Rachel framed Agenda and reminded group of norms and proposed norms were discussed. 

Rachel introduced new Director of Special Projects, Nicole Gauthier and re-introduced Director of School Supports, Jonathan Swan.

Rachel introduced 3 general prompts to guide discussion:

1. Reactions

2. What questions does this raise for you about our work?

3. What role can/should the board play in this work?

Reactions:

Denise thought it was a bit academic and a bit warm and fuzzy.  A lot of words but action steps were generic. It was interesting and valid but didn't help with forming a concrete strategy and a plan.

Lisa liked how they broke it into people, culture and process. Representation is just a basic first step. It does assume that everyone/s in the same place believing that systemic racism exists.

Denise mentioned affirmative action, how do you implement these steps without getting caught up in affirmative actions. 

Ann thought emphasizing race equity over diversity was interesting. How does this relate to Veritas?

Rachel responded that the decision they made with Veritas in 18-19 to term their work "anti-racism work" was very intentional. We made an effort to learn the difference between diversity, equity and inclusion. Veritas decided to term their work as "anti-racism" as opposed to DEI so that the topic of systemic racism was the focus at Veritas. If Veritas was not an educational institution serving mostly students of color, they may have chosen to focus more broadly on DEI.

Jonathan added that engaging in anti-racism work means you absolutely have to work against oppression in other ways like LGBTQIA+ work.  This intersectionality allows us to address issues across groups.

Robbie saw they difference as that over the years DEI is trying to meet a quota and that's not what we're trying to do. Meeting a quota vs. building equity.

Rachel believes this work is what has made Veritas more viable and better overall so that employees want to work there, feel valued, appreciated, seen and heard.

Matt's reaction was let's be bold, let's be brave. Veritas has had a great impact so far so it would be awesome to bring this initiative to a new level. Now is the time to go for it. 

Lisa asked about the demographics of the student body and what percentage identified as white. Rachel responded aproximatey 70% are hispanic/Latinx, 20% African American, 4% white, balance is multi-race, native and asian.

Lisa was wondering how to apply this concept to students.

Rachel responded that it all trickles down from policies and practices e.g. how staff interact and talk to students, what curriculum re we choosing, how are we teaching things like history, how are we disciplining students, etc. 

Dale had a similar reaction to Ann and also thought about dominant culture.  Assimilation more prominent than integration in dominant culture so to Lisa's point you have a student base or your customers are 75-80% BIPOC so is the dominant culture still relevant here?

Jonathan responded that dominant culture within the context of the school is not the student body but rather what influences on how the school operates and functions and who determines the policies and practices.

Dale went back to assimilation vs. integration he is trying to understand it better and there are various layers that we are trying to figure out what is the right culture to be operating in. 

Rachel responded there's not one right way or one strategy to implement. What we decide is going to be "our" way. 

Matt said this is where his head was going as he looks around this room, he sees a lot of white faces. Do we have enough people of color here to pull it forward? Rachel said that is part of the problem and she grateful for voices like Robbie's, we will continue to work on building diversity on the Board. The governance committee set a goal to increase diversity a few years ago and has been actively doing that with each new trustee. We've made and will continue to make progress. 

Rachel explains that she started Veritas with a desire to help students achieve in high school and beyond and now we are well positioned to make moves related to race equity. It will be a long journey and we will always do this work. Recognizing where you are in your own development related to this work and committing to learning and growing related to it is important work.

Dale said when he hears what Rachel says it sounds negative. The way she set up the school worked but it evolved, it sounds like they are saying they didn't achieve what they set out to achieve.

Rachel explained she doesn't think it was negative but she knows it can be better. That's why they built out a very inclusive design team for the High School that could really make recommendations that were inclusive. We are doing better all the time. 

Aaron wanted to say that he agrees with Denise that it was a bit academic but one of the key things he found was how is race equity culture being applied to the students, faculty, and board.  In terms of the Board, he found difficulty with the statement that it is not a pipeline problem but rather a structural problem. So, in thinking about Board members, he comes from very white community and has worked with mostly white people. So, he's asking how people like him can extend themselves into the greater community so that they can work more with people of color. 

Rachel mentioned that what Aaron pointed out in the article is exactly what they issue is, it's structural and he has done a great job over the years of reaching beyond his own community when looking for leaders. 

Dale responded that Aaron hit on some really important points. We need to talk about what the Board's responsibilities are related to this and a lot of the work we do today will be centered around this conversation and this work.

What role can/should the Board play in this work?:

Rachel said this article and this work is a state of mind and a lens to continue to look at our work and the decisions we are making, goals we are setting, etc. 

