Summary of April 25, 2024 School Board Meeting
Meeting Open:
Mr. Priddy opened the meeting. After the presentation of the colors, the School Board recognized Arab American Heritage Month and the APS 2024 Honored Citizens, which are Gina Argotti, Reidy Brown, Andrew Greenwood, Louise Vogel, and Layra Watchman.
Consent Agenda:
Ms. Kadera moved to adopt the Consent Agenda, and it passed 4-0. The consent agenda included new school appointments; revisions to School Board policies; changes in School Board Advisory Committee membership, and a request to grant religious exemption from compulsory attendance.
Announcements/Questions/Comments:
For School Liaison announcements, Ms. Kadera flagged Cardinal Elementary’s recent pep rally with the Capitals mascot; several Career Center – Cosmetology and Barbering, and TV Production students won awards at a Virginia-wide schools event in Virginia Beach; Hoffman-Boston recently celebrated Month of the Military Child; Gunston and Kenmore hosted School Administrators from Kazakhstan; and Discovery celebrated Arbor Day celebration which Mary attended with Chief of Staff Brian Stockton. Ms. Zecher-Sutton highlighted last week’s showing of the Right to Read film about literacy, a civil rights issue, which APS, Arlington Public Library, and the NAACP jointly hosted.
Mr. Priddy noted that they’d received several requests about the Career Center request on prevailing wage provision. He noted that APS does not have a resolution in place for this, but the School Board has expressed a commitment to exploring adopting a provision on prevailing wage. Mr. Priddy directed the Superintendent to conduct this study before October 2024.
Superintendent Announcements
Student produced Every Student Counts video
Several celebrations in May
Dr. Durán was proud to announce some recent recognitions for APS.
In Niche’s 2024 rankings, APS was ranked #1 Best Place to Teach in Virginia and #1 in the DC Metro Area; and #2 Best School District in Virginia and #3 in the DC Metro Area High Schools. APS is ranked #301 Best School District Nationally (of approximately 12,000 districts)
For high schools in Virginia, APS schools ranked Washington-Liberty #5, Yorktown #12, and Wakefield #62.
For Middle Schools in Virginia, APS schools ranked Dorothy Hamm #1, Williamsburg – #5, Swanson – #11, Gunston – #54, and Kenmore – #144.
For Elementary Schools in Virginia, ATS – #4, Innovation – #5, • Taylor – #9, Jamestown #18, Nottingham – #37, Discovery – #42, and Glebe – #49.
From the US News and World Reports, Best High Schools in Virginia Yorktown #12 and Washington-Liberty #20.
For the 2023-2024 Virginia Board of Education Exemplar Performance School Awards, ATS was among 37 schools earning the 2023-2024 Board of Education Highest Achievement Award and Wakefield High School was among 27 schools earning the 2023-2024 Board of Education Continuous Improvement Award.
Dr. Durán flagged that last Saturday the Arlington County Board approved the FY 2025 budget, which includes a 2-cent tax rate increase and the FY 2025 transfer to APS from the County is $639.7 million.
Dr. Durán also highlighted the that the National “2024 Military Child of the Year” Award this year went to Taylor Walsh, an outstanding Washington-Liberty High School student and he thanked APS’s 205 bus drivers and assistants.
Public Comment:
Public comment had seven speakers. Four community members spoke on the prevailing wage clause and the Career center bid. Three teachers spoke on the lack of a COLA raise in the budget; the discrepancy in bonus amounts between senior APS staff and teachers, and option school enrollment rates at elementary schools.
Secondary English Language Monitoring Report
Gerald Mann introduces Sarah Cruz, Secondary ELA Supervisor, quoting Right to Read documentary, emphasizes importance of literacy. Cruz explains that the purpose of introducing the NWEA Map growth assessment is to reduce opportunity gaps and demonstrate growth and achievement in reading and writing
Actions: Created K-12 literacy plan, distributed steps for schools to take, implemented secondary reading screener, Science of Reading training for secondary staff, developed curriculum for MS ELA and intensified courses
Data:
Middle school rates of SOL reading and writing results have not returned to pre-pandemic levels
Adopted NWEA Map Growth assessment for Reading this year; will be given three times a year
Assessed 6-9th graders and identified 10-12th graders who needed interventions using the Phonics Screener Intervention (PSI)
52% of 7-9th graders are in 70th percentile or above
Use findings from NWEA to predict SOL proficiency, provide students in lowest bands with interventions
Significant share of students in lowest 20% of achievement level in NWEA are English Learners and Students with Disabilities
Evidence-Based Instruction and Scaffolding:
Promoting adolescent comprehension of Texts (PACT)
have trained 167 staff in this strategy
NWEA MAP reading shows kids in lowest band of achievement are making larger gains in order to catch up
APS aiming for all schools' outcomes to be both high growth and high achievement
Advanced Academics
Created curriculum for MS intensified courses, solicited feedback and suggestions from teachers.
