001[Music] Good evening. My name is Kathleen Brown, chair of the Virginia Beach School Board, and I hereby call this meeting to order at 6 PM on the 28th day of October, 2025. Madame Clerk, would you please announce the role? Thank you, Madam Chair. Present in the schoolboard chamber are Chair Brown, Vice Chair Williams, Mr. Bowensteel, Mr. Ken, Mr. Co Pepper, Mr. Cummings, Mr. Dwire, Miss Felton, Dr. Green, and Miss Rogers. Thank you. We are going to observe a moment of silence followed the ple by the pledge of allegiance. Please join me as you are able. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. We do not have any student, employee or public
002awards and recognitions this evening. So we are on to the adoption of the agenda. There is one modification um to put questions related to the workshop in for A and then move everything else. So intram financial statements would be B. Modified course proposal would be C. Uh, middle school dual language immersion considerations would be D, division literacy, E, VSBA delegate assembly proposal F, and behavioral and mental health supports for students year 2 outcome will be G. Are there any other modifications to the agenda as presented? Seeing none, I um call for a motion um for the agenda as presented and modified. Moved by Miss Dwire, seconded by Vice Chair Williams. Any discussion? Seeing none, I call for the vote on the agenda as presented and modified. Okay. Okay. So, Dr. Green, how do you vote?
003And Mr. Bone Still, how do you vote? Thank you, Madam Chair. We have 10 eyes. The motion did pass for the adoption of the agenda as presented and modified. Thank you. Um, we are on to the superintendent reports and recognitions and Dr. Robertson, I'll turn it over to you. Yes. So, good evening, Madam Chairwoman, me members of the board. Here are a few items of interest for you and our families. I'm happy to share that the Entrepreneurship and Business Academy at Kimfell High School has been named the winner of the Innovate 757 Tech Knight Award for Innovation Education sponsored by Oldman University. Tech Night brings together entrepreneurs, business leaders, technologists, and government officials to celebrate people and organizations who are making a significant impact in regional tech. This award celebrates advancements in technology and entrepreneurship
004education. I'd like to recognize our amazing EBA students and staff who not only attended but also volunteered at the Tech Night event at the Chrysler Museum. They embody creativity, collaboration, and purpose. About 200 Virginia Beach City Public School students celebrated the power of we kickoff event October 4th at Kellum High School. The middle and high school students are members of their school's Tide Coalition and discussed how to promote a sense of belonging in their schools. Among the facilitators were staff members from the Office of Opportunity Achievement, the Department of Communications and Community Engagement and six students in our Virginia Teachers for Tomorrow program. Three years ago, high school coalitions began meeting about once a month to brainstorm how to change school culture. Now, the effort has expanded to our middle schools. Participants left feeling inspired
005with one seventh grader noting, "I have what it takes to help change my school." I'd like to thank the Virginia Center for Inclusive Communities for partnering with us and helping our students be agents of change in their communities. The Virginia Beach Convention Center was a buzz with more than 3,500 students and family members October 16th during themies and advanced academic program night. As usual, our students did a great job representing their school. And that's a good thing because some of the young attendees came with a list of questions to ask about the various programs. Visitors were impressed with how we offer specialized experiences for students interested in engineering, business, math, health services, the arts, environmental studies, and so much more. Our advanced academic pathways not only reflect our students diverse interests, but align with the
006current and future needs of our region, preparing them for success in employment, enlistment, or enrollment. The Virginia Beach Education Foundation hopeo hosted its annual TGIF celebration October 16th at the Sandler Center honoring the creativity and dedication of Virginia Beach City Public Schools educators. TGF stands for Teachers Grants Improve Futures. About 150 guests gathered to recognize 67 grant awards totaling more than $222,000. These grants, made possible through the generosity of annual sponsors and underwriters, support projects that bring fresh, engaging ideas to the classroom and strengthen community partnerships. Another fun event is coming up this Saturday to support the Virginia Education Foundation when Sheriff Rocky Hulcom's group of sheriffs play the champs, the defending champs, that's us, Virginia Beach City Public Schools. and and the Turkey Bowl, which will raise money for the foundation's beach bag program.
007So, please come out. Public school staff will compete against again public safety players in this flag football game at Ocean Lakes High School starting at 10 a.m. on Saturday. Simultaneously to this event on the football field, the Virginia Beach Clean Community Commission is gathering local vendors and volunteers to hold a fall clothing swap, food drive, recycling, and composting event. And then finally, I have a threeminute video to share with you that features our staff, our academy students, and our fifth graders sharing exciting moments from last month's STEM day at the Oceanana Air Show. Today we are here at the Oceanana Air Show. Each year all of our fifth graders from Virginia Beach City Public Schools have the opportunity to come to the air show and participate in numerous STEM activities. Today we have about 5,000
008fifth grade students that anxiously have awaited this opportunity for their entire elementary career. And as you can see, you can kind of feel the excitement in the air. The most exciting part instructionally of this opportunity for children is that they get to see the science instruction that receive that they're receiving in the classroom come to life. Probably one of the most exciting things that we see is the development of the relationship between the high school students and the elementary students each year. We're going to do a really fun activity and we're going to act like we're a fisherman and we're going to have five whole seconds to try to get as many fish off of the floor as we possibly can. What's your favorite subject? Math. Mine too. So at the end of middle school
009what you can start doing if you love math like me or if you love science or if you have a career interest in math in the end of middle school you can start applying to Virginia Beach schoolmies the high school students knowledge of the elementary curriculum and how theirmies fit in grows exponentially each year. It's a great way to give the fifth graders a chance to see if they're interested in health science to see if you know there was othermies out here too and have a good time. Like even there was just tiny toys that they could do but it's different when you go out of school and do the same thing that you would do in a school. So I feel like it was a great opportunity for them to learn different things that
010they can do in the future. In fifth grade being on the other side of it, it was a lot different because I didn't know what I wanted to do and now that I'm the one helping them out, it just kind of feels like surreal. Kids are doing a whole lot with hands-on activities. They're getting their hands on with the STEM, connecting math and science. So, it's absolutely amazing on the science, the technology, the engineering, the mathematics, but also just steering up and gearing up for what's to come. Learn about the professions out there and learning how they can find what they love and apply it back to what the world might need. So, I learned about a lot of STEM stuff and how glass fills our waters. We had a balloon station. We put balloon
011in liquid nitrogen. We had this like station and there was a metal box and we put metal against it and it like had a thought it had like a spark. The coolest thing I saw today was the jet elevation 15 30 40 [Music] the blue angels fly the Boeing FA18 Super Hornet a multi-m mission strike fighter versions of which have been operational throughout the fleet since 2001 and now this is just an extens vention of those learning activities out here in the real world and in our community in Virginia Beach. So, it's an exciting opportunity that most children don't get the opportunity to participate in and we're just very blessed with our partnership here with Oceanana. Yes. Yeah. Outstanding. It's It's definitely inspiring to see our students flying high. I know Mr. Freeman and Mr.
012Co Pepper got excited the last part because it took them back to their days when they were Top Gun pilots. Ourmies and our partnership with the Navy continue to help our students become future ready. And so, thank you, Madam Chair. That concludes my report. However, I do have some recognitions. Yes. Recognitions. Yes. So, tonight uh we've got several recommendations. We'll start with Jacqueline Kenny. Uh Jacqueline, uh her currently is an admin assistant at Corporate Landing and Chemistsville Elementary Schools. We're pleased that you've accepted our recommendation for her to be the next assistant principal at Lancetown Elementary School. Congratulations. I see you have some guests. Thank you. Elementary. Yes. Thank you. Congratulations. [Applause] Next up, we have Frederick Franks. He currently was a division chief in the Naval Criminal Investigative Services or NCIS. Was also a
013former assist associate deputy director in the Federal Bureau of Investigation. And we're pleased that you've accepted our recommendation for her him to be the next coordinator of security and safe schools in the office of security emergency management. Congratulations. And I know you have a guest. I do. Yes. Yep. Yeah. Yeah. Yeah. Very good. Congratulations. [Applause] Next up, we have Casey Morrison. Uh, currently a transportation area supervisor in the office of transportation and fleet management services. We're pleased that you've accepted our recommendation for him to be the next coordinator of transportation, the office of transportation and fleet services. Okay, I see you have some guests. Got my wife Natalie. Congratulations. Congratulations to all of you and welcome to a great team. And that concludes my recognition. Thank you. Okay. So, um I do know that we
014have a couple of board members whose uh tablets are not uh functioning. So, if you could just get my attention with your hand and we'll do a voice vote until that's fixed. Um, we are on to the approval of the meeting minutes for October 14th, 2025 regular schoolboard meeting. Is there any modifications to those minutes as presented? Okay, seeing none, those minutes as presented are motioned by Miss Dwire, seconded by Mr. Cummings. Any discussion? Okay, I call for the vote to approve the meeting minutes as presented. And um, Madame Clerk and Dr. Mr. Green, how do you vote? Yes. And Mr. Bowen still, how do you vote? Yes. Thank you, Madam Chair. We have 10 eyes. The motion did pass for the approval of the meeting minutes from October 14th. All right. Uh we are
015now on to public comment. The school board will now 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 the public comment section is for the school board to offer an orderly form to receive public comments during the schoolboard meeting. I call upon all speakers and persons in the chambers to be civil in discussion and a decorum. Whatever views you wish to express, the schoolboard 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 announce
016the first speaker? Madam Chair, there is one change. Speaker number 12 in person has asked to be moved online. So we'll begin with our first is a student speaker Maline Massie. For those of you who may not have realized it, you just witnessed a direct benefit of a program that this board has deemed necessary to cut back on. My perspective on this issue is uniquely different than others in the sense that I lived through this program. I dedicated 11 years of my life to it. I am the product of the one-way system that is being proposed in option one. And after hearing me speak, you may think that this option worked well. However, that is not the case. I spent five years learning two subjects a day in nothing but Spanish at Allenton. And when
017I got to Great Neck, that went away. I went from learning half my day in Spanish to only an hour and a half every other day in a subject that had previously been taught to me in English. And my grades suffered in that class as a result of it. Another effect that the board fails to recognize was how it felt to switch our math and science to English. After five years of being challenged by learning those classes in Spanish, I would argue that my peers and I were far more advanced as a result of having been continuously stimulated in that second language, and we constantly sought after more in our time at Great Neck. Additionally, the supposedly immersed Spanish classes we were placed in over those three years were teaching us a level of Spanish
018that we had mastered by the second grade. You may have noticed that I have not yet mentioned option two. That's because option two is not an option. As one of only 19 districts in Virginia and less than three out of 16,000 nationwide with a program like this, it sets VBCPS apart from many other districts in the area, causing many families to purchase homes in the area just for the chance that their student might get to participate in a program such as this. So, if the question is what option I support, my answer is this. Option two is not an option, and option one is the board's way of making it seem like the best option for your student. I stayed silent when the board lessened this program for middle schoolers, and I stayed silent when
019they took it away from high schoolers entirely. But I refused to stand on the sidelines and watch the board strip its students, both current and future, from a program that results in students who are not only fluent in a second language, but students who feel challenged and stimulated in their academic lives. The board should be looking for ways to make this program a standard for all students at all levels and at all schools, not quietly take it away piece by piece. And if you don't know what I just said, go ask a fourth grader. I know a few who would be happy to translate it for you. Thank you. Our next speaker is Desiree Brown, then Alexis Overman, then Cody Connor. Desiree Brown, Alexis Overman. Miss Brown's on her her way. Good evening. My name
020is Desiree Brown and I'm here to speak plainly about what's happening inside of Cox High School. I've submitted safety concerns. I've documented threats. I've asked repeatedly for a fa for a safety plan. On October 1st, a 504 meeting was held for my daughter. On October 2nd, my daughter was harassed and requested to fight by another student. On October 3rd, my daughter was stalked, followed home all the way to her doorstep. On October 6th, my daughter was suspended for 5 days. She's never had any previous discipline record. Um, on October 7th, it was investigated after my daughter was already suspended. I appealed it on October 7th and then I submitted my grievance to Madame Kathleen Brown. After that, I was retaliated against. Um, and then on October 9th, the incident report from assistant principal Marcus Turner
021was revised. Under code 22.1-279.31, principles are legally required to maintain accurate and timely documentation of incidents involving student safety, discipline, and disability accommodations. Any principal who fails to do so may be disciplined by school board or the department of education. Cox High School claims to prioritize equity and student well-being. But when a child with the 504 protections is left vulnerable when retaliation replaces resolution and when documented complaints go unanswered, those claims collapse. After submitting a complaint and a grievance to Miss Brown, I received a response from Miss Leanne Turnbull. She she emailed me and told me that she would not address my grievance or review it. She told me to contact the school, the same school that failed and falsified the first incident report. I am requesting that assistant principal Marcus Kerner be held accountable
022for his actions. Thank you. Our next speaker is Alexis Overman, Cody Connor, and then Alberto Malis. Good evening. My name is Alexis Overman. I'm a proud military spout spouse and mother of four, including my daughter, Harper, whose story I'm here to share. We moved back to Virginia in July of 2024. Harper had a 504 planned from Kentucky. And while our initial meeting gave me hope, her struggles quickly escalated. Between August and December, she was sent home repeatedly with fevers that were emotional meltdowns. Her 504 was revised to include breaks, timers, and visual aids, but it wasn't enough. I believe not every teacher was informed of her 504 plan and music class. Harper began having issues mid year. Her teacher claimed claimed to know about the 504 yet accommodations wasn't in place until I spoke to
023the assistant principal. Why must parents ensure plans are implemented? It's the school's priority. Despite her ADHD and OD diagnosis, Harper was denied an IEP under IDA's um act. Schools must evaluate students showing signs of disability, ignoring this as a denial of FAPE. While Harper was not denied an evaluation outright, the school consistently overlooked how her how her emotional regul disregulation, resistance during transitions and academic tasks, meltdowns, and avoidance of classwork and difficulty attending class was clearly impacting her academic performance, resulting in her continuously being denied for an IEP. Then came the moment that shattered me. I received a seessaw message saying Harper had harmed herself, which is directly from her teacher in her 504 plan, scratching her arm until she bled. I rushed to the school in tears, pleading her help. Still no crisis response
024was initiated as required. I was still brushed off, brushed away like it was no big deal. Risk assessment threat assessment under 22.1-79.4 of the code of Virginia. If there is a preliminary indiction in indiction, a student possesses a threat of physical harm to self or others, the school's threat assessment team must act. That didn't happen. Harper was also bullied. I reported it multiple times to her teacher, the assistant principal, and her 504 meetings. Nothing was done. Only during our withdrawal did the principal mention an investigation. Virginia law require requires notification within 24 hours, documentation, and intervention. Why weren't these steps followed? Harper has been formerly diagnosed with autism autism disorder level one ADHD and OD as of May 22nd 2025. Her psychologists recommend educational intervention during the significant challenge in social communication behavior regulation and
025academic engagement. Last year Harper exhibited self harm over stimulation protest during transitions and classroom avoidance behaviors that clearly indicated the need for an IEP. I'll go ahead and stop there. Our next speaker is Cody Connor, then Alberto Malis, then Bailey Malis. Good evening. Uh, we have a lot of military families and federal employees that live in our city. A lot of people that are losing pay and access to resources. I hope you're working on ways to help them, maybe temporarily waving their student lunch debt. But I don't know something. In other news, the federal department of education is still being aggressively dismantled with particular attention to the Office of Civil Rights and the Office of Special Education. I guess those are programs our president doesn't believe in. Do you believe in those programs? Do you
026have a plan to address how this is going to impact our schools and our students? George Washington Carver said, "Education is the key that unlocks the golden door to freedom." Well, in America today, that door is unironically golden, and it is actively being blocked, barred, and barricaded. Our education system is under attack from every direction. It's being torn apart, which many of you wanted. Structures that support and protect our kids are being discarded, but nobody at any level of government is building anything to replace them. We're just burning down the house that we still live in. And I'm sure it's to save us money. Just like you trying to eliminate the dual language immersion program will save us money. It's always about the money. That's how it's always gets sold. Educating people does have a
027cost, but it is far less expensive than the price we pay for ignorance. Every elected official at every level of our government, school board, city council, state, federal, should be standing up against what's happening in our country right now. Maybe you don't see it. Maybe you don't see the attacks on education. Maybe you don't see the efforts to control and suppress the media. Maybe you don't see the mass incarceration of immigrants in our communities without due process in a growing number of American citizens. Maybe you don't see the federal troops being deployed against American citizens and cities throughout our country. Maybe you don't see the extrajudicial killings of foreign citizens because we suspect them of crimes. Maybe that's no big deal. Maybe that's not enough. Just being dramatic. We haven't started the the second holocaust,
028I guess. Is that how far it has to go? Is that how bad it has to get before you actually stand up? Before you wake up? I hope not. Make good decisions. [Applause] Our next speaker is Burton Males, then Bailey Malis, then Jessica Bravo. Good evening. My name is Alberto. I'm a proud parent of two children in DI program. I'm here tonight because once again DI families are facing last minute changes, unclear communication and shifting explanations from the school administration regarding the future of our program. For the beginning, families were told that option one will consolidate and provide two core classes like math and science. But now, just two weeks before the vote, the administration has changed the language yet again. The newest slides now say option one is contingent on staff and money and
