001Good evening. I'd like to call to order the September 8th, 2025 work session of the York County School Board. This is the first work session of the new school year. I want to take a moment to thank our teachers, staff, families, and students for helping us begin the year on such a positive note. Tonight, we'll be discussing several important topics that will guide our work in the months ahead. We look forward to thoughtful discussion and collaboration as we continue working together to provide the very best for our students and our community. Okay, we're going to start off with presentations. Dr. Shandor. >> Yes. Thank you, Miss Goodwin. And good evening, board members. Um we have four presentations for you this evening as well as um a policy discussion item. So, I'm going to turn this
002over to Dr. Candy Skinner, our chief academic officer. He's going to share the 2024 2025 York County School Division assessment results. Dr. Skanner. >> Okay. >> Thank you. Good evening, Madame Chair, members of the board, and Dr. Shandor. I'm excited to share our 2425 division assessment results with you tonight. Before I begin, I have to take a moment to recognize the hard work of our teachers, our administrators, our staff. Um, I'd like to thank Lisa Beasley, I think she's somewhere here, for all the work she did in helping to prepare for this presentation tonight. And additionally, I want to thank our parents and our families for their continued partnership and helping our students succeed. So the information we're going to share tonight directly supports the division's strategic plan priority that students will acquire the knowledge,
003skills, habits, and traits necessary for success in future educational experiences, the workforce, and life. Tonight's presentation will have three parts to it. The first part will begin with academic outcomes as measured by our standards of learning assessments and then we will um kind of before we get into too much of the data I want to give you a little bit of background knowledge um about the data that you're going to look at tonight and then when we break it out we're going to look at five um subject areas that we have there and then for each of those we're going to look at overall performance grade level performance reporting group performance and then levels of proficiency which is a new uh report that I haven't shared with you before. After I've shared all the data,
004then we're going to look at some identified focus areas and the work that we're doing around those and then we will um conclude tonight with just a quick glimpse into next month's presentation on our new accountability system. So to begin with um the next six slides that I'm going to share with you actually come from Governor Yncan's press conference that he held on August 27th. he and the VDOE staff shared some important background information that I think we have to consider as we interpret the data this evening. So, this slide here shows um our National Assessment of Educational Progress results. And so, I'm going to um walk you through this and I probably won't do as good a job as the governor did, but I do want to walk you through and and share a
005little bit about kind of where we've gotten to where we are now. Um and so and what prompted the change in our state assessments and content. So if you look across the orange bar is fourth grade NAPE results for Virginia. The blue bar is our NAPE scores for the nation. And if you look in 1992, Virginia was outperforming the national NAPE average. In 1994, you can see that the NAPE performance in Virginia dropped below the national average. Of course, that was a huge concern at the time and so legislators and educators came together and in 1998 is when we actually began so testing and that was out of a need um because of that decline. from 1998 you can see you could begin to see that um we Virginia's orange bar starts going up and
006you see that increasing um performance and then in 2017 you kind of see it it stop right there and then it begins to decline and in the 2022 NAPE assessments and this is for fourth grade reading I should have said that I'm sorry um you see that we are no longer outperforming the state so the changes that the state has made that um I want to share with you really comes from this experience. And so one of the two things that they've done, they have um and this slide kind of talks a little bit about that for English and for math um they have increased the amount of content knowledge and our standards that students need to know and this is the first year we tested on that. So 30 to 40% more content knowledge
007is expected from our students. The second thing that they did is they made the assessments more rigorous um to better align to what the NAPE results um show. And so if you um you look here, you'll see that they talk about and I think it's on this one. Yeah. Higher higher order thinking. And I want to make sure I'm defining what higher order thinking is because you're going to see a little bit about that. When we talk about higher order thinking skills, we're talking about students going beyond recalling and memorizing. We want students to be able to analyze, to evaluate, and to create. And so that's what the intention of these standards and these assessments. So I'm going to illustrate that for you now. All right. So this is third grade reading. And if you
008look at here, you'll see before. Previously, students in third grade were asked to apply word analysis skills and reading. On the new state assessment, they're asked to apply grade level phonics and word analysis skills to uncode familiar words and grade level text. a much higher order thinking requirement of our students. Okay. When we look at fourth grade reading, you see um a more rigorous assessment as well. Um students before were asked to show proficiency really through memorization and recall. Now our students are asked to justify their reasoning and show a deeper understanding. Um for example, they're asked to summarize and analyze explicit or implicit ideas in text. Okay? not just memorization anymore. And my favorite example is this one. This is um fifth grade math. And I have to tell you, I think Mrs. is
009Carrie here, our math coordinator, Carrie, not I actually had to consult with her on this one. Okay. So on the left you'll see question one is an example of a question that was given previous to um this this past year's so you can see there the studentu a student would be asked to show one skill at a time through a multiple choice format question with only one correct answer. So in the example on the left the student had to explain what the n in the expression represents. Okay. Now look at question two on the right. This is an example of a question from the new so fifth grade math. It's a more rigorous test of course technology enhanced because there's more than one solution. There's two. And so the students had to pick um of
010the two examples where the given expression can be used to solve the problem. So students were asked to analyze analyze all four of those and then evaluate that expression within each four of those examples and choose the two that are correct. And just so you know, the question correct answers are A and C. Um but much much more um rigorous experience for our students. And lastly, um the assessments are more rigorous because they use a computer adaptive format. And we've seen this before in our assessments, but I I do think I want to just remind um the board and our public that when you have a a computer adaptive assessment on the right, you'll see questions get harder as you get things correct and um easier if you get them wrong. And they do this
011so that we can quickly narrow in on a student's ability without as many test questions. But it also ensures that students are challenged along the way, which I think is really important. Okay, so that's the background information. much more rigorous assessments and more content knowledge for reading and for math. And so just keep that in mind as we look at these assessment results. >> Can I ask a quick question now or do you want to relate? Oh, wait. Um with the the computer adaptive, >> how do you then compare students, you know, in a classroom if they're getting different questions? >> My understanding is it's a scaled score. And Lisa, you might want to jump in on this, but it's a scale score that equates, if I'm correct. So, all of that is done through
012Pearson and their scoring system that they have like some math problem equations probably that do that for us, but they assure us the statistitians assure us that they are >> okay. But the questions are all on the same grade level. Um, and then there is flexibility within the assessments for a student to see questions that go up a grade level as well as go below a grade level as students are either answering questions correct or answering questions incorrectly. And the data tracks that with >> it does and we actually get two scores so that internally as we're analyzing the data, we can use both scores to help make decisions instructionally. >> Thank you, Lisa. Okay. So, now we're going to look at our outcomes and see how our students performed. And I say share, we're
013going to share five um data sets with you. So, these are the five core areas. And um in the gray, you can see the state performance. And in the blue, you'll see York County student performance. And based across this, you can see that our school division outperformed the state average in all five content areas by at least three percentage points. So now we're going to look at each of these five subject areas in more detail. As I shared earlier, these are the four areas that we're going to look at for each of those content areas. Okay. So in reading, we're going to start there. When we look at reading, this slide shows three-year pass rates for overall reading, which includes grades 3 through 8 and 11, which we call end of course. Um, the Navy
014bar indicates last year's performance and we saw a 1 percentage point increase in student pass rates. So again, I think this is this is great given the fact that the depth of the content and the rigor of the assessments, our students rose to the challenge and they did very well. Um, and so I do want to say that when you compare typically we we will set a new benchmark when we have a new assessment because you're really looking at completely different standards. But I felt like it was really important for this presentation to show you that three-year average because we want to make sure that we are even if they're harder, we still want to make sure our students are competing at that high level or performing at that high level, I should say. Okay.