Received positive feedback, i.e. on strength of analytical writing curriculum
Disciplinary literacy will help students start thinking about career paths and their own interests
English Learner Students
coordination to provide EL students with grade-level content appropriate for their EL level to keep improving their literacy skills as they work on their English skills
PACT strategies align well with EL strategies commonly used
SWD teachers are participating in ASPIRE training on structured literacy
Using PSI and DIBELS screeners
Lexia PowerUp
Three levels used by Middle and High schoolers: word study, grammar, comprehension
Shores up decoding
Sixth grade is heaviest usage, Seventh grade next heaviest
This is hybrid program which has paper/pencil component too and will provision schools with paper/pencil packets because "there's something about writing with paper/pencil which helps cement this progress in our brain"
Results
9th and 10th graders took writing assessments: blind scoring, reports will be provided in upcoming weeks. 10th grade pass rate was 75%
Structured Literacy training was effective in improving staff understanding/performance in this domain
This year is baseline year for NWEA assessment, will provide opportunity to increase rigor for high achieving students and supporting literacy for students with higher needs
Future Steps / Considerations
Teachers are asking for two early release days for CLT, and asking for longer traditional format of 50-60 minutes of daily instruction.
New ELA specialist
Align ELA standards in curriculum docs
train all structured literacy teachres to be applied in 24-25 year
prepare PL on rigor in ELA texts and writing process for summer 2024
complete Disciplinary LIteracy curriculum with Advanced Academics
complete explicity curriculum and assessment guidance for high schools
monitor and support ASPIRE cohort grads.
Discussion with Board members:
Ms. Turner asked clarifying question about where cutoff in particular slide is for passing SOL, or rather prediction that based on NWEA Map will pass future SOLs; Ms. Cruz explains that 41% and above are all expected to pass the SOL based on the linking study of NWEA Map and VA SOLs.
Ms. Kadera asks about Structured Literacy HS class; Ms. Cruz explains that the focus will be on multisyllabic words, to shore up missing skills in decoding to help improve decoding, also want to use career texts to help them think about their career paths, take career interest tests and hear from members of community on paths and potentially build internship/externship connections. Ms. Kadera requests deeper dive in data for 10-12th graders captured in screeners for literacy needs; what is “universe of students” included in this group, if you can please provide. In our core content areas, assumption I’m making is that having challenges with reading they will not be able to access core curriculum in other areas, I’m interested in other supports we can provide as they improve literacy, like text to speech, in other subjects. I’ve heard about “immersive reader” which is aligned to Microsoft Word and Word products, although our schools are not using Word products but Google and google docs, so if we could look for other programs, i.e. Speechify, which would look at wider universe of text that can be read aloud to you, ideally can adjust for reading level for Els. How can we ramp up that support to make sure students aren’t missing core content while they shore up literacy skills. Mann replies that they’re working for IS on this issue.
Ms. Zecher-Sutton asks about minority students not SWD, not EL, not ED, had bright spot of achievement in the data. In the past we missed students in high school struggling because screener not provided until end of 11th grade. Now, let’s say we have a student who passes SOLs but are on the cusp, have a rough adjustment to high school and enter 10th grade struggling in reading; can you walk me through what happens for that student? When would the school learn that they’re behind? Who would learn that, who would be responsible for identifying and then implementing strategies?
