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Dancing to Self-Love and Teamwork

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Richmond Ballet’s Minds in Motion program gives city school students a different type of extra-curricular activity credit: ballet. 

While thousands of Virginia students walked across stages to collect their diplomas last year, several hundred marked the end of the school year in a different way — with the grand finale of Minds in Motion, a program by the Richmond Ballet that sends dance teachers into the public schools. Virginia requires fourth graders to study math, language arts, science, and history, but about two dozen districts have added another subject to the curriculum. Once a week they gather to study ballet.

Stoner Winslett, the organization’s artistic director, always had a passion to give back to the Richmond community. Minds in Motion was directly inspired by a National Dance Institute program, founded by former New York City Ballet principal dancer Jacques d’Amboise. 

“The goal was to allow the children of inner city schools to experience what it’s like to be an artist — to seek excellence in an art form,” said d’Amboise. “It’s not to make them dancers, painters or musicians. Using the finest professionals, we introduce them to an activity that demands excellence in themselves. There’s no winner or loser, as in sports. It’s a motivational program for children that works.”

PHOTO: Richmond Ballet, Minds in Motion

Now in its 25th year, Minds In Motion has successfully expanded from two to 27 schools, serving students in Richmond, Chesterfield, Henrico, Hopewell, Charlottesville, Chesapeake, and Woodbridge. In addition, the program has an international component working with Israeli and Arab children in the Middle East. Acclaimed by teachers, parents and students, Minds In Motion has grown to become a major focus of Richmond Ballet’s education and outreach mission.

“It allows us to introduce movement when we first enter the classroom,” said Jordan Glunt, acting director of Minds In Motion. “Everyone has to participate.”

Language is instrumental to their approach in supporting learning. The use of language, integrated with the movements students are taught, helps each dancer learn their steps. Working together as a group, emphasizing teamwork rather than competition, also helps make the students comfortable enough to learn well.

“Students will pick up choreography, the connection of steps, easier and faster if we give them words to say,” Glunt explained. “As they progress, they’re building on steps, linking on steps which leads to greater choreography — and they’re dancing before they realize they are truly dancing.” 

Students also gain important life skills: not only the discipline necessary to master the routines, but the permission to be creative and follow their muse in a less rigid fashion.

PHOTO: Richmond Ballet, Minds in Motion

“It does take discipline, and it is hard work, but it also can be very freeing,” Glunt said. “We really support creativity. They get this sense of play, in a way. We can have fun, but there is a structure to it that is getting them to learn and move, and they really start to work together as a class.” 

Even the boys who initially shun ballet, thinking of the dance form as intrinsically feminine, often find it has its merits. 

“Professional football players are taking ballet classes to help with being more agile and quick on their feet, and able to move quickly,” said Glunt. “Virginia students understand that because they’re dancing, they’re working really hard; they break a sweat. And by the end of the Minds in Motion class, they’ll think, ‘Oh!’ Some of my favorite experiences are boys saying, ‘I’m not doing ballet!’ And by the end of the year, they’re the ones in the front row saying, “Yes!”’

Both teachers and students report that ballet has boosted their self-confidence, offering another way to succeed at school away from the rigid segmentation of letter grades. Glunt says it’s an experience that stays with them long after the curtain comes down. Minds In Motion even has an after-school scholarship class, designed for students with an aptitude for dance, called Team Excel.

“Those kids invited to audition get that ‘audition experience,’ and then they find out if they made it into Team Excel or not,” says Glunt. 

Team Excel, now in its second year, takes place on the ground level of Richmond Ballet. About 40 children have the experience of touring and dancing in the actual company. They also get to experience other forms of dance besides ballet, like tap, jazz, musical theatre, and modern dance. They’re viewing classes along with their families, who find joy in watching their children dance.

PHOTO: Richmond Ballet, Minds in Motion

All this practice culminates in their spring performance at the Dominion Energy Theatre, where all the fourth grade classes and schools come together for a professional production. 