015So, this three-year pass rates for reading by grade level and a comparison of our students performance across the state and region 2 is provided on this chart. And so, I want to kind of illustrate this for you just going across the first bar there. So, if we look across, you can see for all of our students, um, our student performance in FY23 was 87%. FY24, it's 87%. In FY25, it's 88%. There are 132 school divisions in the state of Virginia. And York County had the second highest average for overall rating in the state. So, I'm very proud of that work. Out of the 15 school divisions in region two, York County had the highest pass rate for English reading for all students. Even with the more rigorous assessments and um standards, we saw academic improvements,
016as you can see on this chart, in grades five, 6, 7, 8, and 11th grade. [Applause] Reporting group data for the state and division is illustrated on this slide. The gray is state data and the blue is division. and that will kind of mirror throughout the presentation. YCSD students in each reporting group exceeded the state average with many groups showing significantly higher pass rates. Now, we're going to look at that same reporting group and their performance over the last three school years. And despite the implementation of those rigorous standards, five reporting groups demonstrated measure measurable progress since FY23. And so when I when you say when you're going to look at this, don't just look at one year back, look at two years back. I'm really comparing FY23 to FY25. Um, and so overall, the
017data reflects improvements across the majority of our groups with some groups showing some slight declines. And this is a new chart. This is a proficiency level chart. And this shows combined reading assessments over the last three years. The data on these stack tables represents to the hundreds place. That's why the data looks a little bit different, but we have to do that. We can't round these numbers because when we round them, you end up getting percentages over 100, you get a 99 or 101. And so, we want to be as close and precise to 100% as we can. On the so test, our students can score between zero and 600. A rating of proficient is a minimum score of 400 and advanced is 500 and above. So, the orange represents the percent of students who
018failed the assessment. Green is the proficient and blue is past advanced. So the division results as you look kind of across the years has been pretty um stable. If an example if you look at the past 22% 20% 21 22%. All right. And I think that's important for us is and we'll talk a little bit more about that at the end of the presentation. Now we're going to look at writing. So, for writing, you're going to see a two-year average because three years ago, the state stopped administering the writing so to eighth graders. That used to be included in the data. It's no longer. Those students take the integrated reading and writing assessment now. They do not get an score. They get a score, but not an SO score. So, we can't integrate their scores
019in with this. So, this is just 11th grade writing for two years. student performance um as you can see increased by two percentage points last year. Very proud of that work. And then when you look across um the state and the region um you could see how our students performed. Um one thing I do want to say when you look at that data across the state and region there are 46 school divisions that do not report so data. So you have to take out those 40 school school 46 school divisions at the 11th grade level. Uh the state provides the opportunity for school divisions to actually administer a locally awarded verified credit where the teachers grade the assessment. We choose not to do that in our school division. Our students take the standards of learning
020assessment, but there are 46 school divisions that self self-score their students. Across all reporting groups, YCSD outperformed state averages with five groups showing significantly higher pass rates. We do see some achievement gaps here for our English learners and our students with disabilities as we compare them to all students. And I will talk more about that later in the presentation. In writing, many of our student groups made gains compared to last year. And then in writing performance, we see a slight increase in the percent of students scoring at the pass advanced range and a decline in the percent of student failure rates. Going to move now on to math. And I you'll hear me say this over and over again, but even with the rigorous standards and assessments, I'm pleased to share that our performance has
021remained consistent in math. We did not see any declines over last year. When we compare our student performance across the state and region, the division has the third highest pass rate at the state level and first in the region. Overall, you can see our data I meant to put that box up there. Sorry. Overall, you can see our data is consistent over the last three years with improvements noted in grades five, 7, and algebra 2. And as a note of pride, I will say that York County has the highest pass rate in the state for Virginia for grade five math. Okay. In math, all reporting groups outperform the state average with six groups showing significantly higher pass rates. And math reporting group data shows this math reporting group date shows um measurable progress over the
022last three years with some showings just slight declines. And then similar to the math data that we've seen performance levels over the the past three years have remained pretty consistent in regards to um advanced proficient and failure. Okay. Now we're going to move on to history. Looking at the same types of data, history performance has remained consistent with one percentage point decline this year. When we look across the three-year trend data for history, three of our four levels did show a 1 percentage point decrease. And you may have noticed there for world geography, you see a a larger decrease. This really has to do with our sequencing of our courses in FY2324. That was the last year. Um, it used to be that just our AP world, excuse me, our AP human geography students took
023the test. Now we have a larger group of students who take that assessment. Across all reporting groups, out YCSC outperformed the state averages. And then when you look at um across the last three years, most groups maintained pass rates with English learners and students with disabilities showing some slight declines. And then history performance shows a slight increase in the percentage of students scoring in the past advance range since FY23. So that's very exciting to see. And big news, here's the big news. Much like reading and math, our history standards have been rewritten to be more rigorous and our assessments uh more content and assessments more rigorous. Those um standards and those assessments begin this year. So um we have been working with our teachers. I want to thank our teachers that have come in and
024helped us write new curriculum um for the more rigorous standards and um we've also developed new assessments that will that we're working with our teachers and training them on. So we're going to conclude with science tonight. So overall our science performance has increased by three percentage points since 2023. So you'll see 81 to 84 that's a 3 percentage point. Compare comparing 23 to 25. You can see that all grade levels have shown academic improvements. Across all reporting groups, York County outperformed state averages for each reporting group. And seven of our eight reporting groups have made progress since the FY23 school year. When we look across the last three years, you can see the number of students performing at the advanced level has increased and the percent of students failures has decreased. So, kind of finished
025out the data. I know I went through that pretty fast. I hope it wasn't too fast for you guys. Um, and so now we're going to talk a little bit about focus groups. But I want before we do that, I want to say while the data has been shared with us, we don't stop there. Um what happens once our students get their preliminary or excuse me our schools get their preliminary data they begin analyzing that and so they do a pretty extensive needs assessment um over the summer and from that they then begin to develop their school improvement plans. So they take this data and then in their school improvement plans they'll compose goals um action steps and their methods for evaluating that and each month they will go through their school improvement plan. They
026look at that ongoing data, they make adjustments in their school improvement plans. At the division level, we do the same thing, but at a at a more higher level. And so, I'm going to share just some of the work that we're doing to address some of the areas that you saw tonight um that kind of popped or some trends. Okay. So, grade three and four performance. Um grade three we saw a 1 percentage point decline and grade four we saw a 3 percentage point decline. And so here are just a few of the action steps that we're taking. Um first we've we are beginning our elementary literacy leads u program. We did a lot of training last year with our elementary teachers. And so the next thing is almost like a train the trainer model
