please. We're going to get started. So this June 2020 23rd 2026 work session is
called to order at 11:18AM. We are going to hold on a voting in Mister Dunne because he is not with us. So we have exciting topic in front of us
today. 2 points here, 2 EFI. 25 OIG annual report and Fy 27 risk assessment in on it. >> Topics we're very excited to have with us either.
General Esther Co and Deputy Mr. Moore so they will be taking the presentation from here. So I call on them to present these topics for board members. We will be having
discussion after we go through all of the presentations. >> Thank you, McElveen. good morning, everyone. Thank you for the opportunity to percent
today. So Elmore is now deputy auditor general's. So both the 2 of us will be presenting this a fun and exciting materials with you all. So
please excuse my deep voice today I'm recovering from a code. So my goal is that we can do tack team and then do the presentation. First about 30 minutes and like Mister
Mike Levine mentioned will open for questions after So we have Siri items to cover today. First, we're going to look back to the work that
completed by the Office of Auditor AG in the last fiscal year. 25 and then we'll look forward into the future. Actually, it's just a few days
after that is already fiscal year, 27, only one week after. So we're going to share the audit topics that we want to propose to do full fiscal
year. 27 and to breach the 2. We'll also provide a media briefing about what we have done in fiscal year 26 so far so that you can hear the full
cycle AG work. And before we start and pulling up the presentation, I would like to take this opportunity to saying the audit committee Mike Levine and also all the
audit committee members from the school board. Joining us. And then I also want thank our community members within the audit committee. We have 2
committee members. They are miss upon a Krishna and also missed net. Henderson. Who work tirelessly with my office going through many audits and follow-up reports. And of course, I want to thank my
team U.S. wealth. And I would also like to thank Doctor Reed and the management team always collaborating with my office. So it allows an objective
evaluation of fcps processes but also allow for working together a collaboration discussion of how to improve our processes. And of course,
audit is a fun topic. As we started. But I know that sometimes may not be. So I really appreciate everyone's just sometimes. Okay. So with
that, we will start with the fiscal year. 25 AG Andy Report, which is item number I would like to first provide
some background AG, particularly for those Camilla team members who is watching this work session today that the office reports directly to the school board and per
charter policy, 1, 1, 0, 5, The office has unrestricted access to all school division information which is relevant to the areas under review.
With this independence structure access. It allows my office to carry out the mission effectively. chief something called the Gotham
and auditing. Spend us this 10 decide issued by the Government Accountability Office ending the auditor. Were Caught? It has a yellow book many times. I like the
show. So I brought a yellow book with us so you can see at this is to spend that that we follow. And what is our mission? mission is to
determine whether ongoing divisions at the site. adequately decide functioning, effectively efficiently and be fully accountable to our committee members. And we
achieve this goal throughout fall. PeopleSoft work. And I know that each time I talks about this fall Peeler. So I'm sure you all can memorize that. The first one is about
risk assessments. Meaning how we come up with the audit topics and the second one is internal audit, meaning our bread and butter and the 3rd one the management of the
fraud, waste and abuse in Curry's. And the last one, outreach concert and education. So for the clock with can actually go a little bit down to I'm going to skip
some of the pages. Page for is a good place to stop. So with AG, we have a total of 8 full-time equivalent
employees, 7 auditors and one at mean. But seeing small group, we actually have a lot expertise in it. So as you can see, we have certified public
accountants. We have certified internal auditors, certified fraud examiners and certified information system. Auditors. And this sounds a lot of Alphabet's, but I just want to highlight that because he's
provide the public to know that we have the credentials to do the work that we have been asked to do. And then we can move on to the bottom of this page, which is Ag Valley.
And we can stop here at the table. So this table we would like to upon to fight for you all. How we know that the work AG is being done effectively.
So we're using a couple of data points. First, one is from a organization called the Council of Great City Schools. So as you can see, the indicators listed here based
upon the latest. 24, 25 resells only G's operating more effectively and efficiently than other school districts. Internal audit offices that are within the
indicators oji's independent. And we also collaborated with management. And you can see that that our recommendations to fully accept it by management team. And at the
same time, we also conduct a post audits surveys which is listed on the following page. And you can see that we are stuck 8 different themes of questions goal is to get a 90%
of yes about questions. And we met this go during fiscal year. 25. And at the bottom of this page, we list it many ag achievements accomplishments.
And I just want to highlight to hear one east that we completed all the approved. audits by the board and the second me is about peer review
peer review. Ohia means cool is AG, right. We also want to ensure that our quality is a forest ended. So every 3 years we receive external reviewers
to coming. And this year is particularly challenging is not because of the work is self is because the the coming of the external reviewers happened to be the week that
we have a heavy snow. Stop me. If you all remember, you would like to 10 inches snow in something like that. So they're now and I have to really come into the office to really work with the
evaluators at the time. And we were very fortunate to get the highest rating possible, which is the passer rating with no management letter comments. And with that, I would like to
move forward to Page 6 Page 6 outlined the risk assessment process and I'm going to skip it because when I talks about the fiscal year, 27 plan,
we'll go through that in death again. And then on Page 7, it shows process of internal audit. And I got this questions quite a lot is like
a Esther is that after the east you off the audit reports, then you won't. We will see you again. The answer is no, because fortunately, I say right, it's good to see
the front of the auditors, the that the truth is that that will will follow up on all the audit recommendations. Suggestions with management and then we will report the status with the audit
committee and then also share the report with the school board in my monthly communications. And then on Page 8, shows hour. Fraud,
waste and fit. See something, say something is always to theme with reporting things ahead of time. So you can see the different categories of situations that we received
here on the right side. There are like that the colorful greet with like that that high-dose such as fender executions use of SS
residency, so on and so forth. I just want to make a statement here to ensure committee members know and also our employees are fully aware that my office takes all
the concerns affair seriously. And then we looked into each one of them with food due diligence and also want to say this, too, while myself as an auditor, this is only job. I
know how to do, but I need to say this is conducting audits is not the most effective way to find different ways and abuse because your life finding a needle in the
haystack. Audits by the fog is sampling. What is the most effective way to identify fraud, waste and abuse concerns are really people bring it to our attention
through people so front ways and abuse. He's a very good tool providing that all employees feel comfortable, you know, to share Suda Teeple line and so that we can take
early actions before he becomes the problems. So with that Ph 9.10 shows to last off work. Right? Like going back
to my early a point. How could we making sure our employees, all community members feel comfortable to use the hotline? We really need to come out like not serving as
really internal internal audit. We really need to making sure what we do. People is aware them. So So here on
this slide shows about the audit bus. And I again, I really need to give a big shout out to Daniel because she's always like out. Also fought a bus and then making