“It is truly done by the fourth graders. All of us teaching artists and musicians get to step away and sit in the audience and cry tears of joy in watching the students put on this amazing performance,” says Glunt, who grew teary-eyed with happiness. 

“I’ve run into students I taught 10 years ago in the grocery store, and they’ll say, ‘I remember my finale dance,’” says Glunt. “They’ll dance in the grocery store aisle, the entire finale.” 

To learn more about Minds In Motion and their programs, check out their website here and catch up with them through the Richmond Ballet on social media. 

Adding Fuel To The Fire

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A polarizing petition circulated on the first day of school by state Senator Glen Sturtevant has local school and government officials outraged.

Tuesday, September 3 was the first day of school for Richmond Public Schools, a day that is generally fun and memorable for students and their families. But at Mary Munford and William Fox Elementary Schools, back-to-school excitement was overshadowed by a campaign tactic used by Republican Virginia state Senator Glen Sturtevant, who is up for re-election in November.

That morning, Sturtevant campaign workers met arriving students and parents at Munford and Fox with petitions they were encouraging the parents to sign. Entitled “Save Our Neighborhood Schools,” the petition had been drafted by Sturtevant himself, and stated that “State Senator Glen Sturtevant strongly opposes the rezoning of Mary Munford Elementary and Fox Elementary.”

The petition referred to “pairing” proposals currently being considered by the Richmond School Board, some of which would combine the student bodies of William Fox Elementary, which is 60 percent white, and John B. Cary Elementary, which is 83 percent black. This combined student body would then attend Fox for kindergarten through 2nd grade, and attend Cary for 3rd through 5th grades. Another pairing proposal would combine Munford’s student body, which is 72 percent white, with that of Cary.

In a recent Richmond Times-Dispatch column, Michael Paul Williams pointed out that the title of Sturtevant’s petition carries heavy historical implications. Williams writes that “S.O.N.S.” was an acronym commonly seen on bumper stickers used in local opposition to the crosstown bussing proposals of the 1970’s, which sought to end de facto segregation that had persisted for more than a decade after Brown v. Board of Education.

Richmond School Board Chair Dawn Page and School Board member Scott Barlow told VPM that they feel the Senator’s actions are unwelcome and intrusive. School Board Vice Chair Liz Doerr expressed her distaste and concern for the actions in a public FaceBook post that evening, calling it an “election year stunt,” and Mayor Levar Stoney echoed this sentiment, according to the Richmond Times-Dispatch.

Sturtevant’s petition says that the rezoning proposals are “wrong for our schools.” However, his petition only mentions Munford and Fox. “Developing a petition specifically for Mary Munford and Fox, the whitest and most affluent schools in the city, was race baiting and political posturing,” said Doerr. “I would like to remind the Senator and his campaign team that he represents many other schools in Richmond that will be impacted by this plan other than just Fox and Munford.”

Mary Munford Elementary School, via RVAschools.net

Along with the announcement of his petition on Tuesday, Sturtevant’s office sent out a press release detailing legislation he planned to propose in the General Assembly. The legislation Sturtevant proposed in his petition would require a voter referendum before a school rezoning plan can be enacted — despite the fact that rezoning is already one of the main tasks that school board officials are elected and expected to do.

The Senator will not, however, be able to propose new legislation until January of 2020 when the next General Assembly session begins — and his ability to propose legislation depends on his first winning re-election in November. Meanwhile, Richmond’s school board plans to vote on rezoning by the end of this year.

Richmond’s School Board has worked to include the community throughout the rezoning process, holding community meetings several times a month all across the city since August and utilizing an online feedback form for taking public comments.

With Richmond Public Schools enrollment expected to increase 6.6 percent within a decade, the plan to rezone is an effort to alleviate overcrowding at schools. It is also meant to remedy educational and fiscal disparities between city school districts due to the breakdown of racial diversity. RPS employed consulting company Cropper GIS to craft the rezoning proposals, and the first two of the four options were announced in July. Almost all of the proposals involve some pairing of local elementary schools.

