School Board Meeting | April 12, 2016 | Stafford County Public Schools
02
September

By Adem Lewis / in , , /


Pursuant to an affirmative
recorded vote and in accordance with the provisions of the
Virginia Freedom of Information Act, and whereas section
2.2-3712 of the Code of Virginia, 1950, as amended,
requires certification by the school board that such
closed meeting was conducted in conformity with Virginia law. Now therefore be it resolved
that the Stafford County School Board hereby certifies that
to the best of each member’s knowledge, only public business
matters, lawfully exempted from open meeting
requirements by Virginia law, were discussed in the
closed meeting to which this certification applies. And only such public
business matters as were identified in the motion
convening the closed meeting were heard, discussed,
and considered. Second. [? Would ?] you second? Madam Clerk, will you
poll the board, please. Ms. Egan? Agreed. Ms. Fallon? Agreed. Ms. Hazard. Agreed. Ms. Healy. Agree. Mr. Hirons. Agree. Ms. Kidby. Agree. Mr. McOsker. Madam, the motion
passes unanimously. Are there any motions
out of closed session? Madam Chair, I’m going
to have two motions– OK. –the first of which, I move
that the school board authorize release of the interim
report of the school board authorized forensic
audit, entitled, “Forensic Review of FY-13,”
identifying positions in lieu of employee names,
and that be authorized to be released tomorrow,
pending the conclusion of the forensic investigation. Do I have a second? That make sense? Second. All those in favor,
please say aye. Aye. Aye. Any opposed? Mr. Hirons, do you
have a second motion? My second motion is, I move
that the school board direct our council to continue the
forensic audit by completing the forensic review of
FY-13 and to prepare an additional forensic
audit report for FY-14 and authorize the
expenditure to not exceed an amount of $75,000. Do I have a second? I second. Second? All those in favor,
please say aye. Aye. Any opposed? Motion carries unanimously. Moving on, we are
out of closed session and have received motions. I would ask for all those
in the audience, and for us, to rise for a moment of
silence and reflection. We will have our colors
presented by the Stafford High School Navy JROTC. Present. Colors. I pledge allegiance to the flag
of the United States of America and to the republic
for which it stands, one nation, under God,
indivisible, with liberty and justice for all. [INAUDIBLE] Colors. [INAUDIBLE] right, face. [? Upward ?] march. You all may be seated. I’d like to thank our Stafford
High School Navy JROTC. That was commanded by
Ensign Megan Hughes. And we had Petty Officer
[? Yibsy ?] Salinas and Tyler Philip. It’s always great to
have our students here. Moving on to 5.03 and
approval of the agenda. Do I have a motion? Move for approval. Second. It’s been moved and seconded
for approval of the agenda. Any discussion? All those in favor,
please say aye. Aye. Any opposed? Motion carries unanimously. Moving on to 6.01– I’m sorry I have my pile here. Give me just a moment. I’d like to recognize
Dr. Chris Quinn, director of instructional services,
for presentation of awards. Dr. Quinn. Yes, good evening, Madam
Chairman, school board members, and Dr. Benson. I’m so pleased to
announce and congratulate. We have some recipients of the
Rappahannock Rotary Education Foundation Mini Grant. And I have Fred Rankin, if
you’d step alongside me, sir. And I’d like to call
each of the recipients up, each of the teachers. First of all, Hannah
[? Kasenbaum, ?] who’s a teacher Shirley
Heim Middle School. She presented a grant
called “Science Research for English Language Learners.” Excellent. And also, I’d like to recognize
Christina [? Hanneman, ?] who is a teacher at Hartwood
Elementary School, who presented a mini grant for
“Students Connect with KNEX,” which is K-N-E-X, which is
a project, or a program, where they build
roller coasters, and that kind of thing, and
other kind of manipulatives, and projects. Also I would like to
go ahead and announce Kathleen [? Mellenberg ?]
and Rebecca Cousins. Did they show up at some point? Yeah, we’re here. Oh, there you are. Please join us. And both of these teachers are
teachers at Colonial Forge. They soar with the Eagles. And they presented a
mini grant on inclusion in cooking life skills. And they’ll also
receive some funds from Mr. Rankin and Rappahannock
Rotary Education Foundation. And I’d also like
to recognize those who couldn’t be here tonight– Marsha Grigsby, who teaches
at Kate Waller Barrett. And she presented a mini grant
on “Keep the Brain Stimulated.” And then Heather
[? Preble, ?] who teaches at Stafford High School– she presented a service
learning project on “Caring For The Community.” And then Frances
[? Gefutisha, ?] also at Stafford High School,
presented a mini grant on “Nutrition for Adaptive PE.” So we’re very proud
of these recipients. And I will let Mr. Rankin
now present those and say what he would like to say. Madam Chairman, members of
the school board, my name is Fred Rankin. I’m delighted to
be here tonight. I am a resident of
Stafford County. I have three children. I’m a proud parent
of three children, who are graduates of the
Stafford County Public School Systems. And I’m married to
a wife who is now a retired teacher from the
Stafford County School System. So I live and breathe the
various Stafford colors. And in my role as a member
of the Rappahannock Rotary Club, and a member– soon to be the
next chairman elect of Educational Foundation– it’s indeed my pleasure
to be here tonight, to present these awards
and monetary checks to these incredible
teachers, who are teaching our youth
of today, who will be our leaders of tomorrow. The Rappahannock Rotary Club– Rotary in general– is
a service organization. And one of its core missions
is to support education of our youth, around the world. And it is my absolute
pleasure to recognize these fine teachers
here tonight. So Hannah [? Kasenbaum, ?]
I am proud to present you with a check for $250. Ooh, nice. [APPLAUSE] And Christina
[? Hanneman, ?] I am proud to present you a check
for $200 from the Rappahannock Rotary Club. [APPLAUSE] And Kathleen [? Mellenberg ?]
and Rebecca Cousins, it’s my pleasure
to present you– and I hope I have this right–
no, wait a minute here. Let me get the right check here. Here we go. Well, wait a minute. Got to be [INAUDIBLE]. Yeah, right, OK. Thought I had it– thought I had it here. Yeah. It got lost [INAUDIBLE]. Oh, wait a minute here. Well, I’ll give you
your certificates. And I thought I had
the checks here. You have– all right, OK. Then I gave you the wrong one. There it is, right there! Thank you. I’m sorry. And congratulations
to all of you. Thank you very much. [APPLAUSE] Thank you. Thank you so much for supporting
our teachers in this way. We really, really appreciate it. Moving on, we will be
having our proclamation regarding school library month. Ms. Egan will be reading this. OK, proclamation to designate
April 2016 as School Library Month. Whereas the quest for knowledge
by school students in Virginia is stimulated and
developed through the use of educational
resources and services provided by school
library programs. And whereas school
library programs access to wide variety of educational
materials and information databases as well
as the technology needed to use these resources. And whereas school
library programs provide learning
activities designed to enhance reading motivation
and establish the information literacy skills needed
for lifelong learning. And whereas the full potential
of school library programs is dependent upon trained
professional school librarians, whose varied skills assist
teachers and students in effectively using this wide
range of information resources. And whereas it is fitting that
the special recognition be given to school
library programs, and the role school
librarians in education throughout the
Commonwealth of Virginia. Now therefore be it
proclaimed by the school board on this 12th day of April, 2016,
that the school board hereby designates April, 2016 as
School Library Month at Stafford County Public Schools. The school board
takes this opportunity to call upon all school
administrators, teachers, students, and citizens
of Stafford County to recognize and
support this action and to participate
throughout the month of April in celebration of
School Library Month. [APPLAUSE] As many of you are
aware, our libraries are under review, of
course, in our schools, and Brook Point being
a wonderful one– Absolutely. –that we have. And I’m looking forward to, as
our libraries grow and expand with our century
skills and other things like that, it’s very exciting. Do we have any here? Are there any here? I don’t know. Do we have– Do we have any
librarians here tonight? Any of our librarians? Yay! Yay! [APPLAUSE] They are smart
enough to know it. That’s right. Yeah, hold on. Thank you for watching. Mr. Hirons and I– we always
say we wait for Christmas. And then we wait
for Library Month. Because we always
get the best stuff. That’s right. So this one says, Madam Chair– I know you were getting
ready to say something– “We are grateful for your
commit mint to our libraries.” And so we thank you
very much, librarians. We love the mints. And you know the way
to our hearts is– Food. –through sweets. Has North Stanford approved yet? We’re getting there. All right, moving right along to
our special presentation 7.01, our collaboration project
special presentation, Dr. [? Mira. ?] Good evening Madam
Chair, Madam Vice Chair, school board
members, Dr. Benson. As you might know, the
technology department is leading the development and
implementation of a project charter to determine
the best instructional and administrative tools to
support our strategic outlook, as well as our C5W initiative. And in keeping with Mr.
McOsker’s bottom line up front, and for the next three
minutes and 30 seconds– [INAUDIBLE] We’ve been working
on the project charter for the last several
months, since late September– I’d say mid-September,
or mid-fall. It is in support of, as I
said, our strategic plan and our C5W initiative. In addition to collaboration
being a pillar of C5W, collaboration skills
have been identified as a key skill for operating
in the 21st century, so much so that in a
recent study, sponsored by both public and
private entities, employers ranked team work
and collaboration as one of the three most
important applied skills. This particular study
looked at applied skills and academic skills. It’s a study that I
actually read, in which 431 human resources managers said
that teamwork and collaboration ranked only behind
professionalism and work ethic as skills most important. And if you really personalize
it, if each one of you personalizes the
idea of collaboration and communication, and
think about colleagues you’ve worked with for a second,
and think about folks that you know, both in the workforce
and in public service, folks that struggle
with these skills– communication– and are
not able to collaborate, they usually don’t
succeed as well. I’m sure you can all think
about folks like that. So the idea behind this
collaboration project is to ensure that we
work on those skills, both in the classroom as
well as our work environment. To do that, we talked to all
of these different stakeholder groups. And we wanted to get out in
front of the project charter and talk to some
stakeholder groups, to formulate a direction
we were going to take. So I personally talked
to all these groups. And Dr. Benson was a part of
the teacher advisory group. I talked to each of
the principal groups, at least two times. And I ended up
talking to students, also, to get their take on
where we should go with this. The consensus was that there
are a multitude of tools available to enable the
school community to leverage collaboration, and learning,
and working environments. Our challenge is to
identify those tools that fit Stafford’s outlook. You hear Dr. Benson
always talking about tools that
fit what we need. So that’s our goal. And that’s what
we’re trying to do. The groups unanimously
said that one of the first tools we should
be able to use, and employ, and provide is
division-sponsored email to our students. And the groups also came
up with this tiered look to providing that. We don’t provide student
email at the division level right now, although the
high schools provide it, on an individual basis,
to high school students. And they manage
their own systems, which is inefficient, really. So we’re looking at providing
fully-functional email accounts to high school students. At the middle
schools, the groups thought it would be very
important to provide email to middle school students,
but on a limited basis. So we would provide
email to the students. And they would have the
ability to email other students and teachers within Stafford
County Public Schools’ domain only. At the elementary
level, they believe it was important for students
to be exposed to email, as the teacher might require,
and give them email accounts. But those email
accounts would only be provided such that they
would email the teacher and back to the
student, as required. So the key milestones here– I’m not going to take you
through the whole chart. But if you look at the left side
there, the project initiation, we got through that. We got through the charter and
the good draft of the charter. The cabinet is definitely
in support of the project. And we did this part here. We’ve got stakeholder consensus. And the consensus was that the
first product we should use should be a product that
provides email capability. We’re right here, at this
little yellow box here. We’re giving you
the brief right now. And what we’ll do
right after this is reestablish our
stakeholder committee– reconvene, I would say– and then determine how we can
garner even wider input on how we move forward with the
collaboration platform and how we roll out email. And there would be multiple
other little milestones and draft documents that
would not be necessarily at the executive level, but at
the detailed planning level. And we plan on moving
through the decision and– the collaboration
products right now, that have email,
the prominent ones– are Google Apps for
Education and Office 365. There might be others out
there, which the committee will look at, and have to determine. And then we’ll move forward
with the design of the system, and create accounts, and do
all these things required to make sure we have a
successful implementation. On the bottom, there
will be concurrent effort to make sure we
update any forms, or policies–
regulations– that have to be done, make sure we
communicate what we’re doing very clearly before we
do it, and update our training. We’ll also make sure
our bandwidth is going to be able
to provide support to what we’re trying to do. And there will be a
training component. And it’ll be a very
deliberately-planned roll out of whatever
collaboration tool we choose. So the three key
steps that we’re going to move forward with are
to reconvene that stakeholder committee, and
develop methodologies to garner wider input, and
begin implementation planning for the platform and selection
and provision of the email accounts, and then continue
to analyze and adjust– not only bandwidth, but any
behind the wall requirements that we might need to get done. And that’s pretty
much the update that I wanted to give you. Questions? I do. Why don’t you start? Or [INAUDIBLE]. Sure. [INAUDIBLE] It’s always the ends, isn’t it? So I was talking to
my son the other day. And he wanted to be signed
up for a baseball app. And I said, OK. Do you have email? He says, yeah. I have email through school. So I was excited. I thought this was
part of that project. So he’s at Stafford High School. And you mentioned
in your presentation that some of the
schools are doing some limited implementation,
which I think is a great idea. And I think it’s
necessary in these times. So for the schools
that are currently implementing something,
is there going to be a seamless migration– Yes. –to– There will definitely
be a seamless migration. OK. Because email is something
we can’t afford to mess up. It’s a basic service. And we’re going to make
sure we do it the right way. In theory, they’ll be able
to retain their current email address, that now they’ve– I don’t know how long
Stafford High School. Don’t know that they’d
be able to maintain their exact same email address. But certainly, all their email
would be available to them. OK. Because if the division is
going to establish and maintain a division-wide domain, it
would probably be [email protected] Now the high schools are all
doing it independently, , like I mentioned, which
isn’t super efficient. It’s staffordhigh.org? You have folks doing email
management at schools that that really should be
doing other things, especially for students. Because we have a
lot of students. Right, OK. The second question I had
was on your flow chart. It did say increased bandwidth. Yes. What’s the methodology
to increase bandwidth? We have– In terms of funding. We have the hardware
installed to do that. And we’re really in a great
position to increase bandwidth. Because all it really takes
is, virtually, a phone call to up what we have. In other words,
we have the pipes. And we have most
of the equipment. You’ll see an agenda
item later on, where we need wireless–
a little bit of increased wireless stuff in the classroom. We’ve been working on this,
Mr. Hirons, for a long time. We’ve been working
to get to this point. Is it included in
the budget, then? Because we increase bandwidth
with that phone call. Yes, it is. Like I say, OK, here’s your– The thing about bandwidth
too is that as time goes on, bandwidth gets cheaper. So we’re able to get more
with really the same amount of money, unless we’re
buying it in bigger chunks. So yes, we’ve budgeted for it. And each year, we’ve
built the infrastructure, as I said, to get to this point. And I’m pretty confident
we’re going to be able to– we will be able
to pull this off. OK, thank you. Mr. McOsker. Thanks. So good report. So bottom line,
so student email– high school, fully-functional
email accounts. What’s that mean to you? That means in and out, like
your email account is right now. You can email anybody in
the world, anybody in the– People outside the school– Anybody in the world can email. –inside the school? Yes, sir. Middle school email mail
to other .net accounts in the school only. So that’s– That’s right. –internal. That’s internal
only, in the domain. In the domain. Right. OK, so elementary–
email to teacher only. What’s that mean? That means between the
student and the teacher. Elementary school. Right. Unless they want something else. And that’s something
we’ll figure out around the– this is what the
principals wanted to do first. Actually, this is what those
stakeholders want to do first. You could always
loosen up the reins– OK. –and tighten them later. I just wanted to– my concern, I guess, really is
the elementary school teachers. All the teachers are
on, 100 miles an hour through the school year. Elementary is on, maybe
105 miles an hour. And I’ve got four
kids in the system. And the parents take up a lot of
time with the elementary school teachers, emailing
back and forth. So that was just my initial
concern, when I read it, to have the student– you know,
hi, misses– which is sweet, but– And this will be as necessary. OK. They don’t have to do it. Got it, thanks. Ms. Kidby? Yeah, I had a couple questions. I noticed that one of those
boxes is an opt out box. That’s right. So does that mean at all
levels, or certain levels, parental permission is required? Well if it’s opt out,
it’s going to assume that everybody’s getting it. And those that want
to can opt out. Now we haven’t really gotten
that far in the whole process yet. That’s just on there
as a planning point, as a discussion point. All right, I won’t
pursue that any further. But the other question
I had had to do with how the roll
out– you’re going to roll out to all
three levels, all at the same time, all schools. We might have to look at– if
you look at the bottom here– implement school by school– Ah, OK. We’re going to have to
really think about that. It’s going to be a
deliberate roll out. I can promise you that. It’s not going to be a– it’s going to be
well thought out. OK, that’s all I need. Thanks. Mrs. Healy? My question was along the
lines of Mrs. Kidby’s. I want to make sure,
since most of our students are minors, that the minor’s
parents consent to this. And just putting it in
those many, many forms that go out at the beginning
of the year may not be enough. So I think we’re going to need
to have our public affairs office or something
address this. Because I think it is important
that the parents consent to this, particularly
at the level where it’s going to be a
full access to that email. Yes, ma’am. And this says in the
student handbook. But we’re also going to have to
put it in the code of conduct as well. That’s going to have
to be addressed. We’ll review all of
that and make sure– as it says right there. We will review. It we’ll make sure it’s in the
documents in needs to be in. Well that’s a good thing. But given the schedule here,
I think the code of conduct comes significantly in advance
of the start of the school year, because of printing,
and distribution, and everything else. So I think we need to make
sure Mr. Nelson is involved in that timing for that. I’m sure you’ll enjoy
working on that, Mr. Nelson– a new category to address. [INAUDIBLE] a predecessor
that [INAUDIBLE] and still exists [INAUDIBLE]. But the way we treat
acceptable risk policy is by distributing
it with other papers, at the beginning of the year. And then there’s a cover
sheet, which is [INAUDIBLE]. But you know I’m always
for full disclosure. And if there’s going to
be a penalty associated with an abuse or
misuse, then I think parents and students
need to be aware of that up front, and not
after the fact. Thank you. Ms. Egan, were
you– or are you– It’s been covered. It’s been covered. Mine was exactly the same, about
the code of conduct impact, and how we communicate. So I think those are
things just to take back to your stakeholder groups and
to the committees, that those are some questions
raised by the board– And parents. –and parents, exactly–
which we serve both roles. So thank you very much. Any further– all right, moving
along to our program review of middle and high
school programs. And that’s going
to be Dr. White. And team, I believe. Et all. Et all. Et all. [INAUDIBLE] OK, well good evening, Madam
Chairman, school board members, and Dr. Benson. This evening I’d
like to introduce you to the long-awaited
program review update, along with representative
group of our principles and instructional
department personnel, without whom the implementation
of our various programs would not be possible. I’d like to start with– before I bring the middle
school and high school up– with our overarching