sure that it is being issued on a monthly basis. The only time break time that we took is cheering summer. Other than that, we should be on a bus on a monthly basis. And also thank you for you all to to help us to spread the word. So
the people subscribing to it. And as auditor, we don't really see the subscriptions. That's a number. We actually no, use a more accurate number
is how many people actually opened the audit bus e-mails. So as you can see, the trend moving upward. after July 2024, you can see the
statistics about 800 people really open. The audit. Us e-mail us, although issuing on a bus, we also keep AG Web
site update. And we have seen also providing a lot of training and education in all in different math. That's one east through the National
Association of State Boards to Count and see where we really literally issue a certificate where people can claim continuous professional education credits. We also
fortunate to have time, 2% leadership kickoff and also the front training. So particularly saying to management to allow this to happen. And we also hosting a
DMV auditor group DMV stand for our neighboring districts and that we have a group of about 20 auditors across DC Maryland and Virginia that we
meet on a quarterly basis to talks about hot topics in the internal audit area. And we also celebrate the Internal Audit Awareness Month. I know you all know is the month of
may wet. That's just past and thank you for showing out. Physically and thinking about it well. Okay. So with that, I would like to transition into
Now to talk about Page 11 about our audit results. Thank you. Yes, And that's to mention on Page 11. >> I want to be begin discussing the audit results
for Fy 25 audits. We completed all audits which included 6 performance audits and 14 business process audits. And then you can see on Page 11,
had ago rise. The findings and observations under high risk moderate risk lower is an observation. we talk about hire us. Those those items are we're controls are are not in
place or are inadequate or areas of noncompliance for a medium risk of that means controls are in place but are not sufficiently comply with
or not compliant with CPS regulations. Low risk would be controls are in place. But the level compliance varies but is not systematic. And then
observation does not the definition of the high medium low, items that are opportunities for improvement. So beginning on Page 12, we
give a little bit more detail about the ideas that we conducted. So our first performance audit is the procurement process audit during this audit. We identified 3 moderate risk
findings, one lowers finding and one observation. Some of those key findings include an alignment of policies or regulations and guidance regarding the van der approval process between the Office of
Procurement Services, the Office of Cyber Security and the Department of Information Technology. Another key finding with operational inefficiencies in been communication. And the review
process is that exists impacting vendors, solicitation. Our second audit is the student disciplinary process audit and the results
of this audit was exempt from disclosure based on the Virginia code. But we did share those audit results in a closed meeting with the audit committee. Our 3rd audit is
the critical process review hiring audit this audit. We identified 3 moderate respond to the one low-risk findings. Some of the key findings included challenges with the design of the hiring
onboarding process that may lead to inconsistent application of hiring practices as well as a limited number of measurable goals and objectives. Title milestones throughout the hiring process. may prevent management from
Missouri operational effectiveness. As we go over to pays 13. We have the construction and renovation
contracting process audit during this audit. We identify one high-risk finding 3 mile and 3 moderate risk finding and one observation, some of the key findings include
non-compliance with project and contract terms and the design and construction manual in several areas where improvement could in the fcps constructing construction
monitoring practices. Our next audit is our local school activity. Funds audit. And this is it that we think every year based on the Virginia
code, this audit, we of believe there were a couple recommendations. They may recommend season with the rate observation observation was that out of the total of 202
sites that we audited. We know the exceptions of not compliance with FCPA record regulations at 73 sites. There were no exceptions noted at
the remaining 129 We also want to mention that the exception of occur at the site level and did impact the site's cash you're in. You're in violence
or did not There was no material effect on the financial reporting as FCB of the division of the Hole. Our Next Audit, which is on Page
14. Is our continuous monitoring where we look at appropriate and not appropriate at transactions on a quarterly basis. We also do conduct site visits on the quarterly basis that a number
sites. So during Fy 25 out of the 202 sites, there were 103 sites with no exceptions noted. 55 site had exceptional to in 3 or fewer areas in 45
did not have any transactions appear in the sample. And that's what we did. A total of 68 site visits in person. And I just wanted to mention our continuous monitoring, the not
transactions do kind roll over into our local school activities, funds audit. So we use that as our sample for local school activity finds audit. Okay. Also pays 14. It
was the business process. Audits. As I mentioned week, we conducted 14 business Does network 25, including one school including one office in
13 schools. During the business process audit. If you look at on Page. 15, you will see a chart that provides the
beams of business process audits by high medium and low. We identify 37 low-risk findings, a moderate risk findings into high-risk findings. The key findings
were related to the purchasing process. Timeliness of payments. They cannot reconciliation its officials, the documentation. Further
down Page 15 algal into recommendation. Follow-up as is their mansion. Once we complete the audit, you're not completely done with us. We come back on a quarterly basis to make sure that the
corrective actions are effectively arm implements it. So at the beginning, the Fy 25, we had 14 open recommendations from prior years that remain outstanding
during the year. total of 45 new recommendations. A reported 30 recommendations close. As of July one 30 of July 31st is me. 29
recommendations from the current prior year remain outstanding. And those were related to the food and nutrition services it that became a process audit. The critical process review hiring audit and the construction and
renovation contracting process audit. So now I would like to transition over into the media briefing and we wanted to
provide them your briefing just because the annual report we completed back in January. So we wanted to fill in the gap of what we've done since that time. So if you look on
slide number 3 for the mid-year briefing, I just kind of a kind of in a around a little bit. We currently have completed the number 2, which is the health care claims management, as well as number
5. The school office safety audits. Those audits were exit for disclosed from based on the Virginia coal in accordance with the Virginia code. But we did discuss those
in a closed session with the audit committee. Currently we have the hourly employee struck shuns by put sod it. actually just completed the and reported out in our June
audit committee meeting. We have a local school activity, 5 audit, which will is scheduled to Presented your next fiscal year. Our specific
contracts of in a management audit were scheduled to have that completed and presented to audit committee in September. As well as details monitoring, which is ongoing.
And I think that's mentioned about Jesus a quality management and external peer review. We did have a peer review conducted this year. We passed with the highest rating, but we have continued
to update our processes, our internal process to make sure that we're conducting quality audits and as will the yellow book, gang is the generally accepted. Accounting standards have been updated. So we had
to update our processes to based their updates that me. And then I want go over to talk a little bit more about the business process audit
slide. Number 5, you can see we have provided a table of the business process audits we could week completed 7 business process audits on I'm
sorry, beginning of 2026. for one hire us one. Hire audit. the one high-risk finding for mater, refined and 11 low-risk
findings. And then we we've conducted additional 5 business process audits that were present in our 2026. at a committee meeting. And then I
wanted to skip over to slide with one talk a little bit more about the audit follow-up, which is on slide.