The negative responses from parents in Fox Elementary’s district in particular led Richmond City Schools Superintendent Jason Kamras to characterize some of the backlash as “Massive Resistance 2.0” in a Twitter post. However, more recent responses on the RPS feedback form have seen an increase in support. Still, the issue remains divisive in Richmond — and with his petition, Sturtevant has taken a definitive stance on one side of the divide.

Some see the petition’s rhetoric as ironic, since Sturtevant’s own stint on the Richmond School Board, which lasted from 2012 until 2016, is associated with the controversial 2013 rezoning plan that resulted in the closure of Clark Springs Elementary, which had the effect of increasing de facto segregation within Richmond’s school system.

After the closing, former Clark Springs students were rezoned for Cary, making that school less than 25 percent white. Students from the Museum district, predominantly an affluent, white community, had formerly attended Cary Elementary prior to the new zoning, but in the 2013 plan, those students were rezoned for Fox. This raised white enrollment at Fox from 65 percent to over 75 of the student body, according to data from a 2016 University of Richmond study.

The Richmond School Board in 2013. Sturtevant is in the middle of the back row. Photo via Glen Sturtevant/Facebook

The UR study found that white-black segregation in Richmond elementary schools rose from a rate of 65 percent to 70 percent under the new zones created in 2013; it called the plan “a rapid, politically charged and resegregative school closure and elementary school rezoning process.” And a 2013 Style Weekly article reported that Sturtevant, along with another school board member, Kim Gray, privately asked Matthew Cropper of Cropper GIS to draft a third rezoning proposal over one weekend in May, right before the board was due to vote. This was the plan that was ultimately adopted — the plan that increased de facto segregation in Richmond City Public Schools.

Sturtevant was sued in 2013 by Kimberly Johnson Jones, a parent in the district that accused him and other school board members of conducting private dealings that resulted in an unfair protection of white enrollment. The case was eventually dismissed when Jones moved out of the district, but significant evidence had been presented. Court documents indicate that Sturtevant sent private emails disclosing details of his plan to his allies on the board, leaving four other members in the dark. Evidence was also entered indicating that Sturtevant and Gray had private phone calls with Cropper leading up to the creation of the final proposal.

Ghazala Hashmi, who is running against Sturtevant in the upcoming state Senatorial election this November, is quick to point out this history. She asserted that the petition is simply a stunt that Sturtevant is using to divert attention from his complicated past as a school board member, as well as his Republican-aligned voting record in the Senate, which she claims has undermined funding for public education. “He’s trying to hamstring local school board members from doing their jobs,” said Hashmi. “As a Richmond-area educator of 25 years and a mom who sent both of her daughters to public school here, this issue is deeply personal to me. I am committed to ensuring that all of our schools have robust and equitable funding so that every child is afforded the same opportunities, regardless of their zip code.”

With many public officials on record expressing distaste for Sturtevant’s petition, the rezoning discussion is clearly going to remain a pertinent talking point leading up to the Senatorial election on November 5. Hashmi has strong words for the incumbent. “If he wants to do the job of a school board member, he should go back to running for school board. As a Senator I will do what Sturtevant has not: stand up for teachers, students, and Central Virginia families by prioritizing and expanding funding for public schools.”

Top Photo via Mary Munford Elementary School/Facebook

Not In My Schoolyard

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A recent “pairing” proposal to help integrate two Richmond city schools has run into a backlash that, in some eyes, harks back to the bad old days of Massive Resistance.

The Richmond Public School System’s solution to improve diversity has frustrated some residents to the point that they are threatening to leave the district. And some see the situation as a direct call back to the city’s mid-20th century struggles to integrate, which eventually led to the Supreme Court.

It all began when RPS employed the services of Cropper GIS, a company that works on demographic and facility planning for K-12 school systems, in order to alleviate overcrowding due to projections of a 6.6 percent increase in overall RPS enrollment within the next 10 years. The Richmond City School Board also hoped to place more students into new school buildings, and to increase student body diversity.