orders, with regard to providing a program at
our middle and high schools that enhance
efficiency and equity. And we talked about
reducing travel costs between the schools
during the day. Allowing use of
itinerant teachers in hard-to-staff areas. Expand use of virtual
delivery models. Provide equity and access
to middle school electives. Enhance student opportunities
for specialty programs. And reduce loss of instruction
time for middle school students. And we began with
this on last year so that we could implement
it this current year. And we would like to
give you the update of how things are going. And to begin that, I
would like to invite Dr. Tammy Hanna
and Dr. Andy Grider to come and present on the
middle school programs. Thank you, Dr. White. Good evening, Madam
Chair, Vice Chair, members of the
board, Dr. Benson. Dr. Hanna and I are here to
give you an update, if you will, on middle school scheduling. And Dr. White
mentioned the things that we were tasked with
doing initially by the board and by Dr. Benson. So one of the
things that I think was clear from our
presentation last year was this was a
collaborative effort. The middle school principals
had to work very hard to come to some agreement about
what a common middle school schedule should be. And so I feel like
that we did that. I feel like that all
the middle school principals did a good job,
along with their staff members. And so we’re very
proud of the results that we’ve achieved thus far. So as you look at the
bullets, the first thing is the dedicated block of
literacy and math everyday. Not all of our schools had that. Most of our schools did have
that at that point in time. Now we all have that. An embedded, dedicated response
to intervention through that and extended English
and math time. And then the third bullet down– our RTI time, as captured
through our intervention and enrichment time. And so that has been the
biggest piece for most of our middle schools, has
been the implementation of the intervention
and enrichment time. And we’ll get to some
survey results later. But I think for the
most part, I would say that it’s been successful. We also did want to
make sure that we had similar elective
programs, access to geometry, and then of course
all the middle schools offering Spanish language,
and then, if possible, other languages. So in terms of looking at
determining effectiveness, I think any time that
you implement something in its first year,
it’s really difficult to tease out those factors
that might interact with what it is that you’re looking for. So in terms of looking
at benchmark data, STAR assessment
results, and so on, it’s hard to determine that
our new schedule has really impacted those things
at this point in time. We’d need at least another year,
I think, before we could see, in terms of student
achievement results, to see if there is an
impact on achievement. We did, however, do survey with
our students, with our parents, and with our staff. And we have those
results, which we’ll share with you in a little bit. Good evening. I would like to just
interject, before I talk about
intervention enrichment how much I appreciate
the common schedule and how much central
office has supported that. For the first time in nine
years at Drew Middle School, we had a chorus that’s gone to
All County and All District. And that’s because we were able
to have this common schedule across the board. So that has helped
with the equity issue that I know came up repeatedly
last year at your redistricting meeting. So thank you for that. [INAUDIBLE] That’s right. That’s right. We just have a few pictures
of different things that are occurring
in the buildings. And this could be
anywhere in the building. And I think that the fun
thing about the intervention and enrichment is
that the teachers have a lot of say in which students
that they’re working with. And I know at Drew I made
a commitment to students that if you worked your hardest,
if you needed an intervention, then we would make sure you
got some type of enrichment that you wanted during
the school year. And I think all the
schools have done that. And our students
have worked hard. And we are excited that we’re
at the point of the year where kids are asking
to be in interventions. They are saying, I need a little
bit of extra help in math. Or I need help in
the civics blast. Can I go in there? And that’s really good news
for us, for middle school kids, that they’re becoming
accountable learners. So this just has a couple
examples of different things. And we’re going to talk about
some of those types of things that we’re doing. The I & E program– intervention enrichment–
different schools call it different names. But basically, it
varies by schools. There are some commonalities. But it depends a lot on your
teachers’ passions and talents. So I don’t think it’s very
effective if I go and tell Dr. Grider he has
to teach origami, if he doesn’t know
how to do that. But if he has a special
interest in that, the kids seem to
capture that passion. And they’re able
to do those classes and those enrichment
opportunities. Some of the types of things
that we have going on– we have Model UN and debate
things that were sometimes occurring after school or during
other classes that now occur during I&E. We have
lots of stem programs, like robotics, that
you see up here. The Virginia
Demonstration Project, that sometimes is run
through science classes and robotics– we have
athletic activities. The kids love getting out and
having kinesthetic activities. We’ve had things
like floor hockey, or leisure activities–
basketball. And then we have a lot
of hands-on things, which really surprised us. Many schools offer
calligraphy and cursive. And it was one of the
kids’ favorite things. They think that’s
a secret language– how to read cursive writing. So they’ve liked that. We did duct tape crafts. They’re amazed. There’s a scholarship for making
prom dresses out of duct tape. There’s money to be made there. Origami, stamping– one of the
ones that kids really enjoy, too, is knitting. I’ve been very surprised. And I’m going to talk
a little bit more about that in a second. But we also have lots
of things going on. And it’s interesting to
come and talk to the kids. This is an example
from [INAUDIBLE]. And we’ve been going around
at our middle school meetings. Every month, we go to
a different school. So when we’ve been
at Rodney Thompson, I’ll ask the students
about what they like about I&E. When we were at
the other different schools– Shirley Heim, I was
asking the students. But the funny thing
is to talk to them. And they experiment. And it doesn’t work. And you hear them
brainstorming why. And then they go right
back to the classroom and try to fix it. And then they say things like,
oh, 30 minutes wasn’t enough. We’re going to have
to fix this tomorrow. So they really are
doing that, which I think dovetails nicely to what
Dr. [? Meir ?] just presented, which is the whole C5W. So in knitting, we’ve
had some people– and there have been
some teachers who say, it should all be academic. Why are they down
there knitting? And in reality, when you
look at the RTI model, you only have about
15% of your kids who need that
intervention and probably 5% who need extensive
intervention. So what do you do with the
other 80% to 85% of students, in a non-graded class,
to keep them on task, to make sure that our
teachers aren’t running out of the door crazy? Well we let them
do things that they have passions and talents for. And they share that
with the students. So for knitting, I have up here
communication, collaboration, creativity, and
critical thinking. And I’ll just tell you
how that came to be. I walked into the library. And these kids were knitting. And I see these– and it’s
a boy and a couple of girls. And the one boy is knitting. And he has huge circles
in his scarf, which is not going to keep you warm. The guy beside him has
his so tightly wound, he can’t get the needle
in on about the fifth row. And so the other kid’s like,
well, it can’t be that tight. But it can’t be that loose. So how are we going to
measure it, to get it to fit? And they’re doing
all of those skills. They’re having conversations. They’re predicting
what they need to do. And then they’re going
back and fixing those. And even in our
hands-on things, there’s a lot of collaboration
with students. You walk in the game
activities, and the card games, and they’re teaching
each other tricks, and figured out ways to
manipulate the materials that they’re working with. And sometimes those
are things that they don’t get to do in other times. The other story I
just wanted to share is we had a salsa dancing. I wish I could have
gotten down there. Because I need a little
bit to help with that. I hear I take wide steps. So I know I have long legs. That’s a problem. But we had a young student
who was in a bit of trouble. And he was going to be
in in-school suspension. And he was going to miss I & E. And he begged Ms. Ivory,
who was with me at the time, can I please go to I & E? It’s 30 minutes. I know I’m not
supposed to get out. He said, but I’m the
teacher’s partner. And if I don’t go,
I don’t know how she’s going to demonstrate
the next dance move. So for him, that was
a motivation for him. And he is a student who is
a student with disabilities, who is never going to volunteer
to go first to read aloud. He’s never going to volunteer
to solve a math problem. But for once, he was
a student leader. And that’s what we wanted to be
able to see for our students. So moving forward,
there are some things that we’ve realized
have been challenges. We didn’t really have a
budgeted amount from the county to help support this. So we’ve all just
been very creative. And we have realized that
if we purchase things, we can share them among schools. So if I have a KNEX
kit, and I use it during the first quarter,
then someone else could use it during
another quarter. So we are going to try to
figure out ways to collaborate. We’re still experimenting with
implementation strategies, like how long, how do
we sign students up for the different classes– that sort of thing. It is difficult to implement
with a shared part time math specialist. So thank you for
your work to help alleviate that in the future. Because we do need them
to help us actively form our RTI groups. And they are a critical
part of that team. And then we want to
make sure that we’re offering the kinds of things
that students want to take. And I’ve been doing this. Because we did a similar kind
of thing at AG Wright years ago. And I can just tell–
some of the things that teachers would
like to do, the kids may not find as intriguing
as the teacher does. So how can we get them invested
and interested in things? So before I get to the
survey information, I just want to
piggyback a little bit on what Dr. Hanna was
saying with regard to I&E. So she she mentioned 15%
to 20% of the students might receive some
type of intervention during the course of the year. And I know at some
of the schools we have an intervention block. It’s the same block of time. But we’ll use that
block differently for students who may not
have been successful on one assessment, for
example, or students who may have missed
several days of school. So it provides us an opportunity
to provide some remediation for students, just
in time, and then allow them to get back to
their enrichment course. And sometimes that’s a
real motivator for kids, to make sure that
they understand the concepts that were taught. So survey information– surveys
were sent out to staff members, to all staff members. And you see the response
rate there is 36%. The majority of our
students did respond. And then 8% of our
parents responded. The questions were
worded very similarly, so that we could do some
comparison among staff, students, and parents. And so you’ll see on the
first couple of slides, although it’s a small
percentage of parents, they’re relatively in
agreement that awareness of the different opportunities
through I&E and also the opportunities to explore
activities through I&E– they feel, among
the three groups, that they don’t
know that students have those opportunities. And I think part
of that is really just a matter of publicizing
what we’re doing and making sure that we’re communicating
effectively with parents. I know that in our school,
we’ve been running an I&E time. We call it ACT. And we’ve been doing that
for the last six years. And even parents
on our survey said that they were unaware
of some of the things that we were doing. And by the way, we just
started our fourth quarter ACT. But I would encourage you to go
to the Rodney Thompson website. Our Fusion page has both
our survey that we use and also our catalog of
courses that students got to choose from for
the fourth quarter. But again, that’s an area that
we can certainly improve on. So blue is staff, red
is students, and green– yellow-green is parents. [INAUDIBLE] So there were five
responses that all of them could choose from– agree, strongly agree,
neither agree or disagree– which is not part
of your slides– disagree, and strongly disagree. So we grouped the
strongly agree and agree. Thank you. [INAUDIBLE] I’m just trying to [INAUDIBLE]. Right, right, right. So the red represents
the students. So in this particular
slide, students have the opportunity to get
additional help in one or more areas during I & E time. So on the left hand
side, that’s the people that strongly agreed or
agreed with that statement. And then on the
right hand side you have people that strongly
disagreed or disagreed with that statement. So 77% of our
staff members agree that that’s a time that students
are getting additional help. So green is strongly
agree [INAUDIBLE]. Together. Combined. That’s OK. So obviously, our staff
members feel like that students are getting additional help. And that’s a positive thing. And they would know
better than anyone. Our students, though, are
very close in their agreement that they’re getting
opportunities for additional help. And that’s what counts. This, I think, is a
really interesting slide. Students enjoy I & E time. So the question was
worded similarly for both the staff,
students, and parents. So interestingly,
the staff members who did respond to the
survey felt very differently from the students. The students enjoy I & E time. But the staff
members don’t think they do, which I thought
was very interesting. And parents are very close,
in terms of their responses, with students. And I attribute that to
the fact that many students do go home and talk
about what they’re doing during I & E time. And then finally, students
benefit academically from I & E time. Once again, staff
members are the lowest in terms of agreement with
that particular statement. But students,
interestingly enough, agree most strongly
with that statement. So not only do students feel
like that they enjoy it, but they also benefit
academically from it. And then finally,
we did a question with our staff members. Staff members who believe
the implementation of I & E time at their respective
school has been successful– and you see, that
that’s pretty evenly split among staff members
in terms of their agreement or disagreement. And I would say to
you that any time that you do something new– it’s a fairly dramatic change
for teachers– any time that you do that,
there are going to be some things that
don’t run quite as smoothly in your first year. I know that we experienced
that certainly, as a school, when we
implemented six years ago. So Dr. Hanna is going to
talk a little bit more about some of our
grows and glows. So what we did was we
had a comment section and we looked for common
themes or comments. So first, we’re going to
look at some of the things that students had to say. And the ones that have
quotes were direct responses. So if you all
notice, kids enjoy– they say freely, without
almost any rules. Of course, there are rules. They’re in school. But they like that
they’re given a break from the academic
structure of worrying about something being graded. So for instance, in that
[? sea ?] [? perch ?] session, if your device sinks, that’s
not a reflection in a grade. It’s just go back and rework it. So they like that. And then this one
student said they like the sheer amount of open
discussion and creativity. So students like that. They like engaging
in different ways. And I walked into
an I & E that was talking about ethics,
and personal choices, and different things. They would give them a problem,
like, you have a lifeboat, and only this many
people can fit on it. Who do you throw overboard–
and that sort of thing. And students who
normally wouldn’t write tons and
tons in a response could speak that response. And then they figured out,
now I know what I would say. And I can take it back
and put it in writing– so just having that
conversation, that dialogue. And then students do say
they have a lot of fun. They enjoy it. The grows– they think
that the time was too long. So some of the schools were
doing nine weeks at first. So now a lot of
those schools have moved to different
configurations of time. So we’re looking at that. They would like more options. Of course, that’s limited by
what resources you can have. But we do have some
that are repeats. I know we have
one at Drew that’s cartooning, with Mr. Godsey. And he teaches them
how to take notes. If you’ve never seen
him take notes– he watches the school
board meetings online– he takes notes, drawings, the
whole time you’re talking. But then he has visual
elements of a meeting. And he’s teaching
students how to do that. And they love that. They would like– sometimes they
don’t get their first choice. And we tell them that
that’s because if we have 36 spots in floor hockey,
and 183 people want it, we may have to offer
it again later. But you may not get that. And they do love the
hands-on classes. So that was one of
the things that they’d like to see more of. Now when we look at the
teacher responses and themes, they do enjoy helping the
smaller groups of students. And they get to know students
they would not otherwise teach. I had an eighth grade
teacher who told me, did you know sixth
graders do something the first time you ask? And when you want volunteers,
they all raise their hand. She said, that’s different than
the eighth grade classroom. So she’s getting
to know students. And I think it brings your
school community together. Because kids know
different teachers they would not otherwise know. The students have told me,
when I was at Rodney Thompson, and I was asking students about
working with teachers in I & E, one told me, I like having
a different teacher that doesn’t normally teach me
math explain how to do it. Because now I understand,
when I didn’t before. So they like that. And the students get to see
how the curriculum is applied in the real world scenarios. Those are things
that sometimes they don’t make those connections. And some teachers have seen
that their students enjoy it, and that they feel that
their suggestions are valued, and that they have a
choice in what they teach. The areas where we’re still
going to continue to grow is there is a
concern that if you have a lower performing student
who needs help in literacy and numeracy, it’s going to
decrease their opportunities for enrichment. So how can we help
those students so that maybe they are getting
those opportunities as well? That it takes away from
other time of classes, which is true– to get
that 30 minutes, Tuesday through Friday, we had
to shave about six minutes off of each of the core times,
to give us the 30 minutes. So there was concern about that. They had to have time
for lesson planning. And they have to collaborate
about students’ needs. To reformulate your RTI
groups about once a month, and look at who
you have, and where are you going to put
students, and then to make sure that if
I need them for math and he needs them for
reading, that we’re not trying to get them
at the same time, it takes quite a bit of time
and quite a bit of planning time later for
what lessons you’re going to do differently to
target those areas of weakness. It’s not graded. For some schools
that was a concern. They felt that students
might need a little bit more motivation. And again– hard to reach
kids that need extra areas. And then some teachers were
selected to teach remediation all year at different schools. And that was an issue. They felt like they
they wanted to be able to do the fun
classes, and to be able to explore, and get to
know kids in a different light. So that is something
that if that’s happening at those schools,
the principals are looking at. And then we talked
with the parents. They did like the opportunity
for help during the day with a comment being that
it’s hard to get back after school for tutoring. Our students can’t drive. So they like knowing that their
students can get the help. They like that they
could explore things, that their children
were coming back saying positive
things about I & E. And they liked that
there were things that were career interests. One parent had noted
that their child was now interested
in a science career that previously they were not
aware existed because of an I & E opportunity at
one of the schools. And they liked learning to
apply their academic skills in a different way. So the opportunities
for growth– again, we have to limit
based on class size. So we have all those students
who wanted floor hockey, for example. But we can only
have so many spaces. And that sometimes a student
spends too much time in a class that they don’t enjoy or do
well in like math– if they need the extra help in
math, and then they’re back into a math
remediation class, the parents are like, well, they
don’t like math to begin with. And now you’re just
giving them more math. So that was a concern. The unaware of
offerings– and we’ve talked about ways that
we are implementing the programs differently. And concern that the academic
classes were cut shorter, and so that their kids– for the few kids who
might need the extra help or the enrichment– back to the
how are we going to make sure we publicize better? One of the things that
we said we could also do was make sure we’re showing
the parents the academic links, so that even though they’re
missing the academic time on one side of the
house, maybe they’re working on math skills
in a different way in one of their I & Es. And we need to make sure
we’re transparent with parents in doing that– so looking
at ways on our web pages that we can show
parents where we’re linking C5W, where we’re linking
other cross-curricular areas. And I think at that,
we have Ms. McCarthy? Yes. So before I think we– may we say a few
words, just about RTI, before we roll into– and you do not have to
stand up there for this. This is just a comment. It probably will. So don’t sit down. Sit down and relax. So just Dr. Benson,
do you remember, was it last year we started RTI? Or was it the year prior? When I mean last year,
was it September? I’m sorry– I & E.