13. So at the beginning of January 31st. 2026. We currently have 16 recommendations from the current and prior years remaining outstanding. And these were related to again
the food and Nutrition Service audit, which has 2 outstanding recommendations, became a process. Audit has 4 rec recommendation of outstanding. The critical process review for hiring has or recognize
recommendation outstanding and the construction and renovation contracting process it currently has 6 recommendations outstanding. And we did have a more updated briefing that was provided in
our General audit committee meeting. So if you are he re us want more information. You can access the information on board next. And I would like to turn it over to S to talk a little bit more about that
bass for fraud, waste and abuse. Thank you. >> So on a slight 14 that shows again a fraud, waste and fit. And again, this is a
breach between the fiscal year. 25 any report. And then also the future. Right? So sorry, maybe a little bit smaller and maybe the clock and make it bigger. But if
not, you can also see it on the bottom on your laptop well. We got a questions sometimes east at how are we doing is does number percent a
good indicator or not? So good indicator. So the response that I would like to prove I it is a great And how do we know about the House? Is it
healthy situation or is not? I want to say this that that I suggest forefront ways and abuse. We should compare internally with Fcps statistics. Is this because
like each organization operates a little bit differently and they may have different types of hotlines, different contents of hotline reporting. Hear what we try to
do. Also, you may notice that there is one more data points provided here, which is the reportable columns. So not only presenting the and tie a total amount that we received
in that fiscal year. We also highlight that the number of cases that have been reported to the audit committee and situations that may have credibility of fraud, waste
and abuse or situations that are more high profile or more, maybe more systemic controlled efficiency, so on and so forth. And you can see that
the reportable upper send out of the total case load is increasing. So to me it means that the odds, authentic city off the cases reported in actually more meaningful when
we looked at it because a lot of time you do know an authentic outcome. So with that, I would like to do another promotion here. Please use these hotline and please use this means and allow your
constituents to know because together we can make it a bigger fraud prevention team. And with that, I would also then like to move onto a sly
night outside 16. I'm sorry off Presentation. And I'm very proud to say that that in the fiscal year, 26, up on 2
April, we have trained almost 2000 employees, employees and external stakeholders considering a team of our size. I really think that is a
big accomplishment and we are trying to making sure every employee's know about office of Auditor general and who we are and what we do. And again, thank you for your partnership with us to share this with your constituents well. And
then with that, I would like to turn Citian to our last presentation so that we can end this presentation part of the of the of today's meeting
is the fiscal year 27 risk assessment and audit topics. So now we're looking into the future in about a week about what we're proposing to do for the audit. So this
presentation is to roadmap guiding our fits for the upcoming fiscal year. And I will maybe going through this power point only and there's an other document that goes
hand-in-hand with the power point, which is notated as item number 4, the same title name in a pot docs. If you're interested to read more
details. So I would like to start off, you know, talking about sliced 3. Slide, 3 years, esta stage of our discussion and slide outlines
our mission and our authority. And I have mentioned about that early on when he talks about the fiscal year. 25 any report. each year was set
aside some odd of topics and then what we're presenting that to the audit committee. And this year able to do it in March and now we're moving forward to propose it to the school board because the audit
committee concurred without plan and we will be talking about it. The details today. And sly for. Provide more
details about how we develop the audit plan. And we have received input from many different resources. I want to talk about and are we did a
very robust benchmarking exercise to see what the other topics that the internal audit departments around the nation's do. So we looked at 24 different internal audit
departments. Many of them were actually leading and Department a big and with a large enrollment of students in the nation. And then we also solicit feedback from
school board and also audit committee members, including the community members. So we've got a majority responses from 10 school board members and the 2 committee members
Thank you for your help so that we can see whether want your feedback on a proposed. So and then we also solicit feedback from employees we have conducted 31 interviews,
many with leadership team members and we also collect it. 85 surveys. The total number of surveys that was is about 240. So he's a pretty good response. Will rate of
about 30%. And then we also consider all the different types of risk, right? It has for show operational risk and then the fall be proposed. Our
plan. So with that, we can move on to sly 5. So this is heavy load at Paige, I think is our outcomes for audits to
be done. So there are 4 meeting audits of new audits that we're proposing. One is the athletic programs focusing on the fund's components and
how a working relationship with booster organizations item 2 is continuous by Cronin, professional verification. And we know that the importance to put a
trusted doubt in front out to Jim. So age, you would like to file a day to process across the district. And number 3 is the fundraising activities. So
fundraising activities a little bit broader than just the athletic program. We actually proposed for starting looking at fundraising activity. First in the 1st
half of the fiscal year of 27. So once we know kind of the baseline and then we will go into the athletic programs in the 2nd half of the fiscal year and then item number 4 is
specific contracts. And we know that that contracts monitoring is really important. So in fiscal year, 26 meeting, current me, we're looking at Department of
Special Services and then also instructional services Department on how they monitor their contracts. And in fiscal year 27, we propose to looked
at the it Department off information technology to understand how the management how they manage their contracts. And the other Some continuous and new audit that
we every year. So I'm going to skip those. And sly 6. 6. Here are some other considerations. I want to highlight here 3
topics that also rise to the top horizon. But we did not include this topic, so to speak family into our fiscal year, 27 plant. The first one
about student transfer process and cip. We, of course, know that this is a very important topic. We have the same time know that the boundary work has just been completed. So we want leave some time for that
new boundary to work out and before we ought consider auditing. This topic in fiscal year, 28 or after. And then the second one is the
artificial intelligence governance framework this year for fiscal year, 27, we propose to looked at the D it contracts. And as we know that that the our governance
policies do in the development phase and starting using it, we just want to give it a little bit more time before did it so that we can see impact. And the last one is
Curry and technical education programs. We will continue to integrate this type of programs reckless school. Audits. So we can see that how on the ground to school are
really operating for the CTE programs and then to ensure the regular checks and balances place. So even though for CTE program, we do not include this as a central
program to be audited, that we include the aspect it in the school audits. And then moving on slide 7 is our copper is
some of the key metrics that we use. And you may asked or why this fall topics. And here are some of the high-level reason about why all this for
new topics are identified through a benchmarking meaning that they are overwhelmingly the other school district. Internal audit shops also looked at it. And then we also get the majority off the
school board and audit committee members coup responded to us. They supported it as well. And moving on to the next slide.
Is operational plan based upon the resources that we have and how with going kind of have this audits to be completed. And then for the following
pages because of the interest of time. I think I'm going to kind of just keep over them because the soggy slice that talks about the details of the
each one of the audits. Maybe just highlight one thing here. Desist a local school activity, funds audit. Many of you have percent Haitian about it. I would like to clarify
that. It mentioned about cash balances. If Ali stated the catch, the finding here include catching catchy chrislan. So it has also checks. Catch and anything in
that form will be checking that as part of the local school activity for an audit. So with that, I would like to jump over to a slight 20 to expedite our presentations
that we can open up for questions. Here are some of the useful links that we can use if you're interested to find more about the office of Auditor General. So with that,
I would like to end this percent Haitian. I know that last year when I came ice, a similar thing that when I think AG can actually stand for de friend. Words, right.
