School Board Workshop - 9/23/2025

001[Music] That's a [Music] [Music]   Heat [Music] [Music] up. [Music] [Music] Good afternoon. My name is Kathleen Brown, chair  of the Virginia Beach School Board, and I call   this administrative, informal, and workshop  session to order on this 23rd day of 2025,   3:30 p.m. Madame Clerk, would you please announce  the role? Thank you, Madam Chair. Present in the   schoolboard chamber are Chair Brown, Vice Chair  Williams, Mr. Bowensteel, Mr. Kalen, Mr. Cummings,   Mr. Dwire, Miss Felton, Dr. Green, Miss Melnik,  and Miss Rogers. Thank you. Um we are now on to   um our administrative matters and reports. We do  have a few here. Um I'm going to pass around the   VSBA annual convention uh onetoone meetings with  the superintendent and school visits with the   superintendent. And we're going to start to the  right here. Um Miss Rogers, thanks so

002much. Um,   first I want to wish our Jewish community a  happy Rashashana this evening as um, we are   in the middle of Rashashana. Um, the other thing  I kind of wanted to do is kind of follow up on our   conversation about our transportation and the Zoom  app. Um, this week I did have actually a incident   where my daughter's bus um, didn't show up and I  couldn't find it on the Zoom app. Um, and so I had   to call transportation to find out what was going  on. Um, it took quite some time to get through to   transportation. I was actually on hold for I was  ringing for eight minutes and 46 seconds. And then   I got someone who was very nice, but they had to  then contact the bus driver to find out that the   bus

003had broken down and that there was a mechanic  and that the bus was going to be on its way, but   it took a total of 20 minutes to find that out. Is  there a way, Dr. Robertson for the Zoom app to be   able to have the bus driver communicate either  transportation or to the parents. Thank you.   Sorry, J Mr. Freeman. So that we have less issues  with communication so parents know if there's a   problem what's going on because again, if I'm a  parent and I was actually going to work that day,   20 minutes is a long time out of my morning when  I'm supposed to be getting myself ready for work   to try and figure out where my daughter's bus is  and if it's coming. do I got to take her in? So,   I'm just

004wondering about like what is the  communication piece on the Zoom app? So, simple   answer what you described is yes. That's that's  the goal. That's what we're shooting for. Um Zoom   app is new this year, right? Lot of learning uh  that's going on in uh given our unique programs   and the way we do things. We're learning a lot.  Our afteraction review is tomorrow, I'm sorry,   Thursday. Um and the uh parent communication  part is going to be uh one of the elements   we're discussing. So, and let me be clear about  AER. We're not solving anything in the AR. We're   identifying the things that we're going to then  break out into smaller groups and solve. Um and   we will include that one in there as well as the  feedback related to the situations where we need   to ensure

005that we're trained and executing in  a way that uh makes the Zoom app act how the   um person on the receiving end expects a DAP which  is I get to see what's actually going on right   with the current condition of transportation for  my child right and so again it the bus was stuck   at Strawbridge and it needed um maintenance which  totally understandable But that 20 minute lag of   me and then that's me having to communicate with  transportation them having to then communicate   with the bus driver then that comes like she put  me on hold talk to the bus driver. So that's why   I'm asking does the zoom app then kind of cut  some of that out so either the bus driver can   communicate and they can put it through to the  app to the parents

006hey there's a maintenance   issue your bus is coming or whatever. So this  way I think it'll cut down on some of our parents   being frustrated. So that communication piece.  So that's what I was really wanting to follow   with. That's the goal. Awesome. Thank you so  much. You're welcome, Dr. Green. Thank you. Um,   as many of you know, um, each year schools  are required uh to review their safety plans   to help ensure the well-being of students and  staff. Um it's important um and we know that   our safety procedures are continuously monitored  um at all schools. Um for special events such as   football games, graduations, additional security  measures are implemented to keep everyone safe.   I wanted to let my colleagues know that I um  have requested a safety and security discussion   be added to the close session

007agenda um for our  schoolboard meeting. The intent is to consider   whether the current procedures that we have  in place um at school board meetings need to   be updated. School board meetings often bring  together large groups of our students, staff,   parents, families, special guests, speakers,  and the chambers are always full. Right now,   we're just at workshops. So, by the time we get  to the public meeting, probably every seat will be   uh filled. It is essential for our community to  understand that we are committed to making sure   everyone feels safe and comfortable during school  board meetings. I hope we can soon review our   current security practices for the school board  meeting. This discussion is important and should   not be delayed. Um, we have a responsibility to  ensure the safety of our public when they attend   school board

008meetings. Vice Chair Williams. Yes,  thank you. Um, so we had the Harbor Hope Center   Regional Governing Board meeting last week and we  thought it would be a great idea to offer the five   um, cities school boards a chance to go and um,  visit Harbor Hope Center and tour the school.   And as I said in the email, I will pass this  around. The dates are for Wednesday or Thursday,   October 1st and 2nd or Wednesday and Friday,  October 22nd and 24th. So, I'll pass this around   and if you would like to sign up, we'll make it  happen. Thank you so much, Miss Felton. Thank you,   Chair Brown. I just like to put forth this um  thank you. Uh I attended the air show uh at   Oceanana which uh included the STEM events and it  included showcasing our

009various schools. Over 500   students attended this event and I would like  to thank the administration for helping to put   that together. the teachers, teacher assistants,  the bus drivers, the volunteers and parents that   showed up at that event, and the principles.  Uh, I just like to thank you for your passion   for exposing our students to various education  opportunity. It was great. It was hot, but it was   a nice event. I enjoyed the students. And not only  did they show them the STEM project with so many   and I'm I'm going to to the uh the thing of trying  to announce all that they had, but they actually   they literally did work sit down and we're doing  paperwork. The student was filling out everything.   I just like to thank the administration for making  sure that happened and it

010was wonderful. Thank   you, Miss Rogers. Um thanks. I just wanted to  support Dr. Green's request for um safety protocol   review um with the current uh political climate  um I myself have been targeted by some groups and   I think that it's important that we do ensure  not only the safety of ourselves my colleagues   um but especially the students and staff that  are in this building um especially um during our   meetings I want to make sure that um we are we do  review those policies so I I support that. Okay.   So, um that's fine. We're going to discuss  that on October 14th. Um some of those are   policy discussions. That would be policy review  committee. Um and those are public conversations.   Those are not uh close session topics when we get  to those conversations. So, um if

011if there's any   um resulting conversation, we have to make sure  that we tread carefully so that we're not going   into things that really belong out in the public.  Um and with that we are now on to the tri campus   additions update and we welcome Melissa Ingram  executive director offices of facility services. Um so good afternoon. Oh so good afternoon  Chair Brown uh vice chair Williams members   of the board and Dr. Robertson. So, as  executive director of facility services,   I am here today to provide you with an update to  TriCampus additions, which is CIP project 1-028.   And this was formerly Williams Elementary School  uh Bayside sixth grade replacement project. So,   as you know, we have been discussing the Triampus  Elementary model for several years. Uh looking at   the map in front of you, moving counterclockwise  east

012to west along Learning Circle, you'll see   the Triampus Elementary schools. Um they are  Diamond Springs Elementary, New Town Elementary,   and Betty F. Williams Elementary Schools. After  analysis, community meetings, and board direction   last May, the decision was made to reconfigure  this campus into two schools instead of three.   This change is aimed at strengthening  the campus by consolidating resources,   reducing student transitions, and creating a  more efficient instructional environment for   students and staff. Under this new model, Diamond  Springs Elementary School will serve preK through   first grade and New Town Elementary School  will serve second grade through fifth grade.   Information related to the consolidation plan is  shown for each of these schools in front of you.   As well as we briefed you in the past, uh, one  addition would be needed at each school with more   space needed at

013New Town Elementary School  than at Diamond Springs Elementary School.   Diamond Springs Elementary School will require  an addition equivalent to about six classroom   spaces or 7,400 square feet to accommodate the  projected student population of 550 students from   the current 470 students in grades preK through  1. This is estimated to cost um including design,   construction, and site adjustments between 6  million and $7 million. Newontown Elementary   School will require an addition equivalent  to 18 classroom spaces about 22,300 square   feet to accommodate the projected enrollment  there that will nearly double from about 400   students today to 740 students under the new grade  configuration of second through fifth grades. The   preliminary cost estimate for this work uh is  in the range of 16 to $18 million. combined,   both additions uh are projected to remain within  the $25 million currently allocated

014in the CIP. Uh we'll now take a look at the  conceptual plans for both schools   starting with Diamond Springs Elementary School. So, uh, this addition would be on the  south side of the building shown in red   accommodating classrooms and support spaces for  these lower levels of preK through first grades.   Also highlighted in blue areas are spaces uh  with where some reconfiguration of existing   walls would take place for proper adjacencies  for support spaces to grade level classrooms   including just left of the addition. Uh you  can see carving out a new hallway there to   provide access to the new spaces. Site work,  including utilities and playground relocations,   will also be needed with this addition,  which will be constructed while the   building is occupied. Next, we'll take a  look at the New Town Elementary School. This addition would

