care  of that. I will go right to their office for you.   That's that was my question because a lot of our  our you know we're talking about budget and so   if we're projecting up to 3% and that's the max  then we are going to say that yes this will be   more expensive less expensive based on that 3%. So  that was usually written into the language of the   contract. Right. Right. Right. That's why I was  asking though if they usually don't do more than   3% then that's great. Correct. Thank you. Yep. Mr.  Ken Mr. Quinn, I don't have any questions for you,   but I would like you to know that I took this  recommendation that you're making in

148reference   to the AP US history seriously and immediately  realized I don't have any history, no pun   intended, in evaluating textbooks and determining  whether they're appropriate or not. But my role   here requires me to come to a conclusion in a  couple of weeks and offer an opinion. So I asked   for and received a copy of the textbook itself  and spent the weekend going through it. And what   I was prompted by was a book that I read recently  that dealt with history. And it's entitled if you   can keep it. The subtitle is the forgotten  promise of American liberty. And I thought,   well, maybe this will be helpful. And I remember  reading early on the reason first of all for the   title itself. You probably have heard of this  before, but there's an event in 1787 where um

149I'm   all of a sudden drawing a blank on the critical  figure that's involved, Benjamin Franklin. Sorry,   my age revealed itself. A gentleman who is a  member of the committee that's establishing the   Constitution overheard a conversation that was  heard on the street in Philadelphia and it was   done by a Mrs. Powell. Mrs. Powell comes up to Mr.  Franklin and they're aware of what they're going   through and what they're doing. And so she says to  him, "Well, doctor, now that you've concluded this   process, what have we got? Is it a republic  or is it a monarchy?" And he said, Franklin,   who was rarely short of words of wit, shot  back, "A republic, madam, if you can keep it." referencing the fact that the difficulty awaits  you in trying to maintain a representative   republic. As the story unfolds,

150there got to a  point where it captured my attention. He's talking   about the fact that we don't recognize our heroes  as it relates to the telling of the historical   story. And he says it is the real heroes and  the stories of heroes like Washington and Nathan   Hail and others that help us to properly feel the  power of the ideas behind them. We must feel the   horror of tyranny and must love the noble idea  of liberty. Bottom line, we must love America. And it caused me to put the book down because  I realized when do you hear in this extremely   divided culture that we live in, when do you  hear people even talking about upholding the   principle of working through all of our  difficulties but not losing sight of the   need and the importance of loving

151our country.  So with that as what prompted me to say let me   take a peek at this book and the first thing  that I did when you do anything in this day   and age is you have questions that you want  an answer to and you say let's go to Google.   So my first question was based on age categories  what do people feel about this country and it was   stunning as of 2024 and 2025 only 18% of those  in the age 18 to 34 category otherwise known as   Gen Z or millennials only 18% consider themselves  extremely proud to be an American. Point of order. Yes. I'm not sure if this has to do with the  books, Mr. Ken. Does this have to do with the   book? Yes. Okay. In my humble opinion, it  represents the process

152that was involved.   So, as the story goes on, however, those who  were 55 and older, getting close to my age group,   50% of them are extremely proud. And then when  you get to the baby boomers born between 1946   and 1964, 65% of them regard themselves  as highly patriotic. And I thought, huh,   I'm asked to evaluate a history book. I wonder  what impression I'm going to be left with as I   go through it. But again, having not done an  analysis of a textbook before, once again,   I came up with a question to ask Google. What are  the 25 major achievements that have happened in   this country since its founding up until the  250th year that we're celebrating this year. The 25 included, not surprisingly, the  Declaration of Independence, the Constitution,   the abolition of slavery, women's suffrage, 

153civil rights movement, mass production,   electricity, infrastructure, and on and on  it went. However, there were other things,   and this is where it pertains, Miss Rogers,  just to make sure I'm tying it into the process. What are things we've done that this book  makes no reference to from what I can tell   in my weekend reading? No reference to the fact  that we have a peaceful transfer of power from   one administration and executive to another.  Yes, it's had its moments when it's challenged,   but it never spoke about that. Surprisingly,  it never made reference to the moon landing.   It never made reference to the internet and  the establishment of that and starting through   the military. It never made reference to the  polio vaccine discovery by Jonah Saul. It did   make reference to FDR had polio. It didn't make 

154reference to the Wright brothers in modern flight,   nuclear energy, the GI Bill, the Westward  expansion, and the Homestead Act. the   construction of the Panama Canal, Allied victory  in World War II, other than a reference, it was   minimal in reference to World War II. But what  it did speak about was the bombing of Hiroshima. What was also missing was the Marshall  Plan, Peace Corps, the Louisiana Purchase,   the transcontinental railroad. Bottom line,  the question that I was seeking, warts and all,   which I am fully in favor of us discussing and  elaborating on the good, the bad, and the ugly.   But does it leave me with a sense of despite  our flaws and shortcomings and despite as   the Constitution starts off, we the people of the  United States in order to establish a more perfect   union, the realization