Was it this year? So it was this year, OK. I supported this when it first
came out, maybe in early– whenever we were first briefed
on it, sometime before that. Because it was something
that the school came up with to identify with students
that needed help, and then those advanced
students, or students that wanted to explore
different areas. And they also worked that. So that was a big plus with me,
especially with our community, and our teachers and
parents– and I’m a parent, parent for the school system. So I want my kids to
learn different things, and knitting– whatever it is– robotics, and all that stuff. So I have some columns
here I wrote down. And you hit them,
I think, doctor– I want to call her Dr. Tammy. Dr. Hanna. Hanna. Dr. Hanna. Because everyone
calls you Tammy Hanna. They don’t ever call you Hanna. They call you Tammy Hanna. So Dr. Tammy Hanna. So I have some columns. So it’s a student column. And it’s a wonderful picture
on the student column, I think. What we all think about
those old days in school, where we’re not SOL, SOL, SOL. And then the teacher
column– and you hit some of it– with
the teachers are going, well, yeah, it is more work. I get it. It’s more planning sessions
that we have to have. It’s a lot more
things we have to do. And oh, by the way, we’re
getting evaluated on the SOLs. And that’s just me
thinking out loud. But I think maybe they have
some concerns with that, too. I think that the teachers want
to do these wonderful things with the kids. At the same time, I think that
in the back of their mind, they’re always like, you
know, we’re great on the SOL. And so I just wanted to
leave that for a comment. And OK. Can we continue discussion
of this section? Go ahead. Just a really quick question. There were a few slides
about the survey. Did you say that you
had it on your website, that you could see how
your school scored? Is that right? No, I didn’t. What I was talking about
was our fourth quarter ACT for I & E time. We put our student surveys
so that they can choose what courses they [INAUDIBLE]. That’s what’s on our website. So if you go to
our website, you’ll see that you have a
catalogue of choices. And then we also have the
survey that students take. We encourage our parents to
sit down with the students and make their
selections for I & E. OK. I’m assuming that
you’ve seen it, division wide, the
survey results. Did you see any big differences
between any particular school? Or was there one that
the survey results were just not really very well? I didn’t see
school-by-school results. I only saw division results. OK, do we have– We got to see our
own school results. But we didn’t see
school-by-school results. I’ll give you an example. I can tell you that
my parents were not as familiar with the offerings. And I explain this last week,
at the sixth grade parent orientation. I do not do my sign ups the
same way that Andy does. I want to have more control,
to make sure that students– the way that he does
it, they go online. And it’s a first
come, first choice. I have students that don’t
have internet access. So that wouldn’t really be fair,
if I opened it up at 6 o’clock at night, and parents
were sitting around. Because if no one
helps them, they’re never going to get
their first choice. Sure. The other thing is– and maybe this is
just me– but I think when you’re 11
years old, 12 years old, you don’t get a lot of choices. You don’t really get to pick
a lot about your clothes. You don’t get to
pick your meals. You don’t get to pick anything. Your parents probably
helped pick your electives. And I tell my parents, for once
in their little 11-year-old life, I want them
to have a choice. Because then I hold
them accountable. When they come to me
and they say something, I say, you know what, I
gave you your first choice. So now we’re going to
live with that commitment for the next five or six weeks. But on the same
hand, I still need to tell parents the
kinds of choices their child selected from. That was where I
kind of messed up. Let’s talk about
that for a second. He’s one of my parents. He gets no input. Just [INAUDIBLE] back on that. We had about 200 students
that didn’t sign up online. So we end up signing those
students up in school. And it doesn’t impact whether
they get their first choice. So it’s different. It is a different process
for each one of our schools. Is the data anywhere that
somebody could look at it and say, well, look at this. We’ve got Shirley Heim is
very over the moon satisfied. Yet Dixon Smith might be
maybe not so satisfied with the offerings. Yes, and I actually have
that in my office– all the data from the
individual schools as well as the aggregate. OK. So we do [INAUDIBLE]. But I don’t think there were
any stunning things, like one was absolutely higher than– Nothing jumped out at you. The things were
very, very similar throughout the entire division. So I thought that
was [INAUDIBLE]. Great, thank you. Tammy? Tammy? [INAUDIBLE] I need time. I’m [INAUDIBLE] Ms.
Fallon much better. And both as a parent and
as a school board member, I was a little
skeptical about it. But Connor, who happened
to show up in our picture– Oh, you’re showing
his picture on there? –in there. Product placement. So I know he had at least three. Podcasting– this cost me
1,200 bucks next weekend, to take him to Boston, to a
YouTube podcast convention. That’s great. Gaming– before the
year, he had no chance of beating me at chess. Over spring break, I
didn’t win one game. And duct tape–
well, that one I had to run out to Walmart
once at 11 o’clock to get a roll of duct tape. So apparently it is working. It spills over into the home. Yeah. And from a parent’s
perspective– and I’ve seen Connor
grow on these. And I’ve seen him
excited about school. He’s spent plenty
of time with you to know that that’s
a challenge with him. So I do see that benefit. And I see how
Connor was probably one of those who answered
yeah, loves it, and sees the value in it. And frankly, I see him
learning in it, too. So I like what I’m seeing. I do share Dwayne’s concern
with the teachers on that lower agreement and
higher disagreement, that it’s a value, and
it’s implemented well, or successfully. I forget what the
exact question was. I do hope we grow that. And one of my questions
is from there– and also, real quick, was it
just middle school teacher staff that were surveyed? Because you did say all staff. And it wouldn’t make sense. But I wanted to make sure
that it wasn’t high school and elementary were included
in those statistics. Is it capable to bring in
folks from the community, to help run these
classes, this time? Oh, we do do. And we have community speakers. We had pigskin
geography in the fall. And the students
followed football teams. And they did geography. And we have a member of
the community, who was– the movie, Remember the Titans–
he was there, his senior year, when they had the integration. And so he came in and
spoke to the students. So we have community
members who are coming in as guest speakers. We don’t really have
any that come in and lead on a full time basis. Because it’s hard
for them to come in, just for 30 minutes a day,
for that block of time. But we definitely have
people coming in to help us. But is that a capability? Is there any restriction
that we would say, no, we can’t have someone come
in and teach this session every day for 30 minutes? I think we would pair
them up with a teacher. And they would just do the
same volunteer fingerprinting as anyone else. Right, but it would flex
the teacher a little bit. So they could do some of the– Are you volunteering? We’ll find something
for you [INAUDIBLE]. I have some thoughts. But I think it would
be useful to reach out to some of the communities. Falls Run– a 55
and older community, where there are a lot
of folks that do– I get asked quite a bit, what
can I do to help out schools? And I always tell
them, go volunteer– don’t necessarily
have any specifics. I send them to particularly
principals to talk to. That’s a great idea. But there’s so much
value in someone, like you mentioned, from TC
Williams, who was through that. And I think with the
questions about metrics, it answered all
the other questions I had developed during the day. But thank you. And the other thing about the
teacher survey is if you look, it was what, 30 some percent? There’s almost 60 some
percent who didn’t take it. And I know, for some
of my own teachers, when I’ve talked
to them, they’ll say, well, if I didn’t
really have anything to say, sometimes I just
didn’t have time. Or it was one more email,
and I didn’t get to it. So there is that,
also that we, I think, should take into consideration. Because most of the teachers
that enjoy parts of it, like working with
their RTI groups, and doing things
that they enjoy. But of course, with any
change, you’re going to have– that implementation
phase has that little bit of sticky point. So if they feel strongly
about it one way or the other, they’re probably going
to respond to the survey. Correct. So good, I think it’s heading
in the right direction. And I want to see the
improvements we implement next year with it, the tweaks. All right, thank you. We try to sneak away
without questions. Don’t run away yet. Ms. Fallon? I think you had– Ms. Fallon? I just want to say that my
kids have absolutely loved it. At Stanford Middle, we do it
at the end of the day, which is just great. They really look forward to it. And it encourages them to get
through the rest of the day. And I do have a child who
has done the RTI part of it, as well as the enrichment. So it’s been nice to be able
to be on both sides of that, and really be able to see
how it’s worked with that. But I think it’s
a great program. And I do know that my middle
school is having trouble adjusting to it. But I’m glad that
we’re sticking with it. Because like I said, I think
that the kids really enjoy it. The other thing about
it is with the teachers, I think that this is one
way, like you were saying, they don’t have the SOL
holding them to it– that eventually they’ll see
it as bringing the joy back to the classroom, and
the joy back to teaching, that they’re not
being held to that. They don’t have to have
everything perfect. Nobody is standing over
them going, well, how are your kids doing in this? So I think that that’s
a great thing about it. If you ever want to read a book
that illustrates that sentiment is Dr. Seuss’s Hooray For
The Diffendoofer Day– just letting you know. Ms. Kidby? Just very, very quickly– actually having been an educator
in a middle school environment with this kind of
configuration for the schedule, it was in a private
school environment. But nevertheless, it was still
this kind of configuration. One of the challenges
I found, as an educator in that
environment, was being able to put together
meaningful lessons for a 30-minute
period that would engage x amount of students
on a regular basis. That’s very challenging. And they may think they’re going
to enjoy the subject that they have chosen. And then they get in there,
and they don’t like it, and they don’t have the same
kind of vested interest. So I found that many times I was
spending as much, if not more, time planning for
that 30-minute period than I was for all my
other math classes. And that was problematic for me. And that might have been my
shortcomings as an educator. But I think that’s a challenge
for many of our educators and this kind of a
configuration for the schedule. Dr. Benson, did
you have a comment? I saw at one point you waved. Just very quickly, I want to
reinforce Mr. McOsker and Mr Hirons’s focus on SOLs. We have no intention
of stopping being able to say that we are the
largest division in Virginia with all schools
fully accredited. So we’re not saying we’re
going to give up on that, OK? We want to be able to
continue to say that. At the same time, the governor
did sign legislation last week that is going to
require the Virginia Department of
Education to develop a portrait of a
graduate in Virginia. And that will include
those five Cs. OK, moving on. Hi, my name is Roxanna McCarthy. And I’m the world language and
ESL coordinator for the county. And we basically have two
options for world languages for next year. Besides offering
Spanish at every school, option one is too hire
two itinerant teachers that will be able to cover
the eight middle schools that we have. And all of it has issues. And it was just giving
an example there. I don’t need to read it. But if you have any
questions, I will answer it. And option two is to
use our current teachers that we have from
the high schools to go teach at the
middle schools, if they have some free time. That brings up a
lot more issues. But those are the two options
that we’re looking at. And you can read for
yourselves and see if you have any
questions of either/or. I just wanted to make
it brief for you. Ms. Kidby? Thanks for bringing this. The goal here is to have two
languages at every school. Is that the goal? Two languages at every school. Currently it’s just Spanish,
except for one school that does have other
options, because they do have the additional resources. And since Dr. Hanna is
still in the audience here, I am concerned about lower
population middle schools. And are we going to be able to
achieve that, and achieve it effectively? Because if we only– I think we’ll probably
fill a Spanish class at a school like Drew. And Drew’s our lowest
populated school right now. But if we have requests for
French, German, et cetera, and my assumption
is you’re going to continue to first choice,
second choice, third choice, and based it off of that. But are we going to be able to– if we only have 12
kids that sign up for French as their
second option, or whatever it might be– even justify a teacher for that? What our hope would
be would be to have Spanish at all the middle
schools and then one other language. What that might be would
be based upon choice. So if you have say, 15 students
who are interested in German, and maybe 10
interested in French, well, we would probably
offer that German class and then see which class
those other students might be interested
at this point. And that’s, again,
based on resources. All right. And at a larger populated
school, like Rodney Thompson, you’re probably going
to have 30 plus kids– you’re going to have the 60,
70, 80 that want Spanish, or are directed towards Spanish. But you’re probably going
to be pretty equal, where you potentially have 60
kids that want French, and 60 kids that want German. And what my concern
there is all right, so, I would feel bad
denying a resource that provides that opportunity
that those children want, and those families want,
in lieu of then ensuring we have two languages at Drew,
but we have a class of 12 kids. Certainly. And again, we’d have to
look at our resources, and how we can allocate
those to meet that need. I wouldn’t feel comfortable
saying that we definitely would at every school,
even in that situation. But we do want to provide the
most effective program that we can. And it may mean that we’re
limiting it to two, because we do not have those resources. However, if we do– for example, like we did this
past year at Dixon Smith– then we would certainly
try to do what we could. Right. OK, thanks. Still fighting for
Drew, make sure we get– Any other– oh. Madam Chair, just
a consideration– as we continue to look
at staffing standards within the division, a
differentiated standard based upon size of school
is probably something we should be looking at. So there should be
some consideration given to the size of the
school, both with small schools and with very large schools. So as we begin to implement and
revise those standards moving forward, I think there’s
some room for the board to try to address that concern. Ms. Healy? And I think when
we’re looking at that, Mr. Hirons raises a
really good issue. And it comes down to parity. My personal feeling would be
if we only have 12 at Drew, then that would be the
exception to the rule. Because it’s not
fair to a school because they have a lower
population that they shouldn’t have those same opportunities. My concern is that we have
the same opportunities across the board. And right now we don’t. Ironically, that’s how
we got into offering Spanish across the board. And then yeah, it’s great
we have a school that has more than Spanish. But all the other ones don’t. So I think that’s
something that the board’s going to have to grapple with. And I appreciate you bringing
us some options here. I don’t think– the high
school one is probably not going to work. Because I know most
of those teachers are pretty full,
unless we had one that was hired to help fill in. But the itinerant teachers
are an interesting possibility to look at. And that may help
us have the parity that we have agreed to strive
for in the middle schools at a reasonable cost. And it’s two teachers to
cover the entire middle school division– all eight schools– for that other language. So that’s a plus for
that one, as well. All right, we’re going to go
ahead, and then, if you’re OK, move forward. We have high school next. High school. We are also going to do
a brief mention of APPX, as well as CTE. And the I’m going to close out
with an announcement regarding Mountain View. What about IB? That was not in
the presentation. I’m sorry, no. We’re just look at AP now. Is there a reason? If you have questions about it,
we do have some information. But it was not in
the presentation. I apologize. But isn’t that part of
the program evaluation? Well, we can have a separate
presentation on that. OK. I think it’s really important. Because we’ve raised
questions about IB. And we’ve talked about expanding
the opportunities for AP classes, or collaboration,
or whatever. But you may not be here
Dr. White, unfortunately. But I’d like to
put my request in to have that evaluation before
the end of the school year. I think we have some information
that we can share if we have specific questions about IB. Thank you. So I just want to– well, while you tee
up the next one, one thing I want to
talk to the board– when we do talk about
languages, it’s very important, as I’m having children
go visit colleges now, and a lot of the colleges they
want four years, same language. If not, they want a
note from the counselor. So what we have
to do is we really have to plan so that we’re
not changing– whatever we stick with, we need
to start getting with it. Because it’s affecting–
they’re shown up to colleges. And they’re like, hey man, you
need four years, same language. So give me a note
from your counselor. And a note from the counselor
doesn’t work real well on a lot of these colleges. And Tom is actually– Mr. [? Nichols ?] is actually
going to speak about that. But that’s one of
the things that’s also changing our communication
with parents and with students. It’s no longer good enough