Cropper GIS proposed two possible solutions to take effect during the 2020-2021 school year, which would impact around 10 percent of students currently enrolled in RPS schools. One would move around 1200 students to different schools, mostly in the East End, with the goal of putting more students into George Mason Elementary, which will open in fall 2020.

The other option would impact less than half the number of students, and would involve the pairing of four elementary schools. Fairfield Court Elementary and Woodville Elementary would be paired, as would William Fox Elementary and John B. Cary Elementary.

“Pairing” is a process that involves combining student bodies, then putting fewer grades into each school within the pair. In the case of Fox and Cary, their respective school districts would be combined, with all students from the combined district attending Fox for kindergarten through second grade, and Cary for third through fifth grade.

When the pairing of Fox and Cary was announced, several parents within the Fox district spoke up in opposition to it, and that opposition has created tension throughout the Richmond public school community.

Both Cropper GIS and RPS were open about the fact that the pairing plan was introduced in order to improve the diversity of both schools. At the moment, students enrolled at Fox are 60 percent white, while Cary’s enrollment is 83 percent black. If the proposal goes into effect, these divergent numbers would stabilize, with Cary having a population of 52 percent black and 42 percent white, and Fox having a population of 44 percent black and 47 percent white.

Richmond Public Schools Superintendent Jason Kamras (Photo via rvaschools.net)

Richmond Schools Superintendent Jason Kamras expressed support for the proposals to diversify the school systems. “Anywhere we have an opportunity to create a more diverse, more integrated school environments is a great thing, and I want to work with [parents] to figure that out,” Kamras said in an interview with the Richmond Times-Dispatch.

However, several parents with children currently enrolled at William Fox Elementary have expressed their apprehension at the pairing on the Richmond Public Schools feedback form; responses to this form were obtained by the Richmond Times-Dispatch through a FOIA request.

“My youngest daughter would enter Kindergarten the same year that her older sister would be bussed over to Cary Elementary,” said one parent. “Our girls would never go to elementary school together and I would have two children at two different elementary schools.”

Other parents voice their concern regarding the developmental impact that switching schools halfway through elementary school would have on their children.

“Developmentally, this is a delicate time for children and they need the stability of their friends and resources they have come to be comfortable with,” said a parent from William Fox Elementary. Of course, friends who are in the same grade would be changing schools at the same time.

Several parents from Fox also claimed that they moved to the district specifically so their children could attend William Fox Elementary. They claimed that if the pairing of Fox and Cary went into effect they would either move out of the city, or enroll their children in private schools. 

“If option 2 is passed I know that I, along with many other neighbors, would carefully weigh the decision of whether to send my children to private school or to move out of the district for a better elementary school option for our family,” said a Fox parent. 

William Fox Elementary (Photo via rvaschools.net)

This is not the first time Fox and Cary have been at the center of an integration debacle. In 2013, the school district voted to move students from Clark Springs Elementary, a majority-black school, into the Cary district. Then, students from the majority white section of the Cary district were transferred to Fox. This reshuffling in 2013 increased the racial polarity of the schools.

That decision actually resulted in a lawsuit by Kimberly Johnson, who was then the parent of an RPS student. The lawsuit alleged that the 2013 redistricting was discriminatory, but it was ultimately dismissed due to the fact that Johnson had moved to Henrico County and no longer had a child attending RPS schools.

Witnessing the response to the pairing proposal, Kamras commented on Twitter about the ways those responses mirrored things white parents had said about public schools during Virginia’s attempts to integrate 50 years earlier.

“Re Fox-Cary pairing: The loudest feedback sounds eerily like Massive Resistance 2.0,” Kamras tweeted on July 17. “BUT I’ve also received a lot of feedback from families of all backgrounds who welcome the idea. In fact, I believe they’re the majority. I encourage them to share their perspective publicly.”