015also be located  on the south side of the building,   again shown in red, accommodating classrooms and  support spaces for two additional grade levels.   in order for the school to support second through  fifth grades using the existing hallways that are   extended into the new space. As you can see um  on the slide in front of you shown in blue again   is a reconfiguration of walls at one existing  space again providing for more efficient use   of support spaces to grade level classrooms.  This addition will be constructed while the   building is occupied along with required site work  including utilities and playground relocations. So this next slide shows the estimated project  timeline. Planning and design work continues   until February 2026. Uh we anticipate going out to  bid in March 2026, which would allow construction   mobilization to begin this coming

016summer in  June 2026, continuing through December 2027.   The reconfiguration to the two school model  will occur with move in at the start of the   202829 school year with the possibility of moving  in earlier um depending on you know construction   timelines and things and other approval processes  over winter break or spring break of 2028. And   this concludes the presentation I have for you  today and I'll happy to take any questions that   you might have. Miss Rogers, thank you so much for  the presentation. I have a question about I'm more   so well I guess for both of them, especially with  New Town, we're adding all of those classrooms and   workspaces. I'm concerned about bathroom space. Uh  I have worked in elementary schools that have lack   of bathroom space and when you've got a lot of  kids that

017are sick or having to use the bathroom,   it can be not good. So, especially because we're  adding so much to New Town, is there a plan to   accommodate at least a bathroom space for all  of those classrooms? Um, yes, there are. So,   you can see there are some um classrooms have  bathrooms worked into them as well. Okay,   that's little space. There there's smaller  uh dark green spaces will show those restroom   locations. So, we tried to be as efficient  as possible spreading them throughout the   building. We do have some classroom needs  that that also require restrooms. Yeah. So,   I just want to make sure that we are not  adding classrooms without a a bathroom. A   way to go through. Yes, some do with those dark  green again. Thank you. Thank you, Dr. Green. And thank you,

018Miss Ingram. I I know the  answer, but I just want to make sure our   viewing public has the same information. Um, and  I'm looking at the rendering correctly without my   magnifying glass. So my question is I just want  to confirm the only thing that we're adding on   to both buildings minus the little things such as  bathrooms are classrooms. Correct. So class that's   important so people will know that. So there  are classrooms again in the lighter blue are   the classroom level grade sizes. Again, in order  for adjacencies to occur, so support spaces such   as speech or tutoring or special education  resource, you'll see in the lighter green,   so the dark green are the restrooms, but the  lighter green are some support spaces. So rather   than um they're also allowing accommodation for  them. These are uh this

019is a these are title one   schools. So we also had discussed with you all  back in May and then also in the analysis making   sure that support spaces would also be available  for the students even going from the three schools   losing all those spaces at Williams um to the  two schools that we would provide appropriate   support spaces for students. All right. And  then the followup question um so our our public   view and public also will understand um the cost  differentiation is because we're adding more space   at New Town than we are at Diamond Springs because  it is a significant cost difference. Correct.   The addition is much larger. We also are almost  doubling the size of the student body population   at New Town Elementary School. Um so that is a  difference uh for the for the

020cost difference   there. All right. Thank you. Okay. I have a few  questions here. Um the first one is as it relates   to the playgrounds. Um are those playgrounds  going to be moved prior to the construction of the   addition so that they can remain in use? So, we'll  certainly continue to talk with administration   um and we'll ensure that the students have what  they need while the building is being constructed.   Um the we have our playgrounds are on cycles of  um you know renovation and they're actually at   the end of their useful life as well. So, we'll  look at um you know when the appropriate time   for construction mobilization might impact the  playgrounds themselves and then we'll work with   administration uh both Dr. Hamlin's office and  the principles there to make sure the students   have what they

021need while construction is going on  and that we have safety protocol in place so the   students can access what they need safely. Okay,  perfect. I just wanted to ask because I do think   that that is um really important that we try to  limit any disruption to playground equipment usage   um at these two schools. Um my other question  is um you mentioned that the construction would   occur while the students are in the building. Are  any portables going to be required to complete   the construction? No, not at this time. We do  not anticipate any portables. Uh we might have   a construction trailer um on or near sites.  Um however, we do not anticipate at this time   any portables needed for students uh while the  renovations are being made. Williams Elementary   School will stay occupied uh while we

022are doing  the construction and then that again uh will help   we'll work on planning the move in you know is it  best to do right at the start of the school year   or a winter or spring break move in as time  as we get closer to that time. Okay, that's   great. Um thank you for all of that. And then  um one other thing and I don't know if this is   probably a question for Dr. Robertson. But um you  know as we move forward with this process, I think   it's important that you know the Betty F. Williams  name be retained somehow. And I would like to see   you know possibly some recommendations on how  how we could possibly do that um come forward   maybe next time we discuss this. Absolutely. And  there's a policy that guides

023that work as well.   So yes. Okay. All right. Great. All right. Thank  you. Thank you. All right, we are now on to Oh,   Dr. Green, mine is a followup um to your request.  Dr. Robertson, is it possible once you have the   recommendations because I have gotten um a lot of  calls, emails about um retaining the name and and   how it will be respected um in the community. Once  we have recommendations, um I would certainly like   to get community input because that um community  Betty F. Williams actually was an active part and   resident of that area. So I think it's imperative  that our community, my community have input   um with regards to the recommendations  that the staff bring forward. Absolutely,   Dr. green and the ultimate decision is going to be  a board decision. Correct. But but

024I would like to   have community input. Yes, ma'am. We'll build  that in to the process. Thank you. All right.   Great. All right. Thank you. Thank you for all  of your hard work on this. I'm very excited about   this and it looks like it's moving forward very  well. So, thank you. Um, we are now on to active   student meal debt and we welcome Rachel Amato,  director, office of food services. Good afternoon. Sorry. Um, good afternoon, Chairwoman Brown and  school board members. I'm here to today today to   discuss a nationwide challenge for many school  divisions. We will be discussing our current   picture for active student meal debt, what  contributes to the overall increase each year,   how our values and regulations impact the  issues, as well as our overall operations,   and how we look to improve them over

025time.  This chart currently shows the comparison   between active student meal debt at the end  of school year 2024 and school year 2025.   We have an average debt at elementary schools  of over $1,000, middle schools over $4,000,   and high schools over $11,000. You can see the  increases over 50% at each school level. I want to   share with you our values that align with both the  compass to 2030 and the state code of Virginia. We   want to continue organizational excellence.  So, focusing on what matters most, students,   is our guiding principle. We want to strive for no  impact on students educational experience, which   means we adhere to strict regulations. Students  will not be denied a hot meal. We do not take   away a meal after it has been served, have them  do chores, or identify the student in

026any way.   We communicate directly with the students parents  or guardians on meal debt. We will not prohibit   them from any extracurricular school activities.  And operationally, we never serve an alternate   meal. Our division has applied and received state  approval to operate 38 schools under the community   eligibility provision. These schools represent  uh programs where households receive no cost   meals no matter what. Our division has over 21,600  students that are benefiting from the C program.   On this side, you can see the 38 schools listed.  Our schools qualify for C through data received   from the Virginia Department of Social Services.  At nonC sites, we have an additional 13,600   students that currently qualify for free and  reduced benefits. They are not paying for meals.   Between those two programs, we have over half  our student population receiving no cost meals. This

027means that less than 50% of our population  can acrue meal debt. The households that acrew   meal debt often fall into two categories. Those  that are not eligible based on federal guidelines   and those that do not or are not aware they  should file an application. The Office of Food   Services operations use a software program called  School Cafe. Families create an account for their   students to participate in our program. like many  common online food service applications where   you can find add money to your account to pay for  items at that restaurant or coffee company. There   you can see menus, nutritional information,  allergens, create mock trays, make payments,   and set up notifications. We accept all payments,  both debit and credit, online and cash and check   in person. Students unpaid meal balances stay  on the student account and school

028cafe accounts   follow the student from school to school. Parents  can set up payment plans with the office of food   services. Families are receiving weekly low  balance and negative balance med messages and   these notifications also include information  about reducedric meal applications as well. Additional things that are important to know.  The Office of Food Services is prohibited for   paying for unpaid student meal debt or bad  debt by the USDA and the Healthy Hungry Free   Kids Act. We will accept donations but rarely see  follow-rough. And when a student becomes inactive,   which is only through graduation or moving  to another school or school division,   we send their negative balances  to the city for collections. Through our processes of continuous improvement,  we have identified some areas of growth, including   early elementary communications, school-tochool  connections. For example, if a student attends  