to do a two and two. Do four– and that’s why
we’re looking at offering now at least five years
for every student who comes through school. Mr. [? Nichols? ?] Good evening Madam Chair,
school board members. It’s an honor to
stand before you, one year later than when I
presented the high school scheduling plan. So it’s an opportunity
to give you an update. As we started the
meeting out, Dr. Benson gave us our marching orders. And together, the five
high school principals work collaboratively
to present a plan. One of the issues was looking
at virtual delivery systems, both synchronous
and asynchronous. And this year we piloted with
Mountain View High School offering AP European History to
Stafford High School students at the same time. So while students
in Mountain View were being presented with
the curriculum for AP European History, the students
in Stafford High School were watching by video feed
and learning at the same time with a facilitator. At this point, they say
things have gone smoothly, after a little rocky start. A new program is always
tough to get going. But they’re going well. And they’re going to
do some student surveys and analyze the test
scores and also the grades at the end of the year. And just to give
you a reference, the Commonwealth
Government School uses synchronous learning a
lot within the different region high schools, where a
teacher down in Spotsylvania will present a lesson to the
students in Stafford County at their different sites. Asynchronous– where
we have students learning at different times,
but learning the same material– we currently use the
Virtual Virginia School, which is an online programs
sponsored by the Virginia Department of Education. And also, we use Edgenuity,
which is a credit recovery program, where we have students
who failed a course, who may go back and take
the course online in a different environment. Both of these have been
very successful in meeting different demands
and also scheduling– some of those unique
scheduling issues that we have. The hybrid schedule–
we implemented hybrid– which is a combination
of four-by-four, which lasts one
semester for a class– and also alternating day–
which go on every other day for the whole school year. These two schedules
provided flexibility not only for meeting
student needs, but also for the different
courses in the high schools. And all five high schools
implemented this schedule this year. And we’ll continue to
refine and implement as we move into next year,
and also the years beyond. World languages, that you
were just talking about– with the elimination of
the middle school traveling to the high schools and
some of the offerings that they may have had, we
wanted to make sure that all students that come
to the high school– if they’ve had zero
foreign language courses when they arrive
as a ninth grader, that we’d be able to make
sure that a student could get five years of the
language before they graduate, to meet your concern. So we’ve worked
out in our schedule to make sure that these students
can go through levels one, two, three, four, and possibly
even five, if they’d like. And again, the
potential does exist– again, based on
scheduling and needs– though it’s possible
that an itinerant teacher may be able to go
down to the middle school– again, depending on
needs and the number of students who are taking
the classes in the high school level. Then we also look at
the travel program– CTE and our signature programs. Basically, we implemented a
half-day travel program, which meant that students would
only travel in the morning, around lunchtime– yes,
lunchtime at 10:30, 10:40– and at the end of the day. And this has worked out
very well this year. It did require a
little change though, that the students who
come over for say, automotives, that was
only one block in length, they’d have to take another
course at the high school. So students take two
courses at the travel site. And again, this is something
that we work together with high school principals
during scheduling time. We sat down. And when the students– we’d
get the students traveling for the program. And we’d find out which
classes would meet their needs. And again, we’d provide them. And again, here talking with
Barry [? Southerth, ?] he will not have the exact date
until we move into August, September, I believe. But right now, it looks like
we may exceed the $100,000 mark in savings, based on
eliminating roughly 36 to 40 runs during the day. And just throwing
in some quotes, I went into one of the
engineering classes and talked to some
kids, and said, hey, would anybody be willing to give
me a quote on your experience with travel? And you can read those. But the things that came up– hey, it’s part of my day. It’s a nice break in the middle
of the day to take a bus ride. That was a Stafford student. Another student said, it
gives me the opportunity explore different programs,
to prepare me for my future. Another student said
there that, it gives me an opportunity to
take classes that aren’t offered in my school. Another student said that,
I’m able to make friends at different schools. And we’ve become one big family
between all the high schools. And then the last one there– between travel, thinking
leaving the building, getting on the bus, getting
to school, eating lunch– because our travel students
eat at the destination school– eating at a different facility
would be a lot of problem. This one even said, you
know, this didn’t impact me in a massive way at all. So it was very
positive in looking at the half-day program. And with that, I’m here
to answer any questions that you may have on what
we’ve done this year. Go ahead, Ms. Egan. Just a real quick question
about the XY days– have you gotten any feedback
from any of the teachers? I know we had a little
bit of a rough winter, with some reason it was
always falling on an X day that we had no school. Did you find that a lot
of those X day classes were not getting left behind,
but were a little bit behind on where they were supposed
to be at that time of year? Each year has its
own set of situations and circumstance that
we have to deal with. Being at a school where
we’ve had alternating day for the last eight years,
and four-by-four classes, it seems to balance out
when you get through. And some years, you’ll miss
more X days than Y days. But we try to
balance out, making sure we’re eliminating any
class activities that we might be taking away from
the time, to make sure we’re ensuring that they
have the instructional time. The teachers have adapted. I didn’t really–
quite frankly, I haven’t had any teachers
come up and really complain and say, hey, this
is just killing me this year. OK, thanks. Madam Chair? Mr. [INAUDIBLE]. The Virtual Virginia
delivery model– do we have any
information on how students perform after taking
a class through that model? I’ve had some parents email
me, and communicate with me, that they’re not really
excited, and not happy about the quality of
the content of Virtual Virginia in particular. We have implemented–
we were probably one of the first schools
in Stafford County to implement the Virtual
Virginia program. And I would say we did that
probably nine years ago. We’ve found it to
be very successful. They’re high rigorous course. A lot of them are
the AP standards. So you have the teachers
following the College Board syllabus. They have to have
those approved. We have a lot of our students,
who are advanced students, taking the AP courses
through there, because it won’t fit
in their schedule, because of some
conflict, because of– quite frankly– the other AP
courses that they’re taking. To tell you the data, I do
not have right now data that will say that it’s not working. We’ve had a lot of
students go off to college, and have been
successful, and they’ve taken part in the program. It could be interesting
if we can figure out a way to collect some of that data. Obviously, I don’t
know what population we can do that
with, whether it’s this year or over the
next couple years. But I would like to keep
an eye on Virtual Virginia and make sure that it is
providing to our expectation. Otherwise [INAUDIBLE]. Ms. Kidby? The synchronous
learning– are we going to take advantage
of more opportunities in that regard for next year? I think each year has
it’s, like I said, different circumstances. We’re right now
looking for physics. And right now, I
haven’t found one. So I’m sure that if we can’t
find a physics teacher, we’ll have to do– That might be enough. –work with some of
our other schools. Hopefully not– hopefully
we’ll find somebody graduating and coming
to Stafford Virginia. Well, when they
graduate in physics– I think we are looking– –then it’s a little harder– It is, especially with the lab. –to get them to teach. But you know, we’re
open to the areas that we can’t find
teachers to explore. So is that what
you’re targeting? Or are you targeting the
opportunity and beauty of the learning model itself? Well I think both. We’re also looking at
some of the schools that don’t offer the AP. I think that’s one
of the situations that we started with,
that schools may not offer the exact same programs. But how do we get
students at one school to take one of these programs? And that’s where we
piloted this year, with the AP European History– that they weren’t offering
it at Stafford High School, but they had interest
for students. It will be interesting to– granted, AP students
are typically very motivated students. And so they have a tendency
to be successful in most environments. It would be interesting to
see if a synchronous learning environment would work for
something other than an AP class. And we will consider those. We were pretty much
piloting it this year, since that was one of our
mandates, is really to offer more delivery models
for our students. So this is the first year that
we’ve done it in this manner. So I do foresee that we will
open that up and expand that throughout the division. All right, thank you. And I’m going to briefly
go over just something– and since I don’t have
the other information, I will provide any
additional information. I can give you
enrollment numbers and send it to the
board tomorrow. And then, if we need another
presentation, we can do that. But I did want to say that
all of our signature programs are continuing to progress,
with various levels of success. And our most recent
program, APPX, will have its first
graduating class. We’ll have eight students
graduating this year. And we currently have
approximately 158 in the program, throughout all
three schools that offer it– Colonial Forge High School,
North Stafford High School, and Stafford High School. But I will provide additional
information tomorrow via email for all the school
board members, just so you can
look at the data. And then if you have
any further questions, we can come back
and present for you. OK? And then I would like to turn
it over to Diana Robinson, to talk about stat and
CTE in Stafford County. Any questions on APPX before– Ms. Healy? My question isn’t on APPX. And I appreciate you
getting that information. But what I’m particularly
interested in is the opportunities
that we have in our IB schools for
students to take AP classes. That was a subject of
significant and substantial discussion on the
board last year. And I know the principals
were working hard to expand those opportunities. And I would like to get– and it doesn’t have
to be tomorrow. But perhaps that’s something
that we could follow up on before the end
of the year, to see what progress we’ve
made in making AP credit available to the
students in the IB schools. And that will also be
a part of what we do, is moving forward with the
synchronous delivery model, as well. So that’s just one
part of it, certainly. Right. But we had so much
discussion about that. We were just promised,
to use a simple word, that that would be done,
and that there would be more opportunities for our students. So I’d just like
to see the follow through and the report on what
the results of that activity were. Certainly. OK, thank you. Good evening Madam Chairman,
Vice Chairman, school board members, and Dr. Benson. We would like to present two
options for consideration regarding the Stafford High
School Technology Education Program, beginning 2017-2018. Option one would be to
reinstate the STAT engineering program using the Project
Lead the Way curriculum. This program is currently
available at North Stafford High School to all
students in the county. And transportation
is being provided. While the Project Lead the
Way curriculum is a nationally recognized curriculum, it does
require specialized training for instructors. Instructors are required
to complete costly training for six different courses. Once trained, these teachers
become highly marketable to other school districts. Option two would be to implement
an engineering and geospatial technology program. To meet the requests
for engineering courses, we suggest offering the
engineering, exploration, and engineering
studies courses, which are already in the
program of studies, and are currently being taught
at Colonial Forge High School and Mountain View High School. In an effort to provide
additional opportunities to our students, we
would like to propose adding a two-year geospatial
technology program. This program would pertain
to the study and use of Geographic Information
Systems, Global Positioning Systems, and remote sensing
and other mobile technologies. Geospatial technology is a
fast-growing career field with job openings at the local,
state, and federal levels, as well as the military. There is also the
potential for us to partner with two-
and four-year colleges and universities. I recently had a discussion
with James Madison University about a partnership between
the geographic science program at JMU and our school system. They have a Geospatial
Academy outreach program that would allow their staff
to train our teachers for free. As part of this partnership,
JMU’s instructors would visit our
classrooms periodically to provide assistance
to our instructors, provide mentorship
to our students. And as a result, our students
could be duel enrolled for three credits in geography. Once piloted at
Stafford High School, we would like to expand
the geospatial technology offerings to other high
schools in our division. I highly encourage
consideration of this option. Additional stem opportunities
are also on the horizon. We currently have three Stafford
County teachers participating on the VDOE curriculum
writing team for the proposed cybersecurity course. We are hopeful
that a state course code will be released
over the coming months and that we can add
this to our IT Academy, as well as to our
other high schools. In order to make the STAT
program more consistent and more flexible, with the goal
of better serving our students needs, the following changes
will be made for 2016-2017. We will retain the
STAT cohort model and designate all STAT
academic classes as honors. However, students
will have the option, at the end of 10th grade, to
reassess their academic plans. They can choose to stay in the
STAT academic cohort classes for 11th and 12th grade. Or they can opt out of
their STAT academic cohort and take a higher level
course, such AP or IB course, at their base school. Students that opt out
of the academic cohort would still remain in the
STAT CTE elective cohort, and travel to the program
school for half a day, and then return to
their base school. All Stafford High School and
[INAUDIBLE] Point students enrolled in the STAT
engineering program will take their STAT
academic courses at North Stafford
High School next year, instead of their base
school, unless they, as 11th or 12th graders, choose
to leave the academic portion of the cohort, to take college
level courses as previously mentioned. This will make them consistent
with all the other engineering students in the program. Thank you. Any questions? Question. Mr. Hirons? Just real quick, David– on
the options at Stafford High School, is that going to be a
board decision or board input? And if so, when are you going
to be asking us for that input? Well, we can. What we’ll do is we’ll explore
the options as they come up, and what it will take– I’m sorry, what resources
we’ll need in order to implement that. But Dr. Benson, if
that’s a board decision, we will bring that to the
board, so that you all can have some say in that. It’s just really a
matter of resources and where we want to
put those resources. I think that if we
can offer alternatives to Stafford High School, I think
that that is a viable option. And that’s what we
would recommend. However, if you all would like
to look at something different, we could certainly
consider that, as well. [INAUDIBLE] and I think
probably Dwayne, as well– we want to stay informed. Yes, definitely. Because I think both of us
hear from former STAT parents quite a bit. Yeah, definitely. And we’ll keep you
informed on that. Ms. Healy? When we’re pursuing
discussions with JMU, which I think is an
excellent opportunity, one thing we should
address is the cost. Because when my daughter
was at Mountain View, she was able to do a
duel enrollment with JMU. But I think it cost
about $400, which was significantly more than
the Germanna duel enrollment. So we want to make
sure that we negotiate the best rates we can, to make
it affordable to our families. Although when she took a
college course in the summer, and it cost me $1,500
for a state school– not including the books– I thought that $400
was a real bargain. But it’s something
to keep in mind. That was six or seven years ago. So I’m assuming that the rates
have only gone up since then. But if they’re bargaining,
maybe we can get a good deal. Thanks. And just to put a
plug in as well, we are looking at an
early college program, with Germanna Community College,
hopefully sometime in ’17, ’18. We’re still working
through that, what the model will look like. But that’s something we’re
moving towards as well. And hopefully, in
the near future, we’ll be able to provide
you with some additional information on that. And last, but not
least, I did want to share with you some good
news regarding the Marine Corps JROTC at Mountain
View High School. We did receive an
acceptance letter. The Department of the Navy,
Secretary of the Navy, did approve for us to
have a Marine Corps– and it’s not NJROTC, but it’s
the National Defense Corps– at Mountain View for
the 2017-18 school year. So we’re very
excited about that. I know we’re going
through some renovations, beginning this
year, to make sure that we have an
adequate facility to house that contingent
at Mountain View. So we’re very
excited about that. And I wanted to make
sure that you all saw the official letter, coming
from United States Marine Corps. Do we have the
official response? I see it asks us to
respond within 10 days. I spoke with Ms.