Kamras’s reference to Massive Resistance referred to an organized campaign in response to the Supreme Court’s 1954 Brown v. Board Of Education decision, which desegregated public schools throughout the country. Begun by Senator Harry Byrd of Virginia, the Massive Resistance campaign lasted nearly two decades, and saw some public school districts close for as many as five years in an effort to block white and black students from attending the same schools.

The threats of parents to move out of the city is reminiscent of the late 60s and early 70s, when Massive Resistance had been ended by a 1968 Supreme Court decision and Richmond Public Schools began a court-ordered citywide busing program in order to integrate student populations within different schools.

This decision brought about strong opposition from white families. Ultimately, in the 1973 Bradley v. Board Of Education decision, the Supreme Court ruled that inter-district busing had to be limited to one school district, meaning that students who lived in surrounding counties could not be bused into Richmond, or vice versa. This decision spurred an increase in “white flight” to the surrounding counties and to more expensive private schools, leading to de facto segregation in which black students in the Richmond metropolitan area made up the vast majority of students at city schools, while white students were the majority in private schools and the surrounding counties.

However, almost 50 years later, these trends have swung the other way — between 2005 and 2013, Richmond’s white population increased by 30 percent, according to StatChat. At this point, Richmond’s white population is growing at a faster rate than the city’s black population — and gentrification is at the root of this growth.

Massive Resistance protesters in Norfolk (via Virginia Museum Of History and Culture)

Kamras’s tweet struck a chord with many Richmond residence witnessing the tensions over the school systems proposal.

“We love Fox, but more importantly we love RPS,” one resident tweeted in response to Kamras’s tweet. “Any change will involve growing pains, but also a great opportunity for growth. We support rezoning that makes ALL RPS schools more equitable.” 

Some residents with students attending Fox recognized the weight of what the school board is trying to achieve, and voiced their support.

“Currently zoned in Fox with a toddler. We support all efforts that dismantle segregation, exclusion of Black families, and entrenched privilege for white families,” a supporter of the pairing proposal tweeted. 

The proposal has also sparked the interest of residents outside of Fox and Cary, who are calling for similar changes in their neighborhood.

“I’m a Northside parent affected by rezoning,” tweeted a parent. “My neighbors would love to see a plan similar to Fox/Cary pairing in our district that could unite our 3 elem. schools & promote path to middle & HS. We’re concerned current plans don’t go far enough to create integration & equity.”

In an effort to increase dialogue around the controversial pairing proposal, RPS held a public meeting at Fox Elementary last Thursday. Around 75 people came to offer feedback on the subject. According to the Richmond Times-Dispatch, one Fox Elementary parent expressed concerns about RPS’s ability to create diversity within the city’s student bodies.

“Most people in this community are committed to the ideal of diversity,” said the parent. “I think there’s concern about how capable the School Board is and [Richmond Public Schools] is in actually implementing that in a thoughtful way.”

Richmond School Board member Scott Barlow told the Richmond Times-Dispatch that the board could vote on the plan as early as November, though that would ultimately depend on feedback they receive from the public. Another public meeting on the subject will take place at Fox Elementary on Tuesday, August 13 at 530 PM.

Additional reporting by Marilyn Drew Necci. Top Photo via rvaschools.net.

Richmond Students Take Part In Worldwide Walkout Demanding Action On Climate Change

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Last Friday afternoon, students from several Richmond schools marched down Broad St to Capitol Square, as part of the Youth Strike 4 Climate worldwide protest.

An estimated 1.4 million students in 123 countries played hooky this past Friday, demanding public action for global warming, which included about 50 kids from local Richmond schools.

At 12:30 p.m., students both from Richmond middle and high schools marched from Abner Clay Park down Broad Street to the Bell Tower in Capitol Square, joining a worldwide coordinated school walkout called Youth Strike 4 Climate.