029one core class. That is alarming. Um why are we still hearing about contingencies so late in this rushed process? Um if staffing and funding were real concerns, why weren't they addressed months ago? Families deserve to know. What are the true intentions of your administration? Because from where we stand, the goal seems less like strengthening DLI and more like dismantling it. Meanwhile, we're being told that $220,000 is too much to keep our our program as is. Yet, in 2024, leadership received an average salary increase of nearly $20,000. And one administrator administrator now earns over $320,000 with $15,000 raises for the next three years approved by all of you. I am not here to attack individuals, but when leadership compensation grows faster than investments in academic programs for children, priorities are clearly misaligned. We cannot keep saying
030students first if that is not reflected in your budget. This is not just about bilingual education. It is about educational equity for bilingual and Spanish speaking students. It provides a sense of belonging and respect for their identity. This program is not a luxury. It is an opportunity for fairness and academic excellence. Option one is not perfect by any means, but it gives families something. Option two gives us nothing. Option two ends DI as we know it and it abandons the commitment the district as well as all of you guys sitting here made to hundreds of students and their families. I urge the school board to stand with families, stand with transparency and stand with our students uh opportunity. Vote for option one. Gracias. And had you attended the DLI program, you would have probably understood
031that. Thank you. Our next speaker is Bailey McCallis, then Jessica Bravo, then Amanda Ihorn. Two years ago, my husband and I moved with our four young children from Ohio to Virginia for a new job in Norfolk. We're a biracial and bilingual family. My husband is from El Salvador and a native Spanish speaker and I'm a native English speaker from Massachusetts. We raised our children with Spanish as their first language. When we moved to Virginia, we were excited to learn about the DLI program in Virginia Beach, specifically the two-way DLI programs at Bayside and Cook Elementary. These classrooms are intentionally balanced with 10 native Spanish speakers and 10 native English speakers. Students spend about 80% of their day immersed in Spanish and 20% in English from kindergarten through 2 grade, then transition to a 50-50 model
032in grades 3 through 5. This is very different from the one-way DLI programs at Christopher Farms, Allenton, and Trantwood, where most students are native English speakers learning Spanish. Those classes are taught 50/50 in English and Spanish from the beginning. Because of the DLI program, we moved our home search from Norfolk to the Bayside and Cook school zones so our children could grow up in a dual language multicultural environment. Today we have two children in Cook Elementary and two younger ones eager to join them in the program. It means everything to us that our kids are in classrooms where half of their classmates are Hispanic and Spanish-sp speakaking. Our children are thriving academically and socially. They have playdates with both English and Spanish-sp speakaking friends. Last year, we met classmates who began the year not speaking
033any Spanish, and now they come to our home and speak entirely in Spanish with our family. That's what true bilingual education looks like. This program has opened a world of opportunity, cultural awareness, and academic growth for our children. My husband and I rest easy knowing that our children are becoming bilingual and biliterate. Please do not end this pathway after fifth grade. Voting for option one gives DLI students a future by allowing one and two-way students to continue together at BB Middle. Option two offers them nothing. It would dismantle the program we moved our lives for. Like most parents, I wish we had a third option, one that expands and enriches the DI program. Sadly, options one and two were formulated without parental input. If option one moves forward, I also ask the board to provide
034a clear educational plan to support the different Spanish competency levels between one-way and two-way students entering middle school. Our children deserve a strong and intentional continuation of their bilingual education. Thank you. Our next speaker is Jessica Bravo, then Amanda Ihorn, then Jeffrey Sherberg. Hi, good evening. I'm here today as a parent of a first grade student at Cook Elementary who was enrolled in the dual language immersion program. I am here to speak in strong support of this program and to urge you to choose option one. The DLI program has had a profoundly positive impact on my son's educational journey since kindergarten. It is an amazing model of inclusive education that embraces peer-to-peer learning and fosters a strong sense of community. In this environment, students from diverse backgrounds collaborate to achieve academic success together. These are
035the kinds of inclusive educational practices that should define our school district. Within the program, students achieve native like fluency, develop a greater cultural understanding, and cultivate a sense of belonging. Virginia Beach City Public School should be a leader in expanding, not phasing out, successful programs. As a parent, I am deeply concerned that choosing to eliminate this option would be a step backwards for our students and our district stated commitment to future focused innovative programs. Before making a decision that will have a lasting impact on our students, I respectfully urge you to speak directly with the children in the program. Their voices and experiences will provide the most compelling evidence of its success and significance. It is our collective responsibility as adults to ensure that the voices of children who cannot always advocate for themselves are
036heard. Please take the time to hear their perspective. When a decision needs to be made, I hope you choose inclusion and continue to support this remarkable program. VPCPS has the opportunity to make a powerful statement by embracing a program that exemplifies its stated emphasis on academic achievement, innovation, and preparing students for success in the future. Looking ahead, I hope we can one day grow programs such as this to other commonly spoken languages such as Tagalik and continue to support the amazingly diverse community that we live in. Thank you for your time and thoughtful consideration. Our next speaker is Amanda Einhorn, then Jeffrey Shyber, and then Derek Bell. Hello, my name is Amanda Einhorn. My daughter is a first grade DLI student at Cook Elementary. I wholeheartedly support continuing the DLI program at Virginia Beach Middle
037School. This program is what I consider a gift to all students participating. Not only are they developing strong bilingual skills, but each of them are bonding and developing an appreciation for different cultures and perspectives. Research shows that bilingual proficiency and academic benefits peak through adolescence. Ending the DLI program in middle school would be a huge disservice to each and every ch child who has invested so much into the program through grade five. Our DLI families are committed to this program and I would vouch to say eager to partner with the school board to ensure its success. Virginia Beach uh city schools should consider its reputation for offering forwardthinking, globally relevant education, not ending it. Thank you. [Applause] Our next speaker is Jeffrey Shriber, then Derek Bell, then Tina Lobe. Hello everyone. Thank you so much
038for spending the time to hear us tonight. I'm a proud uh father of two uh Cook Elementary students. One is a first grader and one is a third grader. Both are in the DI program. I can't express how much they truly love their program and how much they enjoy going and seeing all the students in their class every day. They've learned so much from both the um their English- speakaking native speakers and also their Spanish speaking uh um students. But also the most important thing is this. The teachers of this program are incredible. I can't say how much I appreciate the time that they take with each child and help them to learn and grow and culturally make them a better person in this environment. Uh both my wife and I are natives to Virginia
039Beach. We are both public school students of this area and I can't express how much I've seen my kids' thirst for knowledge grow being a part of this amazing program. Uh I am going to fully support option one as that is the only good option we have at this point. I think it is a disservice as our first speaker tonight which was amazing uh could if we could expand it to other pro places and bring this to more children. I think it would only improve their education and make them better students throughout the time that they have in the Virginia Beach public schools and also when they go out into the world. So I think supporting this program in any way that you can possibly do it and expanding it is the only way it
040should go forward. If it does have to consolidate and continue, at least try to continue it. Okay. Thank you guys so much for your time. Our next speaker is Derek Bell, then Tina Log, and then Carolyn Nelson Nichols. Good evening. How you guys doing? Um, I won't take up too much of your time. I'm here to kind of back up my partner, Miss Brown, on the incident that happened with Cox High School and uh, my stepdaughter. Uh, it was just in my mind, it was a couple of times where in the school it could have been addressed a little bit different. Uh, it could have been taken serious, more serious than what it was. My main duty at my house is to provide and protect. And it made it came to my door. It made
041it to my front door. We were told that we should have stayed in the house. I was at work, but they told my family they should just stay in the house, not go back outside. We have other little kids that we had to go pick up around the same time. I just want you guys to pay attention to how you drop the kids off. Make sure that they go home. It's not my responsibility for anybody else's child, just my own. Um, it's pretty much really it. Uh, she is special needy. She is under the 504 plan. Things were not addressed. Um, we appealed, spoke to Mr. Padella. Um, he actually questioned, "Why do you think they didn't take it serious at the school?" I'm not there. I don't have no idea. I'm pretty sure kids
042play around, joke around, but this is kind of serious. Should have never made it to my front door. That's pretty much all I wanted to say. Thank you. Our next speaker is Tina Log and then Carolyn Nelson Nichols. Good evening, members of the board. My name is Tina Log and I am here as a parent and advocate for the DLI program. Before you cast your vote, I ask that you take time to discuss the DLI program in greater depth. This decision is about more than logistics or staffing. It is about preserving a program that gives students lasting academic, cultural, and developmental advantages. Out of the two options being considered, if I had to pick, I would say keep the program at the middle school level and consolidate it. However, I ask that you consider a
043third option. Keep DLI at two middle schools. Great Neck and Virginia Beach. Allent, Trantwood, and Bayside students could attend Great Neck. Cook and Christopher Farm students could attend Virginia Beach Middle. This would keep Great Neck's successful program thriving and reduce long commutes for Bayside students. Fully consolidating to Virginia Beach Middle could add more than an hour or more of bus time each day, reducing time for homework, rest, after school activities. It creates new challenges for working parents already balancing transportation and schedules, not to mention takes kids out of the communities that have helped raise them. If two school model isn't possible, I ask that you at least consider a phased approach, one that allows all currently enrolled DLI students to complete the program at their current schools before any consolidation takes place. These students and
044families have already made a commitment to the DIL and they deserve the opportunity to finish what they started. It would be unfair to ask them to leave mid-p program or relocate to Virginia Beach Middle if that's not feasible for their families. When we applied to the DIL, we were asked to commit to the full program through middle school. And now simply we're asking the board to make the same commitment to us to honor the promise made to these children and families who have invested so much time, energy, and trust in the program. I recognize that staffing is a challenge, but there are staffing challenges everywhere. Finding and supporting the right teachers is part of the job. Flexibility such as teaching in math or science and Spanish instead of social studies can make it more manageable
045while preserving immersion quality. It's worth noting that just two short years ago, this board received a presentation outlining plans to expand, not reduce, the DLI program. What has changed since then? Is the expiration of the DI grant or the division shift away from teacher visa sponsorship contributing to these proposed changes? These questions deserve careful consideration before making an irreversible decision. Finally, research from the American Council on the Teaching of Foreign Languages shows bilingual students outperform peers in reading, writing, and math and develop stronger memory, creativity, and problem solving skills. Lifelong benefits that prepare them for a success in a global world. Our families and teachers have built something exceptional. Please don't let short-term challenges undo years of progress. Keep the alli strong at the middle time. Our next speaker is Carolyn Nelson Nichols. Hi there.
046Thank you so much for hearing our thoughts and opinions tonight. Um I am a product of the Virginia Beach City Public Schools. Uh and then immediately after that, I had a really great opportunity as a young professional to travel the world. And the one thing that I noticed in all of my travels is that every single country speaks two languages. I would go to a cafe in Argentina and I could order my coffee in English and they would understand me. I could go to a coffee shop in Paris, order another coffee in English, and they would understand me. And it was incredible getting to travel the world, yes, one, but two, I wasn't dual language. I spoke English. I took three years of Spanish in high school to meet my educational requirements. And then I
047went off to college. I might have taken a language there. I can't remember. But that's what I had going into the world. And the opportunity that we're giving these young kids at an early age to adopt a language, to become bilingual, and to use that as they travel the world and set out on their experiences, I think is incredible. And so, I know we've heard from a ton of parents tonight in support of the program. I too am in support of the program. I think that there is an opportunity here for you all to one, support it, and two, grow it. something about this as a Virginia Beach City public school opportunity for our kids, right? To set the set the ground for other cities, other states, but honestly just to give our kids a
048chance to really thrive in the world. Not sure that is. Um, so again, uh, I do appreciate your time tonight and listening to all of the parents that are here in support of the program. Um, but I do hope that you take the time to really deeply consider what this means for the students as a whole in our city. Um, and what it can mean for their futures. And ultimately, like I said, I think the the minimum is to continue. Um, but I do urge you to think about growing the program as a whole in the long term. Thank you. Um, Madame Clerk, if I may, um, we're moving on to online, correct? That is correct. Um, I think we may have an online speaker that is um, unmuted right now. So, if everybody that's
049online might just take a moment to make sure uh, you're muted when it's not your three minutes, that'd be great. Thank you. Okay, so our first online speaker is Elizabeth Dcasta. Hi, my name is Elizabeth Dcasta. Um, can everybody hear me? We'll make sure it's working. Yes, go ahead. Okay. Hi, my son is a first grader at Cook Elementary and he's in the DLI program and I just wanted to say how much this program has meant to my family. We uprooted and moved from North Carolina. And in that process, we did our research and we found the DLA program and we moved to Virginia Beach specifically for the program and into the Cook Elementary um district. So, we uprooted our whole family and out of the whole camp roads decided to go with Virginia Beach
050and it wasn't it was for the program. Um the the two options that were presented I I'm just really confused because the funding when you talk about the budget it doesn't make any sense the between option one and option two it was $156,200 difference in option one which is the one school you're saying that it's because of staffing and transportation. How can it cost more to staff one school versus the current program which is two schools? That makes no sense to me. And then the other one was transportation. Virginia Beach Middle School has the middle school visual arts program that would be on the same one bell schedule as the DLI students and transportation throughout the district. It's already set up for them. So when it's the DLI students just join the transportation that's already
051set up for them pretty much negating the cost. So when you tell me that the two main reasons why it's so expensive to keep the VBMS open is for staffing and transportation. It doesn't make sense and it's not adding up. So there's got to be something going on there with the finances. Um, that really confuses me and I just really want to you're I don't understand why we're discussing taking away a program. I know it was mentioned at the last board meeting that they want you want to see the program expanded to other elementary schools and inequity was brought up as a concern. Well, if you took away the middle school programs, you're taking that away from everybody. For all future elementary programs, that is not an option anymore. So, why would we not keep
052the middle school program and then work on building the elementary school programs? I think it's important that the DLI program is in every single elementary school in Virginia Beach, but by taking away the middle middle school opportunity, that's not going to solve the issues of expanding the program into the elementary schools away future opportunity. Um, thank you. Our next speaker is Lauren Stevens. Hi, are you able to hear me? Yes. Go ahead. Great. Thank you so much. I'm speaking here today on behalf of my two students that are on elementary school uh students. They are in second and fourth grade. Um much like many of the speakers here today, we moved here to Virginia Beach in 2021. And when we did our research, um, we knew about the great school systems already existed here, but
053we, uh, specifically narrowed our search down to schools that routed to Ellen and Trent because of the availability of the immersion program. Um, at this point, I'm sure everyone's pretty well aware of how immersion bilingual students have better um, academic outcomes. But I think that we're um, maybe discounting that these students are getting a stronger global perspective. They're learning about diversity and culture, and they're getting a window into a world beyond kind of our homogeneous neighborhood settings. Um, this program is also, I think, one of the the few programs that's in place currently at zone elementary schools that provides an alternative to kids that might traditionally be labeled gifted to provide a more challenging environment if they're not able to win uh one of the lottery slots at ODS. Um, I know I think that's
054uh particularly impactful for my son. he um often finds himself bored in his in in class learning at kind of his uh his his grade level, but I think having this additional challenge of learning it a second language for him is a really great challenge um to him academically. My main concern today is that the options being presented um this process has felt really rushed um a little bit low effort. The first that we heard about these changes coming through was just some schoolboard slides that started getting passed around via email and Facebook. Um it seemed like a lot of people were not aware that these changes were coming down the pipe and then we were sent an email basically asking us to make a decision based on very little to no real information on
055how the programs would actually be structured at the middle school level. It felt uh like the key stakeholders mainly the parents and the students really didn't have any input on the proposed options. Um I would propose at least at this four at this current time that we maybe pause, take a step back, reassess potential options. We know that that this year's fifth graders are going to be the last to go through the program as it's currently structured. we've got a year and a half to kind of explore new and compelling alternatives. Um, so I I would request that that maybe that's what we do is pull back kind of restart the assessment and talk with the students and the parents currently involved in the program to see what kind of creative options or solutions we
056could come up with. Um, when we signed up to join the DA program at Allen, we had to sign a commitment saying that we'd stay in the program throughout the the remainder of our time at All. who this is because you guys were aware of the substantial those monetary and just the staffing commitments that have revolved or would require from the school board and schools. Um we've held up our end of that bargain. We we have stayed and progressed through the program. Um but but at this time it doesn't seem like the school board is holding up their end of the bargain. Um rather than working to grow and expand this innovative program, I I think this feels like we're kind of at the step first step of dismantling it, potentially paving the way for
057it to be phased out for future students. And that's a real concern for me because I I feel like this is just a hugely hugely impactful program that our kids have loved um experiencing. We've been really happy to be a part of um and I'm hearing pretty widely that a lot of DI parents aren't aware that these changes are coming. So it's we're kind of stuck picking one of these two options. I would say option one is really the only and that is time decent option. It provides our next speaker is Heather Site. Heather site. I know we were having difficulty with the Zoom and we had speakers call in. It does not seem that she was able to call in. So that ends our speakers for this evening. Okay. And she's not on now.