029a C school and then moves to a nonC school, we  are looking to directly communicate with those   families. We look forward to expanding our efforts  with the family and community engagement office   and in collaboration with our communications  department. We are updating our multi-layer   communications and hope to support families as  best we can. I would like to close my presentation   with a reminder to all of our families. We have  resources and a sport available at the office of   food services. Applying for free and reduced meals  is easy and confidential and you must reapply each   year. Carryover eligibility for the year before  expires on October 8th and you can of course   apply any time throughout the year. Thank you.  I'm here for any questions the board may have. Dr. Green, thank you. Uh my question is more 

030administrative given the um tough economic times   that a lot of families are um experiencing right  now. Uh would you guide or or recommend that as   soon as there is a significant change in income  that the parent or guardian would need to contact   um food services to fill out uh application  so that we can ensure that um services are   not disrupted or they incur unnecessary fees?  Could you kind of give us a summary of that   because it's changing every day because I know  I receive some of the phone calls and kind of   direct parents to your office. Absolutely. Yes. If  anything happens, any kind of life change at all,   we would encourage families to reach out to us  at the office of food services. Um, absolutely. Vice Chair Williams. Um, yes. What is the time  frame

031and what is the communication with the   parents from um outstanding balance to where  you send it to the city and is there a minimum   like if someone owes $5 are you going to  send that to the city? So, so uh usually   it's $5 that is the minimum to the city and it  is only when the student becomes inactive. Um,   so that means that the student has to  change from a school that is outside of   our division or has graduated in order for  us to send it to the city for collections. Does that answer not if  they're currently enrolled? So,   this is only about active students that are  currently enrolled in our programs, right?   So, I'm currently enrolled and I  owe and I'm a second grader and I   owe $50. What is now the process? The

032process  is we communicate, communicate, communicate,   communicate. And then you don't send it to  the city until I leave the school division.   And then are you going to send that to the city 10  years later after I graduate? Possible. Yes. Wow. Okay. Okay. Let me let me think about just  another point. Uh when the city when the city   does collections, the money doesn't come back to  us or a small portion of it. But yes. Yeah. So   we're looking at outstanding debt over a4 million  dollars. Right. Now before that, like you said,   you communicate, does the individual schools send  out emails? You know, Miss Williams, you owe $5.   Are you owe? And then just continue. And then do  I go up to the school and pay that or can I do it   online or either you online

033at the school at the  office? Okay. Okay. Through the mail. All right.   Thank you, Mr. Cummings. Uh, thank you. I mean,  I think Miss Williams asked some good questions   in sense of collections because, you know, I'm  also curious, you know, how much labor do we put   into minimal collections and then the recovery  rate of, you know, claims and whatnot? But also,   is the collection claim against the student or is  it against the family member? If say they become   an adult, how's that work? So, it does go to the  household. the house. So to the family when So   the debt wouldn't follow the person once they  turned 18, right? Not that I'm aware of. Yeah,   I don't think it could. Um I was just trying to  make sure I understood. I did have a couple of  

034questions. And if I can just clarify the law that  changed in 22.179.7 says you can't file a lawsuit   against them. That was a change a number of  years ago. So we can when they're leaving,   but as a current student, we can't file a lawsuit  against them to get this. Cool. And well, first my   first thing I just wanted to say is I love the  school cafe. I use the website just for adding   balance. It's great because see my kids lunch. I'm  always like, "All right, am I buying lunch for my   child today?" You know, it's fantastic working app  and it's great user experience. I'm also on the   naughty list sometimes and get those nice little  text messages reminding myself to add balance. So,   if my colleagues would like to see an example  of what a

035message looks like, I'll be the first   transparent person say I got a couple of  text messages. But my balance is good. Um,   so I think jumping to page three, slide six, where  we talk about families who have not applied but   could be eligible for benefits. Do we have an idea  of like what's the ballpark like a guesstimate?   How many people are in this bucket, would you  say? I I I wouldn't have a guesstimate without   doing some research, Jack. I don't Yeah. Or is  that something that we can figure out? I think   that's the best way to put it is is we don't know,  but we're trying to explore that. So, we've been   working with the the dosel team for how do we um  explore that and provide supports. So big picture,   just remember what she

036set up is over 50% of our  students are uh not required to pay for meals just   because of where they live. Yeah. And the school  that they're going to. So that paints a picture of   uh so number one, anybody who's uh um incurring  meal debt right now doesn't have a demonstrated   need not to. Mhm. But what you're describing,  which is the concern that we have and we've been   working with schools on, is how do we assist  with identifying those that may have the need   and may not know? And I know this came fast and  furious and this is the first time you've ever   heard of it, but for example, the the situation  that um Rachel mentioned very briefly uh in the   presentation is if you're a family and your kids  went to a C school,

037you didn't have to do a thing   and your families received free meals for the  duration of their time there. But if you then   went and moved on to a middle school that was  not a C school, there's no apparent change to   you as a parent that you needed to do anything  different, but now you're getting build and may   not understand. So, we're trying to strengthen  our communications to ensure that there are no   gaps in when families transition in that kind of  environment and there's some other environments   that we're looking at to be able to figure out.  Now, I know that doesn't answer your question,   which your question was is that we have an idea of  the percentage. What I'm trying to share with you   is we're working on how to understand with  the importance of

038some of the nuances that   are being described of a change in family's  condition or they went from a CP to another   one whatever condition that might have happened  where a family didn't know that they might have   been eligible and then they have the opportunity  where we provide the resources and support so that   they can apply. Does that help? Yeah. Every day  a unique problem to solve. Right. Right. Wrong.   Um and if I understand correctly as a you know  when there's so another great point mentioned   as the confidentiality is a challenge as well. Um  because again we need to keep confidential while   still having good communications. Uh so there's  a balance that we provide there. That fair yeah   it's very difficult Mr. comics for a school  to even know which students are on that list   because

039they aren't provided access to who's on  the free and reduce list that they can generally   just refer to and see who's not on there and  reach out to that family. So I think to Dr.   Green's point that communication of what access  would they had a QR code on the presentation all   the other services that go beyond just food of  college applications AP tests several different   access points that are there really from  a marketing standpoint very important to   to let people know the benefit of filling out  that information. Yeah. The the applications in   the registration process too right for Yeah. Yes.  Yep. Okay. Hey, I was just kind of curious about   like the communication strategy to to folks, but  it sounds like, you know, there's I don't know,   we're learning new things every day, so it's 

040exciting. Um, but it sounds like, you know,   that they get folks get text messages with the  negative balance. You know, there's information   points at the registration. I was just kind of  curious about those things. Thanks for sharing,   Miss Falton. Thank you, Chair Brown. And I think  you've answered one of my question because I was   concerned about that fed federal um guidelines and  whether our parents were getting that as well. And   I appreciate that. Um and it is a sensitive  situation with household and what they want   to share and what they will not share. Uh I am uh  godly proud that you do not and will not deprive   our students of a meal because we already know the  fact that a empty stomach you cannot learn well or   uh where you coming from. I'm greatly reminded 

041of a principal saying to me one time how her   sometime you know just it's just common when  we say thank God for the weekend. she said,   but she feared the weekends because she didn't  know what she was turning her students back to   and what they were what they would be living  in, what condition. But we have done things   like the backpacks and send them home with  meals. I am grateful that our division we are   still doing some of those things as well and  we should continue those. But I'm looking at   uh when you said protecting what matters the  most that frame and the third bullet it has   um have them do chores or other works to pay for  such meals or identify I'm sorry will not yes   thank you that's actually state law miss all

042these  things are listed in the state law that you can't   do that you cannot right but you know when when  things go out and people read it we want to make   sure yes we or not. Thank you so much. Appreciate  that. One more question. I just like to say,   will you hear have the donations accepted? Um,  how do we reach out to make the community aware   of this? I do know there's been a couple of, um,  women groups that has asked me, uh, how do I get   into a school? One of them did. It was called the  Daisy Chain, but they wanted a particular school.   So how we how are we making that information  available to those donations because I'm being   asked how can I support a school and the student  as well. So we

043actually send out information based   on that as well to the administration at the  schools but also on our website so they can see   it through school cafe as well. Well it sound like  you know and I get it but the ones that are asking   me are not uh uh technically savvy and they're not  going to go online and do that. So, look like I'm   going have to do more feed work and get into the  community and have a community uh town hall and   let them know as well what we need. I was at an  event just this past Saturday with a fraternity   trying to find out uh what more could they do uh  in our school system and providing things for our   students. So, I guess it'd be my my lip service  and my uh

044feet work. Thank you so much. Thank you,   Miss Rogers. Thank you for the presentation.  Okay, just to piggyback off of Mr. Cummings, um,   one of the things that maybe we should consider is  first of all, our VPI and preK program. Those are   across the city. I was at three Oaks, as you know,  that is not a school where they provided free and   reduced lunches, but every single child in my  classroom would would have been eligible in some   way if they were in that classroom. So, I mean,  the federal requirements for title one students   are somewhat uh some of them are socioeconomic.  So, I think that that would be maybe one um area   that we can look at. That's several hundred  students that could be eligible and maybe they   don't have um the understanding or the