Lisa asks which is it race equity and anti-racism or is there a difference? Lisa's questions led to History of our work at Veritas.

Rachel explained about what Veritas has done since 18-19 to become an anti-racist institution. Harvard professor came and conducted a audit where she gathered information, held focus groups, etc. She then provided next steps.  They also hired an organization called "Beyond Diversity" and from these experiences, decided to become an anti-racist organization.  A Change Team was then created that can be inclusive and provide guidance to leadership. The team was first charges with creating anti-racist standards which they did. They requested continued professional development opportunities for staff and the Network Team.  One result of the Change Team was also the appointing of Fellows at both schools that serve as liaisons between the Team and leadership as well as developing and prioritizing professional development related to this work.

Xiomara explained how important it is for us to recognize our own privileges so we can then use that information to break down barriers and identify new opportunities. She also emphasized that this work takes time.

Questions were raised about the Standards that the Change Team set. Rachel will hand them out before lunch for people to review. Denise emphasized that plans need to be executed effectively because too often we lose sight of our goals or other outside factors set us off course. Rachel emphasized that was part of the purpose of the Change Team so that a certain body was specifically charged with this task.

Dale thinks that every meeting we should add a Change Team report to Board meetings, just like we have committee reports. 

Dale asks who does the team respond to?

Jonathan mentioned that Rachel talked about how the team was initially selected.  It was diverse in terms of race and also role within the school. Last year, a lot of the work was to establish clarity around roles, responsibilities, etc. of the team.  

Dale asked if the Change Team understands the Board's role? He thinks we should get everybody on the same level about how we integrate these ideas. Rachel believes that a refresher for the Change Team would be helpful.

Denise wondered if DESE is aware of charter schools and their work around these issue. Rachel explained that DESE has been encouraging charter schools to focus on culturally responsive practices and what Veritas is doing is aligned with DESE criteria for performance. 

Lisa has thoughts on role of Board. First, catch some Board members up (more educated) on where some of the others are in terms of this work.  Also, include this work within our committee work. For example, asking these questions within committee meetings. 

Denise responded that in the Finance committee they can look at what they are spending money on and how that related to issues of race equity. 

Matt asked Rachel if she envisioned bringing this work into our vision and who we are. 

Dale said that falls on all of us, not just Rachel. 

Rachel said they have been discussing how to add this work into our vision and they have added some content into the vision and now we need to take that content an incorporate it into our communications about who and what we are as an institution. A great goal to set for moving forward as we consider rebranding veritas and our marketing materials to better represent who we are now. 

What are 1 or 2 things you all are excited about related to the HS:

Matt is excited that it's all systems go for the HS.

Aaron asked how many current 8th graders will be matriculating?

Lily said we'll get that answer soon!

SY 21-22 Goals and Highlights:

20 spots for the HS for lottery.

12 student leadership council.

a. 2 high potential early college partners (Worcester State and SCCC) ready to move to contract negotiations.

b. Launching curriculum teams to adapt great curriculum in Hist/SS, ELA, Biology, adopting illustrative math.

a. Special Projects Coordinator: Hired DOO: 2 excellent finalists.

b. Principal and founding teacher postings - Nov. (vision/profile of a graduate influenced our criteria for principal)

c. Edgility Firm for Principal Search

a. Annual survey: 88% plan to attend VPHS (52 total respondents).

b. Parent info session 9/30 mailer to all 8th grade families. 

c. Student Leadership Council created.

Denise says contacting families individually rather than sending surveys may be necessary.

Highlights: Facility: Sound & comms; student space

a. Schedule drafts ready for EC partner & detailed updates.

b. Programs at cutting edge of DESE direction, funder support & whole school impact grant. 

Lisa asked how do logistics work for college professors teaching HS students?

Lily said they Worcester State said they'll do hybrid, they'll come here, find local folks to teach classes, they'll do some remote. etc. There are a variety of options the colleges have offered. 

Rachel said they are also ready to engage other local college partners. This is a mission for them, they are open to the goal and the mission. 

Rachel said we would like to build out an industry advisory board and want people who know our industries and our pathways.  We want people who can keep kids on a 4-year trajectory, so how do we secure funding opportunities for students, etc. Rachel and Lily will follow up with the board once they've outlined a clear vision for the advisory board and will enlist trustee support to identify and recruit the best individuals to serve on it. 

Aaron asked if there will be enough counselors to help support students?

Rachel says we currently have 5 counselors in the plan (4 college and career, 1 adjustment).

Rebecca says that's a better ratio than most high schools.

Xiomara asked will there be a college and career center?

Rachel said it will be embedded into the curriculum.