One of cars is office of Auditor General and you can also stand for one amazing group. So thank you for being in this group with us because
without your support, we it doesn't. We're not work for internal audit H e so that we can all working together to be fully accounted. Go to our committee members. So with that would like to have the
time back to the meeting manager. >> Well, thank you both so much for that in depth and quick presentation. We have 2 folks with placards up. So
we'll start with Dr. Anderson, followed by an instrument. We'll begin with Mr. Move followed by Doctor Anderson. >> Mr. Moon: But that does mean that about. Thank Thank Thank you, Mr. Chairman, thank
you the presentation. As a member of committee. I fully support recommendations for next And we're as to your
comment only about. The people in the office working tirelessly. Yes, absolutely. I that's making only committee members, just one member
becoming pretty So you just so much work and this so much reports that I have eat. And become familiar with cent. I
want to take you back I know which. Power point presentation. This one about
2025. The schooling I'm going 2025. Construction and renovation contracting date. That since that construction
money that we are using is a amount. Just go to. 130 million dollars pretty or basically that's our cash flow
from the colony. It was a high risk finding 4 them. And out of that on it. A Steeler 6
recommendations outstanding. I know this was presented to the committee funded the progress from iconic sin. The pump public once again, if you could comment on Remini
recommendations outstanding in how you think pain management is rest always outstanding commendations. I appreciate that. Thank you. As someone
for question and >> and helping us to frame, you know, like we have done this audit. So what right now I would like to defer to miss more to kind of go over the
details. But based upon my understanding, we see continuous improvements like from the management. So the process is in place. But yes, we still have some recommendations that open. So
if now, if you can go through them at a high level. >> The remaining
recommendations that we finalizing design and construction manual, which they have been working on. But they're still in the process of completing some edits and
going through leadership review. So that was one of one of the items that are still open. Another item is establishing the key performance indicators and benchmarking. So they have to establish indicators and then
give some time to collect the data to kind of gets year after year. So that is still in process as well as exploring the solution for
creating dashboards. I believe design construction has attempted to build a dashboard with I think the system is called I'm not sure if I'm saying that correctly, but found some that there are some excellent access that was
restricted. So I think they're kind of going back to see what other platforms they can use. I believe in click is one of them that they have mentioned that they are evaluating to
see going forward. They'll be able to use that dashboard. >> Mr. Moon: with those in Austin, the recommendations 82 that high-risk finding. able
talk about the lunch restaurant. >> So we may need a little bit of time to kind of to link everything together. Mister
Moon. So you think you had he's good. So you don't mind just a quick second. Maybe do you have any other questions
while to know that's basically what I have. Maybe I can first
go back to the >> so okay. The pipe responded with identify instances of non-compliance with the project terms in the design of
construction manual. So I think one is the manual is still in process to updated it also increasing amount monitoring prices to increase accountability, initial
compliance with those contracting guidelines, completing daily at the construction sites doing punch list, which is a tracking of
everything needs to be done to complete the project some middle timeline. So I believe most I believe, know last time the punch list. We did close
that recommendation. Alright, a like Make sure telling you correct Lee. Yes. So we did
close 3 of those items which is implementing a formal process with documented approving the project timelines, process for the punch list as well as reevaluating the period of
says time from the substantial time to the final completion dates, which I they were going to remove the 30 day requirement period because they have been some delays in
trying to meet that final completion date. So. >> Mr. Moon: recommendations to toast and the you know, what is your understanding?
Love hold them an easement when those cannot be ensured the addressed or complied with. >> So we're going to follow up
on a quarterly basis for all the open recommendations. I don't know if management gave us a revised a due date. To
complete those items. >> So as of right now, I think we have a revise it today. I know the last 3 that are still open or do as of April 30th,
but we have seen movement on those items. So we will know in our quarterly follow up. We will get those updated dates from. >> Mr. Moon: Yes, Stephen the
superintendent goal. He's not So to work AG to see whether those recommendations can be
complied with. Thank you, Mr. Monday, our Anderson. >> Dr. Anderson: Thank you. First, I would like to offer
my congratulations for successful audit of office. Can you speak a little bit in terms of the auditing that takes place of your office? Is
that history? >> Recommendation, is it mandated or is it something that you have Optionally opted into? >> Thank out at us and great
questions. So per the government auditing standard is actually a requirement that each of the shop, if we claim compliance with it, then we have to come to have external
peer review to be done every 3 years. Thank you for that. One of the documents that well, rather a tool that you pointed to now, I can't find the page
because I didn't write it. The date or sniffer. >> Is that a tool that you using to evaluate local funds or is that a tool that site so using or both? Can you kind of
tease that out a little bit more, please? Sure. That is a tool that we're using to analyze transaction. So we'll do all the schools transaction into the system and then we
will select the sample based on different parameters. We're looking for transactions over $10,000. I would look at transaction under $10,000. >> So that helps us to
streamline our review Kampala work papers make sure that we have vision evidence based on the conclusions that we come to. >> So it just helps kind of organize your work a little bit. What did you use before
the installation of the system was at all manual? >> No, we've we've actually had to to leave used idea, which is a similar tool that
just helps, you know, can do a data analysis and compile the information and we also use. >> Ms. Meren: Yeah, of course,
that EXO is always a great to write, but Fort Davis neighbor, if I may also come from and what they're now mentioned, Dr. Anderson, the power for this, is that a chance for it? Can convert a
lot of pdf into excel in a lodge fall uwm's. So I think the is specifically help us at Fcps as you know, that we have a lot of scanned copies, menu
Cho is actually help us to eliminate a lot of the menu era. Right? If you need someone tidy and that's, you know, like the dinosaurs h. So we are very fortunate to be able to use this tool. And
also the out a saying which is powerful. And I think AG is working very h*** o* these really, too Taylor scrapes that we used to run report. Right? So now you have all the
data set and then so Watt, you really need to think kind of like maybe based upon different ways and abuse cases that we're looking into. So we have more insight into how'd
that date or what will look like a ref lax so we can then immediately update all scripts like a prom said Putin and then we're on the right fall Miller and then we can get the
re so stunned. We can focus on those higher is if it makes sense. No, absolutely. Thank you for explaining that. I also appreciate the comments that you made regarding fraud,
waste and abuse. The guidance that you give in. >> Dr. Anderson: About how odd it is just a needle in a haystack that it is most productive. When does an actual report. So I want to
ensure that we are elevating that guidance to the people at large to those who work a little bit more closely in these areas than we do to help bring attention to areas that
might require it and so and pivoting to did bought buzz because I think that's where you get your information a little bit more the outreach
is greater through that. And I know that we've all added that allowed those letters. Is their social media presence. 4
your office. If I make. That's great idea. >> We try to do it before, but because of the resources that we have. >> We just could not really lie follow through on a social
media and be able to responsive to any comments that we may collect. >> So we do continuously update our website. But not
like creating something like traitor or some Instagram. We don't have those. Yeah. That the website is for people who looking for something specifically. If you just
trying to raise awareness, you know, the casual user is going to see it on their social media feed. And this office exists. >> Ms. Meren: I'm not going to the Web site unless I'm really looking for something
specific. So I wonder how you can make that work for you and the way that is evergreen and does not allow for like the heavy response is back and forth that you'll need
somebody to manage. I think there's some ways around that. I looked in just 2 raise awareness. So it's out here. But you know, in your in your. In your head or die, come
visit us here. If you have questions, if you want to report rather than having to track the social media aspect. So that's just something I want to raise to you. My next
set of questions were really around much of what Mister Moon has begun to talk about, which was the ndings that you listed were they were
high-risk. One high-risk, 3 moderate and one observation. Can you speak a little bit first in terms of how is the observation different from the recommendation?