045resources.  That's just throwing that out there as a students   that we could be catching. Um, also our homeless  population. We definitely have students who are   being housed maybe with their grandparents, other  family members that are in a nice school district,   but yet they are unhoused and so therefore their  parents wouldn't have um the resources to and   and a lot of times too when you are at a school  that is not eligible as a whole school, you're   embarrassed to say something. And so having that  information readily available to parents I think   um is a good way to try and capture some of  that other 50%. Because obviously when you   look at someone I mean I had un we've had unhoused  students who live in Heritage Park. So, I mean,   you don't know the situations and there's

046no way  to know, but I think having the information really   super accessible to these parents and that it's  not a stigma or some like they don't have to go   through a principle or like and admit this maybe  even having a way um I again I don't know do we   have like an online form that people can fill  out and just being able to say this is where you   go this is your access point so you don't even  have to tell anybody um you know just keeping   that information going. My other kind of question  is about the debt collection. It seems like the   amount of work that someone had brought up for  a $5 debt isn't worth it. We don't we're not by   law allowed to collect that anymore. So it's once  they're no longer with

047us that them over but you   can you can go back to the family and tell them  and that we can't file a lawsuit against them   until they're no longer a student. Right. But my  I just mean like of the 200 however 258,000 like   is some of this 20 years old? Like you know what  I mean? And is it like do we have like big amounts   small? Like what are we chasing and is it worth  the amount of manpower that we're chasing it? Does   that make sense? So I can take that. Um so there's  there's layers to this. So, let me start with the   um because we we've had a couple of questions  about um the collections process, right? So,   I'm going to go back and I'm going to reference  your question, Miss Williams, of a

048second grader   that incursed $50 worth of debt. So, I'm going to  assume in your scenario that that student didn't   incur any more debt, that for the rest of the time  that they came into school, they brought their own   lunch, and they just received a notification  every week until they were a senior that said   that they were $50 in debt, and they never did  anything about it. From a accounting standpoint,   what she was trying to share is the that food  service account cannot cover that. So they have   $50 on their record that they have to be able to  do something about. So what's done is it gets sent   to the city for collections. No effort on our  part whatsoever. It goes to collections and as   Dr. Robertson shared, we essentially don't see  much money from that

049that comes back. Um we're   doing some some greater amount of research, but  the percentage is really small. So, Miss Williams,   in the scenario that you described, it would be  like 10 years later and $50 would go to the city   and we don't ever see. There's no effort. That's  the city that does it. And then at some point,   we may get a sliver of it back. Um um I want  to quote the number that we got previous year   was $900ish dollars. So, you can see the massive  amount of debt and we got 900 in collections. So,   remember it's only when students transfer out. So  in the scenario that we just used 10 years that   $50 and this is saying for a student that never  incurred any more debt just sat on their books. So   So I

050guess my question is then that is something  that we take a loss on and is that built into our   budget because we are taking a loss on that. That  is that is the ultimate point. Right now we are at   a loss of 250ish right,000 over a two-year period  and it's you saw how quickly it's going up. Yes,   that's the challenge. That's why we're here  presenting to you today. Okay. Because I Okay.   And Mr. Kalen brought up last week about business  decisions and having to make business decisions.   And to me, I would rather spend that $280ome,000  on feeding children than maybe on transportation   costs for a couple hundred kids. Do you see what  I'm saying? Like to me it's more important that   our children are fed in our schools instead of can  we get them to

051or whatever school they want to go   to. Like that is a something I'm willing to that's  a sword I'm willing to die on because honestly our   kids will not learn if they're not fed and that  is the bottom line. So to be very clear what   you said that you don't want to have happen was  what Miss Amato made very clear upfront. We do   not deny a meal right? They get the same meal.  We don't serve alternative. they don't go. But   I'm willing to take on the debt of children  whose families can't pay is what I'm saying   as part of our budget than not because again we  should not children should not go to school worry   about whether or not they should get fed. Yes.  And functionally how that would work is so food   services it's

052its own separate budget, right? They  work on based on their revenues and expenditures,   right? So what you're describing is needing to  take operating budget money and paying down the   student meal debt. That is an authorized action  to occur. Okie do. I answer. So if I can just add,   I think the real challenge that we have  here and the reason we're sharing this   with you is we have families that can pay  that are not paying. That's the challenge. Miss Melik. So you you answered a lot of my  questions, so you're always in the red. Okay. So let's just say there's a child who is now in  third grade and has a pretty large bill. So is   there a way then to reach out to the parents and  say, "Hey, we see you have a very large

053bill here.   Have you considered applying for free and  reduced meals or is that a way to kind of   target some families? Does that happen?  So, we do that already with all of our   notifications. Okay. Actively. All right. And  so, my other question was why don't we even get   a percentage of that? But if if if their return  is so small, I understand that now. They'll take   out the costs. They hire attorneys. The city  handles city treasury handles. the attorneys   get to charge their costs and fees out of it  before to return back. So, okay. All right. Place your wings. Um, yes, I agree that we  have some folks in that 258,000 that can pay,   but we also have, in my opinion, obviously  a lot of folks in these um 38 C schools   that can pay.

054For example, you know, I'm  just going to pick the top one, Allenton.   If I live in a $10 million house on the water  in the back of Allen and I attend that school,   my child is not paying anything for food.  Correct. That is correct. Okay. I I know the   answer to this, but if you would please explain  the crazy behind that because I've had people   come up and say, "Why is my child not needing  to pay for lunch? This is ridiculous. Why are   we not paying for lunch?" and then and then the  kids start talking you know at youth group and   then they compare who's paying and who's not  and it's quite an interesting conversation. So   it is through direct certification through the  Virginia Department of Social Services that we   can apply. It's 40% is

055the level that we use at  the office of food services for a site location   to be able to apply for C which is community  eligility provision. I apologize. So the ISP   is the individual um student provision and so  that goes in from the department through a direct   certification from the student. So so again a  lot of our homeless um and migrant students are   directly certified through the department of  social services and that data is what we use.   So is a law that you can't I mean the whole  school even though it's it meets 40 so it meets   40% threshold. So what if so if one school is at  42 that means 58% could pay but they're not having   to. Is that like law? Is that just the way it's  set up? It it just doesn't

056make any sense for me.   So the federal government just we so we  would not be able to get the money if we   didn't say a 100% of the schools not paying. We  get reimbursement for those students either way I that is just sad like can you explain the  benefit of doing that families that can't we   get for the 100% of that 40%. And so with that, we  don't have to worry about this process of have you   applied, have you applied, have you applied, where  we only have 13,000 students outside of C schools,   we're getting that whole population and we're  getting that whole 40%, right? Versus not. And   so even if parents say, "Yeah, we want to pay for  lunch," there's no way that they can actually do   that. It would be like impossible to do

057that. They  can donate to another school. So that's where you   said that that I think is where we've got to  it's kind of like I've now forgotten when we   had the bus issue where we were like you know if  you can volunteer to drive your school for this we   had some sort of issue there. I've kind of forgot  that. But I think that's the key point is we've   got to reach out to these schools that are on this  l list and say, you know, by the circumstances,   you are allowed to never pay for food. But if you  can a donation to these following schools, that   I I think in that opinion that that's the way to  go. We got we got to we got to use that as because   people don't know people literally they're

058like,  "Oh, we get free lunch." You know, that's crazy   because I can afford it. But if they knew that,  okay, now I'm going to spend what I would on my   child's lunch and send it to this school, I would  love to see a campaign going forward with that. So, um I uh just wanted to make sure I go back  through here. Um there is nothing for the students   that are on free and reduced lunch that identifies  them uh separately from their peers that that may   not be on free and reduced lunch. Correct.  Correct. Yes. Okay, that's good. Um and then   um the students that have meal debts, are they  being they're not being identified either? It's   only going straight to the parents, correct? Or  the guardians. All right, that's great. And then   I did some

059quick math here. Um, it looks to me  that the at least the elementary school debt is   about 1,500 per elementary school on average. Is  that accurate? About that. Yeah. Okay. And so if   we didn't apply for that C, we would probably be  looking at roughly double uh these these numbers   here and this meal debt most likely. That's  our guess. Yeah. All right, Miss Melnik. So,   I think the picture that's painted here is  just um how large our food insecurity here is   in Virginia Beach. And I think that's the number  that citizens really don't know and understand the   amount of children who cannot afford to pay for  meals in schools. And so, to Mrs. Queen's point,   I like the word campaign and perhaps um that is  something that we can do um especially targeting   um schools

060where every student is free and would  you be willing to, you know, basically pay for   another student? People are good. People have  good hearts and I think if they knew and and   understood, um I I think they they would help  in that manner. And if you really want to see,   I keep telling you, come and join me at um  packing beach bags and see just how many we pack   um twice a week and how many are delivered. It's a  it it will blow your mind. It will blow your mind. Miss Felton, I would like to piggyback or I  don't like that word, but I'd like to join   uh Miss Wings and Miss Mck in that campaign um  initiative, but I would love to make it as user   user friendly as possible. Not a lot of