155that this is something  we work on every single day and we don't have it   right, but we're trying to make a more perfect  union. The question that I was trying to ask   myself as a school board member relative to voting  on this book, does it leave me still with the   impression to love this country or does it make me  ashamed of this country? and speaking as only for   myself as I can. It left me with a sense of regret  and shame as opposed to warts and all. Somebody   mentioned it. I don't know if it was here today  or not, but despite its flaws, being born in the   United States of America was an opportunity for  each one of us to recognize we won the lottery.   We have been blessed beyond and I didn't feel  this

156textbook left me with that sense of love   of country that I was looking for. So it's  an imperfect process that I went through.   I get it again not being a committee or  a member of a committee analyzing it but   being asked to give you my opinion. I wanted  to at least explain that there was a process   that I underwent in my imperfect way, but  it was an attempt to try and answer this   question. And I acknowledge the hard work  that was done by all who were members of   the committee. And I'm not criticizing  their efforts at all. I'm just telling   you what it left me with and I wanted you  to know that. Thank you, Mr. Cummings. Yeah. Thank you so much for sharing um about  these book recommendations and I appreciate my   colleagues interest

157in requesting a physical  copy of some of the books. I'll probably not   take up that recommend I'll probably won't follow  that process for the AP calculus book. I'm just   going to throw that out there right now. But  but uh you know if one's available in the in   the the pathway outside maybe I'll I'll glance  at it real quick. Um but I do appreciate that   deeper dive and I think in future you know I was  actually sitting and thinking I was like as I was   prior to you talking was googling some of the  books just to gain some insight. Um and so my   questions aren't more so on the content um you  know because I know my questions are more on the   just a clarification on the tables with the date  with the pricing. So, if

158I read this correctly,   we have an implementation cost and then the 4-year  additional cost estimate. Is that is that one? So,   looking at grades six through eight mathematics  at implementation cost, we can go with that one.   Yep. Is the 111,000 is that year-over-year or  is that just the total cost over four years?   It's going to be the projected cost. It could be  to each each year, right? And it's an estimate.   And I say that with the reality of your enrollment  could change from year to year in that particular   course. you may or may not need the digital  licenses. It could be for replacements. Not   that you're going to lose a digital textbook, but  the physical ones sometimes grow legs. So, I think   those are the things that we try to project within  the core so

159that we're covered for the duration of   the contract. Okay. So, yeah. So, that's just  the estimate year over of year-over-year. So,   I think like maybe adding and this is not I mean  I I think I understood everything. I was sitting   here doing an Africa map. I think just in few if  we could have like a you know in this case this is   a four-year estimate I think having a final  row or column that has like total cost over   the the duration I don't know I think that'd be  helpful as we're in budget season um you know as   I just trying to understand every everything and  understand how much books cost per student and all   those wonderful pieces but I do appreciate  the team's recommendations I had some good   conversations pri uh months ago about, you

160know,  curriculum selection. And so I know the the work   is very, you know, t you is steady, you know, is  exciting to hear about the rubrics utilized when   analyzing books and knowing that some of these  courses, you know, do count for college credit.   And so having that rigor um there and that, you  know, level of of academic learning, I understand   why there's some depth to some of the material.  So I I appreciate that. But that's all. Thank you.   Miss Rogers. Hi again. So sorry that you have  to um circle back to me. I just have a quick   question. So this is um all AP classes except for  the sixth and seventh grade classes, right? No,   we have I believe AP calculus, the AP VA, and the  AP human geography are the three. And there's AB  

161and BC version of calculus. Okay. And so you are  obviously not the only person that looks at these.   Correct. Is an individual, right? No. No. And  we establish a committee that's comprised of a   non a parent who's not a staff member. You have  committees. We get a post-secondary professor.   Right. And so with AP um there are there specific  requirements that have to be met when you're   looking at these textbooks. With the AP textbooks  and the SOS, there are specific requirements that   have to be met so that when we're teaching this  information that our students are getting the   information that they need in order to pass  the exams. Correct. Correct. Yeah. It's going   to be aligned with the curriculum, the framework.  And the AP example, it is going to be to the AP   college framework. So,

162they create the curriculum.  We have our curriculum from the state for so AP   has its own curriculum. So, we look for a book. U  there's never going to be a perfect book, right?   But we try to find the one that has the strongest  alignment, hits the needs and the skills that   we're looking to develop in our students. And I'd  like to, you know, for my own clarity sake, it's   more than an exam. I understand we love weighted  grades. I know we love exams. And trust me,   as a parent of a 10th grader, I'm like, we had AP  credits looking really good right now. I need to   step up. So, like fours and fives are definitely  going to get rewarded. But yeah, I mean,   we're trying to set the kids up for long-term  success. Can you

163think critically at a level that   is beyond your peers, right? um you know so the  information though that is is in the textbooks are   going to align with the exams that the students  have to take. So when for the AP ones yes correct   so that when there are specific content in that  book it's because the students have to learn it   for their exam. So I'll say it like this the book  is a resource we teach the program and then you   have the resource. So the course I should say  we teach the the book is designed to help you,   right? Is it going to cover every single thing in  the curriculum? It may or may not depending on the   book. Again, there's no perfect book, right? But  but all of the books that are intended for