>> I can start with that. And know can get ready for details. So So I'm going to be a little bit more like an auditor when we talked about the definitions. If I may
finding we have to have a very clear criteria. So like let's say, fcps policy and regulation say this that if there's any like kind of returns from that or any to
turn from the elbow, then we'll caught it as a finding. Very clear delineation with the criteria and then we'll call it as a finding us. Well, if there is a direct
contribution to the audit study that doing like direct related to the audit objective. However, during the audit, we sometimes also find
some attic toad or something that we also want to raise it to the attention of the readers and then we call them as the observation. >> Can an observation also be
high risk? No. Okay. So the observation. So there's no space for something that you are accidently uncovering to
become any high risk factor in the risk factors column. >> I do not so. If that is case, right? If it is really happening, what would need to call for an other audit to
cover that. Right? Because Yesco, do have some go baths. And it's gonna miss man. First. Yes, good morning.
Thank you. As always to the auditor team, I am wondering, you know, this year the school division received the Baldrige Award and I'm wondering, preps question for the
superintendent, but how were the audits used to achieve that award since it's so tied to processes? So I'd love to hear that either from our auditor general or a
superintendent. Thank for the question. So of course, that the goal for the mission for our office is to ensure the processes that we have effective efficient and be
fully accountable to our committee members. And I think that's closely related to the report that the superintendent's has embarked
this year. But as to how we are working together, I don't think there's a kind of like very direct relationship at this point because I know that projects has just started and
I would look for light to look for more, you know, coordination. So that one plus one east equal to 3 and more right. And I would love to hear like dog to read, you
know, thinking about that idea. Thank Co. I Mr. Smith is generally coordinated the work for that's check in with him
on what those connections might look like. >> It was always I find the auditor's office, a wealth of information that I wish we could use more. So I certainly hope that the superintendent
can see what's up with ball to the Baldrige working. >> Ms. Meren: You know, I wondered my question was also what had been used to play for the Bald ridge framework. But so it strikes me that in my 7
years on the school board, I have not yet been on the audit committee. So I'd like to think that year is my year and I will put in a request for that if Mr. Mckelvie in will a
allow or share during his good leadership. But that's not up to Is that true? But I really would like to dig in because I've seen the arc of the work and I would like to help us use it more. So we'll see if
that can happen. I hope so. Thank you. Back to Doctor Anderson. Thank you. Just
going back to the findings that you had during that mid-year report. >> Dr. Anderson: I hear what you're just shared regarding most of the recommendations have been closed. There's 3
outstanding. So I guess my question is for doctor read on that point. Do you anticipate? Closing out those last recommendations or I don't
know if this is a mister. >> We city closing out the recommendations and in some cases, I think it's a timing issue. >> Where I think we are about
done but not prior to the completion of the auditor general's report. But yes, we would definitely plan to close those out. I know when I arrived in the school
division, there were a number of audit issues that were open that had not been closed out for some time. So weve steadily chipped away. And I think we're really almost done
closing I think we have drafts to close the rest of the remaining one south, Mr. Smith, you want cause. know you directly oversee that afternoon. Everyone else. We've working very closely
with the auditor general's office. >> And have a process in place where we follow up with our departments on those that are outstanding. Again, there are items that. Haven't gotten to
that particular due date yet. And for those that are still outstanding, I work very closely with the departments to ensure that they're closed at a timely manner. >> Dr. Anderson: Can someone speak a little bit more to the
KP Eyes of construction benchmark marking in terms of? Well, clearly, there have been deleterious impact. I guess my wondering is how come we
didn't have those in place because that is the monitoring of the the construction work. Be. Thank you for the
question. Maybe I was really sending that to >> And I'm sorry, I'm a bit of a disadvantage just coming into the room. If you just want to look at Page 13 of
their report. >> Dr. Anderson: That might give you a little bit of a sense. But I'll go into my next question a And you look up. I can also comment. I mean, I think these coming into the division we did not have Kpi is really for
departments >> or academic departments or operational department. So we've been instituting those over the last several years. And I think the KP eyes around construction are an example of
those pieces that are being put into place. And I think we've discussed on multiple occasions sort of some of the project to the escalation that occurs when time when things
get delayed. I do think to be fair. COVID and some of the impacts of round construction at that time may have played a role of it. I certainly. We
are definitely working on establishment of Kpi is across all operational departments. thank you. That's very helpful. >> Dr. Anderson: In the next 2
areas in which you highlighted. High risk or moderate risk were. Holland Meadow Elementary and Sandburg middle.
>> Yes, so this is it one that chart. Is a doctor. And should we go over kind of the details? What they are just a little bit. I'd love to better understand what your findings
were. I do remember hole in that owes, but I don't remember the other do you have both of them with you yet because summary also holla Mellow Meadows. I believe this
was the issue where there was a donation to support the outdoor education program and they purchase the greenhouse. But they never installed the greenhouse. Hollin Meadows. believe that was that high
risk finding and then it's Amber. The financial management report that is done monthly the reconciliation. >> There were 9 out of 9 months that we looked at where they were not approved or
records out in a timely manner. And then there were 3 appropriated cards and when not appropriate, a car that were not reconcile timely. So with all that together, we consider that find Thank you.
And what was the moderate finding? 4 Hollin Meadows, the medals. 0nd that one of the beach. And then for low-risk
findings. >> glad here with And and she can put up all the details >> So the moderate fighting
for Holland Meadows was a personnel payment. Someone with hate without going through my time. So they were paid with the I believe it was a cash disbursement, which is a check.
>> And >> low-risk findings they were for. A man I Yeah, because you had a total of 6 findings
there. One SEC, >> So one of those was the nonbank bait reconciliation. We had a month of July From
our was not approved an online application. So that was a low finding. We had timely payment, a payment to a vendor was not made by the due date.
Is purchasing process. Waste is the cast. This person is which is a check there was funds were oblate prior to having approved purchase
order. I say thank you so much. Just looking ahead in terms of what you'll be accomplishing next year. I am pretty. >> Dr. Anderson: In arrested in the athletic programs and
booster. Primarily it's been such a turn and my community since I've been on the board, just not having clarity of processees or clarity as to
who is responsible for white and even a preliminary report. From your office a few years ago really highlighted. This is an area that needs a little
bit more focus >> this will be across all of the 26 high schools. Now. Thank you. And the fundraising component. Just talk a little
bit in terms of how that what the scope of is going to be because we have everybody raises funds for all kinds of
reasons. P tas boosters individual looked groups. What are you going to be looking at here so that it's manageable and expectations can be set?
