001Good evening. I would like to call the order of the May 11, 2026 work session of York County School Board. Thank you [snorts] for being here tonight. We going to have uh four presentations ahead of us which would include capital projects, student handbook, student behavior, and FI2327 strategic plan student connections. But before we start with presentations, I would like to ask Dr. Carol if he can share some news with us as far as the or updates uh regarding the canvas. >> Certainly, Mr. Private. So, we continue to monitor the situation as you know board members. We've communicated out to families [clears throat] that uh reportedly that Canvas has had a breach in their security. Uh and that's a very large organization serving 275 million students worldwide. Um, our our concern is that [clears throat] uh
002this could be not a lot. This could just be somebody hacked on there and put up a threatening message that just kind of scared everybody. Uh, but there the communications that we're getting out of uh instructure, which is the parent company, are not matching their actions. So, first of all, on Friday, uh they they you had the the program up and then it went down. So that after they had said that things were okay. So that uh that gives us some pause. Uh Saturday night after 10:00 they put out a message saying that they had a forensic report that said everything was fine. Uh and that they would give us uh or give their clientele [clears throat] a uh a copy of the report within 48 hours. That would come tonight around 10:30. Uh we
003are concerned because if it was good news, >> we would think we would have heard it during the day. [clears throat] >> So we are now past the business hours. We've yet to hear anything. So we're probably, you know, uh reacting with an abundance of caution as other divisions have uh went ahead and followed the lead of the company. Uh but we're continuing to watch it daily. Uh because we we are, you know, it is causing us some general u inconvenience. uh it is giving a a few students uh particular issues with accessing everything they need for their for their uh education but we are uh going to watch it daily and and look and see what this company comes up with because it just as I said before their actions aren't matching their words
004and that causes us pause. >> Um we've got Dr. Pedigrew. [clears throat] This is her first meeting here as the [laughter] chief operations officer and as you know uh is previously our director of information technology. I'd ask her if she had anything to add. >> Um I think we're doing our due diligence and we because we don't have exact details on what the potential data breach was. We don't have access to the forensics report to give us that information. The thing that we don't want to do is risk further leakage of student data. talking about some of our our younger learners and we want to protect their identities, their credit. Those things really matter to us. So, I think at this point, absent the forensics report, we're really going on a a a lack of
005information that I'm just not comfortable with. So, um in in my opinion, it's a measure of due diligence and protection for our students and families. >> Now, I would add the company [clears throat] says that all that's been involved is names, email addresses, and student ID numbers. Correct. >> And that would be limited. Uh but but we do as I said want to want to watch things and be prudent. >> As part of that question wise if they if they have the student names and that information that do they also correlate having the student names with the particular school. So it would be a location issue. That's my concern of being able to identify that student goes to that school with this ID number. [clears throat and cough] Um, is there anything? >> Well, they
006would they would be within our YCSD tenant, so some of that information could be shown. We could look into that further. Um, but they they're logging in with their YCSD credentials, and it's not necessarily specific to what school they're going to. Now, another piece of the information was that they um they had access to some messaging back and forth, but again, until we get that deeper forensics report, we're kind of working on some assumptions that um and and that's really what's giving us a more cautious approach. >> And once again, it could just be somebody got into their system and sent out a a [clears throat] message that was causing fear. It could be that simple. >> And that's what we hope. All right. Well, thank you so much. Appreciate it for update. Uh that
007said, we're going to move on to presentations. So, Dr. K, would you like to introduce for the capital projects? >> Thank you, Mr. Povich. This evening, we have Mr. David Kilburn here, our associate director of capital plans and projects to give us an update on a number of capital projects. So, Mr. Kilurn, >> Chairman Piovich, [snorts] members of the board, Dr. Carol, thank you for having me for your capital projects report for the month of May. Um, [snorts] as Dr. Carol said we have been extremely busy for the past month and a half since we've seen you. So if I speak a little bit too quickly um all all over this having a good time and and have a lot of updates for you. So TAB High School additions and renovations uh the school division
008has received the 95% and reviewed those drawings and submitted all of our comments back to the architects and engineers. That was about two weeks ago that we completed that. And so then the 100% drawings were either submitted Friday night or today. we submitted our last little comments and back and forth on Friday. Um, so that went to the county for its first round of review. Prior to that, the actual civil uh design went to the county on May 7th and we've actually already received back preliminary feedback on that. So, um, I have that as my homework for tonight. Um, and so do the architects to review that and start going ahead and working on their changes. Um the 95% drawings also did come with another cost estimate taking us down to roughly 33.96 million for
009this project construction costs. >> And that's down from what was it originally? >> So at 35% we were at 40.78. At 65% we got down to 34.77 and now 33.96. So roughly down another million from the last round of drawings. >> Great. All right. Uh, the tab high field lighting I'm calling 99.9999, however many you want to say, percent complete. Really, it's just housekeeping. We've got a couple of ruts on the field from the boom trucks out there. Um, and one particular light fixture that needs to be aimed a little bit more down, but other than that, the lights are operational. The school is using them uh for all of their their final games. Soccer has been using this field a lot. the Dair Elementary School parking lot and bus loop expansion. Uh we got
010preliminary responses from the county. It's not the official, but we've been getting a lot more informal conversations going with them so that we can also keep the engineers and architects moving quicker on resolving those to do their next round. So, uh they had submitted back uh late April. We've gotten informal comments back and the civil engineer is already working on those for submission number two. I'm going to continue with DARE because I think I had mentioned last time that we're trying to start some projects a little bit earlier than scheduled. So, we've shifted some of the funding around to start prior to July 1st [clears throat] with that that budget being rebalanced on July 1st. So, we're going after the HVAC and building automation side of of Dare Elementary School with the building automation being
011planned for this summer. Actually going through and replacing all of that. Then the actual mechanical HVAC equipment for the gym would be ordered sometime over this summer to be executed and installed either late school year or early next summer. >> Could you explain what the building automation is just for everybody? >> So building automation is computer-based uh controls over our air conditioning, some of our lighting systems, our sight lighting. Um and it's all about automating it to try and keep us more energy conscious. Right? So, we set a set point of temperatures to say between this degree and this degree that staff members can adjust, but we really don't let them go too far outside of that. You can't make everybody happy, but we can try and make them more comfortable. Um, then when you
012get into sight lighting, turning things on, turning things off based off of sunset, sunrise. Um, and then just turning things on and off within the building, certain pumps, certain uh particular units, like you might have a heat pump for a classroom, but then you have what's called a makeup air unit that will serve, let's say, 10 classrooms. You don't necessarily be need to be bringing fresh air into the building at midnight, but that heat pump can make sure that the humidity is staying low. So, it's it's all a balance using the computers on the back end to monitor the conditions of our building, turn things on and off, and save us money on the utilities. And >> how many of our buildings have upgraded those systems already? >> Okay, so all of our buildings have
013them um upgraded. I would venture to say we're over half. Um and I'll spare you the specifics on which products are in which buildings. Um but there's DARE is one of those particular buildings. Mount Vernon was another one that had a system that we could not get parts for anymore. So, it's truly an emergent need for us to replace the system at DARE because when a classroom fails, we then have to go into the expense of just upgrading that one classroom [clears throat] and it's exponentially more to do it one at a time than to do the whole building at a time. >> How big or I should say, how long does our typical HVAC last school? >> So, geothermal the longest, right? The the fields themselves 50 plus years. the individual heat pumps somewhere
014between 25 and 30. When you get down into the particular the traditional systems called airtoair, you're more down into the 17 to 20. Um, but I'll tell you, we we'll get as much life out of them as we can to the point where we buy off-brand parts >> for to put in um out of warranty units because we know that they'll work. Um, but our our maintenance department does a phenomenal job of making them last as long as we can. Um, but that's your general time frame, 17 to 20 for traditional and then as you get into hybrids or true geothermal, 3050. >> Jim, I remember you uh speaking to us before about the uh the laws going through the general assembly and everything about having to have the air >> mix all year long.