058No. Okay. All right. Let me try one more time. Heather site. She's not online. Gram. Okay. All right. Thank you. All right. Is my microphone working? There we go. Um It turned off on me. Okay, I don't know where we left off, but um I am going to open the floor for any questions uh related to the presentation that was at the end of workshop for the school security. I'm waiting for my screen to switch. Okay, Miss Rogers, you knew I was going to ask you questions. Um, so back to what we were talking about. I don't remember. I don't see Oh, wait. I think it's slide nine. Um, we talked about you talked about key access. Yes, ma'am. And, um, that being a control and that we've put number of control devices, access control
059devices. Um, I know that I we don't want to get into specifics, but what I want to say that as someone who worked in the buildings, um, I appreciate the limited access, but it does sometimes cause issues with teachers, especially for recess, not being able to get back in because there's not backdoor access. And so I would request or suggest that we really consider backdoor access with badges for our educators because during recesses is when the teachers either have to bring the students all the way around or they have to gain access by banging on windows or other means. And so that's just something I wanted to bring to your attention. So winning on grant money, we provide access controls in back of schools all the time. I don't have the number in front of
060me right now, but we do uh Yeah, I wasn't going to ask the number. Um, yeah, we do. That's a consideration we get a lot from our building leaders about access in the back for our staff. It's still better to have an access control than a key even for the back door. So, yeah. Right. Right. But and as if we can get more that would be fantastic because that is something that I do hear from staff is that, you know, we have trouble getting back in and these key codes would be great on the outside in the back. So, yes, ma'am. Um, then the other question or maybe comment I had about um our cameras and sensors. I know that our videos are saved for a period of time um before they are no longer
061accessible our security videos. Yes, ma'am. Is that like a storage issue that Okay, that that's what I wanted to know. So, it there's not a way that we could like increase that to be able to access some of those videos. So, I'm mission mission creeping to David Den's area of expertise, but as it stands right now, um our videos typically will be reserved for 30 days, right? based on the file sizes. So, if you increase your high definition, your cameras, the files get larger and so the storage becomes an issue. So, got there could be a suggestion or a conversation about cloud-based storage, but again, that is definitely Mr. Din's lane. Yeah. Yeah. I just didn't know if that was something that we were considering or not considering, but I I definitely technology is not
062my lane, so I'm not going to pretend to know any more about it. Yes, ma'am. Thank you. Okay. Um, so Miss Felton's uh device is not functioning properly. Um, and so Miss Felton was next in line and then Mr. Cummings. Thank you, Mr. Tommy, for this detailed um presentation concerning uh the OM. There you go. Acronyms. Um, my thought to you, I want to say thank you for that again. Um, two questions. Can you elaborate um on uh screen six uh elaborate on the one the local and offsite unification training? What is that like? Can you explain that to me? Under recommendations. Get my slides back up. Slide six. Um I think he's going to put on the board for us. And I'm sorry. local and off-site reunification training. What does that look like? And
063can you give more explanation of that? Yeah, we'll get to the Okay. the slide so we're all on the same page. So, every school has designated uh in their crisis response team handbooks designated an off school location in emergency. So, should there be an issue issue with a gas leak or an issue with the building, they can go somewhere very quickly. Okay. And and then make next decisions. So every school has an area like that pre-desated in their crisis response team handbook and what we do in training perspective is we provide our guidance in the best places to choose and we think about things like crossing major thorough affairs or crossing streets. Um does the place that you chose have the capacity to handle your students and if not what are other options. So we
064kind of walk through all of our uh sites with our coordinators and myself uh to pick the best position for them should we have to leave the building. We also designated for largescale reunification if we had to leave for a longer period of time. Um we have two facilities that we haveous with. One would be the uh fieldhouse down by the pack and the other would be the sports center on the ocean front. Okay. All right. Thank you. Yes ma'am. Um both you and uh Mr. Jameson brought about good presentation and uh that you put those two together. Very interesting. I like how you form formulated that as well. Um, if this particular topic falls under one of these bullets, please let me know. And I I'm looking at trafficking. Do we still address that?
065How, where, and when. Do you mean human trafficking? Human trafficking. Yes. Yes, ma'am. So, one of our coordinators, Christy Goldens, former law enforcement. She's also on that committee for human trafficking. So, she meets periodically. Um, I would say it's quarterly, but don't hold me to that. They meet with Virginia Beach Police Department and their special investigations department to look for those signs in our in our children. So, is this information getting out to our schools? Are we addressing the schools uh individually or is there some sort of program place where our students and and I like how uh Mr. Jameson was talking about how the for mental health how you have different um uh segments where you you look for these things uh as far as mental health is concerned. Do we have that system?
066It's something that we can see or track if we're having human track trafficking in our schools. The Virginia Beach PD SID division would be the best person to answer that question as far as tracking the data for it. Mhm. Um, all our administrators and all of our staff are trained to look for any signs of distress in our students. So, um, if there's that would ever come up, they would be forwarded to the investigating department of Virginia Beach Police Department. I do know that back uh, maybe five years ago, it was a it was an emphasis placed on that and and we did have open forum where the police department had come out and I remember the last one we had was at Mocha. It was very interesting and there are individuals speaking concerning human
067human trafficking. Um I hear what you're saying but I'm not really digesting it because I think it's still a concern. It's still a problem and I need to see if we are putting forth other emphasis on this if we're tracking it. Who do we talk and are they speaking to our schools because it is about our children. Let me touch base with the Virginia Beach. I'll get back to you ma'am. Mr. Cummings. Uh, thank you. My question is in relation to the mental health services. So, um, for student support. So, I think the best course of action would be to email Mr. Jameson directly those questions. I don't know, Dr. Robertson. Sorry. Yep. Fair enough. Yeah. just so my my question is um I see that we've have five new full-time school psychologist positions, eight
068new full-time behavior intervention specialists, 15.5 new full-time elementary school counselor positions. So that's 43 total psychologists, 33 behavior intervention specialists, and 238 elementary school counselor uh positions. And so I definitely think about how mental health is growing in our community, mental health concerns are growing in our community and how we're working to address them. And I seem to remember the school board receiving information about teleaalth um and the V Virginia Department of Education initiatives related to teleaalth. I was kind of just curious about how that might be intertwining as additional support for our students as we're seeing, you know, an increase uh demand for it. So, I don't know if that's something that we're participating in or if you could We are We have a contract with a group called Care Solace that uh uh
069any parent, any family member who lives in a household with a Virginia Beach City Public School student or staff member can utilize the Care Solace platform to when they're having a a mental health crisis. And depending on the crisis, it could it could range from a just a a connection to you can call these people when you get the opportunity or if it's serious a actual handoff to a professional uh whether it's through CHKD or the bridge program. Um and we get monthly data reports from Car Solace. And what I'm happy to see is we saw a spike in year two of the career solace model which was two years ago. Last year we saw a decline in the use of car solus lower than it was in our initial year which I think is
070an indication that the mental health services that we're providing in our schools and the sense of belonging that we're trying to provide for both staff and students is having a positive um impact on our our students and staff's mental health and our counselors and administrators. Miss Felton um are uh provided training on the uh signs of human trafficking and and that does get reported. Um there's a level of um confidentiality in those situations. So I think it's definitely a a PD reporting anything as in terms of numbers but uh it it I think the resources that we've been provided you talk about counselors that was to get us up to the new SOQS uh behavior intervention specialists um those are being placed in in various elementary schools where they're badly needed and then we could
071not find the psychologists so they rewrote the position and they called it psycho matricians and which doesn't require the same credentials as a psychologist but provides exactly what we need. Dr. Green could probably provide you some information on some of the challenges she had prior to when we did not have um such a focus in this area. Not to put you on the spot and Dr. Robertson, you're absolutely um correct. um in across across the United States there is pardon oh I'm sorry I thought he wanted me to respond to the shorty Mr. Ken and then Dr. Green I am very interested in all of this material and I'm in particular going back to slide number six as Mrs. Felton was asking you to address in one of the horrible incidents that's recently taken place
072that I won't make reference to other than the fact that it happened. Uh it seems as though there was a reassessment of this threepoint approach that you've highlighted. It's called run, hide, and protect. I was hearing through this presentation that that has been re-examined as incidents and events have unfolded and I didn't know whether or not a this was a reflection of some of that new thinking or whether this is still pretty much what has been the subscribed recommendations historically. When you say historically sir which how far back are you going? Uh last three or five years. So our office gives Verheim protect training to all of our administrators in our schools and our staff that request it in our ancillary buildings. Um we focus on a philosophy based uh program not just a linear
073step-by-step process. So we talk about empowerment, talk about decision-m models, we talk about um how to manage crisis and identify goals and then we teach you know quite simply run which is an option, hide which is shelter in place and then protect if you have no further options. So we constantly look at emerging situations. In our office, we believe that we have an obligation to glean evidence from tragedy and and be proactive. And so every time we have a national incident or even the smaller incidents, our office is sclocked on these issues and making sure we're gleaning lessons learned from these crisis to give to our staff so it's timely. And so it's a it's an evolving training module that we give but we do incorporate the latest I don't want to say horrors the
074latest incidents and school tragedies that we can give to our staff and our teachers. Okay. Thank you. Yes sir. Dr. Green. Um to Dr. Robertson's point uh with regards to school psychologists that is a problem throughout the United States with the shortage. I commend Mr. uh Jameson that if he only has one vacancy, he's done a phenomenal job with uh recruitment. And I think another thing that has helped with um the recruitment in Virginia Beach with school um psychologists is that we have probably scaled them properly. I believe they're on a different pay scale than what they were when I was here. They're now getting the professional pay because one of the reasons why we had a hard time in retaining them is because they could leave and go get their professional pay pay and
075other uh placements and now uh we are competitive with them. So again I think that has helped a lot with the shortages that I saw when I was um working for the school division. Okay, it doesn't look like we have any more requests to speak. Um, however, our devices appear to be resetting. There we go. Um, and so if anybody's device is is not working, if you could just uh give me a raise hand and um let me know that you're in line. Um, Miss Dwire. So, on slide two there, the page two, uh, page one, it says you engage staff, students, and families in safety efforts. Can you walk me through that and explain that a little more further during the course of a school day? Do you how do you how is that
076done? So from the staff level, we address our staff uh primarily the administrators in the summertime. We are less task saturated. Um so we have annual safety training with our administrators, our assistant principles, any staff you invite. Um that's our big thrust. We get the you know top down leadership engage with um some of the run tech principles, some of the best practices that we've seen in our industry. Um, and we have, you know, five or six courses that we go through in about a three-hour block of instruction every summertime. And then once we get back to school, um, we start fighting to get into certain, uh, it's challenging to get in front of our staff during the instructional time because they are so busy. Um but we do have opportunities during some staff days
077and some a uh you know some periods where we have crisis response team meetings where we give uh more detailed instruction to admin admin associates, teachers who are on these crisis response teams on tabletop exercises and best practices and a lot of it is our school leaders make great decisions but this is a new skill set for a lot of new administrators. So we kind of walk them through through our experience. So in our office, our our office has a lot of law enforcement and military experience where we have mission setting and goal setting and we talk about empowerment and mindset and then marrying those two with the actual protocols we have in place and that's really impactful for them to be able to breathe and then operate your plan because as most of those
078in the military know that sometimes plans don't survive first contact and so be able to be flexible and understand what your goals are. It's we've got a lot of positive feedback from those trainings. And then from our parents, we engage with Virginia Beach Police Department and community groups um both student groups and uh parent groups that come to quarterly meetings with Virginia Beach PD and I'm present and we kind of go through the same things and things we're looking for in their behavior and their children and things to look out for as far as safety. So we kind of engage kind of a triad um of people who use our services in our campuses. So and some of the topics like is bullying addressed uh vulnerability to human trafficking mental health issues are that those
079things are all all addressed by other fantastic partners in VBCPS. Our office is not engaged in those training seminars but they are addressed by other experts in our division 100%. Good to know. Yes ma'am. Thank you. Great. Thank you. That's all the questions for now. So, thank you very much. Um, we will now move on to interim financial statements September 2025. And we welcome Daniel Hopkins, director of business services. Good evening, Chair Brown, Vice Chair Williams, school board, school board members, Dr. Robertson. As of September 30th, the overall revenue trend remains acceptable at this point in the fiscal year. State revenues are acceptable at this point in the fiscal year. And being that we're three months in, you'll notice that we are at 25% that we received from school allocations that started on July 1st.
080It's important to note that funding from the state is forwardfunded, which means even when these funds are a pass through from the federal government, it has already been appropriated and there should be no delay in any of these payments. The next update to state revenues will be the governor proposal to the budget in December. And when I say December, it could be January, but federal revenues are showing as an acceptable trend as of the end of September. We have received impact aid payments of approximately $5 million year to date. Another important note is federal impact aid is one of the only K through2 programs under the Department of Education that is not forward funded, which means funds can't be paid by the federal government until they pass the fiscal year 26 budget or they pass
081a continuing resolution. The amount we are the amount we are entitled to make to the amount can be changed up or down depending on the federal budget. For fiscal year 26, the House has proposed a $5 million increase while the Senate did not. Currently, we have a $5 million payment with the Department of Education that is scheduled to be received in December, but the federal government can't can't give it to us until the shutdown ends and the budget is passed. Also, there are staff layoffs in the federal impact aid department um which may further delay these payments. Currently, there is no staff at the federal level to answer any questions. Our federal impact team is monitoring this closely. Local revenues are acceptable at this point in the fiscal year. We have received 25% or three
082months of the transfers from the city. Other sources of revenue through the month are acceptable at this point in the fiscal year. They are down by about $320,000 mainly due to the jewels settlement we received last year. The next graph shows that the sales tax receipts are at an acceptable level. Year-to date through September, we are approximately 990,000 higher than the same time last year. The state has already included their in their budget for fiscal year 26, a $3 million increase to sales tax that is already built into our budget. The last graph shows that the expenditures incumbrances trend remains acceptable at this point in the fiscal year. Please note that on page B3 for health insurance, we split the we split this up between the school and the city. Being a consolidated benefits office,
083we are in charge of the city's fund, but the city is responsible for funding it. We thought it'd be more useful if you could just see the schools by its own. This concludes my presentation. I'll be glad to take any questions. Miss Rogers. Okay. So, obviously I understand that we aren't going to get anything unless there's a resolution or an end of the shutdown. However, this is going to then and I guess I should talk to Dr. Robertson, if we're is this going to delay the 26 payments, 25 26 or 26 27? Those are the current payments that are due in December. So, it's this year impact. Yes. That's great. Okay. But it's important to know we aren't supposed to lose this money. It's just the No. No. But I mean, it's not Right. The
084problem is is if we're not getting paid, then there are going to be things we can't do because we don't have the money to. Am I assuming this correctly or not correctly? Like we don't like I'm just trying to figure out impact. I mean, it's an impact. There's no doubt. I mean, it's $5 million. So, certainly we'll monitor that as we go forward. I can't say there's things we won't do because again we try to budget very conservatively so that we have some reserve during the year that if things come up that we need to take care of we're able to do that. So we just watch that. It's not that this has never happened in the past and we have had instances where federal government has these problems and then be then things get
085very delayed and so then we're getting money in for prior years in another in a future year. Um, we just manage it and fortunately our conservative budgeting helps us. Okay, that's and that's what I wanted to know. Like if we don't get paid in December, does that mean we're going to have to like stop programming or something along those lines? No. Okay, that's that's what I need to know. Thank you. Okay, thank you very much. I appreciate your presentation. We are going to move on to modified course proposal algebra 2 honors. And we welcome Thomas Quinn, executive director of secondary teaching and learning. Welcome back. Thank you. Good evening again, Chairwoman Brown, Vice Chair Williams, members of the school board, Dr. Robertson. My team and I are here to provide information regarding a modified course
086proposal in algebra 2 honors that will better align with our math sequence and our future ready vision while strengthen our access to students uh sorry strengthening access for students as they pursue post-secary options. Through this presentation, we will share the purpose behind the proposal and the request to move this to consent on the November 10th schoolboard meeting. Our proposal is to develop and offer a one credit algebra 2 honors course that will be available in both the year-long and 4x4 format. There is no budget impact with this proposal as it will use existing staffing allocations. Teachers would implement newly teachers would implement newly created curriculum, resources, and assessments provided by the Department of Teaching and Learning designed to support their ability to monitor student progress and drive instructional change throughout the duration of the course.