>> Great question and thank you. So if I can have to club to put up item number 3, so we can all looked at the scope of work. If we can go to page 14
of item 3, which is fiscal year, 27. Yet this yet. Slide 14. So this is high level
scope of work. Talk to and that you can see the objective. One is to looked at what other checks and balances and also the policy and regulations. We need to
understand that first try one out there got rouse surrounding the use of fund raising activities and then to looked at and to see if any,
if there's any an authorized to use for those platforms, right? We know that many times very creative at using go fund to me or something that is not
allowed by the system. And then also benchmarking to look at how the other school districts are doing to fundraising activities. So this audit will go first
actually, maybe like in the month of August. We would like to start with that and we want to spend about 6 months looking in it to kind of the high-level kind of like what
the STA. Policy, what is the controls? And then also looking at? If there's any way people can do it, not in the right way. And then also look
at how the other school districts doing. It. So to set up that hole and that will go first. And then after that, then we will look into the athletic programs. I say to to
set up a foundation first. Now, that's very helpful. Thank you. And I think those were my questions. Thank you. Expect Anderson. Okay, we have
2 more mystic's at 05:00AM Saint Johns County. So thank you, Mister. Thank you so much for, you know, presenting this the I just have a couple of
questions when one of fewer feedbacks, I guess. There's a point here that Fcps does not have any supplier diversity
program. Is that true? Legs up? I think this may be. I will wait for miss more data
to put up the documents. And I think this may be in the Polk an audit where may be rated it as an observation. I want to
say. But do you mind to speak a little bit more about that? >> Vincent understand it. It was that own the office Mister Services had an established a
program to Mir the Fairfax County's efforts. And so I believe there are some differences to align with the one Fairfax policy and the Fairfax County Purchasing Reg
resolution. So we just asked Office of Payment Services consider thought and consultation with the Vision Council if their friends route to evaluate if that program
could be established. >> Is there any that would is? >> So being that this was observations, we typically do not get management response or
follow up on any. I do have a shuns just on the high moderate, a low fighting. >> Dre, I would like to get some update from the procurement office about that
because I was under observation. I think we had discussion that we will build some supply diversity programs in our for comment office and
and I guess it aligns with the county and there is small woman owned minority on service, disabled, veteran-owned businesses, which I've given some time prior tease on set asides and
the government world. So knowing local government to. It could look into that. The
other thing I know you're doing to this audit. So I know there's another audit which really happen next year. But
probably starts on our edge of maybe has started. It is 515 million dollars awards and for D it that's of a significant amount. And that ICE also read some
observations about the non alignment and the inventive selection, things like that. Could you elaborate a bit beyond that? But because I want to hear rather than just reading on the document, what
was the feedback? >> so thank So is it question that just want to clarify to ensure we have a upcoming audit that is happening for
the IT contracts. Are you talking about that you were talking about an audit that has been completed. So based on what completed, I want to know how the other one would
be done. So if you could talk about how it was done, the one who completed and the key observation that. Just for less audit that do you mind to
clarify, I'll just read from here. And there was some key did objective departments were tasked with identifying needs, providing inputs, doing this on the station negotiation
process. >> Its on slide 10. And it talks about yeah, which wasn't Haitian. It is as I'm pulling
it out. >> And Larry would have so many and he's not making it all. And I know it's easy thank you. It's slide. 25 and
report procurement process. Thank you. Thank you for the clarification. back in fiscal year. 25 so we looked at it like a life-size call right?
And I appreciate you know, the questions and I know seem where you have a lot of backgrounds in managing contracts and procurement. So it's just the right slide.
don't see the school piping go. Maybe a test. PDF page 15. I want to say maybe is from
the fiscal year. 25 yes, a new report. Yes. This go 25 any
report. Page 15. PDF. You know, without I can separately send you an email about this, not just want don't want to
take too much time, but it basically said the to forbid Boyd, if it monitors us finding regarding vendor
approval process between O P S O C S and department DOT operational inefficiencies in vendor communication and review processes exist that are impacting vendors on the
station resulting from resource on strained and comprehensive questionnaires. I got it. Okay. So and thank you for helping me to connect
the DOT. So for that particular audit, when we think about the life cycle, we will want to look at the Polk and processes first right? That's to start which is on
Page 12 fiscal year. 25 any report. So when we looked at the start of the process, because right now as we know that the cybersecurity risk is
high. So that's why during the procurement process to consideration of it is important as well. When we did the audit for the procurement process again is to start of
the of the process that it seems that the coordination between the it and Polk you aman's can be further improved at the time. I belief that there was kind of one size
feet, all that all. Procurement no matter of. I'm just maybe using over overstatement that. No matter what items we bring have to go
through a very, very robust. It review. So so that's what was one of the finding and then as a re so tough that management has been improving it to make it not one size fit
all is actually based upon the types of Polk human happening and then they are using different although to assess whether they accept offenders
on not. So that's one of the the finding a do what he's about having asking O Office of Pokemon Services to develop the Key performance indicator
like doctor it mention that that isn't new a strategy that like they are asking all the departments to do so. That's to start right after we looked at the procurement process
emer than we think about who looked at the next off the Polk human right, which is the contracting contract. monitoring. So how do making sure that after the procurement has been made, the
contracts have Bean NH along, right? Not just we buy something and then just let it go. Right. But so this fiscal year, 26, we looking at the
contracts from DSS Department of Special Services and that also ISD instructional services Department. And then fiscal year 27, we Po Post too
looked at the D it As you mention correctly, that they have incur a lot of, you know, expensive, you know, contracts. And we want to make
sure that that we overseeing those contracts regularly. And discussion could be far I
guess, procurement team. But I you you're better off like any sourcing agreements we have in place with the some companies far like it that we have a
500 million dollars and ID contracts. So we're doing this one off. Contract Servia strategic sourcing that purchase agreements. Thank you
for We actually have and start planning yet. So unfortunately, I don't think we have to details. I don't know if management could comment on that for that. The it types of contracts and how
do we do those? The contract McKenna, some. I think we get back to. You must accept that we can do that. Okay. Thank you so much. And I know I was the part of the joined it
committee along with the Sizemore Heizer and then dismiss Anderson join me. The idea was to combine partisan capabilities Fairfax County
and Fcps so we can have better pricing for some of those ID contracts. And we can, you know, bargain better in in a way we are back a bigger system. But yeah, I know that technology does speak sometime. We use different
portals, but that the task. And I think there >> Good sex. keeps, you know, because save money on that. So anyway, thank you for that.