Carmen Cole and let her know that we are interested. As a matter of fact,
when she first called, I said that the board had
expressed an interest in that. And we will follow up
with that, as well. But I wanted to present
it to you at first. Well, can we reply in
letter to the director, as they requested? Certainly. Sometimes these things– 10 days. –follow up– And I let her know. But I wanted to– Oh, sure. But you’re not going to
be with us next year. Boo hoo. And I walk down the
street and knock on Colonel [? Altman’s ?] door. And I want to thank this
board for supporting this program at Mountain View. It will be very much
appreciated by the families and the students who are
able to participate in this. And thank you for your help. And also, Mrs.
[? Reinbolt ?] worked really hard to help us get here. So thank you all. And I’d like to thank, if I
could, all of the principals– middle and high
school principals– as well as the Department
of Instruction, who gave input into this report,
and added their information. I think that it is
nice to give you all updates at a
reasonable time. And we’ll continue to do so. So thank you very much. I appreciate that. Any final questions? I feel like we should
applaud that one. I know, exactly. Thank you. OK, we are going to move
on to citizen comments. I have one speaker signed up. If you do plan to speak, if you
all would line up after that, behind that person. Come up, give your comments, and
then sign in on the clipboard. That would be great. Let me give the introduction. I will have Lee [? Tonus– ?]
I’m going to think I’m close. You can come on up. You’ll be our first speaker. And then anyone who wishes
to speak after that, if you’ll line up. But let me give the introduction
while you’re coming forward. Individuals wishing to comment– actually, speakers shall
identify themselves by name, address, and
organizational affiliation, if the spokesperson
represents an organization. Speakers shall also announce
the purpose or topic of their comments. Three minutes shall be
allotted to speakers. You’ll see the green light come
on when your two minutes is up. It’ll give you the warning
light with the yellow. And then red will go
when you are finished. Please take five seconds
to wrap up at that point. The chairman reserves the right
to restrict the total citizen comment received at
any particular meeting to a pre-determined
maximum number of minutes, with the approval of the board. Citizen comment which
is profane, abusive, or which threatens imminent
physical harm shall be ruled out of order by the chair. Although the board provides
the opportunity for citizen comment, individuals desiring
to register complaints against division employees or
division programs, services, or activities may also
utilize the procedures outlined in policy
1113, public complaints. Sir, you may go ahead. Thank you. Thank you. My name is Lee [? Teras. ?] I
represent Xerox Corporation. Thank you for allowing
me to speak this evening. What I would like to
inquire about is item 13.10 on tonight’s agenda. And that item states
that the board is recommending that
copier services RFP be awarded to Ricoh. And it’s not that
I’m a sore loser. But I do hate losing. But the reason I would
like to inquire about this is as I understand,
board policy 5801, “the board directs that
the procurement of goods and/or services be executed
at the lowest practicable cost for the benefit of the
division and those it serves. In the absence of a board
policy or regulation pertaining to any specific
aspect of procurement, the applicable provision
of the Code of Virginia and/or the Stafford
County procurement ordinance shall apply.” So where I’m going with this
is I’m a little perplexed. Because today, based on an
award made in April of 2012, you are currently using Ricoh. And your current spend
is $618,000 per year, as documented in
your board notes. On this RFP, Xerox was
a responsible bidder. We are within the
specs of the RFP. And we actually bid a
total of $607,056 annually. So the result would be
we would save this board a little over $10,000– closer
to $11,000– on current spend. And what is equally
perplexing is the award that is to be recommended per
the notes of the agenda is Ricoh, coming in
at $650,000 a year. So I’m a little bit perplexed to
understand why the board would take on an additional $32,000
a year over current spend when you can in effect take
on $10,000 or $11,000 in savings from Xerox. That is a $43,000 swing,
which over the four-year term of the bid is $173,000 roughly– ish– dollars. So while of course it
is within your rights to do as you choose, pursuant
to board policy 5801, I would ask that the board would
table it, at the very least, if not explain in
writing to us why this decision has been made. Prior to this meeting,
we did request a meeting with Terry Stafford. She was responsive,
but basically said, I am very new in my position,
and could not explain it. And I don’t mean
that disrespectfully. So I see I’m coming
down to the wire. But that would be my
comment, my question, and my ask is at the very
least, please table the award and do not award tonight,
and please consider Xerox or a different option. Thank you. Thank you for coming. We don’t tend to
do a dialogue here. So are there any other
speakers for public comment this evening? OK, come on forward. Thank you. Thank you. Hello board members. My name is Mark Edwards. I live 5 Aster Lane,
Stafford Virginia, right up the street here. What I wanted to talk about was
basically dealing with jobs. We have a lot of IT firms here
that deal with technology. But what are we doing
to prepare our students to take those jobs on,
instead of the jobs being outsourced from people
from other countries, and other states there? So I’m just wondering,
in the school system are we
preparing our students to take on these jobs– should I say, meaningful jobs,
or career-orientated jobs– instead of looking at jobs like
food service, or something? Not to demean those job, but
I think that our students here should be prepared in
school to get these IT jobs and stuff with all
these companies that are coming to Stafford. Thank you. If you wouldn’t mind
signing in on the clipboard right behind you–
it’s other side, right there, if you
wouldn’t mind signing it. Thank you. Is there anyone else who
wishes to address the board? If not, I will close
citizen comments. And we will move on to student
discipline matters, item 9.01. Madam Vice Chair. OK. On March 17, 2016, a
committee of the board met to consider two student
disciplinary matters. Committee expelled
Student A and authorized Student A to attend the regional
alternative education program and suspended Student B for the
remainder of the 2015-16 school year and authorized
Student B to attend the regional alternative
education program. Thank you very much. You’re welcome. Now we will move on
to board comments. Mr. McOsker, why
don’t you start us? None. None? Ms. Healy? No comments. Thank you. Ms. Egan. I’m just going to
make it really quick, because it’s getting late. I just wanted to thank the
Stafford County Sheriff’s Department. A couple of weeks ago, I
had expressed some concern about folks blowing through
stopped school buses– with the red lights extended,
or the arms extended– people speeding through
the school zones like they weren’t
even illuminated. They came out. And they evaluated. And they ticketed. And they even took
a drunk driver off of the road with our
morning school buses. So thanks to the
Sheriff’s Department. Thank you very much. Ms. Kidby? Just very briefly, Rodney
Thompson Middle School lost a valuable
employee just yesterday. And it was very difficult.
It has been very difficult for the school. It was very sudden. Ms. Johnson– Vikki Johnson–
had been with us over 15 years, I believe. And my condolences, my
personal condolences, go to the family and
friends of Ms. Johnson, and particularly to the
staff and faculty over there at Rodney Thompson. Thank you. Ms. Fallon? Real quickly, I just
want to say that I had the opportunity, a few
weeks ago, to go to Shirley Heim Middle School, for their
production of Annie. And it was amazing. And I’m looking
forward to going to see The Jungle Book in the coming
weeks, at Stafford High School. And I also just want to
encourage parents and remind you that PTO elections are
coming up in your schools. So go out and be involved. Mr. Hirons? Way to steal my plug. I was going to make sure. We got invited last week
by Mr. [? Dodario ?] with the drama department
at Stafford High School. But I wanted to
reiterate, if you want to see the best in the county– actually, I mean documented,
best in the state– drama club, drama
performance, The Jungle Book is being performed at Stafford
High School this Friday and Saturday evening 7:00,
PM, next Friday and Saturday evening at 7:00 PM, and 2:00
PM on both of those Saturdays, for a more matinee,
more kid-friendly, family-friendly performance. I’d really encourage you. They really are incredibly
talented– as all of our high school and middle
school fine arts performances are. But Stafford just happens
to be best in the state. You forgot to wear
your t-shirt tonight. Again, there is so much going
on in our county right now. I hope people will go out and
see all the great things going on. During spring break,
most of you all know, we were, of course,
out of school. But during that time, there was
an anniversary that was met. On April 1st– yes,
April Fools Day– it was our second anniversary
of Dr. Benson’s tenure here. And I can’t overstate–
understate– the way that Dr. Benson has
impacted our community. I could go on. I would like to go through that. But I know it is late. But I just do want
to say thank you, Dr. Benson for coming to Stafford. I know you run in Stafford. I know you’re a member of
the Stafford community, which was something that was very much
sought after by our community. And we are thrilled
that you have joined us. We can’t wait for more years. I know that your mantra is about
data-driven decision making. And I’m glad that
you have helped lead our board in that
way and look forward to many more years under your
leadership and assistance to the board. Thank you. Now superintendent comments. And it’s a pleasure. It’s a pleasure
serving this board and serving this community. So I thank you for
that opportunity. And I’ll go with
that running thing. Saturday morning at the
Stafford Hospital 5k, 165 members of our
school community will be running in
that Stafford race. So we will be a
noticeable force. All right, moving
on to consent items. Do I have a motion? Motion to approve. It’s been moved and seconded
for approval of 11.01 and 11.02 consent items. Any discussion? Hearing none, all those
in favor, please say aye. Aye. Any opposed? Motion carries unanimously. Moving– Madam, point a privilege, before
we get into action items– five minutes, please? Yes, we will be in
recess for five minutes. I believe that this
item is reflective. There has been no changes
since we had it as information three weeks ago, I believe. There have been no
changes, as I understand. And the board of supervisors has
already acted on their portion at the meeting on the 5th. So I was going to ask if there
were any additional questions to Ms. O’Brien or anybody else. None? No questions. All right. Do I have a Motion Move to approve 12.01. Second. It’s been moved and seconded
to approve the health and dental plan designs. Any further discussion? If not, all those in
favor, please say aye. Aye. Any opposed? Motion passes unanimously. Moving on to 12.02. This is regarding the award
of a construction delivery order regarding Stafford
High School track. Do I have a motion? Move. Move to approve. Second. It’s been moved and seconded. Any discussion regarding
this Stafford High School– Can’t wait to be out there
and see that new track. I want to see it. Ms. Kidby, you have a question? I just want to make sure that– I’m reading through it
real carefully again– that it’s being funded
as we discussed. There’s been no changes in
the funding structure, right? All right, that’s fine. Any other questions? If not, all those in
favor, please say, aye. Aye. Any opposed? Motion carries unanimously. On to information items. Our first information
item is to discuss metrics for the biennial goals
for the strategic plan. I’m going to say
Dr. Benson first. And then I’ll– OK, [INAUDIBLE] sure. We drafted the plan [INAUDIBLE]
board and have taken a first draft of– His mic’s not on. –of metrics that
we’d like the board– Is your mic on? Oh, I’m sorry. Sorry. We’ve drafted the language
for the biennial priorities for the board’s consideration. And we’ve also
developed a first draft of a potential set of
metrics for each one of those priorities. If I could suggest to
the board that this is probably more appropriate
for a work session format. And if the board would
like us to do that, we could look at adding a
work session to the front end of the next board meeting. As you all may be aware,
we moved this item, based on other
things that we needed to consider this evening. So it was not not
important, but I’m very impressed
with the work here. Is there a feel for wanting
to do a work session regarding this item for the next meeting? I think that an
hour work session would be sufficient for the
discussion and presentation. We may also– It looks like there’s a
lot of information there. But we may also have budget
information at the same time. So I just want to
caution everybody that we may have information. We certainly can’t,
depending on actions taken by the board
of supervisors– so I’m just trying
to gauge the timing, if we’re going to do it
before our [INAUDIBLE]. Can I ask a question? Is Brook Point the
only high school that has parent teacher
conferences that Tuesday? I don’t know. Do we know? Because there’s four
parents up here. If it’s just me, then
go ahead and have it. But if it– we might
want to consider that. How about we plan, at this
time, to do it that evening. Of course, as budget information
becomes available, please answer our wonderful
clerk, if she sends out other ideas for other items
we may need to consider. Are there any
questions right now? Or would we prefer to just
wait til work session? Yep? All right, let’s do that. And then if there is an
availability issue that evening earlier, please send that
information to our clerk so we can manage that. Madam Chairman,
in the event we’re not able to have a work session,
or an extended work session, perhaps board members could send
Dr. Benson any questions they have about this proposal, or
any suggested revisions to it, in advance, so that he
would have an opportunity to address that and
share it with the board. Because I know a lot of
work has gone into this. And I certainly respect
Dr. Benson’s expertise in this area, and particularly
in the measurements and things like that. So I don’t think I’ll have
many questions for you. OK. All right, well
then moving along to an item 13.02, which
was discussing June 14th as a teacher work day. We have learned
that there is not going to be a primary that day. So that portion–
but I do believe we were looking to staff for
some additional guidance. Dr. Benson or others? I was going to say, Mr.