164these   courses are designed to help the students at the  end to make sure they understand the material that   is going to be asked of them. Yes. We wouldn't  give an a a book about, you know, Virginia   history to students taking AP ge uh a AP human uh  geography because Virginia history is not going   to be on there. We're not that's not what we're  asking them to learn. So my point is is that you   guys as a committee look for the books that are  going to be the most beneficial to our students,   which is really the point of us educating these  kids, right? We look for the best resource. Yes,   ma'am. Thank you so much. I appreciate that, Dr.  Green. Thank you. And thank you, Mr. Quinn. Um,   I just wanted to make sure um in

165case someone  may have missed it in the viewing public as   well that I see in your timeline that there  is an opportunity for the community to review   the textbooks uh and and offer their feedback.  Did you get much response from the community?   I don't believe we got a whole lot. No, ma'am.  So, we have the books on display here. They were   displayed from October through November and then  we also put them at the central library and then   anyone that wishes we can make a book available  like Mr. Cal did since he had requested one. So,   we we brought him a copy. All right. Thank you.  Always available. Right. And I just wanted to   make sure that the viewing public know that  there was opportunity. We would encourage   them to join in the future. Uh the

166books  that are being recommended. Yep. So, this   um student enrollment number here. Um so, let's  just say it's the AP US history. It says 1050.   Is that the six-year anticipation or projection?  That's the we take the average project enrollment.   Okay. Um we know that it can fluctuate. Uh we've  not seen a dramatic increase in any particular   course over the last couple years. Now, that's  always subject to change, but we tend to take   the average um enrollment as it goes over the last  three years. Thank you. you know, and I I think   that the community feedback part um is really  important, you know. Um I think as an as a board,   maybe it might be useful if we get notification  when those those are about to be out for the   community. So that way when the

167community asks us  questions that we we can tell them, hey, you know,   you can review all of this over here and it's it's  out. So anyway, just just kind of a thought. I   would like to see the board get that notification  so that you know those that really want to get   into the the weeds with those books and really  provide the the feedback um we're really getting   that feedback. Um the other question I have here  is um this second choice book is that available   for review? Which one? to which one of your I'm  sorry this AP US history implementation I mean   we have to have a history book right so correct  um it is required by college board yeah so they   were both on public display I mean we could easily  provide a copy if

168you wanted to look at it as well   thank you um and I don't know if my my colleague  is interested in that but I just wanted to make   sure that was available um if my colleague is and  then uh Dr. Robertson, you serve on the college   board, correct? I do. Advisory. Yes. Okay. Um I  think a description of the AP US history course   um there's a name for it here. I just searched  it while we were sitting here. Uh the Oh,   it's in our curriculum guide. Okay. Um the  course framework, is that something that you   could send to the board? Absolutely. Okay. Thank  you. All right. Thank you, chair. Just real quick.   Sorry. Thanks for coming. Sorry, didn't see  you. As I hear the desire for book requests,   um, are we asking that each board

169member gets a  book or just one made available to all? I think   it's going to be one would be in the clerk's  office. Is that what we've done in the past   when people have made requests for books? Yeah.  Yes. One will be in the clerk's office. We do vote   on it. So, you know, if somebody wants to request  it, I I think it's fair that they get a look. So, we'll we'll follow up via email if um so that  everybody knows how they can review if they're   interested. Does that sound like a plan? Uh Dr.  Robertson, do you think you could send the board   that information too about signing up for the  book? Yes. uh just whatever the process is for   being able to review the book when the public  viewing period opens. Is that

170what you're No,   I I think we're talking about the school board  voting um and the school board wanting to review   the book and how we're going to be able to review  it at this time. So, um just for those that are   interested. Okay. I do not see any further  comments. Oh, yes. My hand was up. Sorry. Oh,   okay. Miss Malnik, just kidding. I I I also  want to make sure the public understands that   we also have government classes. So, some of the  topics that were mentioned in love of country. Um,   some of those some of the topics mentioned might  fall under some of our government classes. So, thank you. Thank you. Okay. We are now on to  budget transfers. And we welcome Crystal Pate,   chief financial officer. And I do want to note  that this

171one is on information and consent. So   if any board members um don't want to support  it, we would need to move it off of consent uh   when we get to the consent agenda. So just just  so everybody's aware. All right. Good evening,   Chair Brown, Vice Chairwoman Williams,  school board members, and Dr. Robertson.   Forformational purposes this evening, we  are bringing forward two fiscal year 2025   2026 budget transfers for the board's review.  School board approval is required for budget   transfers that exceed the superintendent  authorization threshold of $250,000. The   first transfer totaling 1.1 million addresses an  increase in McKenna Vento transportation cost.   To fund this transfer, we are proposing  the use of remaining funds from the summer   school cost center, which had a surplus  at the conclusion of the summer session,   as well as unexpended funds from the