“I want to address the issue that climate change is a real thing,” said Lola Brozna, 14, an eighth grade student at Albert Hill Middle School. “We need to take charge, because it’s our future. We’re getting all this education, but we might not even be able to use it.”

Students chanted phrases such as, “People not power,” and, “Don’t use oil, keep it in the soil.” Other adult members of the community marched to show their support as well, including local teachers and environmental advocates.

Many grade school students in the movement believe older generations have failed to properly address climate change, nor have they taken any appropriate measures to advocate for clean energy and global environmental policy plans. Students like Brozna fear the projected lifespan of humans moving forward, and worry it may cause a massive loss of life.

“The planet is dying, and there is this overwhelming scientific consensus that if we don’t really swiftly transition to renewable energy, we’re going to die,” said Barry O’Keefe, a VCU Arts teacher who helped organize the Richmond strike. “It’s not only figuratively but literally true that children are our future. Kids are going to inherit the world in no time. I’m personally really inspired by the youth taking political power into their own hands, because if they successfully do it, I think we’re going to be okay.”

The movement was first inspired by 16-year-old Swedish activist Greta Thunberg’s weekly protests in her hometown of Stockholm. She has since gone on to deliver a TED Talk, an address to the United Nations, and spoke at the World Economic Forum at Davos.

“You say you love your children above all else,” Thunberg said in her address to the United Nations last December. “And yet you are stealing their future in front of their very eyes.”

The United States named their own version of this movement the Youth Climate Strike; the movement is run entirely by middle and high school students ranging from ages 12 to 17. They cite demands including a “Green New Deal,” halting fossil fuel infrastructure projects, and better education in schools on global climate change.

“By 2050, the world will look super different,” said 16-year-old Amaya Matthews, a student at Douglas Freeman High School, referring to projected ocean levels rising. “I just want the world to look better, not worse.”

The next global walkout is scheduled for May 3.

Photos by John Donegan

Upbeat Superintendent Offers Plan to Improve Richmond Schools

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Richmond Public Schools Superintendent Jason Kamras delivered an optimistic message in his first State of the Schools address — even though the district has the worst graduation rate in Virginia and more than half of its schools lack accreditation.

“I wasn’t sure where to begin tonight because it’s been such a quiet year at RPS,” Kamras said Tuesday, laughing as a picture of a nearly two-foot-tall stack of newspapers showed on the stage’s screen. “How many times did we grace the front page? Well … there you go,” Kamras told more than 200 people in the auditorium of Martin Luther King Jr. Middle School.  

Jokes aside, Kamras celebrated the steps RPS has taken in the last year to improve several issues plaguing the district. These efforts included renovating bathrooms in deteriorating buildings, working to correct student transcripts, improving chronic student absenteeism (down 2 percent from last school year), engaging in advocacy measures and increasing teachers’ salaries by 2 percent.  

“Perhaps most powerful of all, we renamed J.E.B. Stuart Elementary to Barack Obama Elementary,” Kamras said. “School names are just symbols, but symbols matter, especially when it comes to Richmond’s history, and present, on race.”

Richmond Public Schools Superintendent Jason Kamras

Despite the progress made, Kamras said the district still has work to do. Fewer than half of RPS schools are accredited, and Kamras said the city’s graduation rate is the lowest in Virginia.

“There is absolutely nothing broken about our students … We [the adults] are on the hook for those statistics, not them,” Kamras said.

Dreams 4 RPS is the five-year strategic plan born from 170 community meetings and input from over 3,000 participants. “This isn’t my plan. It’s not the board’s plan … It’s our plan because it reflects the hopes and dreams of everyone in the RPS family,” Kamras said.

Dreams 4 RPS  features five priority areas: teaching and learning, staff, school culture, family and community, and infrastructure. Each priority is divided into action steps, 40 total,  that outline specific goals like hiring more male teachers of color and introducing hands-on and engaging curriculum.

“We can’t expect greatness from our students if we don’t ask greatness of them, and we’re going to raise the bar and ask greatness of our students a whole lot more in the coming years,” Kamras said.