Xiomara says some of the most successful schools/impressive students she's visited have had strong industry expertise and center's dedicated to college and career preparation.

Rachel would love examples. Xiomara will share a list of HSs she has seen do an excellent job so the team can connect with them and learn more about those models of support. 

Matt wants to bring it back to race equity and wondered if we are encouraging our students to aim for top tier colleges and universities. 

Rachel responded that we will have robust counseling teams and the right resources to determine who the right student is to apply to schools like Harvard.  We don't want students to get into a school where they can't succeed and then leave early with debt. That said, we want to ensure our students have access to all of those options and support to pursue them and succeed there. 

Dale asks what is the marketing plan to attract students to the new HS?

Rachel responded we have a great group of 8th graders who we are working to get excited about the HS. The Student Leadership team is helping, info sessions, t-shirts. Marketing plan is to retain 80% of student body we currently have.  Next is direct mailing to Springfield families and she thinks we will end up with a waiting list.

Rebecca added that there are families that are interested already just because of Veritas' reputation.

David suggested tours of the new facility. Rachel explained we aren't really in a position to do that until we begin leasing the space. We may be able to take some groups but we do not yet have control of the space. Xiomara wonders will that cause pause for parents who can't see the space?

Rachel thinks our marketing materials cover the space and what it will have pretty well but anything new like this is a challenge for some people and we will do our best to reassure them.

Aaron inquires about the potential early college partners and how they align with our goals on DEI?

Rachel shares her thoughts on each and states that this is an important part of our decision and we want a partner who will take actions aligned with our beliefs around providing equitable access to all students. 

Ann asks when you announce the partner will other local colleges feel slighted? Rachel doesn't think so because they've had conversations with all of these colleges over the past year. Ann suggests communicating thoughtfully with each and closing the loop before announcing, 

Xiomara asks if there will be a public press release? Rachel says when we have a partner and more concrete design then we would love to do a press release. 

Lisa asks when is the lottery? Rachel responds mid-March, 2022.

Xiomara wants to know why 8th grade families may have already decided why they won't go to VPHS.

Rachel says most kids are very excited and most kids plan to go.  There hasn't been an official ask for yes or no. They wanted to take the time to excite the kids and get them interested in going.  We are just at the point where we are ready to send a mailing that asks for decisions.  We do plan on having follow up conversations with families who say "no" so we can find out their reasoning. She thinks that "nos" won't be due to academic rigor but rather extra curriculars. 

Lisa wants to know what the commitment will be for the Industry Advisory group. Rachel says she need to get more clear on the role of the group and will circle back to this with trustees when ready.

Jonathan said if you look up National Family Foundation there are some rules related to advisory boards of this type. 

All students receive consistent access to grade-level work with targeted, just-in-time scaffolds to make it accessible. 

Pre-assessments

Strategic use of math lab (second block) to teach pre-requisite skills

Strategic tutoring groups at the school level.

Decoding (HD Word) in all grades

More independent Reading time

We knew we had significant gaps to make up.  Biggest learning loss was in Math.

Rebecca noted that the data was state-wide not just Veritas.

Dale wondered if any schools had no or little learning loss during the pandemic.  

Rachel said some suburban schools did.

All grades are improving towards meeting standards. 

Lisa wondered why 7th and 8th graders are improving more quickly. 

Amy says she thinks those students have more coping skills and better habits, skills, and executive functioning in ELA. 

Dale asks how granular is your data?

Amy says we track data by teacher, so we do know where each teacher stacks up. 

Dale asks if you are a more tenured teacher, do you get better and better?

Amy says yes, at Veritas, not necessarily everywhere.

David asks how do you assess quality of teacher?

Amy says observations and data. 

All grades are improving their averages except 8th grade. 8th graders are having the hardest time making up the learning loss in math. 

Amy notes that in the Math team they have 3 new teachers and ELA they are all returning except 1 new teacher who is exceptional.

Considerations:

This year is still not "normal" like we planned for:

1. New reading intervention challenge for teachers to master.

2. Student quarantines in September. (8th grade hit hard)

3. Mental health/executive functioning needs of our students due to remote learning.

4. Staff challenges and turnover. (we are fairing pretty well compared to other schools she believes)

Dale asks under accelerated learning are teachers teaching different ways?

Amy says it is out of the ordinary to ask middle school teachers to implement this new reading intervention. 

Board will see funds for EESER come through in the budget every year.

Dale says the Board should be informed on a regular basis about what these funds are being used for because we have this responsibility for federal funds. Rachel explains that finance committee sees monthly grant reports and can share more frequently with full board.

Rebecca says the Board should wonder what is the balance of investments we're making and staffing because it is concerning about what we do in three years when all this money goes away. 