015Did that pass or >> No, that got tabled. Good. A lot of intervention, a lot of lobbying that went into that. uh it it's or I think technically it's been carried over to next year and uh then they'll talk about it but we still under the original law that was to amend the original law where we had to certify the systems every four years. So we're still working that problem and that's going to be significant expense just not the additional significant electrical expense to keep the units running through the summer and keeping certain humidity on. Now was that because uh of coming out of COVID or what that those that was passed? >> I I don't know the genesis of it. Uh it could be that uh you know during CO I think there was
016you know there was a lot of attention put on air systems. We knew that we designed and built to [clears throat] ashray standards. So we feel really good about our our systems. But there are a lot of antiquated systems throughout the state especially I think if you go with uh school divisions that have less money less capital uh that's devoted and also you know farther west the smaller communities to try to keep up that's very difficult. So um uh so I know that there were systems that could not meet or those standards. So but I don't know where the big push came from. >> Thank you. >> All right. So, Grafton and Complex Turf Field, we do have a minor update, but it's a significant one. Um, so we have officially signed and initiated the
017research review. So, Newport News has initiated that with the Center for Watershed Protection. Um, and they'll be basically going back over historical documentations on research on astroturf, the product, the infill. Um, because we are so close to Newport New Reservoir that they want to make sure that it's safe for us to have waterhed in that location. How long will it take before that? >> So, they're allowed up to three to four months is the time frame. Uh, we have a kickoff meeting on that on the 20th and we're hoping to expedite that a little bit. >> Which location are [clears throat] they reviewing? Because we were looking at two locations. >> The original >> in the back. >> So, in the back, but the entire grafting complex, every piece of land on there is part
018of water wershed protection area. Okay. So, it wouldn't matter where we put it, the study would have to happen. >> Good deal. >> [clears throat] >> But then if we passed it then the whole other piece of it is the lighting and so where we would have to come back to what is the expense too and can we afford the whole project. So that might bring us farther back up closer to the school depending on uh if we could pull that off. >> All right. Okay. So then the divisionwide facility study. Um I would venture to bet that the week of April 13th, the fourman team that was with this crew could have walked from [clears throat] Richmond and back twice with how much we did. Um but we did all the sites visits. The
019crew went to every single school roof inside outside um including a couple of the operations facilities. So all of it was reviewed and then that consultant team went back did their work on the background and came to us and had our first set of work sessions which started off with an explanation of how their process works and then a review of all the data they collected and then brainstormings andformational session that we did with some staff in house. There's some additional information that's need that's come up that we need to collect out of that. So we've got some homework to do. They'll be back for a second work session on May 29th. Um, and then the results of that, we're going to schedule a meeting with you all to to review that and let you
020ask them questions as well. >> Mr. Schaefer. >> Yes, [laughter] >> there you go. >> Gym is done. >> Um, we're really proud of it. I'll tell you all the comments from the school, they are extremely happy with it. It looks fantastic and it is ready for full use. Um, and so we'll just continue in your zone. Uh, Brutin High School's HVAC is up for a replacement. So, we have kicked that off. The PO was issued to the mechanical engineers. Uh, we've already done our first round of site visits going through every single mechanical closet, every single electrical closet. Um, so they are off and running on this redesign. For all intents and purposes, it is a one forone replacement. Um, we're trying to make some optimizations, make more utilization out of the geothermal that's
021already there. Um, and then clean up the system a little bit. Um, it does include again, um, all the building automation as well. Was that uh geothermal? [clears throat] Was it put in in uh when they did the first renovation in 2002? >> Yes, sir. >> Okay. >> Yeah. The majority of the building is based off of that geothermal. It's some of the larger more shared spaces like the auditorium, the gym, the cafeteria. >> So, if we can if we can convert any of those over using the existing wells, that's our goal. But we're relying on those mechanical engineers to tell us. >> Gotcha. >> And then we're going to keep going. Brutin [clears throat] high locker rooms. All right. So originally we were rating for the Tab High School designs for this because as
022a sister school a lot of the construction is the same. So we thought we could kill two birds with one stone, take one design, apply to the other. What we found out is they they are not true sisters in terms of the locker rooms and the auxiliary gyms. So the demands that are coming at Tab High for for safety are not prevalent here at Brutin High School in terms of the firewall structure that they built when they built the the dox gym is not the same. So, we have met with school staff. We have met with contractors. We are accepting or expecting quotes this week on that project. And our goal is to go after that project and complete it this summer. There could be a little bit of bleed [clears throat] over into the
023very beginning of school. We experienced that with um the past projects that they've done on locker rooms, but it's gone very well. So, I'm I'm very optimistic. >> New locker rooms, new auxiliary gym, they aren't going to know what to do. >> They're not. But I'm they're excited about it and so are we. >> Uh so then again, we'll keep going. Queens Lakes roof. >> Yes. >> Um so we can't wait any longer on this project. So we have identified a roofing engineer. Um we've worked with them in the past and we're going to replace the existing shingle and lows slope roof with the same kind of metal structure that we've done at Tap Middle School, Coventry, McGrder. Um so it's a metal overlay but added insulation. So it brings us up to current code
024of the [clears throat] county. um it'll increase the efficiency of the building itself, but then it's also a full gutter, downspout, and sophet retrofit. So, um we'll get the existing building up to where it needs to be to continue while we figure out what we're going to do in terms of expansion or with the facility study. I know I've said a lot, but that's my report for today. Any other questions? >> Just going to throw out a general question. Do we know yet when the timeline will start for Beverly Manor's gym and cafeteria? [clears throat] Is there anything going on that it >> Yes, there is stuff going on that. Um, so we're updating our we call it a napkin sketch. Um, but I think it's the picture that we shared with you guys a
025long time ago [clears throat] where we showed the overlay of a proposed building. So, we're getting all of our documentation and desires ready to do an RFP for it. Um you guys were at the presentation of the award ceremony. Um so that's there but we still have to find tune like we don't know all the rules and regulations that come with that funding. Um so we're ready to to learn all about that. Um and then there's some additional site surveys that need to be done both between us and with our military leaison. >> And Mrs. Mrs. experiment. And additionally, there are two grant opportunities that we're pursuing right now that have been, I think, a new one at the state and new at at the federal level. So, we're working on trying to identify those
026and get our applications in uh because this is an additional burden on the county and us cashwise [clears throat] to to finish it. We've got nice seed money from what we've uh the 3.2 2 million we've gotten so far, but we need a little more to to get us out there. So, uh we feel um we feel more hopeful than we have in the past that we might be able to procure some of those grants which would then be able to finish that project, let's say, or andor work with Tab High and be able to defer some of those funds. >> That would be great. Steve, just keep us up to speed on. I appreciate it. Thank you. >> Thank you, Mr. Kilberg. Uh, next is a student handbook presentations. Dr. Carol. >> Yes, thank