087This would be implemented during the 2627 school year. To best capture the intent of this proposal, we must shift our focus from on-time graduation to ensuring students graduate truly future ready. The launch of our new strategic action agenda this past spring, aligned with the compass to 2030 presents an exciting opportunity to move in a stronger, more forwardthinking direction. The secondary teaching and learning math team has embraced the future ready profile and begun defining what it means to be a future ready mathematician. These students don't just complete math courses. They engage deeply with the concepts, build reasoning and problem solving skills, and learn to persevere through challenges. Mathematics provides an ideal space to help students develop resilience, interpret data in the round world in the world around them, and make thoughtful and informed decisions that positively
088impact their communities. Additionally, students learn to communicate their ideas clearly and collaboratively, applying math in ways that improve their understanding and contribute again to those around them. With this vision in place and a renewed focus on preparing every student for college, career or military service, better known as our three E, the next slide will revisit the refined draft of our secondary math course sequence. On this slide, you'll again see the refined math sequence developed for implementation the 2627 school year. And to assist with analyzing this slide with accuracy, please again listen to the following points of focus. Just a reminder, the point at which students engage in their first high school credit math course may range from grade 7 to grade 10 or 11. And it begins with algebra 1. Under the refined sequence, there
089is an expectation for all students to complete algebra 1 and geometry while also providing each the opportunity to take algebra 2 prior to graduation. Recognizing this is often the gateway to higher level math courses. Algebra functions and data analysis, also known as AFA, will again be reaffirmed as a bridge course supporting students who have successfully completed algebra and geometry, but may may not quite be ready for algebra 2. Sequences highlight in blue promotes STEM, statistics, computer science, and other future ready options, allowing access to college and career pathways. This revised sequence allows us again to focus on streamlining course offerings with three outcomes. One, eliminate barriers for students who transfer in and out of Virginia Beach City public schools that better support our transit communities, especially our military populations. Reduce the number of teacher preps
090and allow for opportunities for PLC's to collaborate on best practices that respond to students based on multiple data points. And better prepare students for exams such as the PSAT, SAT, and ASVAB. This slide highlights the high school course options and their prerequisite. First, it is important to recognize that algebra 2 trig is not a prerequisite for AP pre-calculus and AP pre-calculus does include trigonometry content. More importantly, the screen shows that of the 10 options listed, algebra 2 is the prerequisite for half of them. This ship was completed to increase access to both AP and dual enrollment pre-calculus. And I'll give you a moment to review the other courses and their prerequisites, including the other changes listed in red. By providing algebra 2 honors, we strengthen our alignment with comparable divisions across our region, which are
091displayed here and represent a familiar sequence. On the slide, you'll note these divisions offer algebra 2 honors and an optional AFA as a bridging course for those who finish algebra and geometry or but are not quite ready for algebra 2 honors due to skill and or confidence. On this slide, you will see how the proposal aligns with our purpose and its subsequent benefits. This move strengthens our alignment to the future ready profile, allows us to respond to the mathematical shift from math analysis to AP pre-calc, provides target acceleration by incorporating five of the nine trig standards, and aligns our sequence with our neighboring states and divisions. Primary benefits will include but are not limited to the opportunity to focus on depth and complexity over breath, improve vertical alignment of trigonometry topics with within AP pre-calc,
092increased opportunities to foster academic discourse, and support students transferring with algebra 2 to continue their trajectory into advanced coursework. in developing this proposal. No, we collaborated with all middle and high school uh principles, math coaches, various math teachers, and even shared this information with the teacher forum which consisted of teachers of all disciplines in the spring of 2025 where it was our high school science teachers who were most enthusiastic in support of these refinements. And finally, in the spirit of budget season, I want to conclude by reminding everyone there is no impact on the budget. We greatly appreciate your attention this proposal and my team and I stand by to answer what questions you may have. Miss Rogers. Okay, just a quick question because I may have missed it. We did not offer algebra 2
093honors previously. No, we've had algebra 2 and algebra 2 trick. We have not had an algebra 2 honors course. Right. And so this is just a realignment which is great. I just want to make sure that this is Yeah. All right. Thanks. Yes, ma'am. Mr. Co Pepper, did you have a question related to this? Okay. All right. I um don't see any more questions. So, thank you very much. Um we are now on to middle school dual language emerging considerations. And we welcome Dr. Crystal Wilkerson, director, office of K12 and gifted programs. Good evening. I am not Dr. Crystal Wilkerson. I'm not I am Dr. Kawuchcci, uh, chief academic officer in the department of teaching and learning. And Dr. Wilkerson is on leave and I'm um, presenting on behalf of her, and I'm joined by
094Kelly Arbal, our world language coordinator. And I just didn't look up when I read from the paper. Sorry. No apology needed. that was for the public. Uh the purpose of today's presentation is to review two proposed options for dual language immersion program at the middle school level and share the administrators administration's current recommendations. As a reminder, Dr. Wilkerson has presented proposed solutions which are displayed here on September 9th and on October 14th. Alternative options to the current model were brought forward for the board's consideration due to the challenges related to staffing and program fidelity that the division has been experiencing. Although the middle school DLI program is highly valued, persistent staffing challenges, particularly in hiring bilingual teachers, have led to the removal of eighth grade civics's immersion at Great Neck Middle and Lancetown Middle Schools
095already. Additionally, low DLI enrollment at Lancetown Middle School strains nonDLI courses while high DLI enrollment at Great Neck Middle School drives the need for additional allocations across all content areas. These challenges compromise the program's sustainability. As you are aware, the division is facing more and more budget constraints as well, which compound these challenges. In option one, if it were implemented, it would begin in the 202728 school year. All elementary DLI students would begin feeding into one DLI middle school site, which would be housed at Virginia Beach Middle School. Students would take an immersion Spanish class and at least one core content class, most likely math or science in Spanish in grades 6 through 8. With this option, no new program would be added at Bayside Middle as previously planned and the DLI programs at Lanstown
096Middle and Great Neck Middle would be phased out after the current fifth through 8th grade students complete grade 8. To be clear, in this option, beginning in 2728, all DLI sixth graders would begin attending VB Middle School when entering middle school. Option two would not include a designated middle school DLI site. Immersion Spanish 1 through3 courses would be offered to DLI students either in person or through distance learning at their zoned middle schools. Based on feedback thus far, immersion Spanish 1 through3 course sequence is preferred over traditional Spanish 1 through3 courses. And to be very clear again with the community and the school board, as with all elective course offerings, course availability is dependent on enrollment, class size, and staffing. To ensure a comprehensive analysis of funding, staffing, available resources, and anticipated enrollment, the World
097Languages team collaborated with multiple administrative departments, including school leadership, transportation, budget, teaching and learning, and human resources. They gathered input, reviewed budget, staffing, and developed a complete overview of the two options being explored. The team also partnered with planning, innovation, and accountability to solicit parent input through a survey available in each household's preferred language. Those results were shared during the October 14th schoolboard workshop, and schoolboard members received a copy of all items and every response. The administration participated in school visits as well with schoolboard members. As a review, this interdep departmental collaboration provided an extensive cost analysis estimate. Each of these line items should be viewed as an individual cost for consideration as shown in the chart on this slide. The top row represents the estimated current cost of the middle school DLI program in
098the two existing middle schools. The second row shows an estimate of projected costs if we were to continue to expand to the two other middle schools as approved by the school board in 2019. The bottom two rows reflect the two proposed alternative options which were developed to address the challenges shared. One option represents an increase of approximately 156,200 from the current program, but would be less than the expansion. Option two represents a savings of around 97,900 compared to the current program. Both proposed options represent cost savings when compared to the original plan to expand the dual language immersion program by adding the two additional middle schools. An expansion estimated to cost approximately 220,000 more than the current model. While the financial impact of either option may appear relatively modest, the sustainability of the program is
099increasingly influenced by other critical factors. Most notably, the availability of qualified bilingual teachers who are licensed to teach Spanish and teachers who are licensed to teach both Spanish and core academic content. These staffing challenges are largely beyond our control. The administration recognizes the school board will also be required to make thoughtful and at times difficult decisions that balance divisionwide priorities with fiscal realities. With all the previous information considered, the collective administrative recommendation is displayed here for school year 2627. The administration recommends continuing the offerings at Great Neck and Lanstown Middle School. The administration recommends that current dual language immersion students in grades 5 through 8 during the 2526 school year be allowed to complete the existing program at Great Neck and Lancetown middle schools. This group would be the final cohort to participate in the
100current middle school DLI program at these sites. The second administrative recommendation is to phase out the current DLI middle school sites for new sixth grade students beginning in the 2728 school year. Plans to expand the DLI model to additional middle schools will no longer move forward. Finally, the administration recommends taking more time over the next 12 months to thoroughly review and explore the proposed options for the future. Collectively, we feel it would be beneficial to gather more data to gauge interest during the 2627 school year in a possible single site DLI program at Virginia Beach Middle School to better project enrollment. It is also important to consider impacts on things like student and staff scheduling and in exploring DLI related course offerings at students zone middle schools if we were not able to move toward
101a single site option. In summary, the administration recognizes that this recommendation will be met with disappointment from families and staff. Yet we must plan based on our ability to properly staff the program in a manner that maintains fidelity to program goals. If this cannot be achieved, then we recommend we move in a new direction. The next 12 months will be critical to gather meaningful data and input and information to make a final recommendation in the fall of 2027. And at the and the administration will emphasize again both options which would start if approved in 2728 are dependent on available staffing, funding and student interest. The administration will return to the school board with updates on recommendations after further analysis. At this time, I invite our world languages coordinator, Kelly Arbble, to join me, and we
102welcome questions that you may have at this time. Mr. Callen, thank you for that report. When did the program begin that we are dealing with? Uh, it originally began in 2003 at Christopher Farms Elementary School at a single site. Okay. Staffing seems to be the continuing issue that serves as one of the difficulties that surround this. Were there requirements for staffing in the beginning that are different from the staffing requirements for a teacher today or have they continued all along to be the same? I'll let you address that since we do have two slightly different programs that began at different points. Yeah, sure. I think um staffing's always been a challenge with dual language immersion um and we've known that um and it's just something that we have been working to to alleviate as we
103have continued with the program. I have no further questions. Miss Rogers, good evening. Thank you so much for your presentation. Um, after the last meeting, I I didn't feel like I had enough information from uh stakeholders, specifically parents. And I've taken the liberty over the last week to meet with most of the parents. And I did so in person and via Zoom. And I've gotten a lot of feedback. And so, um, I want to share some of it right now. I can give you the full list of questions and comments that I have in front of me right now after um but there's a few things that they you know highlighted and you know they're great questions and great comments. So um again I'm just presenting this to you as it was presented to me.
104Um first on slide five one of the parents and they spoke tonight they don't understand and I kind of agree with them. We are currently um having this program at two middle schools for $426,500. If we're consolidating to option one, why is the cost greater if we're going to only one school? Um it's the transportation cost to transport students from all over the division. And within that, because we already have uh middle schoolers going for the arts program to the middle school, um do we not already have that transportation in place? We do. And so this cost takes into account those existing bus routes. And if there weren't the existing bus routes for VB Middle, then that transportation cost would be higher. So we are leveraging those bus routes. Okay. And and that was one
105of the questions that you know was asked. Um, one of the um, comments that is concerning to me is many of the parents talked about giving up their spot in the gifted program for ODS to participate in this dual language immersion program and that many of them feel like this was presented as something that would be continuing and they don't feel like that it is continuing in the way that they were promised and that therefore you know the spots at ODS are obviously very important to many parents in our division and that this is something that they had to make a choice to do gifted or or dual language and so um you know this is something that they're that they're bringing up to me and so I did want to make that comment. Um
106another question that the parents um had had brought up was what happened to the grant from the department of defense for this program? it was set to run out in 2025 and do we have um another um issuance of this grant. Can we still access that? How is that working? Yeah, that's a great question. So, our first DODIA or Department of Defense Education Act um grant was um awarded in 2021, right? Um it's a five-year grant. It expires in May of next year. Um, and we were awarded another 2025 DODIA grant, um, which will expire in May of 2030, which we will also use to help support the DLI program. So, this is a grant funded program. Um, no, not fully. No, it's supplemented by the grant. Okay, that and that is good to know.
107Um, another question that really um uh that was asked is um one of the parents is actually a VBCPS uh teacher whose child is in our program and stated that there are Spanish-sp speakaking teachers in our division that don't know that we have a DLI program. Are we recruiting from within and asking those Spanish-sp speakaking native Spanish-sp speakaking teachers to be a part of this program so that we are not having to look outside for people to fill these positions and then you know fulfill their position with someone who's not you know a Spanish speaker. Is that something that we're doing or are we looking into that? That's up to I can take Yeah, sure. So yes, we have and we have hired from within the division um to to hire those teachers. Our fourth
108grade teacher at Cook came from within the division. And so um as often as we can, we try to find teachers who are already in BBCPS who are bilingual. Okay. And again, this educator was saying, well, some of these people I know they don't know the program exists, and so that's why the question was asked. Um one of the um other questions slash comments were because we have two different programs. We have the two-way and the oneway. Um some of the parents were concerned how are we going to support the students who are in the two-way program if we don't have the immersion at the middle school sites that are not uh one DLI program. So if we send all the students off to their home middle schools and it's just a class. We have
109span native Spanish speaking students who started at 8020 that are at 5050 but they're now if we ask them to go into their home school and just take a class and not be you know at 50/50 how are we going to support those students clarify so when they're entering middle school is that your question yes if we if we choose currently now they're not they're not taking all day immersion Their schedule has Spanish immersion and then one history in sixth and seventh grade. So that wouldn't be vastly different if they went to VB Middle and No, no, no. I mean option two. Option two. So they would have the Spanish immersion and h so so when you say they would have the Spanish immersion, explain better the Spanish immersion in option two. So that uh
110because from my understanding it wasn't a full immersion at their home school. It was a class that would be a 50/50. Is that correct? No, there's no 50/50 at middle school. So with option two, it's an immersion Spanish course. So it's one class. Correct. So that's what I'm saying. So if they're if students are going from fifth grade half and half half Spanish half English and then going to just a class in middle school we have Bayside and Cook have Spanish speakaking students that you know English is their second language. So how would we be able to support them if we went with option two is the question. So for those students who were still identified as English learners, they would have support through ESL through their ESL teacher, but there would not be any
111content courses taught in Spanish. Okay. And that's and that was something that was asked. Um and I'm sorry I'm taking up a lot of questions, but I just was given so many. And then um I know that we talked about that there was only one teacher on a visa. Apparently, I don't know if this is the one, but there's a teacher at Trentwood that is struggling with getting a visa and wants to stay at Trentwood. And so, I don't know if we're able to help in any capacity in that way. If you could get with us after, I don't want to discuss a personnel matter this venue. Okay. I will send the rest of the comments and the questions um via email to Dr. Robertson and if you want me to send them, whatever. Um,
112I think the biggest frustration with the parents is that they do feel like that they they received the survey and then they didn't receive any of the rest of this information. They didn't understand a lot of it and they really wanted more information and so that's something they really wanted me to talk about. So there you go. And we will solicit more feedback. Mr. Bowensteel, I just uh have a quick question. Do we know approximately how many students would be going to Virginia Beach Middle under the DLI program? Um, so we estimated around 125 per grade level. Um, and again, it's just an estimate based on our current enrollment. So, I don't know if my math is right, but that's about $4,000 a student. We would have to get back to you at Okay. Yeah.
113All right. Thank you. Yes, Mr. Comic. Yeah. Thank you so much. And as I've said before, I had extremely delightful visits to the DLI programs and is a great time to see our students and learning and passion and and and process. And so I do appreciate all the parents who've come and spoken and emailed the board and shared their um thoughts on how the program has been beneficial to not just their students learning but also embracing cultural awareness as well. Um and so I definitely see the value in a DLI program. And so first and foremost, I'm trying to seek clarity as we'll be voting in two weeks on this. I see option one, option two, administrative recommendation one, two, three, four. What is going to be presented to the board to specifically vote on?
114So at this time the the gist of the recommendation is that we would not we recommend not continuing the current model in the 20 starting in the 2728 school year and that we would take 12 months to solicit more feedback and information and come back to you on a recommendation for either option one or option two. So you would be voting on discontinuing the current model beginning in 2728 and allowing time for more analysis. So I feel like that's a lot that's changed since our previous meetings. Um, I think that is a significant change and I do think that personally I would, you know, I I think that we need to see that written out a little in um in more depth and I think the viewing public and the stakeholders would probably want to
115see the specifics of what is being voted on as well um because I do support, you know, moving into the middle school option as I as I previously said. So I'm a little confused at the evolution of this journey and how that was not part of the initial recommendations. Um and so and I think probably the viewing public is might be a little confused about it too. So I'd like some additional clarification on the exact wording and phrasing of what we'll be voting on. Um, and I know that our agenda is usually released within like two weeks on a Thursday, but I feel like our public needs more time for that. But I think, um, my next question is around staffing. Um, I did see the VPCPS recruitment van in its full glory and wrap
116this morning out by my house. And so we have unleashed a new marketing and recruitment strategy. And so I do I do have specific questions about staffing and that entails um you know what is the actual pipeline look like for this program? Like we post a job up, how many people are clicking the link, how many people are filling out the application. You know, I hear staffing concern, but it's definitely difficult for me to quantify what that concern is. Like when we say concern, is it two people are filling out the application and then only, you know, one interview or is it 100 people filling out the application and I know that's a no. So I know that's not we can provide you human resources data, right? This is this is a key question. We
117have that information now. Dr. trauma. I I think that's I think that'd be helpful because people are trying to understand the staffing concern and so I think it's real, you know, I think it's we have a national teacher shortage. We're all in competition in the 757 with filling our seats, with filling our classrooms. And I think putting some hard numbers will help um people trying to understand everything that's going on. And um and my third kind of point and comment is is uh you know more of just a narrative around the fact that you know programs are costing money. And I think to the viewing public this is a good a good observation into the lens of the complexity of funding a fantastic public education in Virginia Beach. And I think one of the things
118that makes me proud of serving on this school board is that we do deliver academic excellence regardless of where your child is enrolled at. And I know that we can deliver academic excellence um throughout their journey. Uh but these programs are costing they do have a fiscal you know investment. We are seeing issues around our infrastructure building new buildings. You know we're funding prek we're funding mental health services. you know, our youth costs money and we need to keep that in mind um as a viewing public just as we think about our investments in public education and how it's important to our our our society. So that was just on my mind. I would like as I said some more clarification on what is being how this motion will be presented to the board and
119then with some harder firmer numbers around the staffing um pieces. I can share right now Mr. comingings that we have three Spanish openings, five immersion openings and 41 of our Spanish teachers are on provisional licenses right now. So we can uh Dr. Tropman needs to certainly confirm that I have uh recalled those correctly. Um but we do take it seriously and we are facing that as a real challenge. Um and so to provide um a program at the quality we want to provide it um has evoked a lot of this conversation. Yep. Thank you so much for sharing and I know that you all have great investment in our kids and in our program. So thank you so much Dr. Tropman. I I think he also had a question about how many are applying. Mhm.