>> Maybe can I just add a quick comment? So the stakes that we can certainly looked into that as well cheering our audit to see how that's being, you know, can we for Dirk
capitalized at the one Fairfax idea? >> I want to go back to your question about the supplier. Diversity observation. misspoke. They did provide us with a man is where spots and
what their actions are. We just don't follow up on those observations. So if you go to page, 26 in the report and if you quick way to get there is on Page 11 in the annual
report. If you believe there's a link that might take you directly to that report on page, 26 a day provide management response and their
actions. age and cutting. >> Ms. St. John-Cunning: Thank you. I am really not can ask questions. I just really want to say thank you for all the
work that the audit committee has done. Those that are present as well as those that aren't present as well as our 2 citizen. Members on the board I'm lucky to be on the
audit committee and I know that you go in depth on some of the things that we're discussing of high-level here. appreciate the thoroughness, the work, the attitude that
you do everything with. I also priest appreciate your patients. When you know you're talking about a system level and I'm talking about my experience being in the schools, but you're always willing to listen and you're
always willing to, you know. See how maybe a systems level decision for process looks like, you know, down on the ground level. And I appreciate that. Openness and willingness
to discuss that. So I just want to thank you for all your work. Obviously, this is a big report, but just for my colleagues here, like when we
have our our meetings, I mean, we go way more in depth and always if you have questions or always, they're willing and cheerful and willing to help site. I just really want to commend you for all the
because I know it's hard work. Its detailed work, but you guys make it easy.
>> A great. And I think that Anderson has one final question. >> Dr. Anderson: Sorry, I missed this and my initial ask
on on Page 11 of the did results. This is the one that is titled Fiscal Year 2025. Annual report. The student
Disciplinary Process. It's all starred. Can you talk a little bit in terms of any findings of that audit? >> So we can talk about the
audit objective, meaning what we have looked at. But my understanding is we could not talk about what the results are because he says accent from foyer disclosure. And I
think I may need division to explain that. But I can talks about the objective here. >> If you don't see as you could talk about the objectives and indicate whether or not there were any
findings. Like, yes, I know may. I answer I can talks about the objective for some. Then they be. >> Ryan, you can give me some guidance. If I can say yes or no. So the objective, first of
all, we evaluated process. So we looked at the full process, including the appeals process to ensure compliance with federal state policy, regulation and procedures. So
the first objective on more compliance driven. Second one, we assess whether they're effective like whether the checks and balances and all
the compliance The effective are they being able to obtain the goal of the intention off off off those process. The 3rd one is we also benchmark the
hearings under pews operations with the other jurisdictions. So this out there, do >> Topics that we looked at? I don't know Mr. Mike Levin, you
want to comment on that. >> Now I just say folks want to review the findings individually we can we can arrange for that. >> I would definitely be interested in doing that
because I'm hearing there were findings. And so do I arranged this with? You definitely we can come thank you. >> Okay, great. Well, just
want to thank thank both of you. And the whole audit team again for a very productive year. I think it goes without saying that you've uncovered some things in the system that have been very important and
we appreciate your attention to all of that. With that. I am giving the board back 50 minutes. We started 20 minutes late running 30 minutes early.
So we can adjourn for lunch.
Not a Gen recent recess for
lunch at 12:30PM. Thank you.
>> thank you for coming back.
OK, thank Ready. Yeah, we will now. Oh, I'm sorry. I have to go to. We will now move on to the Pre-K and early Head Start parent Policy Committee annual
report portion of the work session at. One. 36 pm. I call on staff 2 pretty big in their presentation.
>> Would you like for me to introduced? >> Our members. Okay. So we have. 3 says she's our board
chair. Doctor. I'm going to say it right. Now in U.S.. Got
There we go. No wind gusts know. That is That is
accurate. Yes. We'll go ahead and get started.
>> So here today representing the Pre-K and early Head Start parent policy Committee to present the annual program report on behalf of the fcps Pre-K and early Start apparent policy committee. We thank you for the opportunity to present
our 20 to 25 20 to 26 annual report. The parent policy, as you know, serves as the governing voice of families enrolled in these programs. And we're proud to share the progress data and recommendations that reflect
our work this year. They will walk you through program. Highlights enrollment trends. The expansion of our inclusive learning models, comprehensive services and the recommendations are committee
is bringing forward for your consideration. The Pre-K and early head start programs students to the federal head start Grant in the Virginia preschool initiative. Fairfax
County, Public Schools, Pre-K and early Head Start provides high-quality preschool education and wraparound services to children who face economic and educational risk. Factors. The program provides a high-quality preschool
experience, including comprehensive services for students with economic educational risk. Factors with the purpose of providing a strong start for kindergarten readiness skills, including both academic and social emotional skills. The goal is
pretty straightforward. Give every child a strong start in the kindergarten readiness skills. They need to thrive both academically and socially and emotionally. This year,
the Pre-K program serves 2003, 378 students ages 3, K programs for students for 3 years old and 4 years by September. 30th. But due to a limited number of slots to
meet demand, demand priority is given to 4 year-olds. So they have an opportunity for preschool experience before kindergarten. Early Head Start program provides 48 slots for pregnant mothers and children.
for through 30 months old. Numbers reflect the scale of our committees investment in early childhood education and the ongoing demand from families rely on this program.
Head start programs in 3 schools, Crestwood Clearview and Dog wouldn't serve mothers before the baby is born. And as I mentioned earlier to 30 months. Eligibility is based
on a combination of risk factors recognizing that students children's needs to not come from a single circumstance. Qualifying factors include family income based on federal poverty
level, homelessness or foster care status, receipt of public assistance and parents who do not complete high school. Additional risk factors considered include parental incarceration, child
protective services referrals eligibility for a special education services. >> This broad Eligibility framework ensures the program teaches the children who stand to benefit the most, including children who might otherwise
fall through the gaps. Eligibility requirements to vary slightly between head start and the Virginia preschool initiative. But to some reason, some of the ways a child might qualify for those programs. So income
eligibility is a primary category for head. Start classrooms. Income eligibility is below 130% of the federal poverty guidelines are just under $42,000 for a family of 4. For the Virginia preschool
initiative. The state eligibility is 200% of the federal poverty guidelines are just over 62,000 for a family of 4. Due to high cost of living in Fairfax County locally were able to serve
families with incomes up to 350% of the federal poverty guidelines. For the Virginia preschool initiative where their space available children may also qualify if experiencing homelessness or
foster care receive public assistance. If the parents did not graduate from high school or if they have other risk factors such as having a parent. But again, was incarcerated the families referred by Child Protective
Services. Starting in the 2022. To 2023 school Year. Virginia preschool initiative changed their guidelines allowing all students who qualify for special education services to be found eligible for the Virginia Preschool
initiative. Regardless of income. The peak and are least head start program have had the federal and state goals of at least 10% of students and will to be students with
individualized education program or IEP. The students are dually enrolled in both the Pre-K and early head start and also receive special education services from a special education teacher
either in the classroom or in a small group setting. Since 2022. 23, when eligibility criteria changed? The Pre-K program has been working along with the early childhood identification and services
team to create expand more full-time inclusion opportunities for students through the inclusion classroom model, such as the single teacher and I tonight models and the new for next year, the Co teaching model.