027you. Uh, Dr. Erin Butler, director of student services, will review the proposed revisions to the 2026 2027 student handbook and conduct code. Uh, I would also remind the board that we usually take two passes at this and this is these are the things that staff have identified and the u and there will undoubtedly be some changes through legislation this summer that will have us return to you to finish it. But uh this these are the things that come from our past experience. So Dr. Butler, >> thank you. Chair Vich, member of the board and Dr. Carol, thank you for this opportunity to provide you with the proposed revisions to the 202627 student handbook and conduct code. Per Virginia code, local school boards are required to annually review and revise their standard for student conduct to
028allow with Virginia Board of Education's model policy. While not required by state law, our school division provides families with information concerning academic safety, operational, and financial procedures along with related policies. In addition, schoolboard policy CZ, student handbook, stipulates that the regulations in the student handbook have the weight of schoolboard policy. It is important for parents and students to review the student handbook each year to ensure they are aware of important information concerning safety, behavior expectations, academics, and division procedures. For tonight's presentation, I broken it into three sections. So, we'll be looking at proposed revisions by section, and it will either fall under revisions that align with our current practices, revisions based on staff recommendations. We have several committees that were formed to review parts of the handbook. So, we'll be looking at their recommendations. And
029then finally, any revisions with state or federal law. As Dr. Carol said, we still continue to get some changes from the general assembly. And so, we will probably have to come back in the future to share those revisions or changes if they materialize. So, in section one, which is about us, there are some minor changes. Um, there was the new message from Chairman Pyitch, which is the families. So that was provided with an update. The same thing with Superintendent Carol, his message to families. And then just our annual updates for the calendar that's in that first part of the handbook. In section three, which is student learning and success, there was several changes. So under the category of career counseling, there was a few changes that were made to reflect the Department of Education's definitions
030of high quality work-based learning. And so that is just to align with our state accountability model that was adopted last school year. Under instructional materials, language was added to clarify that procedures vary by school level and textbook type when it comes to how we um make selections when it comes to our different academic materials at different levels. And this is a recommendation coming from our instruction department under the leadership of Dr. Sherlock. There was some minor revisions to the homework policy, not a lot of substantive changes, but there were some things to increase clarity for families and for students. And then under cognitive ability test, language was revised to mirror the gifted service model and the local plan for the gifted. In section four, it appears that there was some major revisions done to the
031acceptable youth policy, but from talking with the instruction department and IT department, there were just some structural things that they had to change. The way that it was worded was not always clear for families and students to understand. So, the majority of the changes, you'll notice, were just for readability, but there were a few changes we did have to make. As you know, last school year, Dr. Carol had presented policy JFC which was student [clears throat] cell phone and personal electronic commercial communication device usage. So there were some changes we had to make to make sure that our AUP aligned with the policy that the board approved. And then House Bill 1961, there were some additional clarifications on what it meant to be bail for students when they use cell phones or smart devices. So
032we're making sure that that information was also in alignment with that particular legislation. the last section, section six for dress code, there was a few dress code changes that the committee did recommend when it came to u pants for our students. >> Thank you for doing that. [snorts] >> Yes, ma'am. [laughter] And then there was some clarifications when it came to the level responses. So, several codes in the handbook refer to the sanctions that students are receiving when they violate the handbook. So for any of our attendance related offenses, the Virginia Department of Education provides some new guidance this year saying that you cannot do certain sanctions for BSO15 and BSO16, which are attendance related offenses. We want to make sure that students are in school. So we don't want to suspend students from school
033for not wanting to go to school or for skipping classes. So they gave us some different interventions. Uh the same thing for language concerns, suspensions from the school bus restrictions on division transportation privileges. That was always something that we've done by practice. We wanted to make sure that it was codified in the handbook and it does mirror the Virginia Department of Education model policies and there was a some length we added as far as why law enforcement is contacted for certain school-based offenses. Many times our administrators are questioned well why did we contact the SRO or why did we contact the York Coast Sheriff's Office and there are certain offenses by law that we have to contact them and so we wanted to make sure that that information was clearly put in the handbook. Now,
034in our handbook, there is a little column that has an X that says notify law enforcement, but we actually put the code in there so families can understand there are certain particular violations that fall into that category. Um, for elementary level responses to student behavior, there's a few codes that we had to modify. So, code RB3 and RB4, we included AI generated sexual content materials that was included. Um we did have language there about inappropriate materials but we wanted to make sure it very clear for our students and families that that is not acceptable in our school division. The same thing we increased the sanction range on RB3 right now which is a level two um because of some of our instance we've had this school year it's been increased to a level three which
035allows an out of school suspension. And then finally there was some additional length we had to add when it came to inappropriate touching of students and their clothing. um these were mirrored in the secondary portion of the handbook. We also had to make some changes to RB3 and RB4 to include that same language. And then we had to also increase the sanction range to level four. Level [clears throat] four being a 10day was a recommendation for long-term suspension. >> Has that been a problem? Is that why this was highlighted now to address that? Have we seen an increase in that particular inappropriate behavior? just with changes in technology, we wanted to make sure that we were um keeping a breast with the different changes we've been seeing in the building. So, the model policy that
036they got, it was approved back in 2021. And so, it's kind of the base. And so, we're allowed to elaborate or ask some additional definitions and descriptions that mirror the work that we're actually doing today. So, that's the reason why they had to add that clarification. >> [clears throat and snorts] >> And then for elementary and secondary levels, we did have to add the word verbal when it came to threats against students or others. [clears throat] So in the past, it used to be any written threat was something that students could necessarily get charged for. The general assembly amended Virginia code. So now oral threats to kill or disarm um or fire I'm sorry, discharge a firearm on school property or at any school event is also something that students can receive charges for as
037well. >> Okay. So that's supposed to be discharge, not disarm. So I will double check that the code that said this arm I will double check that M >> is to take the gun away from the gun. Okay. >> I think what happened is you automatically read it correctly but it was tight differently here. I was like whoa wait a minute. [laughter] >> Yes ma'am. Thank you. So that concludes the proposed revisions to the 2026 27 student handbook. I'm available for any questions you might have at this time. >> Thank you Dr. Per. [clears throat] >> Thank you. >> Uh we are moving to student behavior presentation. Dr. [clears throat] Carol. >> Thank you. So we're stick with Dr. Aaron Butler and we're going to add Dr. Shannon Butler, associate director of student services for