027where we'll bring in um selected teachers. We and they get a stipen for this. We do a lot of training with them. then they go back and help train their te the teachers but also act as a model in their classroom for other teachers to see them using different strategies in the classroom. Um, we've also, as I've shared before, the vows assessments, we were we were K through three. This year it's four through eight. And and I have to give kudos. And I just have to say our middle school teachers, this is a big change for them. And so, we've done a lot to support them this year, but grades four through eight, the new vowels assessments are are going in place. every student who has um failed in so and there's other students as
028well like who might have read aloud they will have a specialized reading plan and then parents will be involved and invited in to be a part of that and there'll be ongoing updates for that and then um the last one I put up here was customizing school and grade level supports and looking at our data we do see some areas where we'll need to customize school and grade level supports and what that means is we will go in and work with a school on a particular area that we might see as a trend in that school or in fourth grade if it's something across the grade level work with the fourth grade teachers. And then middle school math performance. Um, one of the things that I I think the fifth grade example really showed it,
029but we have to really help our teachers understand how to teach at that high level. And so we're continuing to provide professional development through the year of showing them how to help students have productive struggles. That's important. um helping them helping students actually get stuck and have to reason through and get unstuck. That's a skill, right? That's we want our students to be able to do that. And then we're also looking at the adoption of high quality instructional materials. So, we're going through the instructional the IMR instructional material review process this year. And um we also have more students moving into advanced math coursework. And so as we have more students go into that, it requires us to make sure we have more supports available to those students in those harder math classes. So we're
030working through all of that. So now I'm going to turn this over and I'm going to let Mrs. Hopkins talk a little bit about some of the special education and English learner action steps. So thank you. As Dr. Skinner shared, the assessment results for our students with disabilities and English language learners uh do not mirror how our uh students overall have performed. And so that is signaling an opportunity for us to refine and strengthen the supports that we are providing. And so um I wanted to also share that that is not a YC YCSD struggle alone if you will. It is a national concern. Um but we are committed to that ongoing reflection and intentional action in order to meet the needs of all learners. And so I wanted to just highlight a couple of
031the strategies that we plan to put in place. uh we want to continue the ongoing professional development on evidence-based practices as well as specially designed instruction. We want to couple that with the BDOE released uh reading, math, and writing supports that have been provided and interventions that have been provided. But I really want to take an opportunity to highlight some of the work that we've kicked off this summer already. and that is our um special education teachers who have gone through a cohort to receive a reading specialist micro credential and essentially that is a provisional reading specialist lure. Um and so we're really excited that they now have this new skill and expertise that will transfer onto the um development of our students as learners as well as they'll get this leadership opportunity to share
032with their colleagues and staff which will further expand our reach in schools. So I'm really excited about that work. And Miss Hoff is going to add I think when we offered it out to our special ed teachers we expected >> I think maybe five 10 and how many? >> We had 29. We have 29 uh special education teachers. Yes. That were willing to come in this summer and um give us some of that time. We had a partnership with the state department and some of our team members here to really foster that. And so we had 19 at the elementary level and 10 at the secondary level. So we're really excited about that. Uh look forward to continuing to share the benefits that our students will receive from that intervention. So super excited about that.
033Um, and as you look at this slide here, we also wanted to take an opportunity to provide perspective and and even context for talking about and reflecting on the performance data for students with disabilities. And so what I have here is um a review of how our students performed uh a lot across other school divisions. And so you'll see that for reading, our students with disabilities uh performed fifth in the state as well as math, seventh in the state and of the 132 school divisions that Dr. Skinner shared with us and number one in the region for both reading and math. I really think it's important that while we identify an area of improvement, I wanted to make sure we had context for how our students are performing in relation to other peers, right? and
034other school divisions. And so as we go to our English language learners, uh again, we want to continue to refine our efforts and how we are supporting our English language learners uh this summer. Again, some of this work has already uh gotten off off there. Um, we did a training this summer in August where we trained all of our general education teachers on intervention and resources as well as the data that we had from our u access testing which is a measure that we use to determine how our students English language development is and listening, speaking, writing and reading. And so we take that information and uh share that with the instructional resources that we have. We have a tool called elevation which teachers can have lesson planning tools from that understand the standards in
035order to refine their instruction. And so we're really excited about the teacher being able to kind of understand and and grasp that knowledge in order to transfer into the classroom. But recently on August 15th, the Virginia Department of Education shared with us a new web-based application that they are launching, which is a system called the Virginia Standards Satchel. And so this satchel is going to be a combination of again looking at our our WEDA platform and those standards and aligning that to the Virginia standards of learning for reading, math, science, and English. And so we're looking forward to what that alignment will provide for our teachers so that we again will have the the information and resources necessary in order to better align our instruction. And so really excited for what will come true for
036that. Again, I'd like to share with you information about how our students um of a second language performed in comparison to uh the state and within the region. You'll see there that um again of the uh school divisions that do report their English learner data because all school divisions do not have a population at which it's a reportable category if you will and so uh reading fourth in math fourth in the state and then here in the region the second so of the 16 uh school divisions within our region. So, while again we do know that we have some work to do and we are committed to making sure we have equitable access for all of our students, we do want to acknowledge and provide context for how our students are performing. Thank you. All
037right, and I'm going to finish it up this evening. Uh, as you saw, there were some um slight um declines in our history standard, our students outcome. And so, we know that we've got even more rigorous standards coming in assessments. And so I shared a little bit that we have made sure that we've revised our curriculum. We've developed that curriculum. We've trained our teachers on that curriculum and we've also developed more rigorous assessments. Um not just quarterly but unit assessments. And so I think that work in itself helping our teachers understand what that should look like in the classroom. That's the work this year in history. One other thing that we are doing because you know my love for writing, we are working with our English teachers and I think Molly is here. Um, we're
038working on content area writing. There's a lot of research around the more you write in a content I see you shaking your head. The more you write in a content area, the stronger your performance and I believe that. And so, um, Molly and, um, Darlene are working together to bring that to our history teachers. Now, I will say um that just like writing, the state of Virginia does allow um and of course assessments for um locally awarded verified credits because history is not a federally mandated assessment. It's a state assessment. So, there is an opportunity for us to think about that moving forward. We're we're preparing our teachers in case we move in that direction for performance-based assessments versus an so we haven't made that decision, but this will help leverage us in that area