120Um, is that something you have the information on? I thought I saw that you may have Yes. had it. And certainly I can get you numbers, but we need to recognize that although um individuals may apply, we have to take a look at who's actually qualified. And that's where we have the challenge because if um folks apply, it has been a hard challenge to get those who are actually qualified for the position. So going back to some of those teachers internally um that are qualified or some that may be um a native speaker but don't have the content. So there are multiple factors in the candidates and some of the challenges that we are facing when um we talk about staff in these particular positions. I will do my best to provide a snapshot or
121an example of one of the postings that we have and how many applicants have applied versus how many are qualified. So we screen them continuously. Um lure screens them continuously. So, we have an ongoing process to screen applicants that apply. It's the fact that candidates aren't qualified. And back to your point that we're being competitive. We're competitive with other local school divisions, but that's the key component, the qualification. Great, Dr. Green. Thank you. Um, I had an opportunity to recently visit Bayside and was very impressed and excited about what I saw and especially um, with the dual emerge in which I know it's something that is newer to the previous ones that I have had experience with when it started at Christopher Farms. And I see the reciprocal value of that um that model because
122uh uh non-speaking uh English students, they benefit from interacting in a setting as well as our students who are trying to immerse themselves in the language. With that being said, I do hope that we would be able to come to a consensus with being able to, you know, allow our students to continue on um with this. And as I indicated before, um it it's a great learning opportunity. As one of my colleagues already said, I know we have a lot of challenges and coming from the perspective of someone who has had to do master scheduling and staffing, I truly understand all those challenges. With that being said, is it possible to get a copy? I kept hearing about the contract, a copy of the contract that parents had to sign. That may be a Miss
123Lanetti question. I don't need one with a parent signature, but I I just would like to see what it says. Yeah, absolutely. I think that Allenton has an example. So, admission to the program is handled by the schools. And so, the different schools have different procedures um with how they accept students into the program as some of the the ways that they communicate um their expectations for the program. Um and so we there are examples from schools. Okay. And I'll work with Miss Lenetti to get copies of the different versions of the contracts. Just elementary? Yes, it's schoolbased. Okay. Thank you, Miss Dwire. So, um I think what I'm hearing tonight is um somehow there was a breakdown of communication. Um, I see a lot of passionate parents and we've been getting emails and we
124heard from Matteline tonight. Uh, it's tremendous and it's very encouraging fluently speaking Spanish. Um, and I don't think there's Well, I'll speak for myself. I support the program, but I think um, what I'm hearing is there was a breakdown of communication somehow. like maybe the parents just heard there was no money and there was not enough funding and it sounds like it's so much more complicated than that. And in the survey um what was the percentage of parents that responded to that survey? Do you recall? I do not offand but we can get that to you Miss Dwire. Yeah, I think that's important. And and then there was a conversation about not every parent understood fully. So maybe we just need to review all the data and start all over again and get back on
125course, you know, with the parents. Um, you know, and be realistic and uh make get clarification as Mr. Cummings said and maybe then go forward. Thanks. Appreciate you, Vice Chair Williams. Yes. Thank you. Um, okay. So, a few questions. Um, with with you had answered a previous question that 125 per grade level was your estimation. is that I mean I'm assuming that you're assuming that everybody would still continue or how do you how do you come up with that number? No, we estimated um an attrition rate that was similar to what we're seeing in the program now. So, we were not anticipating that all students would continue. Okay. All right. And um with the staffing shortage, yeah, I just kind of want to echo what my colleague said earlier. is it is real and and
126I know my colleagues received this email from one of our parents who has a child in the program now who said that they still don't have a teacher right now currently and they're using a floater teacher. So is that accurate? I mean it so so even though it's going now we still have gaps as of right now and some of our classes are not filled. Okay. All right. Um, so in your in your administrative recommendation one, so the so fifth through 8th grader. So if I'm a fifth grader now, I would continue the program until I finished 8th grade. Yes. So that's really till the year 2829 for those. So they would all phase out. We felt strongly that we needed to do that for to recommend that for your um approval to give that
127time and that that would give the younger students upfront communication that wasn't instant. Um and then we are now recommending based on some of the feedback that we take more time to develop and look into those two options that we've presented to you and come back with a recommendation on those two options later. Get more parent input, study more um and look into the reality of who is going to continue if we were to go to a single site so that there's more information gathered over time. Well, I definitely think that more data is needed because we had such a lopsided attendance in middle school. We had one of our schools being so many students there and the other not. So, that's an interesting kind of dilemma there to see if they would in fact
128change from Great Neck Middle to somewhere else. Um, now, but with this 12 months, you wouldn't wait to do that like you would start getting on that right now pretty much. Okay. Okay. So as these students are still continuing then you're doing that feedback. Okay. All right. Very good. We would definitely feel we owe it to the fourth grade and below to communicate the recommendation for your approval and decision making as soon as possible, but we want to take some really thoughtful time to do that. Okay. Um and then just just as Mr. H means kind of stated this is kind of confusing for me because we have options and then we have one, two, three, four recommendations from you. I would love to see one recommendation from staff. Not one, two, three, four. Just
129come back and give it to us. Just one and two or three sentences or whatever. Um because yeah, it is kind of confusing to see all that. We can certainly this is a three-part recommendation. I want a one part recommendation so I know exactly what I'm voting on. We can do that. Thank you. You're welcome. Okay. So, we're going to jump around a little bit um as we have people that haven't had the opportunity to speak yet at Mr. Co Pepper. U Miss Williams actually asked part of what I was going to ask. So, let's I'll call that clarified. Um so, I'll reiterate one point which I think you're hearing several board members say something along the lines of uh what you just said. we owe it to the people that are in the program
130now to if we're going to rescope and or phase out to carry those folks through the program in the way that we agreed to. Um I'm not sure what the best way to do that is and so I think again goes back to the comments already made. So otherwise I just have one maybe HR question. So we were asking before about people who aren't qualified. I think that was what you not qualified right. What's what's it what typically is a shortcoming? Is it a lensure that they don't have? Do they not have a license that they need? Is that why they're not qualified? So the lensure, yes, absolutely for applicants in the content area and being a native speaker of the language. So those coupled together um so the qualifications for an elementary school endorsement
131are vast. And so if you have a native speaker but not the elementary school prek through sixth grade endorsement, that becomes the concern. And so that Well, when you say concern, you just mean that it's state law that they have to have it, right? They have to have it. You're not concerned about these people. I'm just clarifying that point. Well, sometimes you are, you know, so because you may have people or candidates who are interested and so we do our best to promote any program that the state has offered to support lensure. There are a lot of avenues and so we do that. We market those programs. We tap um employees. We do everything that we can. But yes, it is the content area coupled with being a native speaker of the language. So which
132one which one's usually is is the biggest problem that they're not they're not licensed in in Spanish or they're not licensed for a course. So both areas are critical shortages identified by the state of Virginia. So when we talk about the endorsement area of prek through six elementary education as well as foreign languages those are identified as critical shortages not coupled together separately. So it makes it more difficult when we couple them or when the the requirement is coupled together. Okay. Still doesn't answer my question though. Which which one are you are you coming across as the problem? They're not licensed in Spanish because you need you need them to be in both, right? I understand that part. I'm giving you both. Yes, sir. Because both are across the state. They're both in short. Yes.
133And so Dr. Kawuchcci mentioned 41 of the Spanish teachers. So we ran the numbers of Spanish teachers, preK through 12. That's the endorsement. 41 teachers are currently on provisional licenses, meaning that they have three years to um complete all of the requirements for full lensure by the state of Virginia. So the content area, the Spanish content area itself, if they're on a provisional license, then there's work to do. So that is an issue. Absolutely. as well as then you pair that with having the content expertise. So it definitely is critical and concerning. I am going to go back to that word Mr. Gold pepper. All right. Thank you. Looks like we have Miss Felton next. Everyone else has had a chance to speak. Thank thank you chair Brown. I appreciate that. Um answering the question
134about qualification they are asking are the teachers still required to take their practice too? Yes. If if you don't know about their practice too it's tough. Been there done that. So then we that that come with tutoring and I know that some principles take a a very special uh initiative in that when they want to keep those teachers practice too my colleagues is something out of the you got to pull it out of your hat almost uh had to sit in there and it's a almost sometime a four to three hour three to four hour test just to verify you in a particular language or course practice too. Those are my I want to make that statement that still hangs with me a lot. Um we're speaking and I'm hearing but I I want something
135to be made clear to our uh parents and our students. I am so impressed with our students that has come and it's taking me back to my Spanish speaking age. I had to do Spanish in uh first colonia and in college I had to take a Spanish. Do not ask me to speak that now. I knew some words. I can hear some words when you're speaking. I can remember some of the words that you're saying. I know what that word is. But um my question is I want to be clear with my parents and my students that we take this very serious. We we're not just tossing around because there's nothing we can do. And we do we do speak with each other behind closed doors as to how we should move with things. And
136I want you to know we're very serious about this. And uh you know one of the uh parents spoke about uh students always I always put students first in understanding because they they are my greatest investment because I will not be 26 for the rest of my life. And I'm going to look for those students to come and help me out withever whatever I do. If I go to Spain or whatever and they see me, I want them to help with me the language. But I want to make this clear as well um to the parents. It sound like to me that if we if we are provoked to do a one school middle school that it's going to take on the nuances of ourmies and we have to pick and choose how many students
137sit in a seat. Is that how this is going or no? No. There would be space. So it's already limited because we only have dual language immersion programs at five elementary schools. So any of the students who complete fifth grade in the DLI program at those five elementary schools would have space at this single site middle school. And I wanted to make be made clear to the parents because sometime in trying to get into some of themies which Virginia public school is notorious being the beacon on the hill formies more than any divisions in this area. We do have those. So, I just wanted to make make sure that they know that uh it might be a chance that everybody doesn't have a seat getting in. No, everyone who completes the elementary program have spent.
138Okay, thank you so much for that. Okay, I have a couple of questions and I just want to confirm um really quick. So, as currently approved, um, with the 2019 approval, the estimated total cost is currently $646,500. Correct. Because right now, that's that's what's been approved, right? I skip it. if it were to expand. Well, I mean that's that's the current vote is to expand because there has not been a differing that. So the current approved board approved is that is that accurate? Okay. I just want to make sure I'm understanding. So that's that's actually a $317,000 difference um for option two and um slightly different um roughly I think 75,000 for option one. Um so it is it is still there still is some savings from as approved to doing option one. So, I
139just wanted to mention that. And um Okay. So, I'm hearing a lot about staffing and I I understand that and that's a in these areas. I I don't think that's just a state issue. I think it's a national issue. Um, I I will say I still have concerns about the fact that we have a handful of elementary schools where you can apply and participate. And then we have a much much larger grouping of elementary schools that cannot because of the zip code in which they live in. And so I'm I'm I'm having some heartburn about that uh right now. So I just but I I I think um I really needs to make sure I'm hunkering down because we're talking about middle school, but I I do have some heartburn as it stands without expanding
140the attendance zones. I think if we're going to be offering specialty programs, I I think that every single elementary school student in Virginia Beach should have the opportunity to apply to that program and have the opportunity to participate in that program. Um much and we do that with I think everything else that we do. I don't think we have any other programs like this in elementary school. Okay. Um, and I also want to confirm because I think there's some confusion on the slides. Uh, slides six, seven, and eight. That is it says recommendation one, two, three, and four. But really that's just one recommendation, right? Yes. So we tried to and obviously we need to refine it and we will. We tried to break it out for clarity because we had a lot of questions
141coming forth from the community in the survey that they were concerned their current fifth grader would not be able to continue. Some parents expressed concern that their seventh grader would not be able to continue. And so we tried to break it out just to promote clarity. And so um that is why we broke it out um for the rationale for you. But we can certainly merge them together if to occur um for the purposes of a the board having a very clear understanding and b the community having a very clear understanding. Um, you know, my my one concern is, and I think that the input part of it is important, especially given that we have had this program for quite some time, um, is is pushing this to research down the line another year, is
142that going to create additional challenges and uncertainty for families um that we could have avoided somehow? uh if you're asking for an opinion um I try to veer away from that when it's a collective administrative decision and so I think that's something for the board to ponder certainly and that's um we will follow the will of the board uh we did receive feedback that parents wanted us to look at it for in more detail and wanted another opportunity to provide feedback and that is where this recommendation um was born to take more time to analyze and really have um more finite information on who would be really interested in continuing the DLI program if it would become um a single site because we need to know that to give you a really good idea I
143think when you're considering those two options. Okay. And I I appreciate that it was based on the input. Um, and then lastly, I I want to um mention something that was said during public comment and it was mentioned by another colleague. Um, I believe it was called a commitment letter and I think you already mentioned that only one school is doing that and that is Allent. Um, I I'm a little concerned about that commitment letter and I'm concerned about that being a school-based thing. um especially since you know it was mentioned that a lot of grant funding is or or there was at least some grant funding was supplemented and I I'd be curious and I know you'll probably have to check on this but I want to know exactly how much grant funding um
144was applied to that program um versus uh local funds but um I I want to see that commitment letter um because I do think that if a parent is signing a commit commitment letter that that is absolutely a question that we need to be um taking a look at as a board. Miss Rogers, thank you. Um I was so interested in sharing what the parents shared with me. I forgot my own question. Um my question is about option two. I know we talked about the quality of the program and my concern with option two is whether or not delivering these classes in an online format is best educational practice from everything I know as an educator is that our middle middle schoolers especially will struggle with language in online format. So I that's my biggest
145concern with option two um is that we're not then providing what the middle schoolers need to be successful. And so and that's the purpose. So that's my my um my concern. Um the only the other thing I just want to add is maybe suggestions is um I don't know what no I not for you miss or Dr. Tropman. I don't know what we do. I'm sure I'm guessing that there is support when teachers need lensure or want more help with their lentures and I'm assuming that there is. So I would hope that that would be concentrated you know with regard to this program but also perhaps and again I've taught other places so I don't know um but like a team teach model where you have a non-licensed K prek to six Spanish speaker paired
146with a licensed prek to six content person where it's not it's a educator and a pair of person to be able to pull off that program might be an idea and it would I mean that's just throwing it out there. I don't know if that's something that we've looked at or if that's something that's even in the budget or whatever, but I've seen that in other places where you have the Spanish speaker not licensed um in the professional, you know, with the content. So, and some of our elementary teacher assistants are Spanish speakaking, so they certainly support and add to the program, but if we were looking at a model like that, it would certainly come with a need for allocations for every classroom then. Gotcha. Yep. Okay. Thanks, Mr. Bows. Yes. I just want
147to get clarification. The 125 that you mentioned, that was per grade level. So, basically, it's like 375. Okay. And then, do we know approximately how many middle school students we have? like total. I don't know. We would 15,000. All right. Thank you, Mr. Khalen. It's fascinating to be in conversations like this because you can hear things 17 times and all of a sudden the 18th time you hear it, you go, "Wait a minute, I never heard that before." So my question would be directed towards you, Mr. Stumman. And that is let's take a hypothetical candidate who's got all the lensure that we need, perfectly fluent in Spanish, but they're not a native speaker. Help me understand what that distinction is and is that a hurdle that needs to remain in place? So, and I thought
148about that. Good question, Mr. Ken. So, that would um vary. So, sometimes the department has worked with a person who's endorsed but is a native speaker. So, yeah. And we and teachers don't have to be native speakers. They don't have to be native. They don't have to be native speakers, but they do have to have an advanced level of proficiency in Spanish. So, we do have some teachers for whom Spanish is their second language. Um, and we have some teachers who are native speakers, but that that it's not a requirement that they're native speakers. And I'm assuming when you use the term native speaker, that's someone who was born in a country that was fluent in that particular language. Correct. Okay. Yes. So, there's a distinction we have. So, I want to clear that up.