038secondary and Dr. Brian Fes, director of student services elementary. Uh they're going to provide an overview of our student behavior and conduct data through the third quarter as well as administrative responses uh through the school year and to date. So Dr. Butler, please kick it off >> and thank you for this opportunity to provide the strategic plan update for student behavior and conduct. The board will remember back during the December 10th work session, our team did provide the conduct data for the 2425 school year as well as provide an update for the first marking period. Tonight, we'll provide the student conduct data through the end of the third marking period and share some action steps for the remainder of the school year and our plans for the FY27 school year. By looking at our data,
039you can see that similar to the trend has been since the beginning of the school year, 89% of our students have not had to have an office match discipline referral. And that goes to the work of our [clears throat] teachers as well as our family supporting us and using the student handbook to make sure they're reinforcing appropriate behaviors at home. We've had about 6.9% of our students who did get an infraction but it was something that was handled in the school either in school suspension after school detention. It could be a parent teacher conference. And then we have 3.5% of our students that did receive an out of school suspension for things that are required by law such thing as physical aggression, possession of items they should not have at school that's prohibited. When we
040look at the trend data though we can notice that even though this is not for the whole year this is just for the third marking period you can see from 2425 to 2526 there was an increase in the number of students who did not receive an office match dispense referral. We also see a decrease in the number of students who received the office disatch referral that was handled schoolbased and a decrease in the number of students received an out of school suspension going from 4.68 68 last school year down to 3.55 by the end of the third marking period. And again, this is a trend that shows another decrease from the 23 24 school year where we were at 5.52%. I >> have a question about that. Um, and I mean it's great seeing it
041come down, but I know that the different schools you have the teachers have different flowcharts basically and they're named different things of what to go through. I just want to make sure that we're not putting more pressure on the teachers to handle it specifically. Yes, teachers need to handle it, but when it escalates, I want to make sure that the office is stepping in when they need to and it's not just landing in the teachers laps to handle a disruption in the classroom or uh an issue with a particular student disrupting. >> Yeah. And that's our expectation is that whenever something is brought to an administrator, it should be a collaborative effort, but administrators are responsible for safety in our buildings and to make sure we're balancing that. That's why we also look at the
042working condition survey to try to make sure there's a question that says I feel supported by my administrator when I bring them disciplinary matters and we try to make sure that that data also reflects this data. If we see large gaps in the data or or there's a large percentage of our teachers who don't feel like they're supported, then that could be an issue and that could be why we could see those numbers. And looking at the preliminary data we received is very consistent where it was last year pretty high marks that most of our schools felt supported by their administrators when it came to disciplinary actions when it came to students. I'd like to see some presentation sometime, you know, sometime in the future of what actually occurs with those flowcharts because you see
043them in the schools and they're different levels of what the expectations are, what the teachers actually have to do and the different steps along the way before it escalates to something else. I would just like to see a presentation on that sometime. >> So I' I'd like a little clarity there. Flowcharts, are we talking about the expectations matrixes that are matrices? So those are things that the school develops using uh with their faculties to talk about what are the student expectations across different venues in the building. [clears throat] Uh >> well I know when back when I was sub I don't mean to interrupt I'm sorry. Um when I was subbing as well as um back when I was teaching full-time there were things if this happens the teacher needs to do this this and
044this and if if the student stops that's fine. If the student escalates, then the teacher needs to do this and then it goes here. So, it's kind of >> Well, that would be different. Dr. Butler, would you like to comment on >> Yes, ma'am. So, there there's two charts that we have. One is just your schoolwide expectations. So, like if you're in New York zone, they sore and it has safe, orderly, respectful, but then in in the different schools, they have a where they have teacher manage versus office manage and they build those charts based on feedback from staff. So, there's certain minor things which teachers can handle and then they have like a list of different things they can do. But then there's certain things which it says no this is something that's an
045office match like if there's a fight that's office match that's not classroom manage and then it tells you the procedure for how to contact the administrator. So all those charts should be consistent and there's model guidance we received from the department of education that kind of lays that out that we modeled our school should be modeling that what Dr. Butler and Dr. freeze have been doing is they've been working with our schoolbased teams just reviewing their flowcharts making sure that they're being consistent across the board particularly elementary and secondary I don't know maybe the the board members could get a copy of those um just to see what's actually happening regarding um behavior and disciplinary issues >> certainly if the board would like we could we can gather some of those I think what's important
046to understand here is that classroom management is an important skill for a teacher to have, >> right? >> And when uh situations are handed over to the administration, there's a a bit of power that's given away there. You're always trying to find that sweet spot where the teacher owns that room and controls the room through good classroom management procedures and uh practices and that and that but the teachers are feeling completely supported, >> right? >> And so we have the data saying that the teachers are feeling supported. Obviously, you can have a individual situation here and there, but overall our our our data is telling us that teachers feel supported and we're having less and less discipline in the in the schools. Now, I think farther we're going to find there's some specific things that
047we know we need to work on. Uh but if the board would like I can I can get some examples of those made. What I'm understanding it's there is a department of education has the model that's given but then individual school is so basically would ask you to give us for 19 schools. >> Yeah that doesn't make sense. >> Well no not all 19 schools but you know this is an example of a high school this is an example of a middle school. This is an example of an elementary school. >> We can certainly share the the model model that maybe try to announce. >> Thank you. And so going with like said with elementary we can see that 91% of our elementary school students almost 92% has not received an office mag referral 4.7%
048did receive a referral that was handled in school and then 3.27 received an out of school suspension and very similar trend when you look at this we compare last year to this year you see a very similar trend from the overall division trend with the data. So I want to ask this question um and you might be getting to this so maybe I'm jumping ahead. That's significant decrease in the number of referrals and have you looked at like what what's what you're doing is obviously working but what specifically within that is like the you know this is it or is it just a number of little things that all add up? >> Dr. if you wanted to share with us your >> I would say I don't think it's one big thing. I think it
049goes to what Dr. Carol just said about classroom management. It starts with, you know, teachers in the classroom and and tier one level expectations. Um and then we'll talk towards the end of the presentation about plans for next year. Um we've been doing um multi-tered systems of supports and Virginia tiered systems of supports for a number of years now. We feel like we're a really solid place with our elementary and secondary schools as far as those tier one schoolwide good for all students intervention goes. So um kind of moving on to the tier two and tier three pieces next. Um, I think just a number of number of little things done done with fidelity and done with consistency that have led to these results. >> And Mrs. Goodwin, I would add uh as Dr. Freeze