039if we decide to move in that direction as a school division. All right. And the last one is pass advance performance. When I looked across all of our students, we have we're a high performing school division and I certainly want to see just as our students increase their performance, we want to see our past advanced performance also increase. So we've been um working for a number of years now on thinking based classrooms professional development. I brought our little this is what we use with our teachers. We've done a lot of training with them. Proud of that work. Um, and we will continue that work. And, and basically what this is is like almost like a a strategy plug-and-play. These are ways to help kids get think at a higher level, you can incorporate them into
040any classroom activity. And so, we'll continue to work on this with our teachers um, in math. Um, one thing that um, when I was talking with Carrie a little bit about this and and it's that productive struggle and I mentioned it earlier, really helping our teachers embed highly engaging thinking task in the math classroom and that's easier said than done, right? Um, but because sometimes when we have a hard math problem, we just want to shut down, right? And it's helping kids persist and be resilient through that. So, that's another thing that we're we're doing. All right, so that really concludes that part of the presentation. Next month will be part two. This should look familiar to you. If this state is able to, they've told us by the end of September, we should have
041our accountability data for the new accountability system. We are very hopeful we're going to have that. If we have that data, we will come in October to the work session and we'll give an update on how our our schools performed in the new accountability system, which is very exciting for us. All right, so that concludes my presentation. It wasn't six minutes, but did my best. Um, do you have any questions for us? >> Actually, I do. Uh, thank you so much for such a great result. Uh, I'm so proud of you and your team for what you guys accomplished. Uh, looking at this data, we are number one in region, but we compared in the state on different levels of performance. Do we cooperate with those school systems that are performing better than us to
042get input on what they using that we are not that we can accomplish? >> It's a great idea. It's definitely something I think we could do more of. oftentimes some these are school divisions that don't always mirror our school division. They have like three schools, but doesn't mean that we can't. And so it's probably something we need to think more about doing. Yeah, absolutely. Especially in some of those areas where you see a really >> math and um even in history. >> I have a question. Um, if you look at the NAPE scores, when you talk about the NAPE scores from the beginning and you talk about the state, okay, is there any way in in those NAPE scores you ever can extract what it looks like for your county? Because I feel like when
043you do that, when they give those pictures, you know, it's it's low, but I know your county is always higher and I think the division get gets a bad rap because of that. And and yeah, I think that's really important because I I actually I asked Lisa to pull this data for me because I'm always wondering like how many kids do we have test? So last year um we submitted all of our information. They didn't choose one of our students in 2025 to test. >> The year before that we had about 50 students and both um one 50 from Tab Middle and 50 from York Middle. So it's a very small number. Now years before the pandemic, we might have had more students. It just varies depending on these random samples and how many but
044it's not a tremendous number of our students from York County typically >> 50 kids. >> Yeah. >> So it's random people. >> It is. >> So that's not really a d it's not a one to one. You can't look at that and say oh that's a reflection of this is >> that just random. >> It's across the state and it really depends on what locality they're pulling those students and how many students from each of those areas there. Were we representative of the trend for the rest of the state as well? I mean, I look I look at these at uh um at the three-year pass rates and the comparisons and all and yeah, we went a little bit, but with more rigorous testing, you would think that it would drop more. >> Okay. Uh
045how does >> Right. >> Yeah. So I actually like let me give you an example for reading. I think I wrote this down. Okay, so grades then the state does grade three through eight. We also include our 11th graders in there because we feel like that's important. Um in reading the when I showed you all five areas where we outperformed by at least 13 percentage points in reading the state made a point8 increase in overall reading. >> Okay, math a 1.9%. And so, um, it's it's commensurate, I would say, um, to where we saw, but again, you got to remember their pass rates are they're lower than our school division. So, as you're higher, it's a little harder, right, to move against that. >> It's harder to go from 92 to 95 than from 60
046to 70. Yeah. >> But we're excited for the state. I mean, I think that's wonderful for our state that we are improving. And I think that gives a credibility to the fact that >> you know we should raise the bar not lower the bar because if you raise the bar and you >> tell uh children or students that they can do it and show them that they will rise to that occasion. So I love this question on the math. I don't know which uh thing is uh the math three-year pass rates in comparison. >> Yes. What is it with grade seven? >> Yes. So, >> middle school that it's that it's significantly lower than the other grade levels. >> Yeah. So, it's the number of students who actually take that assessment and and I shared
047it last year and I wrote it down for this year because I this is one that I um Mr. I have the exact same concern, right? And we did see a 1 percentage point increase in our students. >> Yeah, I I see there's an increase. It's just in looking at all of the grade levels from grade three up to the high school level. >> Right. So in grade 7 we our students have three math options, right? So includes foundations of algebra 7, pre-alggebra 7, high school algebra. Grade seven students who are take math 7 take the grade seven test. Grade seven students who are in pre-alggebra take the grade 8 test. Grade seven students who are in algebra take the algebra test. So when you really narrow that down, I think only about 36 and
048a half% of our seventh graders actually take the seventh grade test. So the number is a very low number to begin with where you see like when you look across fifth grade, you're talking about all of our fifth graders, right? So that low number does have a slight impact, but but when you also look at our students that are taking that seventh grade assessment, those are the students that have a double block. They get more math instruction because they need more time for remediation, more time for enrichment and things like that. >> Okay. Thank you. >> Are there any further questions? >> Okay, we'll move on to our next Thank you very much and excellent. >> All right, who do we have next? >> All right. Yes, Miss Goodwin and board members, if you recall
049back in I believe it was June 25th at our board retreat, we had a discussion as we were setting the topics for agendas u for board agendas. um you requested how do you become a VHSL sport? So we committed that day to have Dr. Butler come come this evening and she's going to share with you what that path looks like. So at this point I'll turn it over to our associate director of student services for secondary Dr. Shannon Butler. >> Thank you Dr. Shandor. Madam Chair and members of the board, good evening. Um as Dr. Shandor shared. I am going to share a little bit about our path to becoming a sport here in the York County School Division. So, as you may know, the Virginia High School League, which is often referred to as
050the BHSL, is this principal sanctioning organization for intercolastic athletic competition among all the public high schools in the Commonwealth of Virginia. So, all Virginia public high schools follow all rules and regulations of the Virginia High School League. Just to give you an brief overview of the league itself, it is governed by a 37 member executive committee. That executive committee includes legislators, superintendent, principles, athletic directors amongst a couple of others as well. Currently, the league itself has 319 member schools divided into six classifications that are based on student enrollment. Then classifications are broken down into four regions A, B, C, and D. So just for your reference, Grafton High School is in class 4 region A. Tab and York are class 3 region A and Brutin is a class 2 region A school. Then our schools