Ms. Cruz: Next year we will implement NWEA in 10th grade as well; currently department chair and ELA lead teacher are spearheading this work, track students who score 1-20% percentiles, get that data in September. School has decisions to make; diagnoses where the needs are for the student: is it decoding or word recognition? Schools provide interventions differently i.e. in different time blocks depending on school schedule. High schools reached out for reading coaches because diagnostic, building reading plan, etc. is too large lift for existing staff. Next year I think in lieu of those coaches (which we have not been able to provision yet) we will lead heavily on our structured literacy teachers to deliver, diagnose and create those reading plans.
Mr. Priddy said he supports the mention of paper-pencil aspect of the hybrid curriculum of Lexia PowerUp, supports more research papers before 12th grade, asked clarifying question that department will actually implement writing curriculum improvements, complete with interventions/supports associated with each level of curriculum.Information Items
I-10.30 Support of Students-Wellness
Steven Marku start the presentation by clarifying that most of the “meat” of the Wellness structure is in the PIP. “Policies are approved by the school board and are generally broader statements and values.” “There are a few changes to the policy and a lot of changes to the PIP.”
Updating to assign responsibility for compliance to the correct positions, assign responsibility for reviewing the policy to APS staff, which will engage with the School Health Advisory Board (SHAB) as it does so. Some changes are at the request of the Department of Education, including defining a ‘school day.’
The PIP used to say they have “twenty minutes to eat their food,” but they want to update to 30 minutes. Ms. Kadera had flagged the silent lunch as a punishment so was added to the PIP. Lunch detention is still allowable however.
APS was already discouraging bringing in food for in-class birthday celebrations, this clarifies to completely disallow. “There are too many liabilities. Unfortunately it’s something we have to do. The safety of our students is paramount.” They strengthened the language that you cannot take away recess from a student for any reason.
They replaced the half-page guidance on handwashing and now just cite CDC guidelines.
Other than SHAB, APS did not get any comments from the public. SHAB recommended Away for the Day put into the Wellness PIP but APS did not feel it was the correct mechanism to add it. “The prohibition is in place in middle schools and at Wakefield High School.” They are looking at the pilot and staff are still discussing. Additionally, they felt that the middle school recess is an interesting idea.
Mr. Marku continued to cover feedback received from members of the SHAB committee including lunch periods should be at a reasonable time, removing the line “as the schedule allows.” Additionally, there was a recommendation to remove artificial dyes and colors from school meals, but APS felt this was “too much burden on parents to try to comply.” [Note, why what is offered in school means is a burden on parents was not discussed.]
SHAB members also recommended following best practices of “Healthy Schools Healthy Buildings” for air exchange rates. APS says they follow the practices but did not add to the PIP. They are “following ASHRAE standards” however.
Mr. Priddy asked the 30 minute lunch period piece. “Is that because we are not overcrowded anymore?” “Is this a product of us having more capacity?” Mr. Marku said he did not know when the change happened. Ms. Graves clarifies this is a reflection of the time period vs eating.
Ms. Turner asked about the birthday food policy and why isn’t it covered under the existing allergen policy. Ms. Graves says surrounding districts have the proposed policy including Alexandria. Ms. Zecher-Sutton says they talked about diversity in the policy subcommittee meeting, including socio-economic diversity, that they may not have the capacity to do, i.e. be able to bring the same amount of food, etc. “This brings it out of the equation.”
New Arlington Career Center Construction Contract Award
Jeffrey Chambers, Director, Design & Construction presented.
The School Board's Adopted FY 2023-32 Capital Improvement Plan includes the New Arlington Career Center (ACC) Facility Project with a budget of $174.62M. An additional $7.SM was added from the Capital Reserve by School Board action in the approval of the Schematic Design (October 27, 2022), for a total of $182.42M.
Project scope includes a new ACC Facility, selective demolition and facade renovations at the existing ACC building, new 4-level above grade parking garage, new athletic field, various site improvements, and streetscape improvements along the perimeter of the campus.
Ms. Chambers noted that the School Board said in their CIP numerous times, “or less” – “So the team took that seriously and we worked very diligently and very hard to prevent scope creep.” According to Mr. Chambers they have been working with the County and the community for feedback.
Complete Streets Project MOA was approved by the Board at the January 25, 2024 meeting. Phase 1 is going beginning May 2024-May 2026 (Streetscape improvements adjacent are intended to be a part of that). Phase 2 is selective demolition and façade replacement at the existing ACC along with a new parking garage. Phase 3 is the construction of of a new athletic field (June 2027-Decembre 2027).