061language,  not a lot of going through this process. Uh,   like I said, whether we have to get out and  and beat the budget ourselves, get out more,   have more conversation, I would like to make it  as easy as possible and go back to those women   groups that are asking me what more can we do.  Thank you so much for the paperwork. Thank you.   And I just want to throw it out there. For  $500 a year, you can sponsor a student. Um,   all right. Well, thank you very much. I  appreciate that um presentation and thank   you for bringing awareness to that. And we are  now moving on to the gifted education in VBCPS   and we welcome Dr. Crystal Wilkerson, director  of office K through 12 and gifted programs. Good afternoon, school board chair Brown,  Vice Chair

062Williams, school board members,   and Dr. Robertson. I'm Crystal Wilkerson,  director of K12 and gifted programs. I'm here today to provide you with the  current update on our gifted programs   and services. And joining me are the members  of our gifted leadership team coordinators,   Mrs. Buhubaropoulos, Mrs. Scott,  and as outlined on this slide,   I will provide an overview of several aspects  related to gifted services in Virginia Beach. BBCPS ensures our gifted identification  process is in alignment with the Virginia   code that is outlined on this slide. I  will pause while you preview its content. Students in grades two and five are universally  screened in September through December using   the nagleary non-verbal ability test or INAT.  Virginia Beach utilizes two ability assessments,   one for screening and the other cognitive  abilities test or KOAT for identification   purposes. This layered approach

063allows our  district to use multiple data points rather   than relying on a single measure which supports  a more comprehensive identification method. As   a reminder, screening of grade one students  changed to grade two in the 2425 school year. VBCPS utilizes a student profile which  is a multiple criteria approach to gifted   identification meaning we do not rely solely  on one testing measure to identify students as   required by VDOE. No single instrument, score or  criterion is used to exclude or include a child   for eligibility. Rather, we examine the whole  child with both qualitative and quantitative data. Displayed here is a brief overview of gifted  learning for GIA students available in   Virginia Beach. All KTO2 students receive  talent development through differentiated   curriculum and gifted teaching approaches that  involve collaborative effort efforts and co-eing   between GRTs and the classroom teachers.

064Students  identified in general intellectual aptitude or   GIA in grades 3 through 12 are those who show  advanced reasoning, curiosity, language use,   problem solving, and creativity across  disciplines, indicating strong potential for   success in a gifted program. Students are provided  differentiated instruction to meet their diverse   needs and ensure there is a match between a  students capabilities and gifted services.   These services are delivered either at a student's  comprehensive neighborhood school or in a resource   cluster setting or when admitted at old donation  school in grades 3 through 8. Once identified as   general intellectual aptitude by BBCPS, students  have gifted services available to them through   graduation. It's important to note that while  gifted identification is not a requirement for   acceptance into one of our many secondary academy  programs, VBCPS proudly offers robust and rigorous   learning pathways through our manyies such

065as  Plaza Middleear's program and our high schoolmies. Students identified as intellectually gifted  in grades three through 10 receive services   through the gifted resource cluster program in  their comprehensive neighborhood school or at   old donation school. At all settings,  GIA students receive differentiated   curriculum and instruction from their gifted  cluster classroom teacher as well as a GRT,   which many divisions do not offer to meet  their intellectual and social emotional needs.   Curriculum instruction encompasses all objectives  found in the Virginia Standards of Learning,   expanding and extending specifically  to meet the needs of gifted learners.   When appropriate, the content is compacted  and extended so that students are accelerated   in their coursework. The pace in gifted  cluster classes allows students to explore   subjects in greater depth with additional  intensity and through a conceptual lens. In the elementary resource cluster model, students  are

066provided differentiated instruction to meet   their diverse needs and ensure there is a  match between a students capabilities and   gifted services. Opportunities are provided for  enrichment and extension, datadriven smallroup   instruction, and differentiated independent  learning experiences. In K through2 talent   development, the GRT collaborates with  classroom teachers to deliver extension   activities through whole and small groupoup  lessons that nurture the talents of students   even before formal identification occurs. At the  end of second grade, in grades three through five,   identified gifted students are placed in resource  cluster classrooms with a cluster teacher who   partners with the GRT. Instruction is delivered  through pushin and pull out services with flexible   grouping and differentiated strategies that  promote higher level thinking. Parents receive   gifted learner updates that share demonstrated  skills, goals, reflections, and progress. The middle school resource model allows students  to have the

067opportunity to take advanced classes   in English, science, and mathematics, or to  begin a foreign language. Successful completion   of advanced courses in middle school enables  students to take advanced classes in high school,   whether as part of advanced placement courses or  at one of the high school's advanced academic or   academy programs. Gifted students are typically  clustered within teams that offer both core and   advanced classes, ensuring placement on a cluster  team even without advanced course selections.   This clust clustering enables the GRT to to  regularly coach, plan, and co-e and support   teachers in delivering differentiated instruction.  Students receive services through pushin, pull   out, and supplemental learning experiences that  address both academic and social emotional needs. In high school, the gifted resource cluster  program in grades nine and 10 offers services   tied to core content to students through coaching  and

068collaborative planning with teachers and   by facilitating facilitation of elective  courses. These services provide resources,   support, guidance, specialized curricula  and instructional strategies as well as   whole group and small groupoup instruction.  While cluster grouping of gifted learners is   expected in grades 9 and 10, it is optional  for schools to extend clustering to grades 11   and 12 and students in these grades receive  gifted support from the GRT. In addition,   GRTs t GRTs teach gifted learners think tank  in grades nine and 10, Spark Seminars in grades   11 and 12, and independent study in grades 9  through 12 when students elect these courses, BBCPS PS also offers gifted programs in dance   and visual arts that help students  develop their skills and creativity. Dance students work on technique, performance,  and critical thinking, while visual arts students   explore design, art, history, and

069hands-on  projects. Collectively, these students demonstrate   creativity, artistic curiosity, and advanced  mastery of techniques, indicating strong potential   for success in a visual or performing arts  program. For gifted dance in grades 6 through 8,   students continue with the once a week pull  out program at ODS. There are currently 241   students participating in gifted dance in grades  3 through eight. In grades three through five,   both gifted visual arts and dance are offered  through a once a week pull out program at ODS   with 140 students currently participating in  gifted visual arts in grades 3 through five.   At the middle school level, gifted visual arts is  integrated into the regular schedule for students   enrolled at Virginia Beach Middle School,  serving 163 students in grades 6 through 8.   Gifted dance for grades 6 through  8 continues in the once a week  

070pull out format at ODS with 241 students in  grades 3 through 8 currently participating. Over the next few slides I will provide  you with some of our gifted data which   has also been provided to you in your  folders. Here you see the number the   total number and percentages of EBCPS  intellectually gifted students along   with a breakdown by grade level. I will pause  a moment for you to review this information. The data displayed here shows the demographic  breakdown of intellectually gifted students   in VBCPS in all grades, which are grades  3 through 12, as well as a comparison of   those grades that are reflective of the grades  served at Old Donation School, which are grades   3 through 8. Again, I will pause a moment  for you to review this information. What in the world? This slide shows

071the distribution  of intellectually gifted students   in BBCPS receiving services at their  home school, old donation school,   and the Plaza Middleear program. Our home  schools offer resource cluster services in   grades 3 through 12. ODS serves grades  3 through 8 and the Plaza Middleear's   program serves grades 6 through 8. It would be  important to note that students do not have to be   identified as gifted to apply to and attend the  Plaza Middleear's program. However, of the 347   students enrolled at um my at the time of this  data collection, 88% were identified as GIA. The data shown here is reflective of the  distribution of high school intellectually   gifted students in VBCPS receiving services  at their home school or attending an academy. And finally, the theme for this year from  the office of gifted programs is unlocking   possibilities, a

072year of purposeful practice  with a specific focus on intentional growth   and reflection in gifted teaching and  support in the resource cluster model.   Turnkey professional learning led  by GRTs will train staff on gifted   identification and clust and ensure cluster  teachers consistently apply differentiated   strategies while second grade teachers  will receive a dedicated session and   resource cluster teachers will engage in  goal focused reciprocal learning walks.   GRT professional learning will also focus  on refining gifted instructional practices. This concludes our presentation from the Office of  Gifted Programs. At this time, I invite up to the   podium our gifted coordinators and we welcome any  questions that you might have at this time. Miss   Melnik. Okay, I have three quick questions. The  first is slide six. You mentioned um sixth graders   being able to take a language. Um but that's  only at

073ODS and Plaza. Correct. Correct. So if   you're identified gifted in any other school  middle school, you cannot take a language. Correct. So you can you can water bottle.  So you can take an exploratory elective in   any other sixth grade in any other school. But  if you're identified gifted just like they are   in these two programs. Actually a portion of the  students you mentioned a portion 88% at Plaza are   identified gifted but the other percentage they  can still take a language in sixth grade they   can take an elective not a fullear language.  So the difference between the two programs ODS   it's a requirement that they have three electives  one of those requirements being a a form a world   language at MYP the IB program it requires the  same thing three electives one of those can must  

074be a world language so in those programs sixth  grade can take a full like a Spanish one and the   other schools non-traditional schools because  they get two electives and they're exploratory   world languages in sixth grade in seventh  grade they could take a world language one so you know I love y'all but we have 5,893 identified  students who cannot take a language in sixth grade   yet we're targeting only kids in a certain  school which actually puts those students   at an advantage when it comes to GPA and all  the stuff that follows from grade six on. So   we're actually not doing a service to students  who which is based on the program requirement.   Yes. but they're identified gifted and they might  not get into old donation or my but they're ready   for a language in sixth grade.