Martin, it’s just you. We’re waiting on you to get– [INAUDIBLE] I’m not going to steal
Mr. Martin’s thunder. But I do– I think he and I have
talked this over enough. He had asked if
I would just make some introductory remarks
to lead some of the comments to begin with. First of all, this
is a work effort that has enjoyed the support
of the Sheriff’s office, and Sheriff Decatur,
and his staff, who’ve worked very closely with
our risk management and safety and security office to
bring information forward. The concerns and exposures
related to, or associated with, our school facilities’ use as
polling places can be narrowed to when students and staff
have use of those facilities in common with what goes on as
a voting facility or a polling place. So if there is voting taking
place in our facilities, and students and staff are
utilizing those facilities, then there are exposures
to risk that are possible. And I think that’s the subject
of why Greg and I are present this evening. Mr. Martin, Greg Martin,
our risk management and safety and
security specialist, in conjunction with the
Sheriff’s Department, has been very busy assessing
that exposure and with that, and talking and working
with the Sheriff’s office, he’s been taking into
consideration several factors and reviewing each
of our locations that are used as polling places. There are about 15 of
them, as you well know. And in just listing some of
those areas of consideration, he has looked at the
availability of school resource officers in each
of those locations. He’s been looking at the
availability of school security officers in each
of those locations, the ability to cordon off
or separate the voting areas in each of those
locations from where our students and staff
are actually engaged in the business
of going to school and working in each
of those areas– where those traffic
areas are, where student and staff are engaged. The availability of
closed circuit TV– because that does involve
the business of security. Metal detection– whether
or not there is actually that capacity. And then just the general access
of the public and the people who come to vote in regards to
the student areas and so forth. And that security
assessment that was done in each of those areas– then the next step,
of course, is to– what do we need to do
in terms of the planning and how best to mitigate any
of those weaknesses that might occur in any of those areas? So that’s been our efforts,
to do the threat assessment in each of those areas. So for example, as Greg has
looked through these areas, can we install, for example,
drop down security gates? Can we do any of the
security separations that might occur– for example,
where voting is taking place– from the students? And there are some
areas, for example, that might have that
capacity more so than others. And what about hiring, for
example, security people, just for meeting the security
needs at each location, just on polling days? So those are some of the things
that have been taking place. They’re some of the things that
we need to continue reviewing. So at this point
in time, I think Mr. Martin can probably better
answer some of the questions than I can. But– I think our question was, do
we have any recommendations to get to the registrar, which
was our specific question? Do we have any recommendations,
so we can coordinate now, and not wait until last minute? That, I believe,
was our question. Madam Chairman, that’s
a good question. And this is good information. But this is not
what’s on the agenda. And I’m concerned
that we’re going to be having this discussion,
which is a discussion that needs to be had. But there may be
other people that want to weigh in on it, when
it’s not even published as part of the discussion for tonight. The only thing on the agenda
is discuss June 14, 2016, as a teacher workday, due to
potential primary elections. Now my understanding is that’s
not an issue anymore, right? There’s no primary
election on June 14th. Correct. So this– So it was [INAUDIBLE]. You got some great points
there, just not for tonight. OK. That’s what it is. We just wanted to make
you aware of what efforts we had in place. And we need to come
back by school– they’ve obviously got their
physical security lists. You just need to
come back by school and brief us on the back end. We do. And my apologies to the board. I was under the
impression that the board was looking for some
information related to what number of schools might
be at risk to the point where we would want to be working with
folks to find alternate polling places. We were. And Emily and I brought
that up last week. Regardless of what
happened with June 14, that Emily and I had asked
for that information. However, Trisha’s right. It should have been listed
as a separate agenda item on the agenda so that
people going through there could say, oh,
they’re going to be talking about potential
sites in the future. It’s good. It’s just not– So she’s right. We need it. We need to have this discussion. We’ll just move it to next time. But it should be
its own agenda item. Yeah, just not tonight. And I would think that we
would be given some materials to review in advance, as
typically we do when there’s going to be a presentation. Because there’s nothing here. I assumed this was just going to
be a discussion on whether June 14th is a work day. So perhaps, Madam Chairman,
if this could come back in the not-too-far-future,
with information for that for the board. And we can have an
informed discussion. That’s fine. And if it does, can we get an
invitation to the registrar to– To attend. –be here as well. I know we can’t ask him. We can’t demand him. He works for the state. But can we send
him an invitation to come to that meeting? Because I think it
would be very useful for him to be involved in
the discussion as well. No problem. Yeah, even if it’s
in the back room, probably the first one
should be back there, I would think, on a work
session with this stuff. But anyway, that’s me. I just want to thank Deputy
[? Ricozi, ?] who helped me with the assessment. It took a couple days. So I just want to thank him. Thank you. Can that be shared
with us, or made available to the
public, the assessment? Or is there any reason– if there’s any privacy issues? I’m not sure the
assessment should be made available to the public. No, I don’t [INAUDIBLE]. OK. I think it should
be a work session. I agree with that. I think it should
be a work session. So moving this to
a work session. Well, if we’re going
to be discussing it in a public meeting,
I don’t know why it wouldn’t be made available. Well there certain
items on the report, ma’am, that we don’t
want to make public. All right. Oh, [INAUDIBLE]. We will bring this
item back once we move within the parameters
and come up with the best way to handle this. I will certainly chat with
those board members who brought it forward to make
sure that we have met where we want to be going forward. I believe that when we
discussed this item, we did have a very
forward-thinking view of making sure we didn’t run out of time. So we will reformat. Madam Chair, I just
want to remind you that Mr. Hirons actually brought
up the issue of doing something right away to get Moncure
off the list completely, without having any further
evaluation of anything. Because we’ve got
our own issues there. But that was not the
will of the board. It was not? Not to pick one
individual school. There was discussion
among the board that that did not
carry as a motion. OK, well then we need to move
forward and make sure we have– That motion did not
carry that night. OK, I stand corrected. It was brought up. But that was not what the
consensus of the board was that evening. Because that was the motion we– anyway, we can go back. We will reformat
this item to capture exactly where we want
to go going forward, as a forward thinking item. OK. So let’s move on to 13.03. Getting late. Thank you. Thank you. Discuss possible
redistricting of APU 188. So Madam Chair, if I would,
I know Scott [? Haran ?] and his folks had put
some new numbers up. Just to save us some time,
I’ve incorporated his numbers. But just to set the
stage here– unless he wants to get up and
brief his slides, but I think we’ve
already looked at them. To set the stage
here is last meeting we talked about the possible
redistricting of the Ferry Farm folks. And I don’t have my pointer. But the AP 188 is West of I-95. The nearest Ferry Farm School
[INAUDIBLE] elementary school. And the kids west of 95 are just
having a very difficult time getting to school. It’s gotten a little bit better. I use the 15 to 30 minutes
late for class during the day. I will tell you that it’s
probably more to 10 to 15 now. But it was 30. Because we just fixed the bus
routes not eight months ago, with Bary [? Seddeth. ?] So AP 188 is 45 kids in
the England Run Point. So that’s the scene setter. Can you go to the last slide? Here is Mr. [? Haran’s ?]
updated data. My data was, as I mentioned
earlier, was October, that first month after
they were in school– October 15. And here’s the new
data for the schools that we’re talking about. If you look up top,
just the 188 option is the one that I think
that we really need to do. I have the principal
of Ferry Farm here tonight to say
a few words as well. The school invited him, not me. So Dr. Benson invited him. But the most needed,
as you see up top, in that left hand
corner in green, is west of 95, England Run
Point, AP 188, 45 students. Here is the current situation–
on the left, in the yellow, is the current
situation of right now, here’s where our schools are. Falmouth at designed
capacity 794– basically 69% in capacity. Ferry Farm’s 83%. Hartwood’s 85%. And Margaret Brent’s at
94% designed capacity. If we go to the
right of the chart, once again, moving that
high risk area for us, to try to get these
kids off that school bus for these long times,
and coming to class late, is the AP 188– if the 45 students
are moved, here are the new numbers, the new
enrollment numbers, by school. And you see the
designed capacity goes from close to 75%,
77% for Ferry Farm. Heartwood– 92%. And Margaret Brent– 99%. And I think the only Title
I in there was Falmouth. So what I want to ask
the board is this– I would like to have
these students moved by the next school year. But I do understand– Mr. Hirons mentioned
and Ms. Kidby mentioned the sensitivity
of the redistricting and how we have done it a
lot earlier in the spring, before the school year. Because right now, we have about
three and 1/2, four months, even though it’s only 45 kids. So I think it’s the board’s will
to wait until the next school year, and redo this in October. So what I would
ask the board to do is agree to bring this
data back in October with two courses of
action, unless you come up with more, saying, OK, they go
into Falmouth– well, three. They stay in at Ferry Farm,
they’re going to Falmouth, or they’re going
to go to Hartwood. And then have the pros and
cons on those three options. And mister– doctor– Dr. Freeman. You’re not a doctor yet. Principal Freeman, you want
to come up and say hello? You don’t work for me. So you don’t really
have to listen to me. But– You can invite him. I’m going to invite
you up to say hello. I appreciate that. Good evening. This was brought to my attention
when Mr. McOsker had asked me about rezone of the students
from our England Run neighborhood. And I will tell you that
the main reason for this is the distance that
they’re traveling. It’s impacting instruction in
the classroom– not really. When they do arrive
at school, we have been looking
at the bus times. Barry shared some information. When we run into
problems with our buses, it’s when we have
sub bus drivers. And our sub bus drivers– an example is
before spring break. We had many of the
students weren’t leaving– this bus, 287, wasn’t leaving
until 4:15 in the afternoon. So then they had that travel,
all the way across Route 1, onto 95, down Route 17,
to get the kids home. I’m not sure what length
that is for that bus ride. But it’s a large distance. And so we’re looking at
what’s best for students. Should they be on a bus for
such a lengthy period of time? What can we do to help this
community or this neighborhood so that we can get them
to a closer school? I’m here to answer any
other questions you might have about this proposal. So some of the
other options are– some of the other pros and
cons are although Hartwood is– more design capacity
is increased, they would go to the same middle
school as they’re designated. Right now, all the kids in Ferry
Farm Middle go to Dixon Smith? We got to Dixon Smith. And a small population
go to Drew Middle School. A small population will
go to Drew, and then– And then we have our students
from this neighborhood, who attend Gayle Middle School. Gayle Middle. So And then I believe Hartwood
also goes to Gayle Middle. Yes. Right? Right. And so they would be going
to school with the kids that they are following
up middle school with. All of Falmouth bottom, and then
that one neighborhood, they all go to Gayle as well, don’t they? I am not sure. Are you talking
about the Ingleside? Or are you talking– Yeah, Ingleside. Ingleside? I’m not sure about Ingleside. I’m not sure. I know that many [INAUDIBLE]
Drew Middle School. I think that’s east of 95. And I believe they go to
Gayle, which just shrinks that population of students
that go to Gayle, if we don’t include them. But as part of your proposal,
or part of the options that we start looking
at, I want them included in the potential move, as well. Look at– They’re east of Route 1. And I know your initial is
east of 95, which is cool. But if we start talking
about east of Route 1 at all, we need to include everything
east of Route 1 that does that. Well, we can talk about– Is there room at Falmouth for
everything east of Route 1? I don’t know. That’s something
we’d have to look at. And know I mentioned
this before, but England Run
Point was originally intended to go to Falmouth. Because of the
renovation, and the fact that there wasn’t room
when Falmouth moved up to Stafford Middle, they were
sent down to Ferry Farms, recognizing that
that was a hardship. Because not only are
they passing Falmouth, they’re passing
Grafton, and Conway. Ferry Farms is as far
out as you can get here. That was a decision
made in 2011, when we were doing the
rebuilds and the rezones. It was a long time ago. And if we’re opening
this up, I think it’d be wise to include
then in this discussion is going ahead and taking a look
at that town and country area– I don’t know what APU it is– that currently go to Conway,
to go ahead and get them to Ferry Farm now. The intention was to hold them
off until Ferry Farm’s rebuilt and then move them over. But if we’re doing it
now, and we’re potentially creating some capacity
there at Ferry Farm, we might as well go
ahead and do it now, and prepare Conway
for the continuous build that’s going
on at Leland Station. Yeah, I got where you’re
coming from, Mr. Hirons. I don’t agree with it. My course of action
here, and I’m going to ask for is APU 188. We can sit here all night,
throwing other APUs in, and get it so messy
that nothing happens. I got it. But that’s not
what I want to do. So I’m asking the
board to direct staff to come back with APU 188,
those kids that are west of 95. Come back in October. They’ve already– I’d say before that. Or before that, to come
back with that that option, and take it from there. We can also do a
work session to look at the broader, if we want to. But I would say, let’s do that
in August, early September. Because the more
notice possible– I know the concern is length. I believe the board asked– I had my list of what
we asked for last time– how our bus routes were. I don’t know if anybody
gathered that information, or if that was accomplished. [INAUDIBLE] That was one of the
work items we had. Yeah, so bus routes for
everything, or just Ferry Farm? No, just for APU 188, I believe. Just 45 kids. Oh, just for–
yeah, APU 188 is– That was one of our work tasks. Yeah, the kids are getting
to school anywhere from– what was it, 8:50– We’re close to 8:50,
8:53 in that area. –8: 53. And then they go into the
cafeteria for their breakfast. They go into lunch, and then– And then in the afternoon,
I will tell you, the main concern
is truthfully when we have to sub bus drivers. That’s a concern with any
school, when they have [INAUDIBLE]. Pam, do you have
the exact numbers, how long they’re on the bus? Yes. And Barbara Lancaster’s
here from transportation. I thought that was Barbara. That would be great. It’s an average, I
think, of 22 minutes. Yeah, I thought it was
somewhere near 22 minutes. And that’s the past two months. I couldn’t drive
that in 22 minutes. 22 minutes? Yeah, I couldn’t drive
that in 22 minutes, either. Maybe at– It’s the tracking
on the GPS system. Is that actual time? Or is that if you plug
in where you’re going to, and where you’re coming
from it, says, 22 minutes? It’s from the first stop
that the bus makes until they got to the school [INAUDIBLE]. And is that an average? Or over what period of time? It went from– Two months. –February 1st until March. And February is when we
changed the bus routes. Because it was significantly
longer before that. Was there a reason why we
couldn’t start those buses a little earlier, so they’d
get there before 8:53? It’s basically one bus
that you’re talking about. Right. And– Right, well– It’s one bus. They actually drop 32
students off at one bus stop. But couldn’t that bus
pick them up earlier, so they could get there earlier? That’s part of the problem
is that these students are losing out, because they’re
losing instructional time and– Bus 287 in the morning arrives
at Gayle Middle School at 7:54. And that’s the prior route. And then their first stop on
the Falmouth Elementary School route is at approximately 8:27. And it’s at 594 Warrenton Road. Well you said the
Falmouth Elementary– She meant Ferry Farm. Oh, Ferry. So we pick students
up on Warrenton Road. It’s getting late. And then they move back
into the England Point area. So they pick them up at 8:27? The first stop
at– what is that? They have to go up
and turn around. And the first stop
is on Warrenton Road. And then they move
down towards– I can see why they’re not
getting there til 8:53. They have to stop at Warrenton. They have a second
stop at Warrenton. Then they head over
to the England Point. So we have three stops
on that bus route. And it’s a total of– Wow. It’s a total of seven
miles in the afternoon and about eight
miles in the morning. We have a copy of each
day of the bus route. Yeah, well– Morning routes are eight miles. –ideally, we could get that bus
to pick up the children earlier and get them to
Ferry Farms earlier. That all would be
something we ought to be looking at for next year. We can talk to, certainly,
Mr. [INAUDIBLE] about that. In addition, I think,
if I’m not mistaken, it’s your younger children
that are taking longer to get to the classroom. It’s not grades– Yeah, it’s not the
whole bus load. It’s not all 42 students. It’s the younger students,
who we actually– at the beginning of
the year, we were doing grab and go breakfast. And after we reviewed
it with our teachers, our primary teachers were
requesting that our students could eat in the cafeteria. Because when they were
doing grab and go breakfast into the classroom, they
eating until about 9:30. So we were looking at how can
we decrease the amount of time. Well, with us keeping
them in the cafeteria, at 9:15 their
instructional day is beginning, not sitting
in the classroom til 9:30 still eating. That’s just our kindergarten,
first grade students. All other students do grab and
go straight to their classroom. Losing 15 minutes a day. I know this morning
breakfast is an issue. At Hampton Oaks
Elementary School, they have 60% that
are free and reduced. And most of those
students do the breakfast. And they do the grab and go. And it seems to be working
quite well for them. And I know with
the little people, sometimes it takes them a
little bit longer to eat. But I like Ms. Healy’s
idea of perhaps the bus being able to pick them up
a little bit earlier so they can get there in a
more timely manner. It’s important that they have
that nutrition in the morning– very important. So we put that also
as a suggestion to our transportation
folks, who are very much aware of this issue. But that does not