172middle and  high school classroom cost centers resulting from   position vacancies. The second transfer in the  amount of $270,000 covers increased electrical   services cost. This transfer is proposed to  be funded through unexpended funds within the   high school classroom cost center, also  attributable to position vacancies. And   that concludes the presentation. Be glad  to answer any questions you may have. Miss Rogers. Um, this is for last school  year. This is not for the ongoing year.   It's the ongoing school year. Last school year  is closed. Okay. So some of these I'm I'm just   asking because I'm trying to understand these  are for positions that aren't filled. So then   it is is it our intention to not fill them at  all this year? No. Part of this is just the I   it's just the process. So we budget for positions 

173at a certain point when we build the budget. We   usually average anywhere from 3 350 400 vacancies.  We budget for there's an eb and flow of that,   right? So some of them get filled midyear.  Sometimes we lose we lose staff that are been   senior like history. So it's a it's a culmination  of things that lead to those differences in what   is originally budgeted and what we actually um  expend throughout the year. So this isn't bottom   line going to upset our budget. It is not going  to upset our budget. Thank you Mr. Count. Yes. I   just wanted to confirm. Did you say the million  one transfer in the category of social workers   and other purchase services is for McKini Vento  services? Is that correct? Yes, sir. Okay. And   that again is a transportation that is the

174federal  for the homeless. Yes, sir. Gotcha. Thank you. Okay. I don't see any more questions. Miss  Melnik's hand isn't raised. Correct. Okay.   Thank you. All right. We are now  back to the budget workshop and   we're going to welcome Jack  Freeman and Melissa Ingram. All right. So, big mental shift going back to  the budget workshop. So, the process that we've   been going through is to prepare um adequately so  that when we get to the superintendent estimate   of needs that we've done a lot of the work and we  have understanding of where we've been and where   we're moving. So for this one, what you're going  to see is the current year's capital program and   the information related to the capital program.  And the reason why we're giving it to you now is   so that we all have

175a baseline understanding  where we were this year so that when the seon   is presented that you can see the changes and  clearly that seon is going to reflect the updated   guidance that we've received from the board  throughout the course of the year. So with that,   when you look at the numbers, just remember we're  talking about this year's numbers and that's going   to prep for next uh the seon when we present uh  for next year. So with that, Miss Ingram, we'll   walk you through it. Okay. Good evening. Thank you  very much for your time today. I also want to say,   you know, thank you. Um as Jack mentioned, we're  are um preparing for the upcoming SEO. and want to   thank the board um the city and the budget office  for their time since last budget process

176to talk   about CIP needs. So this first slide we have  here is showing our approved uh funding summary   for this current 2526 CIP uh shown in the blue  sections and totaled at the bottom of the page   with total level funding of $61.8 $8 million  uh moving forward in the six-year CIP annually.   Outlined in red in the middle of the page is PIGO,  which is planned to continue to increase um with   an equal decrease in the special reserve fund or  planned reversion, which is shown at the bottom   of the list just above the total. Bond sources  are are other funding sources shown on this page.   uh those include charter bonds, public facility  revenue bonds, and energy performance contracts   funding and those remain flat throughout  the six years. As a reminder, the guidance   we received was to

177remain in a flat funding  environment. At the top of the slide in green,   figures are shown here for the debt service  budget plan uh approved last year. Our current   debt service budget is $50 million. This plan  was approved last year to plan for capacity   for Princess Anne High School. We are updating  these figures now with our consultant Davenport. So this graph uh visually shows our approved  budget uh funding sources and how they are split   between our maintenance related capital system  replacements in the green and new construction   in the light blue reflecting the importance  of our maintenance uh related capital projects   throughout the six-year CIP. fully funded in  last year's CIP is tri campus additions. In   the upcoming seon, the one we're preparing for  for February 24th, we'll we will be planning   uh for fully funding

178Princess Anne High School,  which will result in an increase of the funding   sources for new construction or the light  blue portion of this graph in front of you.   And that will have a corresponding decrease on  the maintenance related projects in the green. And so now we're going to take a more detailed  look at the funding summary. You can see at the   bottom again our level funding of $61.8 million.  Highlighted on the middle of the page in red   um over to the left uh are some of our maintenance  related projects are HVAC roofs as well as grounds   and various um that we are still working  to catch up on on deferred maintenance.   um how we are making uh great progress as we've  briefed you in our facilities update. However,   we still have a way to go

179on these projects.  Highlighted in yellow are the new construction   projects with their projected project  costs considering associated bid dates.   In the middle of the page is the TriCampus  additions which is on track for a summer 2026   construction start with design almost complete  and a bid contract to be presented to the board   for approval in about two months. Students will be  able to occupy the additions in school year 2829.   At the top of the page highlighted in yellow  is Princess Anne High School project with the   projected project cost for an estimated bid  date of 2037. Uh we have spoken about Princess   High School um at length with the board and  again thank you for your time in discussing   our CIP needs through the course of this year  and we have received guidance from the board   to

180move this project forward. Therefore, the  next time you see this project in the seon,   it will have the associated project budget reduced  for an estimated 2028 bid or guaranteed maximum   price and will be fully funded in the six-year  CIP through appropriations in the needed years   to accomplish the project. And that will occur  with corresponding reductions in the maintenance   related appropriations uh that we looked at  in the beginning of looking at this slide. And so our next slide here uh shows our currently  approved uh debt service plan. Again, this is for   fiscal year 2526, our current fiscal year. And  it's in a graph format for you. uh shown on the   graph in the dark green is our existing debt  service. Uh light green shows some of the new   debt service that's estimated for our maintenance  related