075Okay, so I'm going  to go ask my next question because I'm sure I've   teed that up. I'm so sorry. Um how many students  take advantage of the gifted specific electives   in high school? So you mentioned um independent  study, spark and think tank. Is it a fair amount?   Um we talked about that right before this  and we knew you were going to ask that and   we do not have not you specifically but we we  figured that might be a question. We don't have   specific numbers so we'll get that information  for you. Uh we were just talking about that. Um,   I don't want to I don't want to tell you wrong.  So, we'll get that point because I would imagine,   you know, it really starts coming down to college  applications and what is somebody taking and what  

076will uh what will an AP blah blah blah, how will  that translate better than spark or independent   studies. So, one of the the one of the challenges  has been the weight of those courses um because   it's only a it only weighs half instead of a  full. So, that's been one of the challenges when   they talk about their GPA. So, yes, but we can get  those numbers for you. So, this this would not be   for you, but I'll throw it out there. Just what  do we spend on transportation transporting? Um, I'm I'm an arts person, so this is difficult  for me, but it's one that popped up. For dance   and visual arts, what do we spend on  transportation for those once a week   programs? I think we would have to get back to  you on that

077and that's fine. I you know I hate   to to to give you more but you know I'm just  wondering and what percentage of those students so like the visual arts students h how many  of them apply to do they apply to Virginia   Beach Middle School to be in the art program they  metriculate okay well some of them could apply at   that particular age and uh grade but they would  metriculate if they were already a part of the   program from ODS Yes. Does that make sense? Yes.  So, they're already Okay. You can you can apply   at any at any time. Did we have dance students in  middle school that we bust to ODS? So, we do we   have dance students in middle school. Students  and visual arts students. Okay. Um but no. Oh,   they only go

078to VB Middle. There's no visual arts  program at at at ODS for middle school. No, just   just dance. Correct. Okay. So, that's probably the  number I need. Okay. Okay. Thank you. And the art   program is is one day a week. Um, but once they  go to middle school, it's a full-time program. So,   it's not all the students one day a week. It's  five days a week groups that come. Correct. Okay.   Through middle school. Miss Rogers, thank you so  much. So, I own one of those gifted students that   is in the cluster model. Um, and I have so many  questions. First of all, you on slide eight, you   guys discuss differentiated instruction through  enrichment. How many K to5 teachers and six to   eight teachers have the gifted certification  in our um outside of ODS besides the

079GRT?   That would be a question for HR that they would  have to and Okay. We can run those um numbers   and get them back to you. Okay. And and the  reason I'm asking is because I know at ODS the   students do have access all their teachers  have that gifted certification. And again,   as Mrs. Melnik has pointed out is while  differentiated instruction is good,   if we have some gifted students that have  access to all gifted certified teachers and   others that only have access to their GRT, it  is unbalanced. And that is something that is   highly concerning to me, especially having  one of those students. Oh no. Okay. Sorry,   my computer just went it for a minute. I have a  question also on slide 12. um for our data review   is the percentages like for the total

080amount of  students we have like you've got intellectually   gifted students 3 to 12 there's a number and  then the percentage is that percentage of gifted   students or percentage of the total number of  students that we have I was a little confused   on that one am I making sense so on the top row is  that what you're talking about yeah so you've got   the data review demographic demographic breakdown  and you've got like 5,325 um students and that's   47.1% and that's just of gifted students, right?  Not of the total population of VBCPS students. And   I'm asking because as you go down and you break  it down by ethnic group, you've got percentages   there. And that's not for all of VBCPS,  that's for all of our gifted students, right?   So the total number of gifted students is the 

08111,316 right out of the total number of students   that are in right identified no in grades the  total number of identified students in grades   three through no the the chart total enrollment  for grades 3 through 12 is 48,388 of the 48,38   88 students there are 11,316 who are uh identified  intellectually gifted which is 23.4%. 12 okay but   I'm saying the percentages that they have  for like male female American Indian all   of those is that percentage the total for the  percentage of gifted or the percentage out of   our whole student population it's the percentage  of the group in the population. So, for example,   on slide 13, if you look at female boy, I need  to I definitely need to get glasses. Um 5,325   females in grades 3 through 12 that have been  identified as intellectually gifted.

082So, that's   47% of the identified, right? Yes. Okay, that's  what my question. Yes. I was asking if it was the   gifted population or 40% 7% of the total student  population. Does that make sense what I'm saying?   Yes. In one chart it was a total but in this chart  it was of the gifted population. Okay. That's what   I wanted to ask. Okay. So I was a little confused  there and and and I wanted to clarify that. Um on   the next slide and I'm using the what we got and  I'm off I think by a slide or two because the data   review for percentage of gifted and homeschool  or donation plaza. You guys have a chart and I   got it without the chart. It's fine. Um Only  17% of our gifted students are at ODS and 78%  

083are enrolled in their home school for 3 to eight  according to these numbers. So why is the funding   so much lopsided the opposite direction where 60%  of our funding is going to ODS I think is what it   was or it it was absolutely lopsided. We spend way  more than 17% of our funding. Why is that? Well,   I'm not sure if that's a fair question to ask  them. Okay. Uh because Yeah, but it's a good   question. It's a question for the board because u  you're operating a a entire school setting at old   donation school which includes all the costs of  running that particular school versus at the home   school. You're providing a gifted resource teacher  to serve those students. To me though, this shows   us that we are not serving our gifted population  by housing it

084in one building. It we are only not   even hitting 20% of our kids with all of those  services. And that is a super huge concern for   me because gifted education is a portion of our  special education and we are required to service   all of our students and give them all options.  And as Miss Melnik so eloquently pointed out,   even like my son self-taught himself both German  and Russian, but he is in eighth grade and just   being allowed to take a language this year, even  though he has been teaching himself by himself for   the last year and a half. So again, he's gifted,  but he doesn't have the same access. And so this   is where I I'm experiencing as a parent and I am  really concerned that we are not giving all of our   gifted students,

085especially our twice exceptional  um students the same amount of access that are at   their home schools. Um I can speak from experience  a lot of times one gifted resource teacher is not   enough. You guys talked about a co-eing model.  We were sending second graders to ODS before and   now we can't. So, does that not then leave  our GRT with co-eing a whole another set of   students in second grade or in second grade  now that they weren't teaching last year. So,   that then pulls from our resources from our  one GRT. They're now having to teach a whole   new grade level as a co-teer. And so, again,  that leaves less time for them to service the   80% of the gifted population in our schools. So  you can see where I'm I'm I'm trying to say those   one

086GRT are spreading themselves amongst 80% of  our gifted population and our 20% have multiple   teachers that are gifted. I um certified and  so it's it's very lopsided. So I will yield. Mr. Brownsteel. Okay. Well, I agree a lot with  Ms. Roger said, but I'm still confused on the   47%. That was kind of my question because I was  looking at the 23 over here and then I just did   the top top row of females. I'm still kind of like  the 47. What What is that based on if you know   what I'm trying to get at? I mean, so you're  talking about you're back to the demographic   breakdown slide on 13. Yes, ma'am. So your um so  for this slide they took the overall percentages   from the the breakdown of the over they took  the percentage from

087the individual breakdown   from the overall number of identified students  within grades 3 through 12. Okay. So so of gifted   students 47% of them were identified as females.  So, of the identified gifted, intellectually   gifted population, 47% of that population is  female. Oh, welcome. All right. Thank you,   Dr. Green. Thank you. I have two questions.  The first question I have, Dr. Wilkerson, um,   and you don't have to flip back to it. Slide five  you talk about how um we look at the whole child   uh quantitative and based on qualitative uh data  as well. So my question is related to our students   who are in the dance and and visual art program  because I would assume there that we use different   CR well we have to use different criteria because  you have to have that talent. Um so

088what what is   used differently to ensure um that they meet  the criteria that the committee is looking for   to participate either at VB Middle or at ODS. I'm  going to yield to Miss Scott because she just went   through we just completely did a revamping and she  was integral part of that. So I'm going to let her   speak on that. So you want to All right. So for  the last two years, we've really worked to refine   and revise our art and dance audition process for  gifted identification for art and dance. So for   visual arts, I'll start there. Um, every student  who applies has the opportunity to apply online   and create a portfolio. All the students have  the same portfolio requirements. Um then we have   groups of art teachers from around the division  go through and there's

089a rubric that they use   and they screen the portfolios. Um this is all  outlined and updated with our local plan that we   implemented in the 2429 local plan. So then after  the screening process, a portion of the students   move on to an audition process. That is a half-day  approximately in-person audition at Old Donation   School that is facilitated by the gifted visual  arts teachers in conjunction with the office of   gifted programs and the visual pro um visual arts  department. So then we have they we have students   who participated in person. It is a blind process  in as much as the students are given a number and   a letter and then when they go to a committee  completely different people review the portfolio   components of what they did in the in-person  audition. So the um people who

090make up the visual   arts committee are gifted resource teachers, other  art teachers, people from the DL administrators,   school counselors. Um there's a training process  they go through before the um committee meets and   so that we have calibration throughout to make  sure that we are consistently making decisions   um of what a visual artist like what the  requirements are for dance. Um it's slightly   different. Every student who applies for the dance  program gets an audition and that is an in-person   audition and we have again really worked for the  last two years to refine that process as well. So   our health and PE department and our performing  arts department in a conjunction with our office   have worked to create a rubric that reflects state  standards while also looking at what does it mean   to be a gifted dancer.