051are also assigned to a district by the league. Our students all play and all YCSD schools play in the Bay Rivers District which now has 11 high schools representing six different school systems. This is typical for small to midsize districts whereas larger school systems may have a district all by themselves or even two districts um depending on the number of schools in that division. District play ensures schools have locally based competition with similarly sized schools. While teams can play out of district games, they must play a regular district schedule. So, for the Virginia High School League, they also have a pathway to becoming a sport. So, I just wanted to give you that little piece of background information as we move forward with ours. As stated before, we follow all rules and regulations from the
052league. And their pathway has pretty much a three-step process. The first step is initial introduction, um, which is usually come about by demonstrated interest or need. A lot of times this is through the National Federation of High School Sports in FHS um as a sport that's being sustained in other states across the country or as a from a member school itself, one of the 319 member schools that may put something forward. The second phase for the Virginia High School League is the pilot phase. Um this is something that occurs for a minimum of three years and these are often referred to as what we call emerging sports. uh VHSL deems a sport as emerging for that three-year period of time in order to collect participation data, determine financial impacts to the school and all of
053those factors. At the end of the three-year period, uh the executive committee meets and determines whether or not to sh sanction a sport as a full VHSL sport. Um usually this is done once they observe sustained play or steady growth. A lot of times if 50% of our schools are doing it or having it, then they're going to move forward and sanctioning. Um they could also decide at that three-year point to keep it as an emergence port for another year just to kind of give it one more year to see how that turns out. So now I'm going to talk a little bit about the York County School Division standard operating procedure to becoming a division supported DHSL sport. We have an eight-step process. Uh the first step involves assessing interest. Um assessing interest can
054come from student inquiry, survey results, or an external club participation within our area. The second step is examining club status. Each individual high school has an approval process for clubs and activities that's followed with principal approval. The third step in YCSD is examining the growth period of the sport for whether participation has been sustained for four years. Keeping in mind that our intention would be to having both a varsity and JV team. Step four involves looking at the level of interest from our Bayverse district schools that I showed on the earlier map. In order for the sport to be viable, we would need to have district and local opponents in order to create a full schedule. Moving ahead, the next step would involve the actual application process at the school level. And then that moves
055us to the school team consideration, which would involve a committee from all departments reviewing a number of factors. Here are just some of the factors that we would need to review in the application evaluation itself. Those include title 9 compliance implications, facility feasibility, athletic trainer scheduling, scheduling conflicts, budget feasibility, favors district interest level and travel considerations. Once all of these factors are considered, the committee can then approve the application, bringing it to the final step, which is school and team preparations, including procuring equipment, facility scheduling, and then following the VHSL procedures, which in turn is notifying them that we're going to do this one moving forward. So, that is the end of my brief presentation um on becoming a sport and YCSD. and I am happy to take any questions that you may have. >>
056Do we know where lacrosse sits? M >> we're not here to talk about lacrosse. This is just a presentation about BHSL lacrosse. >> I can't even ask where they are in the >> That is not for this meeting tonight. >> And for for a new sport to come up, it's not just YCSD. It's a whole Bay Rivers district. >> Correct. >> You have to be able to play a district schedule. So you've got to have local competition. Gotcha. >> Yes sir. >> So this process can take several several years. >> Oh yeah. >> Or like it can be like within a year. >> It depends. I know. It really depends. Well, I mean from application process because like now going through the >> Oh, from the application process step six >> I think step six
057then it would be a pretty within a year right once it's approved and it's gone through the school consideration once that piece is all in place. Yes. As far as procuring equipment. Yes sir. >> It's been a three or four year >> three. Dr. Do you have an example of our last the last time we added a sport? >> Sure. The last sport we added was esports. Um, and esports was a unique situation because the state added esports all at once. Um, and our schools, I think TAB started first with esports and then the others came on board. And I will tell you, we are incredibly successful in esports in just a four or five years I think it's been going and um we had multiple students and teams at the state level. But that
058didn't have u a lot of the implications that an athletic sport has >> with the facilities implications, the title nine, the uh the budget. So, >> right, >> that that was the last >> it's an academic sport. Um so you remember under Virginia High School League is also debate, forensics, um theater, those things are all under that umbrella as well. So esports quicker, >> right? How do you um go about or ascertain which schools in the in the Bay Rivers district would be interested in being involved in that support? Like what do you determine like how do you find that out? Who gathers that information so that you have that information? So to answer that question myself would be a start but we have conversations often. Um the Bay Rivers District themselves the committee um
059which is all 10 or now 11 principles and 11 athletic directors meet monthly. They meet every single month. Um they talk about everything from A to Z um with regards to uh what different school divisions are doing and looking at. And you've got to remember not all of our our teams compete at all sports. For example, when you think about softball, many schools have not had a JV softball team in in quite some time just because of sheer numbers. So, we have a lot of conversations um involving who's playing what, when, and to what extent. Not everybody has um >> Boys volleyball. So, I will tell you Gloucester added, they are the 11th in our district. I don't know if everybody's familiar. They added this year. They have a boys volleyball team. Um, but they
060uh can play in the Peninsula District because that's where they came from, which does have boys volleyball. So, they still have that local competition. >> Question. >> Thank you so much. >> Thank you. >> All right. Great. >> All right. If we want to move to our next presentation, we have Dr. Dave Wright, our chief human resource officer here. He is going to share a little bit of information related to reviewing professional development for FY25 as we look ahead to FY26. Dr. Wrights. Thank you, Dr. Shandor. Madam Chair, members of the board, I think it's appropriate that we are talking tonight about professional development considering we just heard about those fantastic data points that Dr. Skinner talked about earlier, but she also teased us a little bit about the PD that's offered um to our
061teachers and our staff. But I'm going to dig a little bit deeper into what that PD looks like for us. Um, so one of our four priorities tonight, um, it will focus on highly effective talent and our efforts with professional development with our employees. So professional growth refers to deliberate and differentiated approach to build the capacity and well-being of our YCSD employees. The development of skills, traits and competencies not only impact the job performance but supports employees in career development. [Applause] In human resources, our theory of action is to provide competitive pay and benefits to attract the most effective talent, continue to employ a skilled and compassionate workforce while providing opportunities for growth and advancement. If that happens, then we will be positioned to continue supporting highquality learning experiences leading to student success. Tonight's presentation
062begins by diving into professional development with an overview of the PD uh the data for FY25 and to preview the offerings and another teaser for FY26. what we have done up to this point. Our FY26 PD kicked off in August and with special education, teacher academy, NEO and our divisionwide pull out series and on August 15th, 18th and 20th. So, professional development is necessary is is a necessary component in the area of professional growth and connects the division vision statement. Together, we will inspire all students and staff to explore paths leading to personal and collective success. In YCSD, professional development refers to any experience which staff, licensed and non-licensed, in acquiring the knowledge and skills necessary to improve job performance and is also to impact student success and improve teaching and learning. in the state