The plan also explains the need for increased trauma-informed care. Kamras said 20 RPS students were shot and six were killed in the past 12 months. “Most teachers were never trained to help young people deal with those kinds of tragedies,” Kamras said. He said providing that kind of training is necessary for both student and staff support.

The fully implemented plan will cost $150 million over the next five years, which covers training programs, building improvements, school resources, salaries and more. Kamras said though RPS can and should act more wisely with finances, “We must continue to advocate for more.”

In December, RPS organized the March for More, and last month, the district participated in another march called Red for Ed. Kamras said continued pressure on the General Assembly is necessary to increase school funding.

With a strategic plan in place and problems to solve, Kamras is upbeat as he looks to the future.

“If I were to sum up the state of our schools in one word, I would say we are ‘rising,’” he said.  “We are rising together, and nothing can stop us.”

In Unique and Destructive Weather, Richmond-Area Schools Work to Adapt

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When Ashley Walton started her fifth year working at Highland Springs High School, at the semester’s start, she was in high spirits. She’d been impressed by the efforts of new principal Ken White to raise morale, and looked forward to interacting with an energized faculty and student body in her role as an instructional assistant. A few months into the semester, Hurricane Florence left public schools throughout Henrico County to serve as shelters for nearly three hours, on September 17. Walton is still confident in Highland Springs’ future.

“That was interesting, especially with the population I work with, because they’re not used to major changes,” Walton said, “They’re used to getting out of school at four o’clock. It was a strange adjustment, but I will say that everyone in the building handled it extremely well.”

Walton’s experience is one of many, in a school region learning to adapt to the new challenges created by the effects of climate change. The havoc caused by Florence in Richmond was only a prelude to the fall semester, which saw schools from preschool to college-level contend with intense bouts of weather. Almost a month after Florence passed, Tropical Storm Michael resulted in an abbreviated day on October 12 for many high schools and colleges — and a completely canceled day the following week for some, including Highland Springs.

But through it all, Walton remains positive: She credits Highland Spring’s administration for their work to reorganize class schedules when forecasts predict dangerous conditions. These efforts ensure that closures won’t cause students and teachers to lag behind in their instruction.

Similar measures seem to be in place for the Richmond Public School (RPS) system, according to Communications Director Kenita Bowers.

“Our facility services team routinely monitors weather forecasts to ensure that they prepare and protect buildings across the school district. At the first notification that a storm is approaching, a storm team is activated and on alert,” Bowers said. “Once the storm passes, property and building assessments are made, and necessary repairs are implemented immediately, to prevent delay of the students returning to school.”

For Amelia County Public Schools, the effects brought about by Tropical Storm Michael proved to be longer-lasting than most — and meant that schools had to resume normal schedules, despite multiple roads in the area being severely damaged or blocked.

While the extent of damage done to all of Richmond’s schools is difficult to estimate, Bowers notes that hurricanes aren’t always required to create problems: The weather that comes with the fall season can exacerbate already weak and old infrastructure.

“As a school district with so many aging facilities and budgetary constraints, extreme shifts in temperatures can be challenging to contend with,” Bowers said. “At times, when the temperatures shift unexpectedly, it can have a negative impact on school operations; so school leaders always do their best to accommodate the needs of students, to the best of their ability.

“It is also important to note that RPS currently only has 5 HVAC technicians that are assigned to 44 buildings, which makes it difficult to maintain and ensure that equipment is managed appropriately.”

The state of Richmond’s schools will likely continue to be a frequent topic in the political sphere, as the city prepares to seek more RPS funding from the General Assembly in 2019. For now, though, the semester continues. Those on the ground floor for any future forecasts — students, faculty and administrators — are seemingly prepared to take these incidents in stride.

“I definitely think everything’s looking good so far,” Bowers said. “Luckily, these things are happening in the beginning of the year. I know for my students, change can be difficult, but I think that they are handling it as well as they can.”