149So yes, we have some teachers who are native speakers, but they are endorsed in the content area. So they would uh qualify for the program. Does that make sense? Well, what I'm hearing in your clarification is the fact that you can be perfectly fluent in Spanish, have all the lensure that's necessary and not be a native speaker, but still be qualified in a candidate. Correct. Okay. So, my clarification speaker was not a limitation. Right. It's not a limitation. Um, and on the flip side, so no, it's not a limitation, but on the flip side of that, if you are endorsed, but also are a fluent speaker or a native speaker, then you would be qualified for the program as well. Okay. Fluency is the key. Absolutely. Thank you. Thanks, Jere. Okay. The teachers who are
150on the provisional license, the 41, is that 41 Spanish immersion teachers or 41 Spanish teachers or a combination of all? Spanish combination. Okay. Of all. Is that typical to like other groups? And I don't know what percentage this is. Obviously, we don't have as many Spanish teachers as we have math teachers, but percentage-wise, is that pretty typical or is this a high number because of varying circumstances? I would have to lean into HR. Yeah. of of teachers being provisionally licensed. For the last few years, there have been higher numbers of a higher number of teachers on the provisional licenses. So when annually when HR presents there's a component there that talks about in in our presentation that talks about the national shortage and we also touch on the um research of the those students completing
151teacher preparation programs and so those numbers have declined over the years. So that's the trend that less students are completing teacher preparation programs. Hence more teachers are becoming provisionally licensed. So if you didn't complete the program, however, you may be licensed in or you may have a degree in biology. if you take the practis um exam, then that would qualify you if you pass it to become provisionally licensed. So, to circle back around and answer your question, I don't have hard concrete numbers, but I can tell you that we across the board do have a high number of teachers on provisional licenses. The state just came a couple of weeks ago with the bridge program that um will help those within one standard deviation of passing the practice with some modules um then they could
152become certified. So the state recognizes that as well and they've put in place or the state you know department of ed has put in place um programs and avenues to help support those on provisional licenses but yes. Okay. And then do you know the data of those who are on provisional license the percentage of actually those who complete and not you know actually become full-time teachers because I know when years and years ago I I knew two young men who became pro provisional teachers and they were just going to do it for three years. They had no intention of continuing their education. And I found that out after I asked them how why they left and they're like, "Well, I did it for my three years and I knew I wasn't going to go back
153to school. It was too much work." So, what do you know the percentage of those who were on provisional license? Do they actually make it across the finish line? So, I can't I can try my best to see what I can come up with, but I tell I can tell you that in HR they are tracked. So, um, those on provisional licenses are monitored and communication is sent every, you know, 30 days. Um, we have a 30-day reminder, a 60-day reminder. The principal is copied. So, I can try my best to see what I can pull for you, um, Mrs. Williams, but I can't, um, tell you here and now confidently. Yes, ma'am. But I I can try to see what I can get you. Um but some do make the decision. They let their
154license um l expire the provisional license. We call them with options and and they do tell us I'm not going to pursue Yeah. um further. So that could happen. Okay. And lastly, when we talked earlier about trying to get Spanish teachers from within, but if you get a Spanish teacher from within, then aren't you eliminating that Spanish teacher from a required course that students have to take three years of foreign language? Oh, no. Sorry. Okay. So, the immersion the elementary immersion teachers don't have to have a Spanish certification. They have to have the elementary certification and they have to be fluent in Spanish. So it wouldn't take away a Spanish teacher, but it would take away another elementary teacher. Okay. So for that elementary, but how about the middle school if we needed more? And
155same. Yeah. Similar for middle school. So this like the immersion social studies teachers right now are certified to teach social studies and they're fluent in Spanish. Okay. Yeah. Yeah. Yes. If that occurs, if you're pulling from within a Spanish teacher from ninth grade or 10th grade Oh, for option two for the option. I understand what you're saying. And then our if you're an advanced diploma, a foreign language is required for you to get that. So then there we are. Another shortage type. I mean, it's it's just a do it's just so complicated and a domino effect, but it's the shortages. That sounds great, but then you're leaving that classroom without a teacher or whatever. Okay. Thank you. Okay. Um, seeing no more discussion, we are going to move on to the next one. Although I
156I am just going to reiterate uh this recommendation needs to be written into one so that people have the ability to um make motions on this as needed. Um we are going to move on to the division literacy plan and we welcome Dr. Lena Kelly, executive director of elementary teaching and learning. Good evening, Chair Brown, Vice Chair Williams, school board members, and Dr. Robertson. This evening, I will share a minor modification to the division literacy plan, and we'll return at the next school board meeting to request your consent. Before I move forward, I just want to take a moment to thank you for approving the current division literacy plan, which you approved at the May 28th, 2025 meeting. Following your approval, we submitted the division literacy plan to the Virginia Department of Ed by June
15730th as required. On October 17th, we received a request to make a minor modification to the plan and to resubmit it by November 14th. As a reminder to our community, our division literacy plan has been posted on our division website, specifically on our literacy for all page as required by the Virginia literacy act. We have provided you a full copy of the division literacy plan in your schoolboard packet. And as you know, the division literacy plan template includes the six sections displayed here on the screen. On October 17th, we received feedback from the Virginia Department of Ed related to section 4, monitoring student assessment and progress. Section 4 includes information regarding the assessments we implement as well as the timeline assessments are administered. When we submitted the division literacy plan in May, the timeline for
158the Virginia language and literacy screening system or vowels for grades four through 8 was not confirmed. We included grades four through eight with the same timeline shared for grades K through three. Since then, updated information has been provided and we've updated the divisional literacy plan to include the grades four through eight administration administrated timeline which is uh two um administrations fall and winter. We also maintain the K through three timeline which is three administrations fall, winter and spring. The snippet on the screen shows the minor modification we were asked to make. I will return on November 10th to request your approval for the PL plan we presented this evening. We hope that this has provided you enough information. Um I'm here to answer any questions you may have. Miss Rogers, I just had a quick
159question about the veils. Is it still um that it's the same for early childhood? Same exam, fall, beginning of year, middle year, end of year. Different subtests are administered. It's not all every subtest is not administered every time. And it depends on student progress. Okay, that's good. I mean, I'm only asking because of the time that it takes to do the testing that three times a year. When I was doing it, it was the same one and it was it took a very long time. So I'm guess I'm just asking are we seeing a shortening of that for our educators? The um winter assessment is um in some cases less subtest middle. Okay. Thank you so much. You're welcome. Okay. Thank you. I don't see any other questions. Um so we are going to move
160on to the VSBA delegate assembly proposal. Um I'm going to be presenting this one. So, every year the VSBA does a delegate assembly. Um, we vote in June on our uh committee assignments and Mr. Co Pepper is currently our delegate assembly uh representative and u Miss Melnik is the substitute for that. And during the assembly, there is a vote that takes place on the proposals that the VSBA um has brought forward to vote on. And so the reason that this is in our packets today is because we need to make sure that we provide direction uh for our schoolboard member that's going to be attending to make sure that the will of the board is here. So you should see this in your packet. There are three total proposals. Um in other years we've done
161two minutes uh per proposal. Um so that we don't get into the weeds too much. Um so um I I guess we can start with legislative proposal three. Um but these will all be up for a vote next meeting. We can either vote on them as a block or we can um vote on them individually. All right. and I will open the floor for any questions or comments on legislative proposal three, which I know is confusing, but that's just the order they received them in. Um, and that one is assessment reform and accountability reforms proposed amendment. And my screen hasn't switched, so I can't see who's in line. And Mr. Co Pepper, do you have anything you want to add about the delegate assembly or you I can just restate your summary which I agree
162with. So um for those who haven't seen this before, every year uh all all of the uh divisions in Virginia can submit legislative proposals to the VSBA. Uh of those the VSBA will I'll I'll just call it validate some number of those and then submit them. uh back to the divisions for the divisions uh to approve the language and then at the uh the assembly which is in late November all of the the delegates uh for each division will vote to either approve or disapprove each one of these uh that come through. So these are the three for this year. Okay. And um for number three, I um I just wanted to comment uh quickly that I I am concerned uh any major policy changes what a major policy would change would um constitute for
163a curriculum instruction assessment and accountability. Um and the other thing is is I have concerns about if something's truly not working having to wait an entire year uh to modify it. So, those are my thoughts on that particular one. Um, madame clerk, I can't actually see who's in line on my um screen. So, or if anybody even is. Okay. So, we no more questions on three. Oh, Vice Chair Williams. Um, keep time here. Yes. I I would kind of like to ask um Dr. Robertson, do you have I mean what are your thoughts about the reduction of the number of so tests and content areas to prevent reallocation of assessment dial? I mean what what is your professional opinion on this first one? Yeah. So there is a a committee has been working at the
164state level for a while around so assessment reform to include looking at a new provider um because I think um the consensus is they're trying to find if you want to say the sweet spot for assessment that promotes higher learning more rigorous instruction um and what type of model that is. So, you heard tonight about the LAVC2 and and Miss Williams, uh, you and Miss Felton have been on the board and Dr. Green from your time where in 2007 when we had a strategic plan, it was the first time we talked about this notion of balance assessment. Let's try to create opportunities where it's not a one-time assessment on a day in May that signals of whether or not you demonstrated that you met the learning proficiencies. let's try to have an assessment where you
165are actually applying your learning in a writing form performance assessment or a project base. So there's that conversation is still ongoing and so I think what this language does is say is it says that we want to deliver highquality instruction and ensuring student success and we want to support the conversation to continue to find that right balance between um a a one time test in a balance and when do you assess students at at what junctures? There's some camps that say just do it what's required federally which is reading and math and and sometimes science. Others are like well what about social studies? So I think just this just says that we want to continue to the reform conversation until we can find the right answer. Yeah, I know we used to have a committee
166and I I think I think one of our principles Dr. Matney I think was on that committee years and years and years ago. I'm not sure why it's taken, you know, forever, but um and I have to remind my colleagues that that and correct me if I'm wrong, Dr. Robertson, the SOS were brought to us in about I don't know 1998 2000 and they weren't supposed to be here for 25 or 30 years, I don't think. I think they were supposed to be here for a few years, right, Mr. Co Pepper? Yeah. I just wanted to point out too that uh the whole this whole this whole legislative proposal number three is not new. It's just the underlying portion just that one paragraph that they're propos that is proposed to be added to the existent
167to that existing uh legislative proposal 1.7. Uh so it's the key part there is uh I think the last half of that sentence uh that the uh that provides for a minimum of one full academic year to prepare for and implement any major policy changes that affect curriculum instruction assessment or accountability systems. So, I mean, it's basically trying to put a break on the legislature from throwing things at divisions, you know, and giving them a month or three or four or whatever we dealt with on several things this year before they got to do those major implementation changes. That's a double-edged sword. Obviously, you know, when uh you know, for example, you know, a governor can only serve one term here. Sometimes legislature trying to move fast in a particular direction, but obviously for us,
168I think, you know, any given division is going to be happy to have that the magnitude of throttle changes be kind of slowed down a little bit so that you can settle in. So, that's the key thing here is whether or not we would either support or not support putting a limitation on that for one full academic year to prepare. Although, I will argue that there's There's lawyer language in that sentence which is the words um major. Yeah. What does that mean? Well, I mean, yeah, exactly. What's major mean? Right. Okay. I don't see any other comments on legislative proposal um three. So, we're going to move on to legislative proposal six. And I forgot to mention that this is because the VSBA um does do lobbying. And so that's what this is all about.
169Um it's not our personal lobbyist, but um so the legislative proposal six is the new chronic absenteeism proposed position. Um that one is relatively short. Um and it's up on the screen and I'm going to ask um the clerk. All right. Are there any discussion or questions on that one? Okay. And we are going to move on to the enrollment cap for virtual Virginia proposed amendment to the existing legislative position. Um so that that position there um amendment is underlined um and it's specifically including advanced placement courses, dual enrollment and other similar courses. Um and then there's a couple of other um underlines in the very bottom there. So, is there any questions or discussions on legislative proposal number eight? Okay. All right. Well, this will be up for action at our next school board
170meeting and we are going to move on now to behavioral and mental health supports for students year 2 outcome evaluation. We welcome Dr. Allison Bach and Dr. Noel Williams, Evaluation Specialist, Office of Research and Evaluation. Good. Thank you. Good evening, Chairwoman Brown, Vice Chair Williams, members of the school board, and Dr. Robertson. Today, we will provide an overview of the key findings and recommendations from the outcome evaluation of behavioral and mental health supports for students. The evaluation report you received in your agenda materials provides additional details. In 2021, the American Academy of Pediatrics issued a national state of emergency for child and adolescent mental health based on data showing that students behavioral and mental health were impacted by the pandemic. Multiple supports are in place in all VBCPS schools, including support from school counselors, behavioral
171intervention specialists, the multi-tered systems of support framework, and the student response team process. In 2324, an implementation evaluation was conducted on multiple behavioral and mental health initiatives that have recently been developed or expanded in Virginia Beach. A part of the recommendations of that evaluation as part of the eval recommendations of that evaluation this year's outcome evaluation focused on the three initiatives shown on the slide where outcome data monitoring was feasible. The BIS and communities and schools initiatives were implemented at specific schools and the base program was accessible to elementary students divisionwide. This outcome evaluation included implementation related aspects of the three initiatives such as the purpose, target audience and components. However, the primary focus of the evaluation in this presentation was progress toward the outcome goals. Stakeholder perceptions and the cost were also included. The
172evaluation also addressed general staff perceptions of behavioral and mental health supports available throughout the division. Data collected for the evaluation included interviews with central office staff, review of program documents, site visits, surveys, student and staff participation information and cost data. School-based staff were surveyed in April 2025. Overall response rates and total number of respondents are shown on the slide. Compared to the previous year's survey, response rates increased for nearly all staff groups. Respondents were first asked to indicate which initiatives they were familiar with and then received more detailed questions about these specific initiatives. Because of this, the number of respondents to each set of items varied by initiative. So, the numbers of respondents to survey items will be shown on the graphs in the upcoming slides. All staff who responded to the survey were also
173provided general survey items about behavioral and mental health supports for students. Parents of students at BIS and CIS schools were also provided items related to these initiatives while parents of students who participated in the base program were invited to complete a survey before reviewing the outcomes for BIS communities and schools and base staff perceptions about supports and related divisionwide data will be shared to provide a broader context. This slide shows staff members general perceptions of behavioral and mental health supports for students. All staff who responded to the survey received these items. Overall, 79 to 80% of staff agreed there are supports at their school to help students regarding behavioral and mental health needs. In terms of satisfaction for supports, 66 to 68% of staff reported being satisfied with behavioral and mental health supports. Overall staff
174perceptions of behavioral and mental health supports improved from 2324 to 2425. In terms of awareness, 82% of staff agreed they knew what to do when students needed behavioral supports and 77 agreed they knew what to do when students needed mental health supports. To provide additional context, divisionwide behavioral and mental health related data over the last three years were analyzed. These trends reflect the broader environment and are influenced by multiple factors. As shown on the slide, the number of reported suicide risk assessments steadily declined from 2223 to 2425. Students are attending school more. The percentage of chronically absent students declined 7 percentage points in 2425 compared to 2223. The pattern for referral and suspension data was less noticeable, although there were slight declines over time for the percentage of students who were referred or suspended multiple
175times. The BCPS has had a decline in the severity of behavior. For example, there were approximately 400 less discipline hearings over the last three years. At this time, we will review each of the three initiatives that were part of the outcome evaluation. The first was behavior intervention support team or BIST professional learning and strategies which began with five elementary schools in 2324. Three additional elementary schools are participating in 2526. Schools were selected based on a review of academic and behavioral data. This initiative provided training and strategies to staff based on BIST concepts that emphasize intervening early to help students learn replacement skills to reduce disruptive behaviors. BIST supports schools in using common language, clarifying schoolwide expectations, and creating predictable routines and environments. BIST views students who exhibit disruptive behaviors as missing skills. It provides a
176range of intervention strategies that hold students accountable for their actions while helping staff intervene to help students replacement skills, help develop students replacement skills. If students engage in disruptive behavior, students may move from their regular seat to a safe seat, which is a desk or seat within the classroom to help the student regroup. If students continue to have difficulty, they may be asked to move to a buddy room, which is a safe seat in another classroom that allows students to reset and behavior expectations in the classroom to be maintained. Another strategy is the focus room, which is a room that is separate from the students classroom and overseen by a teacher assistant. Within each option, students receive help learning appropriate skills, process the situation with staff, and may complete behavior or think sheets to help
177problem solve and plan for better choices. It is important to note that the VBCPS student code of conduct still applies, and students are referred to the office as appropriate based on VBCPS discipline guidelines. When surveyed, 75% of staff involved with BIS indicated they were satisfied with the initiative. In response to an open-ended item about improvement areas, one theme that emerged from involved staff was the need for more consistency across staff within a building and in following the BIST model. One recommendation from the first year evaluation was to improve communication with parents about BIST practices. In 2425, all schools held a parent night to share information about the process and philosophy. Overall, when surveyed, 92% of parents of students at BIS schools who responded to the item agreed they understood the approach their child's school use
178to help students make good behavior choices. When staff were asked about the impact of the various BIS strategies on improving student behavior, survey data showed that staff were most likely to indicate common language, class or morning meetings, and the focus room improved student behavior to a large or moderate extent. Lower percentages of staff indicated the safe seat, coaching or success plans, behavior or think sheets, and the buddy room improved student behavior. The goals of the BIST initiative are to increase teaching time for all students, decrease disruptive behavior, facilitate lifelong change in skill sets for students with challenging behaviors, and provide relief for adults who are working directly with students. When staff involved with BIS were surveyed about these goal areas, 60% of staff agreed the BIS strategies allowed them to increase teaching time for all