091Um after the audition  pro process which is led by the gifted art the   gifted dance teachers um but again overseen by the  three offices then there's a committee that meets   and again we have calibration they see a video of  each student performing in two different areas. Um   there's kind of a with the calibration they look  to see do the students meet certain criteria that   match what the program is is working towards.  All right. So my followup question, thank you.   And and I was very familiar with that process  to a certain extent because we need to used to   provide the counselors for you. So what happens  because you only have let's say x amount of seats   but you have quite a few applicants who who are  eligible. So my question is the students who are   not

092able to make the seats for the uh programs at  both sites, how are they supported in a cluster   model at their school because they still meet the  criteria just that they did not make the cut for   say the 50 or 60 seats that you may have. So for  art and dance it is different. there's not a cap   um at this point. And so um for the last two  years at least um every student who has met   the threshold of what the committee determines  is the the identification process um has had the   opportunity to attend the art or dance program  um if they choose to once they're identified.   Okay. And my last question, do we still do I think  it was called Bright Sparks the uh or sparks? It   used to be a Saturday morning program

093um for tight  That's what it was for title one. Yeah, for title   one schools. Do we still do that? Because that was  a great or hopefully it still is a great program.   Um that helps also with identification. We do.  We do still um involve our parents. It's a way   for us to engage families and students together  and it gives us um a way for us to give some   exposure to students and for us to start those  anecdotal notes um so that we can start to see   some of those glimmers of gifted characteristics  for our students um for identification that moves   um into that process as they get a little  bit older. Yes. Thank you. You're welcome, Mr. Cummings. Yeah, thank you,  Chair. Sorry. Uh, first and foremost,   uh, just thank you for this followup as

094I know is  an ask from the retreat, and I'm glad to see that,   you know, you satisfied the ask about looking  at academic outputs of the cluster verse the uh,   ODS model of gifted education. And I went back and  rewatched some of the retreat cuz that's what I do   with my free time in life and just to see you  know to prepare for this discussion um because   I wanted to see some of the topics we covered  and also see you know some of the questions   were asked and if you know those action items.  So I do appreciate you know your attentiveness   to what was asked and delivering on that. Um,  and so I echo similar questions and inquiries   as I look at specifically the so data and funding  um, differences between the two models. And

095so,   you know, I see that our students I just  did napkin math, so these are, you know,   public please don't quote me as exact numbers.  These are just me doing my napkin. I see about a   plus 20% difference in English for ODS students,  a plus 20% difference in math for ODS students   in pass advanced category. Um, and then a plus  10 in science and plus 14. And this is all in   that pass advance uh category. And so I just  kind of quickly doing a quick comparison. And   and so I think there's two ways that folks  would look at this is one is like well you   know does ODS you know see the kids at ODS are  the most gifted of the gifted or something like   that while the counterargument that that could be  well they

096also have extensive resource allocation   um that and access to you know a more I would say  more structured you know learning environment and   more you know investment So I'm kind of curious  one if you could well I guess my question to you   is just like walk me through how you would  see some of the the differences and you know   kind of these outputs and whatnot. What are your  general observations and and thoughts in these   you know we have two different models overall  total passing I mean it's pretty much similar   but you know pass advanced category does have I  would say plus 20% is a significance difference.   I'm just kind of curious like what what that  would why. What without the data in front of me,   I will offer a couple comparisons. So yeah, um  when

097you look at ODS, uh let's say grade four or   grade three reading and you compare that to grade  three reading to to some of our elementary schools   that have enough um high intellectually gifted  kids in a particular class where the entire class   is like a class that they might get at ODS. There  is virtually zero difference between the scores.   There probably is some difference in the past  advanced scores. Um the pure nature of ODS is   it's was created as a school for the top the most  yeah the top top I don't want to use the wrong   term and inflame anyone but the the the top group  of students from an intellectual standpoint that   need something extra and um they are delivering  uh that and the purpose of this presentation   was to give you a holistic

098view of what we're  doing with get the services in Virginia Beach   And and I would say that one thing I appreciate  about this board is you guys have a spirit of   continuous improvement because you're not afraid  to uncover challenging conversations. But I would   offer that what we provide in Virginia Beach is  pretty extraordinary if you look holistically   at any other school division in the Commonwealth.  We have a robust K2 K2 talent development program   that's been refined thanks to the work of the  gifted office under Dr. Wilkerson. When kids go   to grades three through five, they have a cluster  model that we will continue to refine. And I I'm   going to pass around this sheet starting with  Mr. Ken. And I absolutely encourage you to look   at these dates and see if you'd be available to 

099go take a visit to one of those schools and see   the cluster model because you're going to see uh  like you see when you visit any of our schools um   uh examples of excellence and examples of areas  where we can improve. And for those students who   are really at the top of the game, they can go  to ODS in grades three through five. Then when   you go to middle school, we're not done. We still  have the cluster. We still have ODS, but now we   add a third program, Plaza NYP, and a fourth  program, Virginia Beach Middle School of Art   and Dance. So now we've expanded in middle school  to serve those students. But not to be outdone,   you go to high school. We have two advanced  academic programs, seven academy programs,   a public private charter

100school, the governor's  school for the arts, the advanced technology   center, and the technical career education center,  and the oh, and by the way, the environmental   brocks science program at the Brock Center. So we  we do everything we possibly can to make sure our   students are challenged intellectually to the  very best of our ability. and we will not stop   trying to continue to do that. Um, and that's  why these conversations are important to have. Vice Chair Williams, um, thank you. Um, you  probably don't have this, but I'm just curious   about this number and you can get back to us. um  from VB Middle from the from the um dance and the   visual arts program or from from that program  wherever it's located. Um do is there a large   percentage of those students who then apply and 

101are accepted at Salem Academy and or the Governor   School of the Arts? I would just like to Yeah,  I would think that percentage would I I would   think it should be high, but I I would love to see  that out of curious. We'll get that information   for you and I will if you don't mind. And um also  um Yeah. And so with with the conversation of the   Spanish and the gifted, is is there a correlation  that like you need to be gifted to be able to   handle a foreign language or is is there do gifted  students do better in foreign language? Because I   I've never heard that, but it seems like that that  was kind of what what I was getting out out of the   conversation on this side, not from y'all, but  is there

102any correlation from gifted and foreign   language? No, there you're talking about because  the reference to that was part of the the program.   Yeah. Um no, not necessarily. In fact, um not  everyone is uh who is identified as gifted is   gifted in all things and so um there there isn't  necessarily a correlation uh per se. Okay. So,   so basically it was just the program because you  have an extra elective. I mean the the program has   three electives at Plaza and Yes. We also have  to understand that where you offer something,   for example, if we say we offer Spanish one  in sixth grade at our comprehensive schools,   a student's going to get Spanish and PE  and that's it. So, you've eliminated the   opportunity for band. You've eliminated the  opportunity for orchestra. You've eliminated the   opportunity for teched,

103teen living, art, Spanish  exploratory, French exploratory, computer. So,   we have to be careful because when we get to  sixth grade, the idea is that you're exploring   an interest in a need that's then going to chart  your pathway to seventh, 8th, 9th, 10th, 11th.   So we got to be very careful where we say, "Okay,  if we offer this, we could very well be cutting   another program." So we have to be mindful of that  because what we really want for our sixth grade   students are this is their first time going from  possibly two teachers to seven to possibly engage   and learn. Do I want Spanish exploratory or do I  want French? They can take them both and decide   which pathway they choose. So, they only get two  electives in your traditional middle schools. So,   I want to

104be very careful because they're going to  have to make a decision based on do I want Spanish   one and sixth grade or do I want to explore  band? And to the question of world language,   it starts world language one in seventh grade as  long as you have the prerequisite and you take   pre or you can take Spanish one and two and I'm  just using that world language as an example in   eighth grade. So just wanted to put that out  there because sometimes the great thing is   that we have so many offerings. The hard thing  is that we have so many offerings. So there's   there's a balance and if we're gonna allow ch  students to choose and explore sometimes if   we're adding this we can be eliminating something  else. So I just wanted to put that