181CIP projects. And shown in tan is the tri   campus additions. All of these together keep us  within the current debt uh debt service budget of   $50 million. As you can see from the graph moving  forward, shown in red, that red line is the debt   service plan approved last year. And we reviewed  these numbers on the first slide when we reviewed   funding sources. This plan gives consideration  for having enough capacity in debt service.   The red line shows the plan of increasing  the debt service budget incrementally over   the next six years to accomplish Princess Anne  High School. We are updating this information   with our financial consultant consultant  Davenport. And the next time you see this graph,   you will also see the need shown for Princess  Anne High School for proposed 2028 bid or GMP. And our last

182table here shows  these new construction projects   uh from this current year CIP. And as  a recap of of what I've shared earlier,   uh Triampus additions is on track. Princess  High School is currently being recalculated   for an earlier construction start date and  Bayside High School remains in the six-year CIP. So um to wrap up in terms of what to expect  in the upcoming seon for the six-year CIP   for Princess Anne High School um again we have  begun the solicitation process for a progressive   design build delivery model with a request for  qualifications or RFQ currently advertised for   the triampus additions. Design is underway  for New Town and Diamond Springs elementary   schools with construction to begin this summer  of 2026. In terms of our maintenance projects,   they remain a priority in keeping our buildings  well-maintained. Listed on this

183slide are some   of those projects that we have discussed with  you that we continue to work towards moving   out of deferment. And with all of the above  considered, we will continue to plan for debt   service in this upcoming six-year CIP. Shown on  this slide are two Virginia legislative bills,   House Bill 334 and Senate Bill 607. And I want to  thank the budget team for sharing these with us   um when they they were made aware of  them. Uh which they're making their   way currently through the general assembly.  Uh these bills may present an opportunity   if advanced by making any by making additional  funding sources available for us. Both bills   proposed would allow counties and cities to add a  local sales tax of up to 1% if a version passes.   The revenue generated from this tax could

184only  be used for capital projects such as building   a new school or renovating existing facilities.  voters would have to approve the tax through a   referendum in an election before it could take  effect. Um, so with that, I want to thank you   again for your time today in reviewing aspects  of the CIP. And again, as a reminder, everything   I've shared with you today is a baseline so  that when we present the CEO on February 24th,   you can see the changes that we have been working  on as a result of updated guidance. And with that,   I'm happy to take any questions you might have.  So, I'm very excited about the work that we've   done here, and I I just want to thank you all for  working with us and making sure that, you know,   we are involved.

185Um, that RFQ is out. Um, I just  want to make sure that the public knows that,   um, requests for qualifications are public. You  can find them on the website. Anybody can download   the packet. Um it's it's got quite a bit in there.  Um there's a lot of attachments from, you know,   the work that was done with the prior uh PPE, the  public private education infrastructure act um a   few years ago with the three builds. Um I I feel  like this board has done some really great work,   you know, finding some creative ways forward  to try to get things done faster. And so,   um, I'm I'm happy that we're continuing that work.  And, um, I just did want to ask though about this   slide. Um, it doesn't have a number here, but,  um, you did say

186that the numbers for the total   estimated project costs are likely to change.  Correct. That is correct. Well, we're looking at   um, all of those are based on a projected bid  date. So, we've moved Princess Anne High School,   if you're speaking of that one, from a 2037  big date to a 2028 is what we're projecting   for now. Okay. And so, those projections are  based on the design from um the previous PPE   and the guaranteed maximum price currently and  inflation if if I'm correct. Correct. Correct. So,   it's hopefully going to come in. We're hoping  for less. We're still hoping just to to find   a way to move forward with less expense uh to the  community. Mr. Co Pepper, just a quick question. I   want to clarify one of your slides. The one that  has the the red

187line for the uh projected debt   service budget maximum. I'm just not sure what  I'm looking at there. So, obviously I understand   what the red line is. That's the projected maximum  for debt service uh that we're going to increase   by six million a year. is the is the the colored  section is that the actual debt service. So yes,   so the uh again the dark green is what we actually  have now and then that looks forward six years and   that's where the light green and the tan come into  play. Um and and you are correct. There is a there   is a blank uh space in between the red line and  what we're currently projecting because we were   not projecting during last year's CIP process to  start Princess High School until 2037. Okay. So   that's what the white

188space is for. That's that's  we can fill in with Prince Stan. Okay. Got it.   Thank you, Dr. Green. Thank you. Thank you, Miss  Ingram. And I um can hear the clapping all the   way on the DAS to district 4 um because we will  be groundbreaking um this summer um with the tri   campus. So, thank you. With that being said,  I think my question is probably more for Dr.   Robertson. Um, as I'm constantly out and about,  Dr. Robertson, I get a lot of questions about how,   and I don't expect you to answer this right now,  how we're going to preserve uh the name of Betty   F. Williams. So, I request that maybe by the time  we do groundbreaking this summer, um, we'll have a   plan in place. maybe with putting a committee or  or something together