050said, it's a combination, I think, of everything. When you talk about uh if teachers have good classroom management, you have quality instruction in the classroom that's engaging, keeping kids uh on task, you have uh you're going to hear Miss Huff Settler talk later about student connections and we have some exciting data to share there. That all of that all together and then connections with parents at home. All of that together I think contributes to that success. >> Right. >> What alternative sanctions uh alternative section uh sanctions. What are those? >> So those are everything from it could be lunch detention, it could be after school detention, community service is sometime used depending on the violation that was done. Even Saturday school detention is one of the alter. >> And then moving on to middle school,
051we see [clears throat] middle school as at 88.23% 23% which is a little um lower than the division and elementary. However, they're still in line with 6.45% um that did receive an infraction that was schoolbased and then 5.32% which they get out of school suspension. When we look at the trend data, it it mirrors the division data as well where we can see that there is increase in the number of students who did not receive an infraction and you also see decreases in school-based discipline and out of school suspensions. And finally for our high schools at 86.89% without an infraction. You do see a higher number there that 10.56%. And these are unfortunately some of our high school students struggle to get to school on time because they may make some stops before they get
052there. So tardies unexcused tardies to school is one of the biggest thing that drives this. But sometimes they get to school but can't always find their classroom on a timely basis. So [laughter] some of the things that happen. It may it may and so those are some of the things that we see and our schools are working on that but you can see the suspension is one of the lowest um of all the division at 2.55%. >> And as I shared before that trend also mirrors our trend here in the division with increase in number of students without an infraction um slight decrease in number of students that did receive an infraction and then a significant decrease from 4.5% to down to 2.55%. I'm going to turn the presentation over now to Dr. Butler and
053to Dr. Freeze and they'll go through some of our action steps for the first fourth quarter as well as talk about next steps for next year. >> Good evening. So, as we are trending in a positive direction, we want to ensure that positive behavior continues through the end of the school year. So, our team and our schools have implemented a number of strategies for the fourth quarter. After spring break, many of our schools conducted schoolwide assemblies, town hall style meetings and classroom refreshers, reminding students of schoolwide and classroom behavior expectations. Our team in student services, as well as our partners in instruction, are continuing to meet with school leadership teams to review our monthly tier 2 data and discuss strategies for continued success and improvement where needed. Through our partnership with the state VTSS program,
054we have recently implemented division coaches to support our student connection coaches at each building. These division coaches are working with each school to identify strategies and areas of support to assist with specific attendance recovery efforts. Just in [clears throat] the last two weeks, a team of student services staff, including our lead social worker and lead psychologist, have visited visited schools to review our threat assessment protocols and procedures in order to ensure accuracy and provide support services. Finally, our school administrators and teachers have worked to not only plan for highquality, engaging, and rigorous instruction during the fourth quarter, but to also plan for student experiences, activities, and learning opportunities at very strategic times. So, now I will turn it over to Dr. Fes and discuss some so he can discuss some next steps for FY27. [snorts]
055>> Thank you. So, as we prepare to finish this school year strong, we're also looking ahead and looking forward to next school year. So, a few action steps. We are in the middle of planning our summer MTSS seminar. Mrs. Goodwin, like I kind of just shared um based on the data that we've gathered from our division capacity assessment and then also each school's tier fidelity inventory um with VTSS, we're really focusing on those tier 2 and tier three supports for um those students that are in um either receiving office managed discipline or um out of school suspension. So enabling school-based teams to provide those supports and determine their their selection of interventions. We also next year will be launching our check and connect program at all high schools. You may recall from a previous presentation
056about attendance. Um that is the only um evidence-based intervention recognized by the youth department of education as having a significant impact on student attendance. Um, we've also learned at our schools that we've piloted this year that having that go-to adult, that check-in person also has positive benefits on student behavior and academics as well. So, we'll be launching that um at all four high schools as a result of our pilot program this year. Um, and then at the very other end of our age range, um, we'll be implementing recommendations from our kindergarten task force. You may recall from our first quarter behavior presentation that we were having some challenges with our youngest learners. Um, so we put together a kindergarten task force with student services, instruction, um, and special education to really focus in on those
057maladaptive behaviors that our kindergarteners might be displaying. Um, we used one of our division trigo processes. So we conducted a scan to really see and identify and clarify the issues that are taking place. Um, we had representatives from the schoolboard office as well as schoolbased staff. And that team came up with five recommendations and I'll share those with you. Um so the first is to develop a summerbridgeidge program from preschool to kindergarten. We recognize that our students come to us um with a wide variety of preschool experiences um either from private providers through our own preschool program um or they may be in a daycare setting or at home and all of those are great options. Um we want to make sure that our students are coming to us prepared for kindergarten. So this summer
058we're piloting this with a very small number of students through our regular summer camp process um with the goal of kind of targeting in on that curriculum um and then expanding that program in the summer of 2027. And then we established and held a focus group with kindergarten teachers. We brought in one kindergarten teacher from each of our 10 elementary schools um to get their feedback and their input on our next steps and our next three recommendations. They were absolutely phenomenal. um and it was a hard time of year to give up their time, but they shared a number of great ideas with us for the final three recommendations, which were to establish kindergarten readiness events, and that includes both community and parent education. So, by the end of this week, all 10 of our
059elementary schools will have held their kindergarten kickoff events for their prospective families for next year. Dr. Bulm and Miss Hopkins and I worked to standardize our kindergarten kickoff slides so that all families regardless of school, regardless of zone, were receiving similar information from the division and then schools were able to personalize that to their to their needs. And then we are recording a voiceover version of that PowerPoint to put on our division website so that any incoming families who might have missed kindergarten kickoff will have access to that. Um, and then on April 30th, we held our first community provider event. So, we reached out to essentially all um private preschool and daycare providers in the area as well as some pediatricians offices, our [clears throat] military um connections to come in and really learn
060a little bit from us about what our kindergarten curriculum entails, what our expectations are for students in kindergarten and then really to get information from them on trends that they might be seeing um you know with our three and four year olds become before they come to us with kindergarten and open up some opportunities to partner. [snorts] So, we really appreciate um those organizations that took the time to to come hear from us that evening. Next, we're also got kindergarten teacher recommendations on creating a training plan for staff. Um you'll remember this originated with some of these physical behaviors, behaviors that interfere with teaching and learning in the classroom and then elopment or the student leaving the classroom or attempting to leave the school. So, our kindergarten teachers had a number of fantastic ideas there.