negate us looking at it. But whatever we can do
too, for at least a year– but I’m glad that the board
will be willing to look at it come August, September. I think we should do a
work session before we bring that item to us. But I will go with
the will of the board, as early as possible. I like August. Because once September hits,
it’s like hurricane time. I’m with you. That would be my preference. I’m the one who
threw August out. So just to close, I got it. I’ve been hearing these
concerns from the community for the last four years now. Once Falmouth
Elementary was finished, I asked to have
the kids moved back because of the concerns
from the community, and the teachers,
and the principals. And they said, no, we
can’t do that at this time. So then we fixed the bus route. And I’m still getting
issues from the community. So what I’m telling you,
board, is this about the kids. It’s about 45 kids
that we’re talking about– not free and reduced. We’re not talking
about doing a jig. We’re talking about 45 kids that
need a better solution from us, OK? Thank you. Moving on to 13.04, about
network cabling infrastructure at Hampton Oaks
and Winding Creek. Any questions for
staff on this one? So an increase in bandwidth? I was just going to– That’s expensive bandwidth, too. So let me let me
ask you something, while we’re on this,
just real quick. So Dave, remember Rocky Run
Elementary lost all their email data– the teachers, all
the saved data? Park Ridge. Park Ridge. It was Park Ridge. Park Ridge Elementary– so we’re
not having that happen anymore, are we? No. That was a different,
separate issue. That was server-based stuff. Right. This is actually the cabling
that carries the signal. OK, I don’t care
about the cabling. It’s just not going to
happen again, right? No, sir. OK, thanks. You know, this is just an aside. But it’s hard to believe we’re
talking about Hampton Oaks and Winding Creek as obsolete. When I still remember when
those schools were built. It’s like, well– I wasn’t around in– Obsolescence comes along fast. 1930 we weren’t here. Hey, I remember as
well, Ms. Healy. Experience has its
values, Mr. McOsker. All right, moving on to 13.05– approve the adoption and
purchase of textbooks. Any questions for,
I assume, Dr. Quinn? Not [INAUDIBLE]. Oh, sorry, yes. Dr. [INAUDIBLE]. Sorry. All right, hearing– Wait, wait, wait,
wait just a second. I did have one question. Karen, if you don’t
mind, Dr. Duffy– every time I say Dr. Duffy
I think of her husband. He and I taught
together for years. Well, Karen and I did, as well. Are most of these
classroom sets? Yes. OK. And the classroom sets that are
going into the art classrooms– I noticed that
some of them don’t seem to be classroom sets. They’re small amounts. Is that just reflective of
how any students actually participate in that
type of an art class? In the electives, are you
talking about, Mrs. Kidby, or the general art? Like the Experience
Clay– well, no. Not that one. The Discovering Art History. You only have 10 books. They’re very expensive books. But there’s only 10 books. And it’s over
$1,000 for 10 books. Right, those are all
based on– those electives are much smaller. OK. And is expense so high
because of the nature of the book or the fact
that we’re only ordering 10? The art books are expensive. Oh, the 10 there– that’s a teacher resource. OK, OK. That’s just going
to the teachers. OK, got it. And the Gardiner’s
book is expensive. It’s a beautiful book. It’s a classic. Paid $150 for a paperback. I know. And it’s this thick. There’s two of them, $150
each, for college courses. It’s price. Yeah, I know. It’s a beautiful book. Hey, have you ever seen the
cars these guys roll up in? You crack it open
and you paid $100. These guys roll up in Mercedes. And they’re wearing more
fancier shoes than I got on. Are you kidding me? And I might make
one other mention. I know some of these– particularly these
art history books– are just spectacular books. So when we no longer need
them, and they get recycled, can I sign up
somewhere to buy one? Well, they get sold first. So if they have value
on the used market, we sell them first. I’ll buy one. But yes, you don’t
have to buy it. Thank you. If it has no value, you can– Yes she does. She has to buy it. Yes, I do. She’s pressuring
you for a free book. And that’s against rules. I can’t do that. But I know they’re
absolutely spectacular books. They are gorgeous. Thank you, Dr. Duffy. Anything else? OK. Any other– OK. Moving on to 13.06– approve summer school
program proposal for 2016. I have a question. Good. I think you have the same one. Let’s see. Who is taking this one? Dr. Quinn? Dr. Quinn. You probably have the
same question I do. Ms. Hagen, you go. I brought this question
up last year to Dr. White. And it was regarding payment
of the summer school programs. And we were going to
address it this year. I remember that. We were going to address it this
year, so that families could put it on their
credit card, and not have to worry about throwing
cash down on the table to sign their children
up for summer school. We can do that, Ms. Egan. I spoke with both principals,
Tom [? Nichols ?] and Scott [? McClellan. ?] And they’ll
bring out their little swipe. Yes. And we’ll be able to do that. Thank you, perfect. Mr. McOsker, did you notice
the error in the money amount there? You know what? I wasn’t going to ask that. But now that you brought
it up, why does it say $600,000 thousand,
thousand on there? Is that $600,000, really? That was by a beautiful
mind that probably did that. Is that a $6 million? No. One too many zeros to
the left of the comma. So what is it, $600,000? $600,000, sir. OK, thanks. [INAUDIBLE] Yeah, you can fix it right now. All right. So what’s new and what’s old. What’s going on? OK, that is the question
I’ve been waiting for. Thank you, sir. So in our middle
school program, we’re very excited about promoting
C5W, all sensory skills. In the past– and I
think Ms. Healy has asked about this several
different times– in the middle
school, we’re really moving away from a punitive
program, where we’re saying, OK, you have to take summer
school in order to be promoted. We really want to
identify students who we can engage
in the learning, get them involved in
project-based learning, and do some really fun things
in terms of personalizing and customizing the
learning used in technology, in a blended approach. So we’re very excited
about that being different. Also, our eighth graders– instead of keeping
them in middle school, we’re going to send them
up to the high school, to the five high schools,
to have a program for them– High Risers Program,
an accelerated program, where we bring them
in for 20-25 hours, and accelerate them into
their math, and their history, and science, and
social studies– give them a taste of that. There will be the
academic part of that, in terms of giving them
a jump start, but also the project-based
learning part, and also the typical kind of
things that you would want to do with students to orient
them toward the high school experience. Also a couple of
differences in high school– I’ve already alluded to that. The main branch will be Brook
Point High School, where we all have traditional
classes, just like we have during the school year. And we are always
faced with the– because our summer school
program is cost neutral, we’re always faced with having
to have 12 to 15 students for a class to make. And one of the things we
learned last year– or actually, Tammy [? Halp, ?] who
was the lead last year, came up with the idea
of taking students where classes didn’t
make and offering them our Edgenuity virtual classes. So from that, we
developed a model, in working with
these principles, to come up with this
idea of also having simultaneous, concurrently,
virtual classroom, in a computer lab, which would
be a flex model, where we would have students taking a
lot of different classes, under the facilitation and
support of certified teachers. So we would have both of those
available at Brook Point, for the whole district. And then also, at
North Stafford, we would just have the virtual
component there, and a lab or two there, and not just
for North Stafford students, but whoever that
would be convenient, since they have to provide their
own transportation once they get to high school. So those are the
highlights of what would be different from
what we’ve ever done before. And we think we’ll be very
impressed with the results. Ms. Kidby? A couple of
questions, Dr. Quinn. You indicated that
the High Riser program will be offered for
selected rising ninth graders. Can you talk to us a little bit
about that selection process? It will be a criteria
that we set up, based on academics
and just their track record in middle school,
and identifying them in terms of success
in high school. So it will be students who
would benefit from that. So these are students that maybe
need that little extra time in order to– There you go. –to assure– maybe not
assure, but at least help them be successful
in high school. The other question I had– the North Stafford
virtual program– is that still the
NOVA Net program? Is that what they’re
going to be using? Well actually, we
have a program– our vendor now is Edgenuity. It’s really more authentic. And we’ve found, just
in terms of comparison, it engages the students more,
has more video streaming. The assessments
are more targeted. So we’re very excited
about this program. That program– but the
design of that program, and the use of that
virtual program, is for students that need
another opportunity to pass say, an English 11, or
an English 10 class. Yes, ma’am. We call that a credit
recovery approach. And we’re offering that. But also, we’re offering new
credit for virtual, as well, in both sites. They just want to get extra
credit, or graduate early, or that kind of thing? Right. OK, thank you. Good questions. Thank you. I have one. But any other board members? I guess my only comment is– you don’t have to respond, or
just something to think about. My only concern–
and I know that we value the virtual and that. But if it is a child
that is needing remedial, it is very concerning
for me that we may be pushing them to a virtual
class, especially for math. Well, it can go both ways. And there’s just some–
for some students, the need is to have a teacher. And if it’s a remedial– I’m just putting it
out as a comment. We will have adequate support
in those computer labs– not just one
facilitator, but actually certified teachers and in
the core content areas. There were some issues last
summer, regarding that issue. It’s a good comment overall. Mr. Hirons brought
it up earlier, about the virtual program– not just to take
a good look at it, and see how successful it is. But there are classes that
lend themselves to virtual– what is it asynchronous– virtual asynchronous
instruction. And then maybe
calculus 2 is not. Or Latin 4 is not. So anyway. Point well taken. I think we’ve got a pretty
nice hybrid, where we will offer traditional classes also. And I understand
your point of view. But my experience has been
sometimes the students that struggle in a
traditional classroom, because of distractions
and other things, know that they’ve got six
weeks to get through English 10 in a virtual environment, with
a teacher right beside them if they need the support. And it’s just them
and the curriculum. Sometimes that’s
the answer for them. That’s the very
answer they need. I’m just responding to a
couple constituent comments. I know. I know. Thank you, Dr. Quinn. Moving on to– sorry,
I got myself lost here. I believe we’re
now to easements– sorry, 13.07, a Dominion
Virginia Power– oh, right of way. Excuse me. [INAUDIBLE] Ms. Healy. That’s right. OK, I’m going to earn
my salary tonight. There you go. If you look at paragraph
four in this easement, the last sentence is–
of course, traditionally these easements give
the grantee, which would be Dominion
Power, the right to keep the easement clear,
and trim trees and bushes, et cetera, which is fine. But it says, “all
trees and limbs cut by the grantee,” which is
Dominion Power, “shall remain the property of
grantor,” which would be Stafford County and
Stafford County School Board. Now, I don’t know
about the rest of you, but if they’re going to
cut a limb, or cut a tree, I don’t think the school
board has a use for it. So if it’s ours,
then we’re going to have to pay to
get it removed. Or if there’s any liability,
we’re going to be responsible. So I would suggest, if
we go with this easement, that we take that
sentence out or say, shall be the responsibility
of the grantee. If they remain our
property, we’re going to have to
pay to haul it away. And just a minor thing–
but on the [? plate, ?] that it’s got an incorrect
zip code for the parcel, I actually didn’t have
time to look this up in the land records. And this property is
owned by both Stafford County and the school board? We have shared title to it? Yes, you do. OK, I’ll check that deed
out before we come back. But on the [? plate, ?]
it says, zip code 2255. And it’s got to be a
different zip code. Because it’s
Fredericksburg, Virginia. And that zip code didn’t
have the five digits. So if you can just
take a look at that. Let me see here. I’ve got [? the plate. ?] Because we have
to initial it, we should make sure it’s correct. Now back to the trees– Yes, and limbs. Limbs. This is a boring project. So there won’t be anything
cut on that property. Right, but this
is for the future. This is an easement
in perpetuity. We’ll get in a letter
written to the school board stating what you just said. Well why don’t we just take it
out of the easement agreement? We can’t. Just with the number
of easements we have, making small changes to each
easement, for every customer, it would– But this is a
significant change. A letter isn’t going to do it. This is going to get recorded. And this is going to
be in the land records. So I don’t think that a letter
agreement– things get lost, or things change. I don’t know why– if we were farmers, and wanted
to use the logs for fences, or firewood, or something,
that would be different. But there’s no need. Or maybe if the county wants
it, we can say it can be theirs. The poles are
staying [INAUDIBLE]. The poles that are already
on the project are staying. There’s one last pole. But there are some trees,
down at the end of the road. I wouldn’t call
them trees, per se. They’re real thin. Limbs that– OK, I’m not
going to be here forever in the future. And somebody else
is going to be here. And I just don’t want
somebody to say, why’d you sign something that says the
limbs and trees are going to be your responsibility
when you don’t have any need for them,
and it’s just going to cost to haul them away. You all aren’t going
to be at Dominion. Whoever signs that letter
may not be at Dominion at some point in the future. So this is just to
protect the school board from potential expense
or possible liability. It’s the simplest thing. You strike it out, and you
initial it, and you’re done. That’s the first time I’ve
been asked that question. Normally, they
just say, we don’t want you to cut the trees. So I’ll have to get
with Dominion higher ups and find out if we can
change that in the easement. Well, I understand. I prefer not to cut trees. But if you need to do
it to keep it clear, that’s part of why
you have the easement. Now are these the
trees in the future? Like we were to– Yes. –going down the
road, tree trimming? Yeah, it’s at the
very end of the road. Everything’s clear. Because the pole ownership
would be turned over to– But all their poles
are staying up. Right. Bring us back information
coordinating with probably Mr. [? Haran ?] of
where we want to go. But I think we’ve
clearly stated that it seems to be an issue for us. So work through it. And don’t think of it
as trees down the road. Think of it in 200 years,
the nine million trees that are there. OK, we can see about
modifying the easement. Is that the only concern? Just taking that one line out,
initial it, and it’s done. OK. Bring back more information. This is an information item. And we will– Well no, we just don’t sign it. Whatever you all can
bring back for us. This is something you’re asking
us to give you at no cost. So it’s our choice to
grant it or not grant it. Yes, ma’am. It sure is. It is voluntary. OK, thanks. So we’ll await more
information before [INAUDIBLE]. Thank you. Thank you. 13.08– approve the 2016-17
Stafford Head Start and Early Head Start funding– refunding, excuse
me application. Come on forward, Ms. Massey. Poor Ms. Massey had
to sit here all day. Oh, sorry. That’s all right. We’re all out here. This is application
and grant night. These are the goals
that we have in the– sorry. These are the goals that we
have in this packet for you all to approve as well. Improving the quality
of facilities. Of course, increasing
our students’ success in kindergarten. And then improving the quality
of our program compliance with Head Start regulations,
which includes training. Some information for you guys,
for you gentlemen and ladies, on the student demographics
that we served last year. And the health services
that our students received. If you notice,
overweight and asthma continue to be issues
that we are addressing, and then, of course, the
dental and mental health referrals that we make. We are making great strides
in our social emotional skills for our children,
measured by the DECA, with concerns turning to
typical, and typical turning to strengths, for our
children in the areas of attachment, and
initiative, and self control. Again, some statistics on the
families we served last year and our Early Head
Start parents that were in high school that are
entering college and graduating as well. We are measuring our family
outcomes in all of these areas to align with the Head Start
Family Outcomes Framework. And 100% of our families
signed agreements setting family goals last
year, with a large percentage either accomplishing or
making significant progress on their goals, which usually
include an education, or better jobs, or those kinds of things. Our children continue
to make excellent gains while they’re in our Head
Start program, far surpassing– the yellow bands
would be the PALS. In between the
yellow bands would be where we would
expect children to be, when they finish a pre-K year. And you can see,
our children are finishing at the very
top of that, or above– well above. And then, when our students go
onto kindergarten, 93% of them this fall passed the PALs
kindergarten assessment, as opposed to 86% of the
kindergarten students. And that’s with 20%
having IEPs and 30% being English language learners. Again, in your packet– I’m supposed to do board
training for you all. In your packet, you have
the Program Governance Plan. And in that, you
have the Appendix A, with the responsibilities of
the school board and the policy council. And then we have an
internal dispute resolution between policy council
and the school board as well in that packet. I encourage you to go to
the Head Start website. There are all kinds
of information on that website about our
policies, and procedures, and regulations, as
well as information for the childcare
community on how to work with children and families. A couple of things I wanted
to bring to your attention– normally, at this time, I don’t
just bring you the refunding application, but I
bring you the COLA, if they’re giving
us a COLA increase. They have not given
us that amount yet. So I could not combine them. So in the refunding application,
instead of the full 3%, I’ve put 1.4%. Because we’re going to be
getting about a 1.6% or 1.7% COLA. So the rest of the
salary I will be putting in a separate
application, which I will be bringing before
the board for the COLA. And then this year,
we’re very excited. The president had
put in his budget– and Congress approved it– the Senate and Congress
approved for us to get some significant funding
in order to increase our school year from 160 to 180 days. So that’s going to
cost us about $150,000, to be able to do that. And I’ve already worked
those numbers out. And as soon as that
grant hits the street, we’ll be working for that. Because it is one of the goals–
has been one of the goals– of our program
for several years, to expand to the
full school year. And parents have been asking
for that for a number of years. And then there will be an
opportunity for Early Head Start expansion,