179students, while from 70 to 73% agreed BIS strategies allowed them to decrease students disruptive behavior and help students develop missing skills. Higher percentages of staff agreed the BIST initiative more generally has provided teachers with an option to support students with behavior concerns as well as provided strategies to intervene before behavior escalates to investigate the impact of BIS on students disruptive behavior. Schoolwide discipline data for the five BIST schools were examined in 2223 before implementing the initiative through the 20 or 25 school year. This slide displays the combined data across the five BIS schools for the percentage of students with at least one referral or at least one suspension alongside the division data for comparison represented by the dotted line. Overall, the BIS schools had somewhat larger decreases in the percentage of students with referrals or
180suspensions than the division overall. Additional analyses for individual schools showed four of the five schools had reductions in the percentage of students with multiple referrals or mult multiple suspensions during this period that were larger than the division with an average decrease of nearly two percentage points. Three of the five schools reduced the percentage of students with only one referral or only one suspension. However, the decreases were smaller on average than the other measures. This suggests that the impact of this was more notable for students with multiple infractions. The second initiative is communities and schools or CIS. The initiative is operated by site coordinators employed through communities and schools communities and schools of Hampton Roads who leverage community resources to meet school and individual student needs. The initiative began in 1718 with three schools and it
181has expanded over the years with 10 schools implementing the initiative in 2425. Schools have been selected based on reviews of academic attendance and discipline data as well as school feeder patterns. At each school, site coordinators conduct an annual needs assessment to establish schoolwide goals and develop a school support plan. In 2425, each school set one or two goals in the areas of attendance, behavior, and family engagement. Schools could also choose to keep the same goal from the previous year. Throughout the school year, site coordinators held events aligned with their school goals. Examples included attendance initiatives such as allowing students with good attendance to participate in a basketball tournament and family engagement events such as a student student expectations paint night. In 2425, coordinators provided 129 schoolwide events related to goal areas with nearly 6,000 total
182student attend attendances across the events. Coordinators also provide events to ensure students and families basic needs are being met, such as providing hygiene products or clothing and shoe drives. Another key component of CIS is providing individualized student support for recommended students for these students. The coordinator collaborates with families to set individual goals and plans. Support may include one-on-one mentoring, small group meetings, and connecting with community partners. For example, students at two schools could work with the teen outreach program, which offered students opportunity to conduct service learning projects. In 2425, 552 students received individualized support through CIS. These students goals focused on academics, attendance or behavior. Although the initiative is led by the CIS coordinator, school staff may be involved through collaborating with the coordinator, recommending students for services, or helping with schoolwide events. When surveyed,
18396% of staff involved with CIS indicated they were satisfied with the initiative. to examine the impact of CIS on schools progress toward their schoolwide goals. Monitoring data collected from CIS were reviewed. Overall, 63% of the schoolwide goals across the 10 schools were met, and eight of the 10 schools achieved at least one of their goals in 2425. Broader schoolwide data related to the goal areas were also analyzed. School improvements over time were compared to division level trends to determine whether school gains exceeded division patterns. Eight schools had a CIS attendance related goal. Of these, five showed gains larger than the division in the percentage of students attending at least 90% of days enrolled and six showed improvements larger the than the division in their average attendance rate. The figure on the slide shows the percentage
184of students attending at least 90% of days enrolled with data combined across the CIS schools with an attendance goal. The yellow line represents the four schools that focused on this goal for two years and the blue line represents the four schools that focused on the goal for one year. The dotted line represents division data for comparison. To evaluate the impact, data from prior years were compared to the most recent school year. Overall, regardless of how long schools had worked to their towards their attendance goal, schools showed larger increases than the division. Fewer schools had a behavior related goal and the impact was more variable depending on the behavior measure. Eight schools also had a family engagement goal. Five schools had improvements larger than the division in the percentage of parents reporting they were aware of
185events, programs, or resources to support their child's education. And six schools had improvements larger than the division in parent reported satisfaction with those events. This figure shows the percentage of parents aware of events with data combined across CIS schools with a family engagement goal. The yellow line represents the school that had focused on the goal for two years and the blue line represents the schools that focused on the goal for one year and the dotted line represents the division data for reference. CIS goals showed larger increases in parent awareness than the division overall. Another key component of CIS involves providing individualized support for a smaller number of students. When staff were surveyed about the support offered to these individual student students, nearly all staff involved with CIS agreed the initiative had a positive impact on
186students and families and provided assistance to staff by supporting students in need. Monitoring data collected from CIS regarding individual student progress toward their CIS goal showed 80% of students with the behavior related goal met that goal while lower percentages of students with an academic or attendance goal met their goal. When staff were surveyed about areas CIS may have helped students improve. Survey data mirrored student progress data with a higher percentage of staff indicating behavior was improved by CIS while slightly lower percentages indicated attendance and academics were improved. In response to an open-ended item, one theme that emerged was suggestions for stronger communication between the CIS coordinator and school staff about students working with the coordinator. For example, some staff expressed lack of clarity regarding which students were receiving services as well as the supports being
187provided. From the parents perspective, nearly all parents who responded to the survey and indicated their child worked with a coordinator agreed the resources provided had been helpful for their family. At this time, Dr. Noel Williams will share the information for the final program. The next program reviewed was the behavior and social emotional orbase program which was available for all elementary schools in 2018 2019. This program is a 6 to9week one-time intervention for general education elementary students primarily students in ga grades K through three who have limited educational experiences or social skills that lead them to engage in challenging behaviors. The program is located at Windsor Oaks, but elementary students across the division may be referred. The purpose of the program is to teach students coping strategies, problem solving skills, and social skills needed for school
188and behavior management. Students in the program have a structured day consisting of morning meeting, academic blocks, social emotional learning, self-regulation, preferred activity time, goal setting, and structured movement. In 2425, 29 students were enrolled in the program. The majority were male, 86% and 45% were black and 38% were white. The largest number of enrolled students were in kindergarten followed by first grade. There are two base classrooms that are directly supported by eight staff including behavior intervention teachers, student support specialists, and teacher assistants. A school psychologist and a doctoral intern are also involved in the program. On the survey, staff members indicated whether they were involved with the base program by either working in the base program at Windsor Oaks or working with a student who had been in the base program. As shown on the slide,
18988% of staff agreed the process for transitioning a student from their home school to the base program was communicated clearly and the student response team SRT 504 meeting. And 79% of staff agreed the process for transitioning a student from the base program back to their home school was communicated clearly in the SRT 504 meeting. When asked a similar question about the transition experience, all parents who responded to the survey item agreed their child's transition from their home school to the program at Windsor Oaks was successful and 88% agreed the transition back to the student's home school was successful and they had the support they needed when they returned. One recommendation from the 232 24 evaluation was to prioritize the identification of behavioral supports that can be successfully imple implemented after students transition from the base
190program back to their home school. As part of this recommendation, the base team updated the student transition report. The report continues to include referral reasons, interventions used, progress made, and recommendations for continued support. In addition, the new report focuses on specific triggers, strategies, and outcomes for individuals with clear outcome outcomedriven metrics. Also, staff added an additional academic block to the student schedule. The goal of the base program is to decrease aggressive, disruptive, defiant behaviors that lead to out of school suspensions. Perceptions of staff involved in the program related to the goal areas are shown on the slide. 75% of staff reported the program provided students with useful strategies to help their emotional regulation and behavior. And 69% it agreed it improves students emotional regulation. Perceptions of improving students behavior overall and aggressive, defiant, and disruptive
191behavior ranged from 59 to 61%. Overall, 64% of staff reported being satisfied with base. Comments about improvement are focused on students have having difficulty transing transitioning from the base program back to the home school. From a parent perspective, all parents who responded to the survey agreed the base program was helpful for their child and their family. Discipline data for students in the base program were analyzed to determine any changes after attending the base program. The slide displays data from two cohorts. Cohort one, students participated in the base program at some point in the 2023 2024 school year. And cohort 2, students participated in the BA base program at some point in the 2024 2025 school year. In the chart, the blue bar represents the average number of referrals, suspensions, and out of school suspensions before
192attending base, and the orange bar represents the average after returning to their home school and after completing the base program. For both cohorts, there were declines across all measures after students attended the base program. Additional analysis that took into account the number of days students were enrolled prior to base and after a base also showed the same downward trend in referrals, suspensions, and out of school suspensions. To identify the extent to which the participation in the base program was related to students discipline patterns, a comparison group of non-base students was created for both cohort one and cohort 2 students who attended the base program. This group was identified using several criteria. First, each student had to attend a school that sent at least one student to the base program during the respective year. Second, students
193had to be enrolled in the same grade levels represented in the base cohort. In addition, discipline data were considered. Students were selected for the comparison group if they had at least a total number of referrals equal to the base cohorts average for the year. This criterion ensured that both groups exhibited discipline patterns that were as close as possible. Finally, consistent with base program eligibility requirements, students did not have IEPs because the timing of the base intervention varied and students could be entering base at various points during the year, such as in quarter 2 and three. The focus for this analysis f was the trends from quarter 1 to quarter 4. This slide displays average referrals for base students in cohort 1 and cohort 2. Base students are shown by the blue line and the comparison
194group is shown by the orange line. Both base cohorts show meaningful declines in average referrals from quarter 1 to quarter 4. By contrast, the comparison group across both cohorts increased and average student referrals from cohort 1 from quarter 1 to quarter 4. This slide displays average out of school suspensions in quarter 1 and quarter 4 for BA students in cohort 1 and cohort 2 and their corresponding comparison group. Base students in cohort one and cohort 2 demonstrated notable declines from quarter 1 to quarter 4 and the average number of out of school suspensions. By contrast, the comparison group showed increases for both cohorts for quarter 1 to quarter four and the average number of out of school suspensions. Consistent patterns emerged showing the base students improved over time while comparison students discipline patterns trended upwards.
195A longitudinal analysis for base students in cohort 1 for 20 from 23 24 and the comparison group was conducted to examine longer term trends in discipline events through the school year following the their base participation. Students included in this analysis were those who were enrolled in the division for the entire year in both 2324 and 2425. This chart displays average referrals for base students in cohort 1 and students in the comparison group in quarter 1 and quarter 4 across two academic years as evident by the blue line under year 1. Base students ended the year with a reduction in the number of referrals. In year two, base students had an average of 1.76 referrals in quarter 1, which was an increase in from quarter 4 the previous year. Comparison group students began the second year
196lower than quarter 4 of the previous year. A similar pattern existed across the other disciplinary measures. After discipline events improved in quarter 4 of the students enrolled in base, former base students began the next year with higher levels of disciplinary events, particularly in suspensions and out of school suspensions, suggesting challenges with the transition in the new school year. This slide provides the summary of costs last year and 2425 for each of the three initiatives that were part of the evaluation. The second column provides the total cost of the initiative. The third column shows that a large portion of the cost was covered by external funding sources such as title one grant funding or funding from communities and schools. The last column shows the total paid by BBCPS for these initiatives which was approximately $775,000. The
197first recommendation is to continue the BIS initiative communities and schools and the base program with modifications noted in the following recommendations. The second recommendation is to continue support schools consistently implementing BIS strategies and using them effectively. The third recommendation is to strengthen communication between communities and schools coordinators and school staff to support individual student success in their goal areas. The fourth recommendation is to ensure staff who work with former based students have information from students transition plans at the beginning of the next school year about their needs and recommended strategies to help sustain behavioral gains made during the base program. At this time, Dr. Danielle Kawuchcci, chief aca academic offer officer, excuse me, will share the administration's response. Good evening again. On behalf of the Department of Teaching and Learning and the Department of School
198Leadership, the administration concurs with the recommendations presented this evening and will continue implementing BIST communities in schools and the base program. Professional learning and coaching support will be provided for the schools implementing BIST. School administrators and behavior intervention specialists will assist instructional staff and assistants with using effective strategies to promote safe and welcoming learning environments for communities and schools. BBCPS staff will explore explore scheduling additional check-in meetings with communities and school staff members to better align efforts, improve communication, and coordinate support for our families, especially for families with students at multiple schools. Additionally, staff supporting and leading the base program will increase communication at the beginning of each school year for students per uh who have participated in base the previous year. The communications will be sent to principles encouraging them to review and share
199with teachers the student specific strategies outlined in the base students transition plans. This additional step will better equip staff to foster positive relationships with students and proactively prepare classrooms to meet our students needs. And that concludes the administration's response and staff from various departments uh remain here to answer any questions you have. Mr. Ken. Okay, let me see if I can connect the dots. On page four or slide number four, you have the staff survey responses. And you've got five different categories uh of groups that are represented there. And I've done this before and added up a column and divided it by the number of representatives in the column only to discover, no, no, no, that's not how we do things. But if that in fact is a correct way of analyzing this column, I
200come up with an average response rate of 35%. Would you say that is an accurate way of evaluating the responsiveness? Um so there they do vary in how many of how many staff members are in each category. So teacher there are more teachers and and teacher assistants um than you know than the other groups. But this this was a a survey that was for behavioral and mental health supports. And so it's possible that staff who were not familiar with the initiatives that we were surveying about. They may not have clicked into the survey. That's a So let's take your observation relative to the teachers that there were 1556 teachers who responded, right? And that represents 30% of the total teachers that could have responded. Correct. Yeah. Who received an invitation to the survey. Yes. So
201I I am tracking correctly. And then if I go to slide number seven. Yes. Slide number seven tells me that 75% of the staff involved with BIS were satisfied. But would that be 75% of 30%. So it's a little bit tricky because for So for these this survey we had several different initiatives that were part of it. So the first question was are you please select which initiatives you're familiar with. So for BIS in particular it's only at five elementary schools. So if they selected they were familiar with BIS they received another question they and that was whether you worked at one of the five elementary schools. So this is this is a smaller group. Yeah. Mr. Ken's question is good. So Mr. Ken's question calls into question number on slide four. Yes. 5% of
202staff at abyss school responded 144 people. And then when you go to slide seven% of those respondents of the 144 which is less than 5% responded to that and and five five is the parents that that's a parent response rate actually. Yes. Yes. So I I can give you the the numbers. I I we didn't calculate the response rate specifically for those five schools, but I can get it. Well, let me explain the reason for my exploring the numbers as I am. Yes. My main concern is what teachers have to put up with in the course of conducting their classrooms. Anybody who's had a few minutes of a conversation with me knows that uh I'm an old school guy who used to experience discipline in a different way than the world treats discipline areas today.
203Many times what I witness is an unbelievably difficult set of circumstances for teachers to conduct their classes in. That disturbs me greatly. So my the point of all of this is to find out from the teachers point of view is this new fangled game plan working like we hope it should or is it nice on paper but the reality is and again based on the responses right it tells me very few people were really interested in responding to the survey data and if in fact that is a fair assessment That tells me there's not a lot of buy in. I I can get you the the approximated response rates for the VIST schools. Um I just don't have it right now. Okay. Well, if you would that would be helpful because again my main concern
204has to do with what teachers have to deal with. Right. Yes. I I care deeply about that. Yes, I understand. Okay. Y and Mr. Ken, if I may speak to uh the BIST um program that you're talking about. Um so we attend with the trainings with the teachers and the principles and we've taken part in a lot of them and they're highly engaging um motivating and one of the great things about the BIST program is it speaks to one of your concerns and it really has a focus not on just the students and teaching them the skills that they are missing that will help them regulate their emotions and reduce their referrals. there's a high level of accountability and um a big commitment to the program to focus on um the needs of the teacher
205and the teacher's well-being and the teacher's sense of control over the classroom and ability to focus on the instruction. And so because of that, there's this this teacher care component of it that really teaches and promotes teachers in feeling confident with promoting consistency and redirection um with high levels of accountability. In fact, in some states and divisions that have implemented this, the referral rates actually go up in the first couple of years because they're holding kids really accountable. Um and so um there's this learning phase. Um and so I would say that with the these results, even though we can definitely work with PIA to get um more responses, they are very positive from the teachers perspective. Um what we're seeing here, Mr. Ken, if I could build on that just to maybe draw to
206slide nine and I think you see some responses by teachers there where the sample rate you can see in those bar graphs where you see the goal of in teach increased teaching time for all students at 60% I was I was drawn to the one on the right side that has provided a way to help teachers with an option to support students at 88%. So you're see and some skill development. So you are seeing some teacher response rate there of over a 100 teachers that responded on some of the impact of the BIS program as well. So I felt it was important to draw you to that slide also because it does give some teacher perspective. Thank you. I appreciate that. Yes, of course. All right, Vice Chair Williams we Yes. So what is the
207number of students in the base program like per day and because I know they fluctuates but it's low. So, um, we can certainly send you that data. Um, I would assume it's like under 10 under usually like four or five or six or something like that. Well, it fluctuates on who's being right um enrolled in it. So, at the beginning of the year, there's protocols for collecting data, monitoring, going through SRT before um immediately sending um and putting interventions in place. So it grows over the year and then they're there for about 9 weeks that we've um extended that for kids that need more intervention before they're successfully ready to reenter. But yes, it's a low number. Usually 10 or below. I believe last year we served um and I hate to say it here.