061Um, we recognize also that this isn't just good for for kindergarten, but we're looking at kindergarten, first and second grade um for our youngest learners so that we can intervene early and provide classroom teachers with um, you know, additional sets of skills in their toolbox to um, that classroom management piece at the beginning. Um, but also any additional supports that they might need. Um, and then last but not least, developing a support continuum for administering interventions. You may have noticed on the elementary behavior slide that inschool suspension was a relatively low number. [snorts] Um part of that is because of in our in our elementary schools um you're either getting a teacher intervention, you're with a principal, assistant principal or school counselor um working through a situation as a student or it results in an
062out behavior results in an out of school suspension. We don't have designated in school suspension in our elementary [clears throat] schools. Um but we recognize that there's a need for those interventions um kind of in the middle there that are something different than just a conference in the office but not as extreme as an out of school suspension. And again our kindergarten teachers had phenomenal ideas there. So now our team at the schoolboard office is reviewing those um to provide some training and supports this summer so that they're able to start um next school year strong. So that concludes our presentation for this evening and three of us are happy to take any questions you might have. >> The only question I have just because I know people listen and they may have missed previous
063descriptions of this. Could you give a brief explanation of what the tier one, two, and three is? >> Yes, ma'am. So tier one are universal interventions. Um so I think we've said classroom management a number of times tonight. Um whether it's those schoolwide expectation matrices, classroom rules and expectation expectations and procedures. So something that is applicable to all students either in the classroom or in the school. Um and the model MTSS pyramid we we'd want about 85% of our students to respond to those interventions. You can see from our data that 89 almost 90% are. Um tier 2 interventions are typically delivered in a small group setting. So whether that might be a small group lesson with a school counselor um with a select group of students who may have an identified um deficit or
064weakness or need in a specific area um or maybe it's a principal or assistant principal working with a small group of students maybe for a specific behavior that's not appropriate. Um and then tier three are those most intensive interventions. So very very individualized um students who are receiving those are typically our students who are also um getting suspended out of school. Um, and while some of the behaviors across those students may be similar, the the function or the reasons for those behaviors are are typically different. So that's why those interventions are administered individually and onetoone when we're able to. >> Thank you. >> Yes, ma'am. >> And I just want to say that I'm very pleased to hear how you develop these procedures for the training and that you see that from younger students can
065move up to the older students and it would be beneficial. So thank you so much for putting those efforts. Please say uh congratulations to staff also on on hard work. >> You know we the expertise is in the classroom. Again our teachers were absolutely fantastic and we gathered a lot of ideas that we're excited to implement. >> Those numbers are are very very >> good. I mean sharp >> sharp contrast. So whatever you're doing is working. >> Keep them going down. >> And I like that. You know, one of the things I I really like about this division and the work that you all do is that, you know, when you see data, you know, you look at it and you you dissect it down. So, what is the drive? What is the driver, right?
066And you go you really do a deep drill. And I like that because data is only as good as if you so >> I commend you for that. >> Yeah. I I like the proactive approach of getting with the the the parents and everything before kindergarten starts. >> Yeah. >> And and with the uh daycarees and everything so that everybody's on the same page going forward. I mean that's that's awesome. >> On a fun note is biting down from last >> biting [laughter] [clears throat] >> the spring. Yes. >> Yes. Okay. And we do want to acknowledge our partners at U women Mary TAC and at Virginia Comw University's resource center. We have the two coaches that come in and they look at professional development that we can have. They also offer suggestions and if
067they start to see some number if we when we look at numbers we look at on a monthly basis. If they start seeing some trends they'll even offer some suggestions for things that we can do a little differently. And so by using that partnership we also get that extra resource for our school division. And that doesn't cost anything. It's provided by the department of education. So nice. >> Nice. >> I appreciate your presentation. Thank you so much, Dr. Butler. >> Thank you. >> All right. We're going to be moving on to our next presentation which going to be FI2327 strategic plan [clears throat] and student conducts. Dr. Carol. >> All right. Thank you, Mr. Page. We'll be uh >> trading some seats here. Uh we're going to have uh Miss Michelle Hostettler who is the
068director of school leadership regard we're going to hear from her regarding the importance of student participation in organizations clubs and athletics and the positive impact they have on academic performance behavior and attendance and you've heard us talk about this in the form of connections. So I think this is another important driver for those successes that we've heard about earlier. So Miss Heller, >> I appreciate it. Thank you Dr. Carol. Good evening, Chairman Piovich and members of the board. Dr. Carol, I just appreciate the opportunity to talk about the importance of having our students connected to school, feeling like they belong and and just really mattering um being able to to just express what their voice is in the school system, in the schools. So before I get started though, I just want to acknowledge and
069just show my appreciation for all of the staff and faculty that um contribute to making these clubs and activities and sports a reality for our students because that takes time and effort on their part. Some of them do have stipens. Some of them volunteer their time. So I just wanted to acknowledge that up front. And of course, you know, student connections [clears throat] is a key performance indicator from the supportive culture priority of the strategic plan. And learning environment is one of three areas of focus accentuating a positive student- centered learning environment through student voice, access to instruction, and student connections in a safe, supportive, and well-maintained environment. My presentation this evening will focus on student voice and student connections. Many of the clubs featured in this presentation tonight were created based on student interest.