Next the Bid Review was discussed. Staff solicited bids using the public procurement process and using the state-required processes. Staff vetted the bids with previous clients. There were six prequalified bidders (included two alternatives for synthetic turf field and epoxy terrazzo floor for the entry commons). Three of the bids were within 600K of each other.
The CIP includes 182.42 in funding for the New Career Center Facility. 173.37M in bond funding, 1.25M in operating funds (some costs cannot be in bond funding).
Aps Soft Costs including contingency, phase 1A MPSA and Phase 1B Fenwick is 42.54M.
Total =175M
Staff recommends that the School Board aware contract to “Whiting-Turner Contracting Company” in the amount of 132M and approve a project budget of 175M to be funded with 173.3M bonds, 1.25M from operating funds and .38M from capital reserve.
Ms. Kadera began with questions about the project. “Have we worked with Whiting-Turner before, when and which project?” Mr. Chambers said, “Alice West Fleet and the job was completed on time and “was a good experience.” Ms. Kadera then asks about references in the pre-qualification process, “What did we learn about Whiting-Turner’s overall track record in terms of on-time completely of projects.” Mr. Chambers says it was “very, very good.” There were no red flags according to Mr. Chambers. Ms. Kadera then asks about student involvement with Whiting-Turner. Mr. Chambers says they’ve already begun talking about how they could be involved including internship programs.
Ms. Turner refers to comments on putting out a rebid and the impacts that would have on timing, etc. Mr. Chambers says the first thing would be putting in a PLA and can’t speak to how long that would take and defers to legal on that. Would need to redo qualifications. Qualifications process initially took six months and bidding takes another six months, so looking at a year delay. Ms. Turner clarified she’s asking about a prevailing-wage agreement not a PLA. Ms. Smith says it could take several months. Mr. Chambers says we’d have to rework our division one. Ms. Turner clarifies that we’d have to go back to the architectural stage to put in a prevailing-wage provision with Mr. Chambers – he confirms.
Mr. Chambers notes it is not a typical school with industrial spaces, etc. so the contractor has to have the proper qualifications. Ms. Turner asks why the soft costs are higher than expected at 24% vs 16% from prior projects. “What is in the soft costs?” Mr. Chambers says we typically use 24% in the calculations for construction for sq footage price. This particular building has 10M in equipment that is in the soft cost. Per Mr. Chambers, contingency is about 8%.
Ms. Zecher-Sutton then asked about the façade update. Mr. Chambers said, “We are taking the single story off the back of the building.” She then asked about the role of the construction manager. Mr. Chambers said it’s a full time job on-site. Project managers travel from site to site, while construction managers stay on site.
Ms. Kadera comments that there is a confluence of events of the prevailing wage and the stage of their decision making. She asks if there is a middle road path to be responsive to concerns about labor that does not involve rebidding and delay. Additionally, what insurances does APS have in place through its processes to protect workers to protect them from harassment and wage theft. She noted that the invitation to bid mentions that the contractor should have policies in place to prevent harassment etc. She also asked what is the enforcement of that? And what are the protections in place for workers in the case of wage theft?
Staff responds they will have to follow up.
Ms. Kadera then gave some background on Whiting-Turner: that they are based in Baltimore and accustomed to working within prevailing wage requirements. “There is a N of some sub-contractors that they will work with.” APS should ask how many of that N are either union or can support the prevailing wage provision.
Per Mr. Chambers, Whiting-Turner will have to provide a schedule of values after they get the contract and they will need to list out their sub-contractors.
Ms. Zecher-Sutton asks that if we ask these questions is APS putting itself at legal liability if they don’t end up going with Whiting-Turner.
Ms. Kadera clarifies she’s “not gunning for a re-bid.” She looks at an example in FCPS that includes prevailing wage provision and the only difference that appears to her the one section on prevailing wage. She does not track why the timetable is so long.
Escuela Key Roof Replacement Contract
Staff presenting Mr. James Meikle, Director, Maintenance
The main roof is over 30 years old and the school addition roof is 20 years old. The roof replacement was added to the previous CIP.
Lowest bid was $2.6M.
Mr. Priddy asks if APS can put solar on top. The staffer says it may not work well but it is not precluded.
Meeting adjourned.