189with maybe a few community   members uh uh as well so we can have that ready  for the following year or so when we open up that   new campus. Yes, ma'am. Yes, ma'am. There's a  policy uh that we follow related to that. Yes,   ma'am. Thank you. All right. Thank you. Thank  you. Okay, we have one more presentation here. I'll let you go ahead and take it away.  Well, thank you. This is the final department   presentations. Good evening again. I'm Matt  Delaney. I'm the chief schools officer and I'm   also serving as the interim chief academic officer  in the department of teaching and learning or as   you'll hear me refer to DETL throughout the rest  of this presentation. Uh just knowing my role   as chief schools officer, I've always worked  very closely with the chief academic officer   and

190the department of teaching and learning. Our  departments really uh partner a lot to provide   most of the leadership guidance, oversight  and support of all instructional programming   and support services. Uh DTO supports schools and  students by developing high- quality curriculum,   assessments, instructional materials, and  running many programs that serve students,   staff, and families. Uh the teams  provide mandated student services,   provide inschool teacher support and instructional  coaching, support schools in following state and   federal regulations, and understanding their role  in compliance to Virginia code and legislation. As noted in all of our departmental presentations,  we've used the guiding principles outlined on the   slide for financial stewardship. Uh you'll be able  to see elements of these principles throughout the   presentation. This slide shows DTO's total FTEES,  the majority of which 2,241.25 are allocated to   the schools. I'm going to re

191restate that fact  as I recall Dr. green statement last week in   the docsel presentation 2241.25 25 of those  allocations are to the schools. To put this   in perspective, more than 1,200 of these FTEEs are  for special education teachers and and assistants   alone. This number also includes administrative  assistants, instructional technology specialists,   school counselors, gifted resource teachers,  school improvement specialists, CTE teachers,   coaches, and behavioral intervention specialists.  There are also 242 FTEEs allocated to the DTO   offices. Again, it's important to know that  even though they are centrally assigned,   they spend the majority of their time in schools  co-eing, coaching, and supporting students and   staff as the director assigns each to a set of  schools to support. This group also includes   our psychologists, our social workers, our  ideologists, our AVID specialists, just to name   a few. Uh the leadership

192team in DTO is listed on  the slide. Dr. Lorena Kelly and Mr. Thomas Quinn   who oversee elementary and secondary teaching and  learning as part of their offices also include   Miss Laura Silverman who oversees title one and  preK and Dr. Sarah Lockett who oversees CTE. Dr.   Myers do and Miss Tanya Sodomy oversee the office  of programs for exceptional children. Mr. Robert   Jameson and Miss Abigail Dherty oversee student  services. Dr. Crystal Wilkinson is the director of   all K12 programs, including ESL, world languages,  health PE, performing and visual arts, and gifted   programs. Dr. Ryan Goldberg leads instructional  technology, library media, and Virginia Beach   digital campus. As you can see on the slide, the  amended fiscal year 2526 budget was 290,382,778. On the upcoming slides, I'm going to provide  a snapshot of the work the central office team   members

193do each day to ensure our school staffs,  teachers, and students are successful. DTL is the   division's largest department and oversees  many of our core instructional and support   functions. Our work is grounded in the teaching  and learning framework, which focuses on the   principles of how we plan, teach, assess, and  respond to student learning and student needs.   Uh the school board is very familiar with the  key responsibilities of this department as we   prevent presented much of this information  at previous meetings including the October   28th workshop. This slide highlights key  work of career and technical education,   elementary and secondary teaching and  learning in the middle column and student   support services. I'm going to hit a couple of  highlights as I give you a moment to review. As you're reviewing, many many of these functions  are state or federally

194monitored and mandated,   while others reflect our long-standing  commitment to providing rigorous innovative   opportunities such asmies, advanced course  offerings, career and technical programs,   and student interventions to ensure graduates are  meaningfully enrolled, enlisted, or employed. Want   to draw you to a couple of items on here just  to show some things that are in the works. If   you look in the CTE column, you'll see the STEM  trifecta. This is scheduled for f February 24th.   It's also this year going to include a career expo  that's going to house all of our seventh grade   students are coming over to the convention center.  Really excited about that work. That's February   24th. And the elementary, secondary, and student  services had a a major impact on this. You'll see   the student reading plan guidance and support.  Just want to draw your attention that

195over 10,000   students and 6,000 reading plans are combined in  our elementary and secondary schools right now.   very comprehensive effort by this team to  ensure that process was as fluid and as   meaningful to support our students in need of that  support. And then in student support services,   I'll draw the attention. There's  several you could look at there,   but AVID is one area we've seen a significant  focus on our middle school and high schools.   And today all secondary imple implementation teams  were involved in training. Also like to obviously   highlight the work of Harbor Hope Recovery School  and Mr. Jameson's efforts to lead that work   uh has certainly put us on the map in the region.  And finally, I'd like to highlight that in 2425,   DTO supported students earning 14,500 industry  credentials, managed over a million dollars in  

196grant funding to support student programs. We  offered over a significant number of unique   secondary courses in addition to the core  and elective courses. These examples really   reflect the significant work required to  keep our system operating at a high level.   This slide highlights the key functions performed  by the office of programs for exceptional   children, also known as OPEC, the instructional  technology department, our office, and the K12 and   gifted programs. Again, there's many areas that  you can review on this slide, but I'm going to hit   hit a couple of highlights. At the top of the OPEC  column on the left, you will notice the compli   uh emphasis on compliance and specially designed  instruction. All administrators in elementary,   middle, and high school have received extensive  training in this area led by Dr. Myers do and Mrs.   S Soayor.