070Featured in this slide is Brutin High School's Y Cooking Club. So I'm just going to say bonapeti to [laughter] Brutin High School's Y Cooking Club. These students whip up culinary de delights from around the world using uh recipes um from our our entire globe. They also focus on, [clears throat] you know, positive life skills and um partnering together to to whip up these dectible delights. So, we appreciate the Burton High School Y Cooking Club. Why is this a priority? I think we kind of touched on this tonight from the previous presentation, but we know there's a strong connection when students feel involved in their schools. And you can see that the research and and the study is is listed there on the slide. The benefits include higher self-esteem. Of course, we saw that the behavior
071um infractions decrease as well. We also see that increase in attendance. Now, some of the things that they learn as far as life skills are concerned, time management, they learn how to cooperate with each other, those interpersonal skills and problem solving. You'll hear a little bit about the problem solving when we get to the student advisories. What I'd like to do tonight is start with what the next steps were [clears throat] from last year. So, this is what we said we were going to do. Uh so we aim to look at multiple data points to determine a sense of belonging to include school climate survey. We also did a stu student voice survey last year along [clears throat] with the student connections data. So we'll have those metrics available as well. Um could you could
072you explain student voice what that >> So student voice survey was kind of like a a we created maybe a 10 question survey about how they felt like they belonged at school how they felt like they fit in. So we did that last year last school year but not this school year because we had the school climate data that we used in conjunction with the stu student connections data this year. Okay. And then finally, principles were encouraged to use um to consider a school climate goal to focus on student connections and and student voice. So I want to start with uh reviewing the data from the school climate survey. So as [clears throat] you recall, the school climate survey was presented by Dr. Shannon Butler at the March work session. out of the nine categories
073on the survey, I will focus on sense of belonging as it relates to students feeling connected to [clears throat] their school. So, sense of belonging uh was uh gathered through the question, I feel like I belong at this school. As you can see, the average response score was 4.61 out of a six-point scale, which demonstrates a strong indication that students feel connected to their school. Now, as we look a little bit closer on this slide, you will see that o the overall average responses over the past four years ranging from 4.45 increasing to 4.61, which remains consistently strong. If I break that down between elementary and secondary, elementary held steady at 4.87 87 out of a six-point scale and secondary increased from 4.38 to 4.51 just over the past year. The next component of last
074year's next steps is the student advisory. Student advisory is the principal group of students representing a a range of backgrounds who offer diverse perspectives and support a positive school environment. They do things like serve on committees and you'll see that we had some to uh actually facilitate um some assemblies with their peers to advise them of of things that they should be doing in order to be orderly. So let's explore how student advisory has impacted students. Student advisory was the topic of accent on academics in the October 2024 board meeting. This segment focused on Seafford Elementary student advisory as well as Grafton High School's partnership with the elementary schools within their zone. The Seafford Elementary Advisory students served on various committees and facilitated assemblies with their peers. Let's take a listen of what these Seafford
075Elementary advisory students had to say about their participation in the advisory. So, what has student advisory done for you? Those of you who've been on it for a while? >> Okay. How about public speaking? Was anybody >> um I did my first time meeting. I there was like no one else who wanted to go. So I just walked up and said what I wanted to say. And at first I was really scared and I was shaking but no one I knew no one else was going to go up there. So I was like the only one who went up there and then it made me more confident because everyone cheered after that. >> So then they cheered for you. That had to have felt great. And then I think you showed the people who weren't
076as confident that it's okay. >> Everybody's a little nervous. Very good. Anything else you guys want to add about student advisory? >> Um, it affects like younger kids lives too because when I was on the bus and I did my presentation, this little second grader, she was like, "No, you're not supposed to be standing up on the bus." And she learned that from what we presentation. So, it really like affects little um younger people. How did you feel when she said she learned that from listening to you? How did that make you feel? >> It made me feel like I was heard and I was seen. >> So, you can see that that has a profound effect. I particularly loved how she said it. It affects younger children and and she's the age that she
077is, but it gives them an opportunity to practice those skills that we really think about being able to get in front of a group of their peers and really talk about things that matter to them. All right. Okay. And I do want to take an opportunity just to congratulate Seafford Elementary on their blue ribbon um ceremony that they just held. And I can't [clears throat] resist the wonderful job that their student motivational speaker Matt Cuddley as he spoke about his nine years of experience. I absolutely loved his message around persevering through tough situations, owning and learning from your mistakes. So congratulations to them again. And so now to demonstrate the philosophy what gets monitored gets done, I will present the student connections data. Uh the schools that gained the most growth and had explicit action
078steps in their school improvement plans uh about increasing student participation in clubs, activities, and sports. And just to accentuate, you know, we talked about um check and and and connect and being able to check in with students. A lot of these student connections coaches are making very very uh intentional uh I guess uh just trying to get kids connected with something in school. So I want to acknowledge their work on that as well. Uh before I dive into the the student connections data, again want to acknowledge all of the faculty and staff that contribute to making these clubs and activities possible. They recognize um the value of it, but some of them have taken it to another level and that they've involved community members as well. So you'll see a little bit of that um
079through the community schools grant. Queens Lake Middle School, McGrder Elementary School, and Yorktown Middle School were able to connect with that grant and that was highlighted in the accent on academics during the February 23rd regular meeting. And that grant was uh gave them the opportunity to provide additional supplies, field trips, and those can also be used toward um stipens for sponsors. As a reminder, there are three categories that we use to track connections. Extracurricular refers to clubs or activities that are not directly affiliated um with the formal learning program. Co-curricular would be those activities that are um related to the formal learning program such as course or band. And [clears throat] then athletics and scholastic refer to any uh activities that are Virginia high school league sponsored middle and high school sports and scholastic bowl.