as well, this year, if it so pleases the board. And I wanted to share with you
a little bit of the PowerPoint presentation that
some of our teachers did at the Head Start
conference, the state conference, which was held
in Fredericksburg this year, last week. And they call themselves
Team Nice in this classroom. And they are doing a lot
of collaborative learning. This workshop that we
presented was actually on C5W and all-century
skills learning. These children made
their own large blocks and thoroughly enjoyed
playing with them for months. They also were doing a
building project, when we were doing our homes unit. And a part of that
building project was talking about why
do we wear hard hats. So they did lots of
science experiments with cowboy hats and
other kinds of hats. And they decided, as you
can see from the egg, that the cowboy hat doesn’t work
as well as a construction hat. And then, as part of their work,
they presented a museum walk. They had to work
with their partners and build a building
from a plan. They actually had to have a plan
and work out their plan first. And then they had to
have a foundation. They learned the
importance of foundations. And then they had to
present it to the public. And so adults walked
around while they gave their presentations. And then there was a ball study,
a career, and a clothing study. And Dr. Benson came and read
to us for the career study. And then they did
a sewing project, where they made their
own stuffed animal. Are there any questions about
the refunding application? We always like when Kathy comes
and shows us our pictures. It makes you feel
good, doesn’t it? Massey, you are an institution. You are absolutely amazing. And when you said you’ll
have that grant ready, it’ll probably be the minute
after it hits the street. I’ve already got it waiting. I’m just waiting for
them to release it. Mrs. Massey gets compliments. Every time the
federal government comes in and does a
review of our program, they just rave about you,
and the program, and the work that you do here. Thank you so much. We’re very, very lucky to
have you in the staff room. Oh, thank you. All our children. We just finished two
federal reviews in one week. Actually, it was two weeks ago. And they came and
did a class review, where they scored our
classroom instruction with a with a tool that actually
gives a numerical score. And then they did– because they can’t do
that in Early Head Start– they did a school readiness
review in Early Head Start. I haven’t gotten my
class scores back yet. But the Early Head Start,
they raved about our program, and what a exemplary
program it was. So I’m looking forward to when
that report comes back to us. So thank you. Make sure– Dr. Benson,
will you make sure that we– I will make sure you get that. OK, good. Thank you. Any questions? Any questions for Ms. Massey? All right. Thank you all very much. Thank you very much. Moving on to 13.09– approve the
career and technical education local plan and budget
for 2016 to 17. I know that will be probably
Dr. Quinn and Ms. Robinson. I did get a preview
of it last night at our CTE advisory
committee meeting. Hello, again. And this plan, as it
says in the agenda item, is a requirement for us to
submit a local plan, a CTE local plan, in order to secure
the Carl Perkins funding. In this case, we’re
talking about $235,000, which is about $4,000 less than
what we’ve received previously. And it’s kind of interesting–
the citizen comment tonight about what we’re
doing to prepare our students for the workforce. So this particular
application really addresses that, in terms of
really putting an emphasis on giving our students
industry and business career experiences. You will see, in some
of the narrative, that we’re partnering with the
Regional Chamber of Commerce to provide mock interviews
for our students, as well as career
readiness workshops, and also expanding technology
in our CTE programs through robotics
and some of what was shared previously, with
the geospatial and the cyber networking. I got that wrong, right? Cyber security. Cyber security. And then also, with the
budget itself of course, we’re having to, because
of our auto programs, with the [? NATEF ?] having
some of their accreditation, we have allocated some
funding toward securing that accreditation, and also
professional development for our teachers. And about half of
it is for equipment. So that’s a summary
of this application. And do you have any questions? Ms. Kidby? I notice that the
federal funding, which is what this grant
is, is $234,000 right? Yes, ma’am. Is that what it is? And we match that, or more than
match that, with local funding, right? Absolutely. A little over $400,000. I noticed also there were
a couple programs that I didn’t know what they were. And they sound
very interesting– VEX Robotics. It said that you’re going to
pilot that in a middle school. Which middle school is
going to be piloting that? That would be Ms. Robinson. She has the specifics on that. I would– We were able to purchase
the VEX Robotics– I believe it was AG
Wright Middle School, it was Gayle Middle School,
and HH Pool this year. They have them and
are piloting them. And hopefully we will be able
to expand that next year. And I noticed in
the ride up here that it talks about the
geospatial technology. And that’s going to be
at Stafford High School, if approved. If approved for the ’17, ’18. But we have to start
working on it next year. OK, so the funding in here
for that is in preparation? Yes. OK, all right. Thank you. Any other questions? All right, thank you, Dr. Quinn. All right, moving on to 13.10– approval of an award of
contract for copier services to Ricoh Americas of Chicago. Information item– Mr. Wolff. Any questions? Board members, I
guess– or would you like to give
an introduction? I just thought I’d like to give
you a little bit of a summary. Ms. Chair, Ms. Vice Chair,
school board members, Dr. Benson, basically
the first thing that everyone needs to realize
is our current copier contract expires June 30. However, tonight this
is an information item. We are not requesting that
you take action on it. And in light of the
speaker’s comments, what I would like
to do is come back and provide you with a
summary of the process we used and a summary
of the cost analysis. However, I would also
just like to emphasize some of the important
aspects of what was done. We used a procurement process
that was request for proposals. We received five proposals
from potential vendors. They were all evaluated by
an evaluation committee, that was put together before the
document was put on the street. So we had who was
going to be doing that. We knew what our
evaluation criteria was. That was included in the
request for proposals as well. Some of the things that
that criteria would include would be the responsiveness
of the proposal itself, the quality of services
to be provided– which, in this case, would
include repair and maintenance of the copy machines themselves. It would also be the
copier product viability. By that, I mean the
capabilities, and features, and its ability to meet certain
minimum specifications, based on utilization, which
would be copies– numbers of copies. We also would have looked
at the cost of the services. And we would have
also looked at what I refer to as viability of
the company, which is really the experience of the
staff or the company to deliver the services and, as
well, their financial health, their ability to
stay in business and for us to maintain
a long-term relationship with them. So I don’t have anything
for you tonight. But I wanted to provide
this information and let you know that we were
going to bring it forward for the next meeting,
which will be on the 26th. Any other questions? Or Ms. Kidby? I think it might be helpful
if some of that information could be brought to
the next FAB meeting. And perhaps the
FAB committee could look at it in a
little more depth and have that
background, prior to it coming forth for action,
if that’s possible. We can do that. That’d be great. Ms. Healy? I’m sorry. I wasn’t aware that the
contracting criteria allowed you to look at the
financial health of a company. Is that something that’s
written into the regulations? Well it’s usually
proprietary information. But we do try to look
at other [INAUDIBLE] trying to make sure
that the company is going to stay in business. For some of these companies– Xerox and Ricoh– we know
they’re viable companies. They’ve been in
business for a while. And in the case of
Ricoh, we know that there hasn’t been any issues there. But we do have a responsibility
to make sure that whoever we engage and look to
contract with, that on behalf of the school
division, that we’re entering into a commitment that
is going to fulfill our needs and requirements over
the term of the contract. And I failed to mention
that this was not only for fiscal year 2017, but
also has three one-year period renewals, which would also,
if we did that, would take us through to fiscal year 2020. So you also have
a responsibility to look at the costs over
the potential full term, as well, which was done. So we’ll have a summary of the
process and our cost analysis when we convene with
the FAB committee. And that will be brought
forward at the next school board meeting as well. Mr. Wolff, you also
mentioned that you consider the experience of the
staff with the companies and their services
they’re providing. If we haven’t done
business with a company, why would we use
that as a criteria? We usually ask some
of their top personnel to provide a bio
and some information about their staff in terms of
years of experience and things like that. Is that standard in the– it this a standard
requirement for them when they submit a proposal? I think we typically try
to look at those things. But all the specific
criteria that were used– I don’t have them
all listed right now. I was just giving you an
idea of some of the things that we tend to look at,
just generally speaking, with requests for proposals. But I think the criteria
used in this instance would have been
geared specifically to copier machines. And we will provide that
information as well. So we’ll have additional
information at our next meeting and at the FAB? Before you act, yes. Thank you very much. All right. And it will be reviewed
by the FAB ahead of time. All right, moving on to 13.11– review the 2016-17 annual
plan for special education. I know that should be
Dr. [? Clark. ?] And Quickly. Another welcome Madam Chair,
Vice Chair, school board members, and Dr. Benson. For information
this evening, you have our special
education annual plan, which you know is our
application for federal funds that flows through
the state, also known as our Title 6B grant. I would like to
quickly highlight five key areas of the plan. Not much has changed,
if anything– not even the amount of revenue,
unfortunately. But the plan does certify
that we have local policies and procedures that are
current and ensures compliance with federal laws, such
as the IDEA, No Child Left Behind, the McKinney-Vento
Homeless Act, and the Virginia state special
education regulations. Specifically, we must
identify our local spending and confirm our class
sizes, ratios, et cetera. Those are all assurance
statements throughout. The plan also
indicates how we will use the approximately
$4.4 million that we are expected to receive. And as in the past, we use
those funds to partially fund our learning
disabilities teachers, diagnosticians, and departmental
leads at the high school– again, partial funding. The grant includes our
request and justification for about $85,600 in
preschool funding for our two to five-year-olds. Unfortunately, there is no
increase in this funding, either. And finally, the
plan, as required, was shared with our special
education advisory committee, reviewed on March 15. So it’ll be back to
you for approval. About the same amount of money–
maybe a few thousand dollars more than last year. Any questions? Ms. Egan? I just have a quick question. Did we get anything
more from the state? I know that they were talking
about funding a little bit more of the special
education programs. Very little. Very little. Yeah, there’s been
no big effort. A shame. The regulations have
not been re-authorized. There’s just no
movement whatsoever for any additional federal
funds and in special education, or really not in any
other areas, either. We’ll see what happens with
the Every Child Succeeds Act, and how that aligns with IDEA. But funding probably will
be a moot point, I think. Thanks, Dr. [? Clark. ?] Ms. Kidby? Yes, I just have
a quick question. Maybe I’m looking at
this agenda item wrong. But I see an attachment,
that’s four pages, that talks about $85,000. And that’s it. That’s it? That’s it. Then you don’t have
the full attachment. That’s kind of what
I was thinking. I’m sorry about that. But you only see– I think I don’t
see what you see. But that $85,000 would be
referring to preschool. Yeah, it’s just preschool and
the materials and supplies for preschool. That’s all we got
in this attachment. I’ll make sure that
that’s corrected tomorrow. I’m not sure what
happened there. I would appreciate that. I know that it’s a
lengthy document. Yeah, it’s not as
long as it used to be. But it is at least 16 pages. Yeah. If we could get the
rest of the document, that would be helpful. I certainly will get
that to you tomorrow. Is that it? Thanks. All right, thank you very much. Moving on to 13.13– adopt school board
resolutions for FY16 year end close out authorizations
and funds appropriations. Madam Chair, I think
you missed 13.12. 13.12. 13.12. Oh, I’m sorry. We’ll ensure the
students at Stafford High School are aware of that. We’re just going to
skip over that tonight. No, I wasn’t– Hand out her cell number. They’re all asleep now anyway. I’d like to– so, sorry. Going back to 13. Those Mountain View parents. 13.12– approve the adoption of
the current remaining 2015-16 hours of instruction at each
grade level in Stafford High School, as described
by ticker chart two. Mr. Fitzgerald? Thank you Madam Chair. Basically, we’re wanting to go
ahead and ask if Stafford High School can’t get back on their
regular schedule, effective the 25th. I will tell you that there
is some additional found time as a result of going back on
a full day for March the 25 and May the 27 that will
add some additional hours to the balance of time for
the Stafford High School, that will bring them up. And in the meantime,
from 991, it’ll bring up some additional
hours for them. So that’s a good thing. That helps us with their
balance a little bit. But we’ve also got some
high school principals that are asking about getting
a full early release schedule during the week of exams. I know I’m working with Dr.
Quinn now on an exam schedule. So our main effort tonight is
to get Stafford High School back into a regular schedule. And if we could do that,
that would be very helpful. And we will also have
some additional found time to basically consider
a full early release schedule for exams,
with the bank time, and then the additional found
time from those early release. That would be much appreciated. So that will come as a separate
agenda item in the future? It would. Or we’ll work that
out on a school board weekly update for you
with the exact time. All right, and– Would the representatives
have any– I was going to– –desire to do move
this to action? Who would like to
move to action? Well I have a question first. Yeah, let’s get
[? the question. ?] Has Mr. [? Lewis ?]
provided input on this? He has. Was he able to– He’s very excited about this– OK, good. –extremely excited
about the possibility. Has he developed any effect on
that what’s going to change– I know when we added
the 10 minutes, he was able to add
a little bit time to lunch, which was helpful
as students were figuring out the lunch lines and everything. They figure it out. They probably figured it out. And it’s probably– Frankly, I trust
that he has a plan. I did not ask for
details in that regard. But I do trust that, based on
his reaction with my phone call and his conversation with me
about being excited and looking forward to it, that he
does have a conference. [INAUDIBLE] that one question. Thank you all, Bruce and staff. I know I mentioned
this last week. And I know Mr. Hirons
and I have been talking about this for a while. So I’m glad you
guys got it here. I’m glad it’s done. And with that, you
want to move to action? More 13.12 to action. Second. All right, it has been
moved and seconded regarding moving
item 13.12 to action. Any further discussion? All those in favor,
please say, aye. Aye. Any opposed? This item has been
moved to action. Is there a motion? Move to approve 13.12. Second. It has been moved and seconded. Regarding moving this to
action, any further discussion? In that giant chair you just
heard from South Stafford. All those in favor,
please say, aye. Aye. Any opposed? Motion carries unanimously. Moving on now to 13.13– adopting school board
resolutions for 2016 close out, and authorizations,
and funds appropriations– all the fun stuff. I’ll go through it again. Right. Ms. Chair, Ms. Vice Chair. Thank you. Fellow school board
members and Dr. Benson, staff is currently working
on putting together our heads and making
calculations to derive what our best estimate of
the fiscal year 2016 salary and benefits lapse amount and
the non payroll related amounts that we believe would
be available this– it’s a detailed effort. So I don’t know that by
the time the next FAB meeting, that we’re
actually going to have it– it’s going to be
like we’re going to be up against the gun, trying
to get that number for you, so that you have it before
the next school board meeting. But we believe we
should have that. And if we’re closer
to being finished, and we feel like we have at
least a pretty good range of a number, we can share
that with the FAB as well. So there is no intent to
proceed on these resolutions without being able
to provide you with not only what we believe to
be the estimated savings, but– as sources, and then as
uses, through Dr. Benson– what staff would recommend
is the best and highest use of those funds. Ms. Healy? I appreciate that, Mr Wolff. And I would like,
when this comes back, to have more detail in here. Sure. Given the fact that we
are going to proceed with the audit,
the forensic audit, the interim audit will
be released tomorrow. I think we need to make
sure that we don’t have any blanket– and this
is not a reflection at all on you, Dr. Benson. But I think the
school board needs to take responsibility and not
have any blanket authorizations to allocate unknown
sums of money to expenditure initiatives. So– Concur. –if this comes to the FAB,
I’m comfortable with that. But I don’t think it’s
something that we should be considering at this time. I think there’s agreement there. So moving on to 13.14– adoption of the
school board’s budget. I believe, as it says, we
are awaiting the amount from our funding bodies. So there has been no change. So that’s a stay tuned item. In case we had information, we
had these on as placeholders, in case there was any
additional information. And Chairman, I did
have a question. I brought my budget papers. And I don’t need
this answer tonight. But I would like to get
some more information on it. These expenditures are pretty
detailed and self-explanatory. But there is one here for
position reclassifications and adjustment to address
backlog of positions with internal pay inequity. And that amount
is $143,852, which is not a substantial sum in
light of the pay inequities that we have across
the board, but it is a substantial sum of money. So I would like to get
information on specifically what those adjustments are
and what this backlog is. Because I do not
want it to appear that we’re giving priority
to a certain group of people that has not been discussed
with the school board. So if we could just get that
before the budget comes back, I’d appreciate it. We can do that. Thank you. OK, announcing– the
next board meeting will be April 26 at
6 o’clock, probably with the work session prior. Thank you, Madam Clerk,
with our 7 o’clock meeting. Please stay tuned with
your emails regarding that meeting as we get
more information on them. Then we are adjourned. All righty. Thank you, everybody.


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