197Especially design instruction is really  a key focus as we continue to work on supporting   our neediest learners. Instructional technology,  you've heard m much about their efforts throughout   the year in digital citizenship and AI. Turnkey  trainings have been completed on the high school   level and our elementary and middle school  staff are working through that process as   well. And then finally in K12 and gifted, you've  seen the implementation or we're working on the   implementation of the schoolboard approved gifted  plan and also providing supports to our increasing   English language learner population. You probably  noted all offices in DTO have the key function of   offering resources and professional learning,  much of which is driven by legislation and some   of which is optional with staff. Just to give  you an idea of this commitment, in 2425, DTO   delivered over 930

198formal professional learning  sessions serving 26,957 participants. This does   not even include unrecorded inschool coaching and  support which happens daily. Because DTO oversees   mandated federal and state requirements and  ensures alignment with Virginia code, any budget   reductions must be carefully evaluated to minimize  negative impact on students and staff because the   majority of the DTO budget funds school-based  staff and resources. Here you will see that DTO   has identified ways to restructure support and  reduce positions to contribute to the funding   needed to support a competitive compensation  package. Again, these were proposed changes   and some of the key proposed changes include a  reduction of four FTEES. Uh this may if if those   uh proposals are accepted, this may mean some  offices will redistribute duties and there might   be sometimes a difference in the availability  and the prioritization to school needs.

199We also   reduced the amount across all cost centers. This  was done by reducing several resources AC across   multiple cost centers in a strategic manner  to avoid any negative student implications. And finally, you've seen a lot of this discussion  in the last few presentations even today because   this department is responsible for all the  state and federal expectations and responding   to legislation approved curriculum material  updates and more. This bud this department   will always have budget requests to ensure we're  in compliance and comport and can support our   schools. As you know, costs for materials do not  stay the same either. They continue to rise which   impacts our budgeting annually. You've observed  several of these budget items during Miss Pace   presentations such as the McKenna Vento, the  positive news around federal funding, funding   for Lexia, which was in that

200report to support the  Virginia Literacy Act, and Mr. Quinn's extensive   presentation on textbooks, just to name a few. In  closing, the Department of Teaching and Learning   remains committed to challenging and supporting  every student to achieve academic excellence while   developing the skills and attributes outlined  in the future ready profile. At this time,   myself and many members of the team are here and  prepared to answer any questions. Dr. Rene, thank   you. And thank you, Mr. Delaney. and and mine is  just more of um a comment um to the benefit of the   public and and for my colleagues. Um you I think  you shortch changed yourself in in displaying   everything that's done. Um, and I'm going to take  a a personal liberty from having been on that   side, such as I know in Ronnie's office, um, a  couple

201of a lot of things are missing. And I know   it's because of the restricted face and Lena's  and all. And I say that because I don't I want   everyone to understand that there is more that's  not listed here. And I know even for my old area,   Mr. Jameson, you don't have secondary summer  school anymore. Oh, you still do. Okay. And did   I know notice and my point is to give you examples  of large things that are missing that they could   not get in those little squares such as the  military academic support programs. I know that's   still there. Um, as well. So, and and I didn't see  like some of the residential programs that Ronnie   area has and some other big uh responsibilities  as well as with our instructional team. So,   so thank you, Miss Rogers.

202Thank you, Mr. Delaney,  for this presentation. And I also want to say   um thank you for letting us know where um a  lot of your staff are allocated. It was really   difficult to see where things are and especially  with the ORC chart to understand that, you know,   teachers are under you and and how many staff  um report to you within this large number. So,   you know, that's something that it's much easier  to visualize once we have that information. Um,   and obviously anytime you're talking about  reduction, the last thing you want to do is   reduce the staff that are that are affecting the  children every day. And so, they're the ones that   should not be affected by budget constraints.  They need to continue with their services and   their programs and the educators that they love  every

203day. So, thank you for this presentation. All right. I don't see any additional questions. I do appear to be Nope, that's draft. Is that  when is that today's? Okay. No. Um I appear   to have misplaced my agenda. So there we go. All  right. I don't see any additional questions. Um,   so we are now on to the consent agenda and I  just want to remind that budget transfers are   on there. So if anyone objects, um, just let  me know after I read it, um, to it being on   consent. White Oaks Elementary School window and  door replacement, religious exemptions, budget   transfers. Are there any objections to the school  board voting on the consent agenda as presented?   Motions made by Dr. Green, seconded by Miss Dwire.  All those are in favor. The voting board is open   for the