080On this slide, student council is back at Commentary bringing students together to make a positive impact on their school and community. A couple of things that they focused on this year were leadership and service. Council [clears throat] members um also supported wellness and learning through activities such as heart awareness jump rope challenge and a schoolwide reading challenge and the re renewal of the little blue library during national volunteer month. On this slide you can see the York High Military Students Club participating in reads across America honoring the sacrifice of our service members who serve to keep our country safe. The club also created holiday cards and they were distributed to soldiers at Fort Eustace. Now for students student connections on the middle and high school level. Um I think you've seen this dashboard before but
081I'll just go through what is here. So overall students connected again that's for the secondary [clears throat] 73%. We have 34 stu 34% of our students that are have multiple connections. So involvement in more than one activity or club. 51% are in extracurricular. You see that 33% are in co-curricular. 30% are in athletics and scholastic. And you can see the corresponding colors of the bar graphs here that correspond to the actual category, but it breaks it down for you by school. And so you can see the the uh number of or the percentage of students connected by school also co-curricular athletics and then participation and demographics. I want to give a shout out to um uh YRA for remaining strong. Uh doubledigit percentage point gains though in extracurricular participation you can find at Brutin High
082School, Grafton Middle School, and Yorktown Middle School. 14 percentage points and 12 percentage points 12 percentage points respectively. So, bravo to them. Um, on this next slide, you can see that I just wanted to focus on the overall students connected over the four-year trend and you can see the gradual increase from year to year. No, I think it's important to always offer and encourage students to join, but I know there are also students out there who are shy and they don't want to. They don't feel pressured to do it. >> No, ma'am. And that's why I wanted to accentuate that a lot of these clubs are are built on student interest and so we want to make sure that they are involved in something that they really love and not just, oh, I'm just going
083to throw you in any old club. Um, we find that and I think of my own, you know, child when she was going through school, she was kind of shy. She was a band student and so her band family was her family, you know, and so absolutely. So I Yeah, I I hear you loud and clear. No one is forced to be in a club, but we definitely want to connect students to their school family. Um, it makes a larger environment feel smaller to them and more. >> We have so many more opportunities now for kids to connect. I mean, >> absolutely. I think there were like maybe 10 clubs when I [laughter] >> like like a hundred clubs or something. >> Absolutely. And I know that a lot of our schools go through the
084process of surveying the students to see what they're interested in and so they're able to really connect those students to something that they really love. >> Yeah, >> that's uh Dr. Carol and I when we were at Queens Lake, it it amazed us how many different clubs that they had and uh and yeah, most of them a lot of them are student [clears throat] le and uh they came up with the ideas and I think back to the presentation what was it last year? I think it was at York with the uh fishing club >> that went to so huge >> was a tab. Yep, it was a tab. >> Yeah. But, you know, the other thing is at I know at Queens Lake they rotate their clubs quarterly and so you have the opportunity
085to join more than one club. Um, so you're able to get connected in different ways. If you want to stay in the same club, you can. >> Um, so again, just telling our story of one of my personal favorites at our family cookouts would be the cornhole club. We love to play cornhole and so with the growing popularity of this activity, could we be looking at the future Olympic cornhole players? I don't think it's an Olympic sport at this point, but you never know. You never know. >> Competition on TV. >> There you go. [laughter] It's pretty It's pretty fierce. >> Another thing uh that I wanted to highlight was Tab High School's Build the Moon team won best in show at the National Build the Moon Challenge this year. So the details of this
086competition, it's detailed on the slide for you, but basically they had to use materials that they would readily find on the moon, build a structure that would be habitable and sustainable. And so I thought, wow, that's that's you take a team of kids who do that. You have to have great leadership. You have to have great teamwork. you have to have um the creativity to apply very creative and rigorous ideas, problem solve and utilize intricate application skills. And so, bravo to that team for their efforts on that competition. That's very notable. Okay, now we're going to go into student connections. That's all secondary. We're going to get into elementary school. Um, I just wanted to feature on this slide the Yorktown Elementary Art Club visited the Hamilton Assisted Living Community. Students spent time making new
087friends and creating self-portraits and these portraits were later framed and returned to the residents. So, be prepared for the elementary student connections data. All right. So, 69% of our elementary students overall were connected. Um that is a a significant increase from last year was at 51%. I want to just highlight these three schools for their double digit gains. Um Bethl Manor was 48 percentage points, Tab Elementary 52 percentage points and Waller Mill 38 percentage points. But again that's being creative thinking. The elephant in the room is of course we talked about this last year DARE and then now Seafford right at 100%. Um they've built some they've been kind of created to built some time into their schedule but we you know we don't want to force that on everybody. If if schools feel like
088they need to use their time accordingly to run extra remediation or or support we want them to focus on that for sure. All right. and then honing in on that growth over time for the elementary school participation. That's that's given if this is, you know, accurate data. >> Here we've got DARE elementary. And DARE has been really good at partnering with community sponsors. And so you see here featured the 4 schoolyard habitats outreach organized with Jodie Turner. Tim Crryer is who is pictured here working with the students in the gardening club. And then look at these students. They are so proud of their creation in the uh sparkle club at Bethl Manor. And so they do arts and crafts, something that's near and dear to my heart. So Mount Vernon Eco Explorers Club, these students
089had to conduct a lab in which they had to mine out the chocolate chips from the cookie without destroying the cookie. So that's very difficult. And so the whole point of that was to have students learn about the effects of mining on Earth. And so these students have a real passion for the planet and its resources. I thought that was I think I probably would have eaten my cookie and we wouldn't [laughter] have gotten. So bravo to them. >> And so what are our next steps for 26 uh FY27? you know, as I was listening to um the presentation before me, I think we have a lot of opportunities to actually partner together. Um what we want to continue to monitor to this the student connections data in conjunction with school climate. I think it's
090good to to pull different data points from different places to [clears throat] make sure that we are that the data in isolation doesn't it can be irrelevant if you don't look at other places. So, we want to make sure that we're still looking at that um school climate survey data as well. We want to continue to strengthen our student advisories. Um I know that there's [clears throat] been talks about some of the advisories doing some community projects, projects within the school. And so, those are things that we're looking forward to. and just focusing on that intentionality with our reporting categories and talking about where we have students who have some extra, you know, extra needs and and needs of support. We want to make sure that we are using our check and connect that we
091were talking about earlier to make sure that we connect students with school. And that's my presentation for this evening. Any other questions that you might have? >> Well, thank you. I think we've been pretty innovative with our clubs. I mean, >> I think so, too. We we started the what was the one with the competition where they did the the gaming club. >> Oh yeah, that tab that started that and and of course the fishing club. So I think 24 [clears throat] game >> maybe that was it. >> It was it was it was the esports. So I think we've been pretty innovative. >> I think so too. >> So we've been phenomenal with that. >> Something for everybody. >> Absolutely. >> Something for everybody. >> Right. And I'm always excited to talk about this.
092So thank you for the purpose. very very encouraging. Yeah, I saw some of the esports when I was there after the town hall. It was very interesting. >> Thank you so much. >> Thank you. >> All right, that concludes our work session. Thank you for being here this evening. Our next regular meeting will be next week, which is >> what is next week? May >> May 18 at 7 p.m. here at your home. Uh we now have a close session. Can I have a board member please take us to uh Sure. Washington through the close session. >> I move that York County School Board meet in close session pursuant to Virginia Code section 2.2-3711A1 of the Virginia Freedom of Information Act to discuss a discipline regarding a specific employee as the matters addressed in close
093session are confidential. No meetings and no minutes or recordings. Second and second sour. >> A motion was made by Mr. Schaefer and seconded by Mr. Richardson to meet in close session as stated. [snorts] Mrs. Goodwin, >> yes. Mrs. Fairman, >> yes. >> Mr. Richardson, >> yes. And Mr. F. >> Yes. Pass. >> Close session.