063of Virginia and the Virginia Department of Education mandate specific professional development to ensure educators updated are updated with current teaching methods, effective implementation of the state standards or SOS cater to diverse student needs and ultimately improve student achievement by providing high quality instruction aligned with the latest research and best practices in education. In YCSD we have four different categories of of professional development. We have divisionbased professional development. We have sitebased professional development. We have non YCSD professional development. And then we have the personalized professional development. with personaliz personalized professional development where is where staff can select trainings offered in an area of interest or support their goals within their evaluation cycle. This year teachers are being asked to include a minimum of six hours of professional development personalized PD that support their smart goal in
064the areas of interest. So they really pick the areas of interest that they would like to have more PD on. And with that pro professional development plan, they're documented by employees and it's placed in the front line and those plans are reviewed by administrators as part of that evaluation process. So they give them the feedback through that. I'm going to transition into review of our PD experiences from FY25. And as you recall, last fall, Dr. Nichols presented the state and local requirements and introduced the PowerBI monitoring system we had built and were beginning to implement in order to provide more thorough analysis of the work YCSD has done around professional development. So this is all employees an overview of all the PD entered in frontline for FY25. We had 2,3324 professional development experiences were completed
065from July 1st, 2024 through June of 25. And if you look closely, our largest um detail, the blue, is the instructional content. We're going to talk more about what that looks like in in a few minutes. classroom teachers. We had 1,67571 professional development opportunities. And again, the top detailed was our instruction uh content, which makes sense. special education staff. We had offered 348 opportunities to to our special education staff and the top three were skills needed to work with students with disabilities, instructional content and science and evidence-based readiness. for our school leaders. Our top again was instructional leadership and it was offered 199 opportunities to our school leaders to have that PD. So now let's move into our current school year for FY26 actually began July 1st before most of the school staff had returned
066from summer break. Consistent with last year, the Virginia code is requiring principles, supervisors, superintendent, and other identified school staff to participate in speal development in their identified areas. Some examples of professional development covering these topics that have already occurred are we've had a special ed boot camp. We had the YCSD annual leadership academy which was held at the end of July. We have divisionwide PD sessions that were on the August 15th through the 20th, 2025. And then we're looking forward to uh Miss Hopkins I think talked about it earlier about once a month for our special education academy. We'll have that once a month for teachers and two sessions per year. Um for our year two and year three teachers we have structured literacy literacy training in October and monthly principal and AP meetings have
067been allocated in these topics. The instruction department will continue their work in the thinking based classrooms which is an example of researchbased reading and literacy instruction in the Virginia language and literacy screening system required by the Virginia code in the department of education. AI professional development is strongly encouraged and actively supported through VDOE and classroom eye stations have received upgrades. therefore was needed um the PD was needed to help staff to adjust easily. We are continuing our division work with Lexia as it is a powerful program for identifying remedi and remediating areas of literacy need. Special education will continue to support teachers with literacy interventions. Some professional development plan for smaller groups include the MTSS multi-tered systems of support. Course requirements for work-based learning in addition to curriculum updates. Science teachers spent time in August
068learning more about the maritime grant which supports an environmental and maritime science career path. So up to this point from July 1st until now we have already offered 842 opportunities of PD for our staff. This one's my favorite slide because it really sees everything in action. So the top left of our um screen is Dr. Pedigrew Pedigrew and Margaret Shooks from uh our instruction department and they are providing PD on um AI. And then in the top right is our new employees entering uh new employee orientation down the sidewalk. If you guys were there, you guys were cheering them on as they were walking down the sidewalk. Um the bottom left is a thinking based classroom and the bottom right shows math teachers Carrie Ignot who is teaching our math teachers and working through our
069new curriculum. >> Thank you for this opportunity to present our PD opportunities and YCSD and I will take any questions. >> Uh just a quick question. Uh you mentioned that you're requiring teachers to take uh 6 hours of uh personal correct is that in addition to what they already been doing or that's just kind of substitution to some hours that they already been planned to take. So that is um in addition to their hours that they do and it's part of their um plan that they submit to their principal and it also is more personalized because it is of their interest that they of the PD that they want to explore. >> What's the total number of hours that they take in one year? >> Wow. I don't know. Do you have that exact hours?
070>> We have that number. We can we can provide that information to you. >> I don't vary by >> Yeah. Well, I had the I had the same question of the total number of hours required by the state, the total number of hours required by YCSD and then how that balances out with making sure that the teachers have enough time for planning and grading and working collaboratively with their teams. >> I think that's part of Yeah, I was going to say I think that's part of the reason why we offer that flexibility for them to choose that that PB. and we just we just what we just endured over the last year with all the trainings from um you know standards and assessments and everything else. So yes, there's a ton of that training that
071is mandated >> and Dr. Shandor. Um he meets well the cabinet meets with our teacher council representatives um quarterly >> and I guess it was a couple of years ago I brought this um same question to them and there was conversation about um not mandating everything that teachers have to learn and let teachers learn what they feel like would be most appropriate for them. And that's kind of what spurred the conversation. That same time we did that um we also pulled back on um require some required division trainings. We give more time now for what do we call it? Um >> unencumbered and so we really try to go through at least for the last two years we've really gone through all of those work days and tried to designate as much as we can
072as unencumbered teacher work time. >> Okay. Um then there is some time that is required for sitebased professional development because principles the stuff that we talked about earlier where principles look at their data and they create their school improvement plans they have to have time to work on those strategies and those things with their teachers >> right >> and then we have teachers who um want to learn things that they feel might be helpful in their classroom and that's where the personalized professional development comes in. The reason we have them log that information is because we want to see what that is and we try to put things into our computer system like if they're interested in learning I wish Margaret was here with me. If they're interested in learning more about AI, we know
073okay there are some teachers interested in AI we can add more like here are some opportunities for AI. If you want to attend any of these things the state's offering or you know another company or somebody might be offering. So we try to build those things in if we know there's an interest if that makes sense. >> I I still would like to know the totals of what the state requires, what YCSD requires, just to get an idea of what is required of the teachers. >> Sure. We have a memo we send out with all the required. So I can certainly get that to you, but I don't know of a requirement by the state. I can look though. I don't think I've ever been told of a number um hours of requirement. There are