204consent agenda. Miss Melnick, how do  you vote on the consent agenda? Yes. Thank you,   Madam Chair. We have 11 eyes. The motion to pass  for the approval of the consent agenda. Thank   you. Uh we are now on to personnel report and  administrative appointments. I call for a motion   to approve the personnel report and administrative  appointments. Moved by Mr. Cummings, seconded by   Miss Rogers. Any discussion? Seeing none, I call  for the vote to approve the personnel report and   administrative appointments. Miss Melik, how  do you vote on the personnel report? Yes. Mr. Ken, how do you vote? Thank you, 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 committee organization. Point of  order chair. We do have an administrative  

205appointment. Oh yes, Dr. Robertson, do you have  any administrative appointments? Yes. Thank you,   Madam Chair. We're pleased tonight you've  accepted our recommendation for Leah Donna Hugh   uh currently instructional specialist in the  office of K12 and gifted programs to be the   next coordinator of world languages and the office  of K12 and gifted programs. Thank you. Thank you. Okay, we are now on to committee,  organization, and board reports.   Do any board members have anything to report?  Miss Rogers? Thank you. On February 6th, 2026,   I left District 5 to visit Cox High School in  District 8. While there, I met my colleague,   Mr. Kellen, who is also visiting from District 6.  We were not there for a program or a class, but to   attend the Young Republicans Club meeting during  one lunch, which occurred during the school day  

206in order to hear Congresswoman Jen Kiggins speak  to the students in the club. The congresswoman   brought pizza for the students to encourage  their participation. While at the club meeting,   we listened to Miss Kiggins encourage the children  to be involved in politics by telling them,   quote, "Don't get mad. Get off the couch and do  something." End quote. We were able to observe   with about half a dozen staff, some of whom were  there to assist students with disabilities so   those children could participate as well as  the club club's leaders club leaders parent.   After about 45 minutes, the children were able to  return to the learning environment and continue   their day despite this exciting opportunity  to interact with an elected official. A group   photo of the students with the congresswoman  can be found on social media. On a

207side note,   a colleague asked earlier and I wanted to report  that I did not see permission slips being brought   into the library, but that does not mean they  weren't submitted prior to my arrival. Thank you. Okay. And Miss Melnik's hand isn't raised.  Okay, great. Um, Vice Chair Williams,   we do have a a I think it should be  relatively quick close session. So,   um, Vice Chair Williams is going to read us into  close. I move that the school board recess into   close session in accordance with the exceptions  to open meeting laws set forth in code of Virginia   2.2-3711 part A, paragraph 78 as amended to  deliberate on the following matters. Seven,   consultation with legal counsel and briefings by  staff members or consultants pertaining to actual   or probable litigation where such consultation or  briefing and open meeting

208would adversely affect   the negotiating or litigating posture of the  public body. For the purposes of this subdivision,   probable litigation means litigation that has  been specifically threatened or on which the   public body or its legal council has a reasonable  basis to believe will be commenced by or against   a known party. Nothing in the subdivision should  be construed to permit the closure of a meeting   merely because an attorney representing the public  body is in attendance or is consulted on a matter.   Eight. Consultation with consultation with  legal counsel employed or retained by a public   body regarding specific legal matters requiring  the provision of legal advice by such counsel.   Nothing in this subdivision shall be construed  to permit the closure of a meeting merely because   an attorney representing the public body is  in attendance or is consulted on any

209matter,   namely to discuss a settlement offers in court  matters, b status of pending litigation or   administrative cases. C consultation with  legal counsel regarding probable litigation   and pending litigation matters. Okay. Motion  made by Vice Chair Williams, seconded by Mr.   Cummings. Any discussion? Seeing none, I  call for the vote to go into close session. So, Madam Chair, we have 10 eyes. The  motion did pass to go into close session. Whereas the school board of the city of Virginia  Beach has convened a closed meeting on the date   pursuant to an affirmative recorded vote  and in accordance with the provisions of   the Virginia Freedom of Information  Act. And whereas section 2.2-3712   2-3712 of the code of Virginia requires a  certification certification by the school   board that such closed meeting was conducted  in conformity with Virginia law. Now therefore,   be

210it resolved that the school board of the  city of Virginia Beach hereby certifies that   to the best of each member's knowledge only  public business matters lawfully exempted   from open meeting requirements by Virginia law  were discussed in the closed meeting to which   this certification applies. And only such  public business matters as were identified   in the motion by which the closed meeting was  convened were heard, discussed or considered. Okay. Motion to certify closed session  was made by Miss Dwire, seconded by Mr.   Co Pepper. Any discussion? Seeing none, I  call for the vote to certify close session. So, Madam Chair, we have 10 eyes. The  motion did pass for certification of   close session. Thank you. And I do want to  note that next Tuesday is a special meeting   related to budget that will be at 400 pm. Um, 

211and Dr. Robertson would like all questions I   would say by Friday morning because Monday is a  holiday so that it can be compiled for Tuesday.   Does that sound good? Okay. All right.  With that, we are journed at 9:21 p.m.