208So um around 30 students, but I need to confirm that but I know 29 are there at the at the same time. So, I'm just trying to figure out with two classrooms and obviously you don't want a full classroom because it's challenging. So, I'm thinking five or six at a time is what I'm thinking. But we can send more data to you over um email. I do I believe in the report it says they don't like to have any more than seven at one time. Dr. is correct. It does depend on severity of behavior. Right. Okay. I just kind of wanted to get an estimate. Okay. Thank you. Yes, Miss Rogers. Thank you for the presentation. I just wanted to say um I guess for the public and for my colleagues that I actually have
209met um with a BIS teacher and have seen all of the different uh strategies in practice and that it is highly successful. um and having been in the classroom and not fully understanding um the tools that are available to educators when they are dealing with um behaviors that this is I I love this program. I'm just going to say that. Dr. Green, thank you. And and Dr. Kawuchcci knows I know a little bit about FA since we started it and and I think you shortch changed yourself Dr. Kawuchcci in speaking to the merits of it and one of the things I want to add um when the program and please correct me because I know things change. I've been gone now what three three years. But one of the things that we pride ourselves that
210they now I suspect still continue to do is that when we transition students back to the school it's not just dumping the kid back into that classroom. The supports are still there. So there is like a transition period for the student to continue and the bisque and other staff still work with the student also to keep this home to school connection. I mean the school to base connection um Dr. Kawuchcci, I assume too that you all still have like weekly visits from someone from the home school as well so that the student knows that at some point I am going back. It could be the principal, a school counselor, different staff. The teacher is always encouraged to come see the student as well so that when that transition takes place, it's seamless. But the bottom
211line is the student and the parents know you are going back with a new set of skills. Absolutely. Okay. So, I um I wanted to at first I think if we were to break out the teachers and teach teachers assistance specifically um their responses I I think that may be useful because I think that's um you know what I've heard a couple of my colleagues um interested in and so I see we have,556 of those respondents and so I I think that that would be um those responses directly impacting the classroom. Um of course I am, you know, happy to continue the work. Um and I I mean the numbers are you know they still need work and that's I but I also want to mention the progress because we also have 400 more respondents
212um than when you did this survey last time. And so I I do find that to be refreshing. Um and your mention of the severity of behaviors has decreased. Um so I think that's very good. Um I did um have some curiosity about this. 97% of parents whose children worked with a coordinator agreed community and schools helped meet child's needs. Um, is that 97% of those surveyed that responded or do we have a 100% response rate or is that the beginning? So that that's the 5% response rate um for BIS parents of students at BIS schools, but on the survey uh I'm sorry, we're talking about CA communities and schools. So the the 97% is this 304. Yes. Okay. But on this, there are two components of CIS. There's like a there was a schoolwide
213component, but also an individualized component. So, we sent the survey to all parents at the the 10 schools. And on the survey, we asked if their child had those received those individualized services and there were 34 of the parents who indicated that a student did receive individualized services. So, it's 97 I know it's a lot of numbers, but it's 97% of the 34 who indicated their child worked individually with the coordinator. Okay. Um, and do we do we have a number on how many um surveys went out? So, you you have 34 that responded, but how many didn't respond? Um, I know you had a response rate, but Yes. So for communities and schools, um we sent the survey to every parent of a student who was at one of the 10 schools. So it
214was 8,732 sent. So that is the um 3 and a half% response rate. Okay. Yeah. All right. Okay. Um, and then the other thing is, and I I really just um, you know, I wanted to point out um, especially as we're going into a budget season, um, that I appreciate on slide 21 how you broke down, um, that we are the exact amount of federal funding that we are receiving and um, that that 632,000 and then um, I I guess we're using local or state funds for the other 774,000. So, I appreciate that, Mr. Cummings. Yeah, thank you, Chair. Um, first and foremost, you know, I really appreciate the amount of uh data that you put into your presentation with comparison and trend charts. And so, that helps us, I think, understand you know, information
215from the lens of, you know, what's going on and having a benchmark to look at it against. So, that's very s very helpful. And you know I'm very impressed as well with you know our response rates and you know from staff. I think that's a you know when I see like 30 some% that's great work. So I appreciate that. And so my questions I just have a couple like quick questions as I'm trying to understand everything and just I mean I do I I feel like I know but I want to make sure I affirm I know. So when I see base program costing you know 542,000 And that's for the 29 for 29 students, correct? And is that in addition to what our cost is or whatever their cost would that's in addition to
216the cost allocated to them for their normal zone school experience. Correct. Okay. And so those funds are mostly for staff. Those funds are mostly for staff. Okay. And so when I sit and look at this, you know, there's two, you know, I think there's I'll just give some of my thoughts, but I think there's two, you know, there's a couple ways to look in at this lens and look at this investment. One of my mo favorite essays that I've ever read in my life is by Malcolm Gladwell called Million-Dollar Murray appeared in the New Yorker. And so he talks about the cost of treating things as a band-aid versus preventative care and how the long-term costs actually outweighs the preventative costs upfront. Um, it's a phenomenal essay. Appeared in the '9s. I keep it, read
217it, try to read it at least once a year because I think there's a strong indication here that, you know, there's there could be immediate sticker cost or sticker shock in seeing something that's a half a million for 29 students. But if you think the longevity of that student experience within our school system, you know, what what is the cost if we don't do intervention? What is the cost if we don't dedicate staff um to this student? what's the future cost? You know, we know, you know, national data from, you know, about, you know, the prison to pipeline type um situ scenarios. And so I see this work as a good investment into uh you know, to our students to be preventative and intervene um to get them on track. And so, you know, I
218was just trying to understand all these all these num um these pieces. But that's what came to my mind. And so, I definitely applaud uh this great work. you know, you read um you read about referrals dropping, you read about suspensions dropping. We see, you know, benchmarks all across this data of improvement. And so, you know, I do think, you know, there's obviously a fiscal accountability, but there's also an investment in the sense that we see something that's working and you know, what is it like the scale? What did the cost be to scale? And so I don't know it's a very insightful presentation and I appreciate it and I look forward to now visiting base programs along with uh some of the community and schools programs as well in the future. So thank you
219so much. Okay, thank you very much. We are going to move on to the consent agenda. So we have a a few items I'm going to read here. Um, policy 3-27, policy 6-28, policy 7-2, policy 7-13, policy 7-21, policy 7-58. We have the 2024 25 annual field trip report. Allent Elementary School, RTU replacement. Bayside Middle School, RTU replacement. School administration building number six, Primary Data Center and Einstein Lab, HVAC replacement, gifted citizens advisory committee appointment recommendations. Are there any objections to the school board voting on the consent agenda as presented? Mr. Ken, I hate to admit this, but I got to admit this. What's RTU stand for? Rooftop. Rooftop unit. Yes, rooftop unit. Thank you. Okay, seeing no objections to the consent agenda, I call for a motion to approve the consent agenda as presented.
220Moved by Vice Chair Williams, seconded by Miss Dwire, and I call for the vote to approve the consent agenda as presented. So, Madam Chair, we have 10 eyes. The motion to pass for the approval of the consent agenda. Thank you. I call for a motion to approve the personnel report and administrative appointments as presented. Moved by Miss Dwire, seconded by Miss Rogers. Any discussion? I call for the vote to approve the personnel report and administrative appointments for October 28th. So, Madam Chair, we have 10 eyes. The motion did pass for the approval of the personnel report and administrative appointments. Hey, Dr. Robertson, do you have any administrative appointments to share? Yes, I do, Madam Chair. Uh two, uh with recent retirements in the department of human resources, we have uh we're pleased that you've recom
221you've accepted a recommendation for Julie Hawks, currently an assistant principal at New Town Elementary School, to be a new employee relations specialist in a department of human resources and then to fill the second position for Emily Hitzman, uh again currently an assistant principal, corporate landing middle school to be the next human resources specialist in the department of human resources again to fill those two retirement vacancies. And those those transitions will occur when when Mr. Delaney and his team have found suitable replacements for the schools. So before I call for a motion on our next vote, I am going to turn the floor over to Mr. Cummings. Uh thank you, Chair Brown. Um and so as many of you know I recused myself from the discussions around uh health plans and and things like that. And
222so I did seek clarity about my participation as vote in uh reversion funds reversion funds both from my employer and the commonwealth intern. And so I wanted to declare a couple things before we move forward so I can participate um before we discuss and vote on the proposal to potentially you know benchmark 5.8 8 million of reversion funds to help build up the VBCPS employee health fund. I must make a public declaration regarding a potential conflict of interest as required by the Virginia Conflict of Interest Act 2.23 and 1112 section B section 1. I declare the following. The transaction involved is the proposed benchmarking of 5.8 million in reversion funds um for the health fund. I'm uh my personal interest affected, you know, I'm employed at Centa Health along with 34,000 other folks in the
223Commonwealth. Um I'm also a member of group of three or more persons affected by this transaction specifically as an employee of Centa and my ability to part participate I'm able to participate in this transaction fairly, objectively, and in the public interest. And so I will submit the um Commonwealth attorney's letter to the clerk just for public record as well, but they said that I'm able to move forward and vote in this. Okay. Thank you. Um so before I call for a motion, also um I did take the liberty of talking to um most every school board member um that's here tonight um on the phone today or yesterday. Um and it is my belief that option one is the consensus of the board. Um so that is the one with the um 5.8 to the
224health insurance fund. So I will accept a motion to approve the resolution option one. And once it's motioned and seconded, Vice Chair Williams will read it. Motion by Miss Dwire, seconded by Miss Rogers. budget resolution regarding FY202425 reversion and revenue sharing formula reconciliation. Whereas on October 14th, 2025, the school board was presented with a summary of the unodudited financial statements for FY2425 year ending June 30th, 2025, showing the reversion amount to the city's general fund. And whereas 21,77,524 is the amount of the school operating reversion funds available excluding debt service and revenues over or under budget. And whereas $5,628,593 is the amount remaining in debt service due to the timing of bond sales increasing the school operating reversion amount to 26,76,117. [Music] And whereas 10,653,822 came in as an additional revenue over the appropriated budget,
225increasing the school operating reversion amount to 37,359,939. And whereas $390,779 reverted from the athletics fund and $343,862 reverted from the Green Run Collegiate Charter School fund. And whereas the total amount available for reappropriation is 38,94,580. And whereas the city is currently indicating FY2425 revenue over budget of 7,464,613 based on the revenue sharing formula. And whereas the net funding available for reappropriation is $45,559,193. And whereas the administration recommends the following for the available funds in the amount of $45,559,193,559,93 to be reappropriated to the FY2526 capital improvement program. 23,628,593 to be transferred in the form of pay as you go funding for project 1-015 princess and high school replacement $4,430,600 to be transferred in the form of pay as you go funding for project 1-030 payroll system replacement 10,500,000 to be reappropriated to the School reserves special
226revenue fund 1,200,000 to be transferred in the form of pay as you go funding for project 1-020 renovations and replacements various phase three Jericho road demolition and 5,800,000 to be reappropriated to the health insurance fund. Now therefore, be it resolved that the school board of the city of Virginia Beach approves the recommended uses of reversion funds as presented by the administration, and be it further resolved that the school board request that the city council approve the reappropriation of reversion fund shown above. And be it finally resolved that a copy of this resolution be spread across the official minutes of this board, and the clerk of the board is directed to deliver a copy of this resolution to the mayor, each member of the city council, the city manager, and the city clerk adopted by the
227school board of the city of Virginia Beach. this 28th day of October 2025. Okay. Any discussion? All right. I call the vote to vote on option one. [Music] So, Madame Chair, we have seven eyes and three nazs. The motion did pass for the approval of resolution option one. Thank you. We are now on to committee organization and board reports. Do any board members have anything to report, Mr. Cummings? Yeah, I just wanted to give um a quick word of praise to all of our staff who are involved with the Timberland um weekends in Salem, College Park, Salem Middle. Um Dr. Robertson, our our folks did an amazing job from NJOTC, our vans, our security, our social media, our principles. You know, I think the true measure of watching event is do you feel any friction
228and I felt nothing. I have no clue what's going on behind the scenes. But I will say that it was extremely well organized. Our team did a fantastic job and we had I think really delivered value both to the community um locally but also nationally with uh such rec with such a you know a great known celebrity and musician. And so I know that our kids on board were so excited at Salem Middle School. They were screaming and as they're going by and I was joking, you know, one hand they're asking for Timberland's autograph. On the other hand, they got their Chromebooks open googling who is Timberland. So, you know, but I loved it. I loved everything about this event at our schools and how our our youth can see someone from their communities find
229success. And so to you, your entire team, I just wanted to say, you know, job well done. It was it was great to see the event. I love the parade. Let's do it every year. Yeah, I appreciate that. I have to give a special shout out. Really, the leads of this were Mr. Delaney, Mr. Shadic, and Miss Livus. So, they did all the heavy lifting. And I also just want to add um that I I was there and yes um city council of course um and their support but um at the end after Mr. Cummings and Dr. Robertson left um there was three checks um given to our division from Timberland's um foundation. I think it's called Amazing Courage if I'm correct. You may Yeah. Um, so it was $15,000 for College Park Elementary, 5,000
230for Salem Middle and Salem High School each. Um, so that was a $25,000 contribution uh to our school division. Dr. Green, thank you. Um, I want to make our community aware of the wonderful opportunities that um we have available at the Adult Learning Center. Uh last week I had an opportunity to attend a inter agency council meeting um and the partnerships that uh Miss Harmon and her team have developed with community members such as TCC uh human services, the United Way. uh it includes about 20 or more uh community- based partnerships that help the different uh programs in terms of once um a young adult uh finishes that program whether it's uh GED uh language acquisition program or some of the other wonderful opportunities over there. They help them with services whether um transitioning to
231work forces or other things that will help them personally grow. And just a FYI, if you did not know that on that catalog that we sometimes receive in the mail for taking online courses such as basket making or computer course, all of those great opportunities also come out of the adult learning center. So, I encourage my colleagues if you have an opportunity um to set up a time and go see the great things that are taking place over there that truly uh are exemplary of them truly being a community-based program that serves all of Virginia Beach residents. Just a reminder, on Friday we have legislative committee meeting at 9:30. Yes. Um, I have the opportunity to be with Sheriff Rocky on Friday out at Cook Elementary during a pep rally and the principal asked him
232who was going to win the game and he most confidently said they were going to win this year. So, expect a new champion. Miss Rogers. Um, I guess on that same vein, I wanted to reiterate that in District 5, obviously on Saturday, will be the game, but I actually really want to um highlight the fact that this is going um all the proceeds are going to be going to support our beach bags program. And as the community should be aware by now that um SNAP benefits as of Saturday will be um paused for many of our families and this will affect our students directly. Um so if you can come out to Ocean Lakes and see the game and support our beach bags program by coming to the game, it would be so appreciated appreciated.
233If you can't be there on Saturday, please reach out to our beach bags program if you want to donate. They have need um for many items that you can purchase or you can donate um monetarily to the program. But we will have many students in the coming weeks that will truly need to have that those beach bags sent home to them so that they can be fed. So that is my concern is that our students are fed and I will be supporting that program heavily as well. And if anybody um needs additional information, I serve as the exeicio u member to the board um as the chair of the uh Virginia Beach Education Foundation and uh the true winner of Saturday's game is going to be the students of Virginia Beach that benefit from the
234beach bags program. Vice Chair Williams. Um, yes, the policy review committee will be meeting tomorrow at 3:30. Thank you. Yes, my colleagues on that committee, read your package before you come. It's quite lengthy. Thank you. Okay, so we are going to go back into close session. It is going to be brief, I imagine. Um, Dr. Robertson just has something to share with us. So, Vice Chair Williams will read us into close. Please make sure that we don't lose quorum up here, guys. I move that the school board recess to close session in accordance with exceptions to open meetings law set forth in code of Virginia 2-2- 3711 part A paragraph 78 and 12 is amended to deliberate on the pro following consultation with legal council on briefings by staff members or consultants pertaining to actual
235or probable litigation where such consultation or briefing and open meetings would adversely affect the negotiating or litigating posture of the public body for the purpose of this subdivision. ision probable litigation means litigation that has been specifically threatened or in 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 this subdivision shall be construed to prevent the closure of a meeting merely because an attorney representing the public body is in attendance or is consulted on a matter. A consultation of legal counsel employed or retained by a public body regarding specific legal matters requiring the provision of legal advised by such counsel. Nothing in this subdivision shall be construed to permit the closure of a meeting merely because an attorney representing the
236public body is in attendance or is consulted on a matter. 12. Information relating to the negotiating and award of a specific contract where competition or bargain is involved and whether release of such information would adversely affect the bargaining position or negotiating strategy of the public body. Such information shall not be withheld after the public body has made a decision to award or not award the contract. In the case of procurement transactions conducted pursuant to the Virginia Public Procurement Act 2.2-4300, the provisions of this subdivision shall not apply and any release of information relating to such transactions shall be governed by the Virginia Public Procurement Act, namely to discuss A unsolided PPA offer, B status of pending litigation or administrative cases, C consultation with legal counsel regarding probable litigation and pending litigation matters. Moved by Vice
237Chair Williams, seconded by Miss Dwire. Any discussion? Seeing none, I call for the vote to go into close session. Trouble reading that because of the noise because I was smack I would have smacked that gown. And Mr. Bowen, still thank you. Uh, Madam Chair, we have 10 eyes. The motion did pass to go into close session. Way too loud. [Music] I see you. [Music] Hey [Music] [Music] [Music] N. [Music] [Music] Hey, hey, hey. [Music] [Music] [Music] Heat. Heat. [Music] [Music] Hey, [Music] hey, hey. Hey, hey, hey. [Music] [Music] Whereas the school board of the city of Virginia Beach has convened a closed meeting on this 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 of the code of Virginia requires
238a certification by this school board that such closed meeting was conducted in conformity with Virginia law. Now therefore, be it 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 the certification applies and only such public business matters as were identified in the notion by motion by which this closed meeting was convened or heard, discussed or considered. Okay. Is there a motion on the certification of close? Moved by Miss Dwire, seconded by Mr. Ken. 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
239you. It is 10:02 and we are adjourned. [Music]