074some new regulations around what that um that we have to limit reoccurring trainings um that just that legislation just came out and we've been monitoring that in cabinet to make sure that we're not doing that. I think Dr. >> I would add just on you know a year-to-year basis preceding all of this Virginia literacy things is what you need to do to keep up your certification. Right. >> We used to be on a fiveyear certification. Now we're on a 10, but I don't remember >> how many hours of CE 10 year. >> Wow. >> That was a retention strategy by the state. >> So you're not required when I was teaching, >> but you got to get there by the end of your certification. >> Right. We'll pull that information and send in. >> You
075just have to remember all of the new initiatives the state keeps pushing down to us. we have to train our staff to make sure that we get the test results and the our the skills that our students need in the classroom. And I'm sure you're familiar with our our schedule throughout the year that how we have strategically had unencumbered and encumbered days where our teachers have the opportunity to work in the classroom, do PLC's, work on lesson planning, and then our PD um happens also in the opposite parts of the year too. So, it's spread. >> Yeah. I think that one other thing that's changed, Mrs. Spearman, I think from when you and I were classroom teachers, it used to be standards were released and you had a crossover year to learn those standards, to
076become more familiar with those standards, and then you were expected to teach them the following year. That's changed. Um, immediately >> immediately you've got to know how to teach that standard and it's at a completely different level, new content, and so we have to very quickly come in and train as quickly as we can our teachers on those new standards. the new assessments, how to teach them, and the materials. So, that is something that's a little bit different as well. When we talk about the speed of things happening, the speed is just a little different than it used to be. >> It's uh exhausting to hear that, >> but um >> it's exhausting to be a teacher dealing with this. >> It is. It is. >> But look at the results and how our teachers
077have pivoted and really have done an amazing job to um you know, jump on those new initiatives and be able to pivot and change. >> Yep. Just want to make sure that we're not burning them out. >> I agree 100%. >> You too. >> Thank you, Dr. Wright. Appreciate that. >> Thank you, >> Chander. >> All right. Yes, we have our last presentation. So, Dr. Carol is here to share um the McGrder Elementary School um survey results. So, I'll turn it over to Dr. Carol and he's going to share, I think, some timeline and some other information with you. Dr. Carol. >> All right. Thank you, Dr. Shandor, Madam Chair, members of the board. Yes, you uh know that we have had a formal request to evaluate the name of McGrder Elementary and you had
078uh asked for some things to happen. So, at the May work session, you uh decided that you wanted to survey the community and uh the whole the whole county. Uh on June 25th, I think at your board retreat, you had requested that we also estimate a cost for a name change. On July 1st, uh staff had been working on the format and the questions to be asked and on July 1st, we had we came to an agreement on how the how that survey would look and then we waited till after the July 4th holiday and then launched the uh survey on July 8th and it was open for 10 days. Uh tonight I'm going to talk to you about four parts of uh this request. the survey distribution, the structure of the survey, the results
079from the survey and then also projected cost of a name change. So first of all the distribution as you know we were charged with creating and distributing distributing distributing two surveys. One to existing YCSD families and as as we go through this presentation you'll hear me refer to that as the internal survey and then another one to the general public and I'll refer to that as the public survey. And for the internal one we distributed a single use link through email to all families and staff. uh and staff members. For the public one, we distributed by posting a multi-use link, meaning you know more people can hit that link on our website and pushing notification through our social media accounts to make sure people knew about that. And we tried to put out a neutral
080kind of introduction to each of them through the internal survey and also through the public. And you see here wanted to memorialize uh what we had there and uh just basically stated that there was a request to change the name of the school and that please take a look at this survey before the deadline date. So for the structure, it really was a a simple survey after we uh shared that introduction and some simple questions to get some demograph demographic information more about where people live. Uh that might help us with disagregating the data after the fact and also to make sure that we reduce any duplicate submissions. Both surveys were similar and they included the following questions. The first one was went right to the heart of the matter. Do you think that McGrder
081Elementary School should be renamed? Then contingent on your answer, you got the second question, which was just the the flip side of each of the of the following. Who why do you support if you had said you supported the idea, why do you support a renaming of McGrder? Or if you had said you didn't, why do you oppose a renaming of the McGrder Elementary School? So, it was the same question in essence, just based on your answer to number one. And then we came back to answer three or question three which was are there any additional thoughts you'd like to share with the uh schoolboard on this matter. So uh as I said number two depended on number one. Uh we did analyze the public we didn't need to on the internal but we analyzed
082the public survey. We did have a a few instances of people uh answering more than one time. We had one person who answered three times and another one who answered twice. Um, and the good thing about that is that didn't alter, it's not going to move the needle on any of the results we're going to see here tonight. So, I'm going to now share the quantitative and qualitative results from this survey. And also, if somebody's looking to see the raw data, that should be posted now uh on board docs in the public content. Uh, we have redacted the names. uh you can see the uh city and the zip code is where we pick up with that and then and then the answers to all the questions are there. So the first thing is we're
083going to talk about the quantitative results. What were the answers to that first question and and u which is uh did you think that we should change the name of the school? So uh I've got three answers here for you though. The first one is the internal uh results and we had over 1,700 people answer this internal uh survey and they cut across all the zones. Uh you know there were difference more in Brutin than anywhere else but we did have answers from all four zones here and the answers came to that of yes 33% no 57% and 11% had no opinion. Now, for the public one, we had 408 respondents to that, but we got some different results if you were really looking. And what I heard from you in our last meeting was
084you wanted to know about what the county thought. And so, where it says public total, that is all 408 public respondents. And there you had 47% said yes, 51% no with 2% not having an opinion. But when I removed the 20% of people that lived outside of York County, you got some different results there. And it was 40% yes, 58% no with 2% having no opinion. So let's look at the themes that u that arose in that open-ended question of why do you support it and what were any additional thoughts that you had. So first let's look at the supporting themes both internal and public and you see u some similarity there um in the in the internal one the most common argument was that that the majority cited that John McGreder's role as a
085confederate general that was that was just predominantly uh the argument against it. Second one was really about the appropriateness of a school being named after uh a person like that. Uh the third was they pointed to current policy. Now remember our current policy the naming of McGrder predates our current policy but they cited that current policy states that it shouldn't be that. Uh the fourth one talking about reflecting community values and modern standards. And then um the last one talked about historical context and precedent and they were citing things like other renamings and making references to the Jim Crow era and under the public u supporting themes a lot of the similar arguments um and under number three historical context and accuracy. Let's be let's be real. let's be uh let's let's talk about u