Dale emphasized that this money is good but we just need to make sure that we are reporting, tracking, and overseeing this money appropriately. 

Lisa wonders if we have to spend this money, should we putting toward our mortgage?

Rachel says that we will be looking more closely at these types of decisions with the finance committee and then bringing them back to the board. She also addressed Rebecca's question and said we are thinking about what do we want to keep as a result of these funds and what do we not need. 

Matt clarified that the "usage time" on these funds are longer than 2024. 

Lisa asked if we have received all these funds?

Rachel says not yet but we know what's coming. 

David wonders if we need to hire a grant manager?

Rachel says maybe more of someone to manage the implementation of these grants which is not the job of a Business Manager.  She has definitely seen the need for a role around this.

Lisa asks Amy about the demographic of teacher retention.

Amy says over the last two years we've lost so many of our teachers and even teachers who were new last year are really new this year due to the pandemic. Many teachers are still green. The goal is to not have as many new first year teachers moving forward. 

Ann asks where are the teachers going who leave?

Amy says last year most moved or left teaching.  Some have left to advance their position, change grade level, or mental health issues.

Matt asks what else can we do to support our teachers and hopefully retain them?

Rachel highlighted many things that Amy and her leadership team are doing to promote staff "joy".

Denise asked if there are any childcare concerns?

Amy says not really, she is offering flexible scheduling ideas. They have explored an onsite childcare option but not enough people are interested in committing to that.

Amy also noted that some sort of stipend/bonus in the winter and spring would be a good idea.

Rachel mentioned that there may be a compensation conversation that we bring to the Board. 

Lisa planted a seed related to teacher retention. We should talk to Market Mentors about marketing all the great work we're doing to help with recruiting efforts. 

Matt says as we weave race equity into our brand it can attract donors and help with all areas of development, advocacy, and support. 

a. Facility acquisition – takes place FY15

b. Procuring alternative funding streams for long term viability

-  Foundation grants and private donors

-  Appeals/Events

-  Development: growing friends/supporters/cultivation/stewardship

c. Charter Renewal  for another 5-year term – takes place FY16

d. Compensation and  other structures for faculty/staff sustainability

a. Developing the Board of Trustees

-  Building knowledge in the charter movement nationally and in MA – policy and practice

-  Where do we fit? How do we compete with other charter operators/networks?

-  Exploring growth opportunities, models to scale our impact

b. Creating sustainable governance structures

-  Recruiting and retaining top talent for the Board

-  Systems and structures to ensure success of program and top performance of school leadership

c. Recruiting, growing and retaining top talent for the school

-  Ensure structures to develop teachers

-  Ensure structures to develop teachers as leaders within the organization

a. Document aspects of the program that can be disseminated and identify opportunities to disseminate/share practices

b. Marketing and public relations to position Veritas Prep as regional leader, promoting key aspects of program

c. Engaging strategic partners with the school for the purposes of student recruitment, support/retention, and alumni opportunities

d. Building a track record of results

1. How did we do?

2. Are these still the priorities?

3. What should the Board do to work toward these priorities?1. 

Lisa provided some context for the previous goals and that these priorities should shift because these were designed when we were a start up, now we are an established school. 

Dale wants goals that do not fall solely on Rachel and her team's shoulders. How, for example, do we work in accelerated learning to the Board's overall work? We do need to have benchmarks and priorities that are clearly understood by Rachel. 

David asks if we are looking for short or long terms goals?

Dale says through SY 2024 with the understanding that the Board can change them at any time if a shift in focus is needed. Rachel agrees 3-5 years. 

Aaron agrees with 3-5 but also thinks we need to think about long term 5-7 years. 

Rachel decides 5 years, through the next charter year that we can work within and breakdown however we'd like. 

Lisa says she agrees as long as we treat it as a living and breathing document that we revisit on a regular basis. She also thinks we could build goals around the three topics that were presented on today.

Denise says the #1 goal from the previous goals is important: Building a viable and sustainable organization. 

Dale thinks one priority should be: "Achieving Academic Success" and that many things like opening VPHS, will fall under this priority. 

Rebecca thinks what Dale is saying could fall under the previous goal #3: 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Monitoring Accountability 

Working toward a race equity culture on the Board

Rachel reviewed the goals or ideas she heard throughout the discussion.

Dale recommended that the Board processes all of this discussion and then he and others who are interested in participating narrow down two to three goals and then the Board can propose those in November.

Rachel would like Board members who didn't get to share their thoughts as much to email her their ideas around goals and priorities. 

Matt mentioned there may be some space on the board for new members as old member exit.