105out there. Oh,   I'm I I wasn't necessarily saying add it for six  instead of seventh because that's only one year.   I mean I think that the question is you know with  this other stuff do you add it at an earlier age?   six and seventh to me is and I understand the  the exploratory and I do agree that when you   keep adding like a teacher at my school just told  me she goes I think I'm going to be bumped out of   a job in a couple years because we keep adding  electives and she's a specialty elective teacher   and she's really worried about that. Yeah. So  I to yeah I totally agree. Um okay so just let   me re make sure I have this clarified. So,  with the dance and the visual arts programs,   there is no

106waiting list. Everybody, it hasn't  been thus far. That's correct. For those that   have been identified. Okay. I've got some  questions about that offline. Thank you. So, everybody's gone except for um Miss Dwire. Um  so, Miss Dwire, I just had a quick comment. Um,   and on the heels of what Carolyn was  talking about and and Dr. Robertson,   I mean, my head was spinning at the extensive,  grueling process to be in gifted dance or the   visual arts. That is a lot. That is a lot.  And I was like, wow, that's amazing. So,   I'm really impressed by that. that those  kids come in and they go through that   process willingly and I see why we have the  number of students that we do because it's a   lot and but it does it speaks volumes to me. So  really

107impressed with that standard. Thank you. Um and I actually I have a couple of  questions. Um, so in a quick search,   and I don't want to be quoted on it  necessarily because it was a quick search,   but I see that other divisions may be using a  95% uh for identification. Is that accurate? Um,   yeah, that number is variable. I mean, it it it  does vary depending upon um location um area,   geographic area. Yes, that's true. So, and based  on what I was searching in the state of Virginia,   are you aware of other divisions in the  state of Virginia that are using a 95%   uh for gifted identification instead of 90? I  don't know specifically the places, but yes,   there are. Yes, there are other places that use  90. There are other places that use 95.

108Okay. So,   because I was looking to see, you know, averages,  state averages, national averages, and, you know,   our numbers here in Virginia Beach for gifted  identification are much much higher uh than other   areas. And so I and I know that you know that's  in part due to the fact that we have created   a scenario where we're trying to make sure we're  identifying as as many students as our gifted are   and not miss anybody and overlook anybody. But um  it it seems to me like that number is very high.   um the identification number, is that what  you mean? Yes. So, just as a reminder,   the the 90th percentile that you're referencing um  is just a point of entry. So, the 90th percentile   is where we look at that number for us to say  this student um

109may be exhibiting some G gifted   characteristics. Um and so again, any student who  is um moving on in the process for identification,   their parent still has to submit that application  and they still have to go through that multiple   criterion process. So that is really just one  uh factor that is uh looked at. Um but that 90th   percentile doesn't have to be so a parent can  recommend a student um even if they haven't met   that threshold. um that can still happen. So um  that's just one of the ways in which we use as our   um our measure to to look at for those that  that student might be exhibiting some of those   characteristics. But that's just um that  that really isn't a a determining factor.   That's just saying that they would exhibit some  characteristics potentially to

110make us um talk to   that parent to say you might want to consider uh  that application process. um because they have to   still go through that um so the application and  um identification process that we talked about   in the presentation. Okay. Thank you. Uhu. Um,  and I also am interested in the participation   um in Spark and Think Tank. Um, because I I kind  of tend to wonder if maybe those gifted resource   teachers at high school level might be um better  applied elsewhere. Um, so I'd be very interested   to hear that data. Um, and then I I just want to  really briefly touch on, you know, the funds being   spent at ODS for gifted education. You comment  um because the cost of teachers that are teaching   these students is part of that funding mechanism  and all

111of those students will have a teacher   regardless of whether or not they're at ODS or  not. Um, and so if that cost is folded into that,   it's kind of really um, not an applesto apples  comparison. Anyway, Miss Melnik, let me go back   to the language piece with old donation. Does  every sixth grader take a language at ODS? So, they don't have the exploratory option.  So they're being and as was stated in this   presentation, not every gifted child is gifted  in everything. So there might be sixth graders   at ODS that cringe at the thought of having  to take a language in sixth grade and they   don't feel prepared. But we could have students  who are at ex middle school who are so ready to   take a language and be able to get credit for it.  And

112that's where I feel that discrepancy is like,   okay, well, if you're at ODS, everybody's ready  for a language whether you think you're not,   you are or not. And we're then forcing  technically kids at a regular middle school,   regular middle school into taking classes they  may not even be interested in, teched or teen   living or band or any of those things. They just  really might want to focus on a language. I mean,   My colleagues kid is one of them who  is an identified gifted student who   is now teaching himself a language because it  wasn't available for him and he was ready for   a language. And so that's my point with all  of this is that we're kind of leaving 5,700   kids dangling with a potential that they  there's a potential opportunity for kids   who feel ready

113to take a language and we're  keeping that from them but they're identified   gifted. Now to you know to Mrs. Brown's point  um you know our gifted numbers are high but um I I mean it's the gap is huge for the differences really to to bubble to the top. I  mean like I I I guess I never really even thought   about it what some kids are get and I think  really because the GPA piece is what's really   kind of irritating to me. uh it wouldn't matter if  everybody were recognized with the Greek system,   but since we do have valadictorian and  saludiatoran, we're actually giving an   advantage to those sixth graders in our middle  school program, gifted programs, that they have   an opportunity for an extra credit a year early.  It's always been talked about, but I

114just really   never kind of applied it. um you know certainly  matters what they take beyond that to get to   number one or number two but they're starting  out with an advantage and there are identif   students who are identified gifted who might  really want to take a sixth grade language. So Miss Rogers and also to um kind of talk about  what Mrs. Brown discussed with having those   teachers. Um, I agree with you that every  student is going to have a teacher, but our   gifted students should have just as much access  to as many gifted instructors as they need. Um,   there are students at ODS who may, you know, it's  all all you get all gifted instruction at ODS. Um,   if you have a student who is twice exceptional  that perhaps is gifted in math and struggles  

115in language arts, they don't get that gifted  language arts teacher and not gifted, you know,   regular teacher at their homeschool. That's  kind of what I was getting at asking about   gifted endorsements is that every teacher has that  or you know I certification at ODS but only 17% of   our kids have access to that and so that really  is what for me is an issue because many we have   way too many identified students not getting  access and so I think that for me that's the   hardest part is that those kids could certainly  use that um support and they're not getting it. Okay, I don't see any other questions.  Thank you. And I appreciate you sharing   everything that you guys are doing um  in our long range gifted plan there. And   um it is 5:18 p.m. and

116we are going to recess  for dinner and we will reconvene at it. Oh, yes. Uh, you have your forecast of regular  schoolboard meeting agenda topics for the second   quarter, um, October, November, December in front  of you. If you could take a look at that. Um,   it looks like Mr. Cummings has something to add,  but Dr. Robertson, um, do you have anything you   want to say first about that? Uh so the the  forecast is um really a planning tool just as   a reminder for the board um as we map out what  the three next three months can possibly look   like. It's always subject to change based upon uh  what happens uh just in the day-to-day business   of the division, new information that comes out  or through agenda planning. But the uh forecast   does have what we

117have right now planned  to do. Um there is a couple of additions   on October 28th under information. We'll have  to add uh middle school dual language immersion   uh recommendations and then that'll follow in  November on November 10th under action middle   school dual language immersion recommendations.  So those two are not captured on here. Otherwise,   um, everything we have is captured on here for the  next three months. Mr. Cummings, I Yeah, I just   have one quick addition um or possible idea for  this quarter. it could, you know, be delayed if   it needs to be, but I would like to see an update  on our um, you know, as we've moved into streaming   meetings and everything, I would like to see some  type of update on how that's going and information   um, with possible avenues for expansion. Um,

118I  know that we've had some private conversations   about streaming to different services and whatnot,  uh, using, you know, AI generated summaries.   So I'd like to see somewhere in the cadence if  there's a workshop and if possible things that you   know we can vote on to increase transparency  in the board and public accessibility. Now I just want to verify we haven't had all of  our committee meetings streamed yet. Correct.   Okay. Yeah. We're working through part of it  was making sure we're scheduling the rooms where   we had the capability to do that in there. So  we're working through the committees and getting   those. So some have and some haven't yet. So as  we're setting committee meetings for this year,   we're trying to schedule in here. So some of the  committees start PRC start a little bit earlier  

119than the other ones. So we're still working  through the process. Okay. So we're probably   looking towards the end of this for a workshop.  Yes, I think towards the end. So I just wanted   to see it on there so that we keep the momentum  going. All right. Thank you. And um it is now   5:22 p.m. and this is going to be recess and we  will reconvene at 6 p.m. for a formal session. [Music]