086what really happened in history not a not a an alternate version and then on the fifth one representation role models saying that if you're going to name a school after people should be positive role models or a geographic area right so let's move to the opposition themes um just like the first one where it was far and away about not honoring a credit confederate figure. The number one predominantly was cost and resource allocation, making sure that tax dollars weren't wasted on uh this type of activity. Uh the second one was uh historical preservation. Uh frequent opinion was along the lines of history uh should be just history and it should not be rewritten or erased but learned from. Uh the third one uh was practical concerns, confusion concerns, worry about disrupting the school identity and
087traditions. Uh when you talk about a school that has been named since 1951, so you have 75 years of history there and also citing the administrative burden taken up with with changing the name. A fourth uh I call political resistance, not wanting to see change, opposition to a woke agenda or a cancel culture. Those were kind of comments that you saw. And then the fifth one, the community attachment, uh especially from alumni, they had pride in the school. They attended there and they're they're used to that name. And the public uh survey had a lot of the same things and um same arguments. And you see even in the fifth one geographic naming argument is uh a belief that the school is in an area called McGrder even though there is no I think formal
088um designation as such. So as you can see uh basically uh like I said the supporting themes really about naming it after Confederate general and predominantly on the opposition about wasting tax dollars that way. All right. So, speaking of that, you asked for some cost projections. Uh, there were four major areas where we looked at where cost would would be. Exterior signage, digital infrastructure, interior signage, and commemorative displays within the school and staff and students spiritware. U, so here are some rough estimated numbers. Um, those areas we uh anticipated are listed. Some blocks will be empty because as I spoke to different staff members to try to gauge those numbers. Um either it was nothing or it was so small you didn't need to list it. I've also given you a cost figure and then
089given you a column for cash which would be budgeted dollars and then staff time where we might have some loss of productivity uh and it just is going to affect staff to do so. So where you see high cost items, that's where we anticipate the these items were going to by themselves cost a lot. So the exterior signage is about $25,000. Digital infrastructure um spans a lot of um a lot of what we have to do internally with our computer systems and that was a large number. However, it's probably almost all staff time. And so uh we see 25,000 with the signage and about 26,000 with the digital infrastructure printed uh materials. I talked to uh principal roofier and she c and there's itemized but it came out to about $780. Uh legal and policy
090updates we didn't see any uh cost there. Then for mediumcost uh items uh we had a number of interior signs that would have to be changed and that that came to about $2,200. Uh we would have to releabel library books and there's about uh that came to a cost of $1,600. Didn't see any issues with transportation and if we look at commemorative displays, plaques, signs, banners, that came to just under $6,000. And then a lot of lowcost items just just didn't materialize. Social media would be fairly easy to to uh change. Uh school spirit merchandise and PTA materials. They do they don't carry the inventories they used to. We're able to get things more on demand and even uh the last year or so uh they had gotten things that were just the mascot and
091um the colors of the school. So there's not much to do to make a transition there. However, the principal would want us to have staff uniforms, some shirts that reflected a new name if we were to do so. And that would be at a cost of around $2,500. So, when you look at the totals, you take the large, the medium, and the small. And you can see it broken out. It would be uh around 38,000 in material cost, around 26,000 in staff time for a total of just under $65,000. So that concludes my uh report to the board and now I turn it over to the chair for discussion with the with the board. >> Thank you. >> Members, do you have specific questions that you want to ask at this time? >> I was
092just wondering did did we break out uh district one? >> I did not do that. I can get that for you. I'd like to know that. Yeah. >> I wonder what >> we'll really We'll send that to y'all as well. >> Okay. >> Um I want to say thank you for compiling all that and for the the team that uh put the survey together. I really appreciate that. So good extra information for the board. >> Appreciate it. Thank you. >> Okay. Well, board members, you have a couple weeks to uh think all those things over. All right. And so the last that I have on the agenda is some policy discussion. >> 100%. That's why everyone came tonight. >> Best part. >> Super excited to hear policy policy eye updates from Dr. Scanner. We're on
093the edge of our seats. >> Good evening again. Okay. So, tonight we have um for discussion four policy updates that I I'm introducing to you. Um tonight's policy again is up for discussion. I'll kind of walk you through the changes. It will come to first reading at the uh regular board meeting later this month and then second reading in the October regular meeting. Um so there are four policies section IGB online courses and virtual school programs. Those are really just legal references and some grammatical changes. Um nothing too um too much there. The more substantive revisions are in the next three policies. The first is section IG AE IGAF health education and physical education. And this policy we added information on the health and physical education program as required by the code of Virginia. And
094we really just outlined um what's listed in the code as far as training that we do for uh mental health. And it's what we've been um it's part of our standards. It's what we teach. But we felt like we needed to add this just so of course anybody can look up the code but it does make it nice for u families or community to want to see exactly what is taught. Um we also added the junior reserve officers training core as a fulfillment of the PE requirement. Added that as part of the code and the last part is required training on hazing prevention. Um and that is also part of the code. um section IG AJ which is on driver education for that we just added something from the code as well that the department
095of motor vehicle shall notify the school division of the name and driver's license number of any driver education instructor employed by the school division accumulating more than six demerit points based on the con convictions occurring in any calendar year and then section IA/GAB acceptable computer system use We added um a lot of this really has to do with the code as well, but we added hardware and software and updated the language to be more reflective of current um current day. Um we added AI uh we added some from the code about um how often it has to be updated and then um we also added some other language regarding um and from the code of Virginia relating to what applications can and cannot be downloaded. That's all of the summary. >> Just a question like
096know about this uh application that can be downloaded or not. >> Uh Tik Tok, VChat and there's a websites that are developed by two companies. >> What are those? >> Do you know by any chance >> I'm going to refer to Mrs. Berry. >> It's exactly out of the code. The code specifies those straight from the state because we're not allowed to understand >> those websites are who controls like Tik Tok. >> Okay. is by Bite Dance >> and WeChat is owned by Tencent Holdings. >> So they're connected. >> Got it. >> Thank you. >> They're right in there. >> Those are exciting. >> Very exciting. >> Which one went to which? >> All right. Very good. Thank you. >> Okay. All right. That all the questions. Well, thank you everyone for dedication and collaboration
097this evening. I really appreciate the presentations and the time spent um the transparency to the public and um it sh it just reflects our shared commitment to everybody. So thank you again for your time and engagement and I look forward to the important work ahead and uh with that said the board does have a special meeting and close session that will begin um after this meeting. that this meeting is adjourned. Um, we have to have you take us into close session. Yeah. >> Move that the York County School Board convene in close session first with Virginia code section 2.2-3711A1 of the Virginia Freedom of Information Act to discuss the possible termination of a specific employee of the division. As matters addressed in close session are confidential, no minutes or recordings are permitted. >> Second. by
098a motion by Mr. Schaer and seconded by Mr. Povich to go into close session as stated. >> Mrs. Fairman, >> yes. >> Mr. Schaefer, >> yes. >> Mr. Povich, >> yes. >> Mrs. Goodwin, >> yes. Motion pass 4.