In addition to the full day classrooms, Pre-K classrooms in early childhood class-based preschool. Autism. Classrooms are pairing together for up to half a days that students in both classrooms have an opportunity to learn and play
together in an inclusive environment. One of the most significant stories of the school year is the dramatic expansion of the inclusive Pre-K programs. Again, that places children with and
without disabilities together in the same learning environment. 3 years ago in school year. 23 to 24. We only had 7 Pre-K inclusion
classrooms this year. That number has grown to 133 nearly 20 fold increase in just 2 years. During that same period. Traditional Pre-K classrooms with from 110 down to 43 reflecting a deliberate
shift in how we structure early learning environments. Total full K Pre-K slots have grown from 2006, the 4 to
2,378 in the number of schools are PRE K P conclusion. Classrooms has expanded from 66 to 78. Inclusion is offered through 3 models. We talked about the single future model, the itinerant model and a new
coaching model launching in this upcoming school year after inclusion options are also gave up a paying PK with early childhood class-based classrooms with the preschool
autism classrooms. And just talking a little bit about my own inclusion story. So my daughter was identified early in the ITC program at the age of 2 and then was enrolled in a child fun program. Shortly
before we learned of her rare genetic condition of which there are only 600 other identified individuals. We started but classroom. Where
she spent 2 years this past year with eligibility from IPOs, notified there was room for to have an inclusive experience, threaten model.
She was placed into tonight classroom which is derived and build on our social emotional skills as we her for the general classroom. Kindergarten experience with
some support, it up. Next slide, please. As we expand inclusion, the Pre-K classrooms. This chart shows preliminary data from the 25
to 26 school year surpassing the state will with 36.9% of 3 3 to 5 year olds receiving the majority of their special education services and the general education setting. This slide highlights
indicator from the Virginia Department of Education which measures the percentage of children ages 3 through 5 individual education program attend effect early early childhood program and received the majority of their special
education services. And that includes of setting. Fairfax County Public schools is making strong progress on this indicator and expansion of inclusion classrooms, which directly tied to our commitment to meeting
exceeding the state's expectations. Research consistently shows the inclusive settings benefit all children. Not just those with type. He's this investment serves every family in the
program. Now passing on to Garrett. Because the program. >> Serves students with economic and academic risk factors. Each year we report demographic data about who the
children for about children that the program servers. The top graph here shows the breakdown of students by family income, the portion blues. The students who would
qualify under the federal head start guidelines of 130%. The federal poverty, poverty limit portion in Orange represents students who qualify under the Virginia income guidelines of
200% of the poverty limit. The green and lighter blue represent the hire local guidelines to to the cost of living in the area and the portion of students who do not qualify based on income, but
some other factors such as having no up. majority of the students in the program are multilingual learners with families that speak another language besides English in
their home. 20% of the total number of students who were served this year were identified as having a disability and qualified
foreign. I P. My family. I now sun. We've just finished finalized our adoption 2 weeks
ago. That was a contributing factor for his acceptance into the PRE K program as well as at the start of last year,
they had been in foster care program. With in foster care before finalizing our adoption
about this time last we were they're placed with us Monday. This coming Monday is one year from that day that they moved into our house. And as we're
trying to get our house ready for. Then 3 and wondering, what are we going to do with these kids during the day? And
We were fortunate enough that. Dimitri with. Meeting with his IEP and the foster system as well as little sister. They
were able to get in the Pre-K programs, at different schools. And the because
there's been such. Dedication to expanding access to Pre-K program within. Fairfax County's evidence fire. Increased enrollment numbers
year-over-year. We're seeing that. That they were actually both of them are actually able to get into the school system instead of. Dimitri at 4. And
2 weeks ago last week when it Amber's last day of school. She came home. We think ready
to see MS morning tomorrow. I know honey, but where? It's less a school might around and but we'll go to school next year. Then we found out that
there's actually a closer Pre-K program at the school or zone for the chill be. Attending next school year that Island Creek instead of Lane Elementary. So that's the
school. All of our neighborhood kids go to. So that continued expansion just. Continues to show great
results for members of the community like myself. That being said, not all families who are eligible can be served by the program each year for
this year. Over 5200 students applied for the 2,246, lots available. Some of those applications were abandoned, for example, if they're found ineligible or if they've moved
the majority of three-year-old applicants, nearly 1300 weren't completed because the space at their schools filled with 4 year-olds. Their applications will be followed up on for the subsequent school year. 404 students
remained on the waitlist at the end of the school year this year. For families that do get enrolled in the program. The federal head
start and Virginia preschool initiative grants require that program provide certain comprehensive services to families and children and their families. Some of these include eligibility enrollment
and attendance support family services and connecting to resources in the community. Health and nutrition support, including mental health services, education, support and support for students with
disabilities. Program, staff and teachers build relationships with each and every family starting as they help families through the application process itself and
enrollment and connecting with families as they encounter challenges through whole school year. Here's word speak
in. My professional capacity pediatrician we know that having kids. In school is more protective because there's more eyes on kids. They're
not. They're not sequestered at home. teachers are able to see indicators such as repeated leader to dirty clothing or a child. Previous.
He came in really well fed and no longer. asking for more and more food and it's not because their growing years able to create points of intervention
within the community, the education itself that. Can allow for intervention much sooner. If a family needs help
or a child is in an unsafe environment. Here are some of the highlights from the different service areas in the
program and the program this year.
>> The Policy Committee is not simply a parent group is the governing body gives families a formal structured voice and how Fairfax County public schools, Pre-K and early head start, programs are run. Pam participation in programs,
governance and policy decisions of requirement and a key component of the program. PPC is how Fairfax County Public Schools, but those that commitment. Based on the feedback from last year's
parent last year's Policy Council. This year, we came together both in person and virtually for meetings. The families represented on this committee come from across Fairfax County and their lived experiences in the program
directly shape. The recommendations we bring forward when meeting in person. The children also had an opportunity to come together and participate in fun, decked fun activities and take home a new book. Reading
Additional educational experiences and for them to interact other peers. These are the members of the executive board this year. Each of these members is a
current Pre-K, early Head Start parent who has dedicated significant time and energy to this work on behalf of their fellow families. We're grateful for their leadership. We want to thank every parent who attended the parent policy
committee meetings to share and contributed to our effort and they're at the seat for the program and we can attest to that. I think my own experiences and our our professional capacities as well. Next slide, please as
members of the executive board, we worked with program staff to plan and facilitate the quarterly meetings. The parent Policy Committee operates the restructured governance model that ensures fraud, family representation
and consistent engagement throughout the year. The committee includes 5 executive board members. 64 Representative strong from school locations across the county. For community
Representatives and 5 Policy Council representatives. This year we held 5 full PPC meetings or virtual kick off in the fall. Hybrid meetings in November and March. Virtual
meeting in January in an in-person meeting to close out in May. 6 representatives attended at least one quarterly meeting this year. And we had 4 community representatives in addition to attending the Fairfax County
Pre-K and early Head start apparent public C May 5 members were also selected to participate in the Fairfax Headstart County Policy Council and share their information from that group.
All parents of Pre-K and early Head start. Families are invited to attend the quarterly meetings as well as participate in their family center meetings that happened at each school. We learned more about the Pre-K and early
Head start program from staff and had a portion of the meeting that we're structured as a parent conversations, parents shared their experiences, including their positive experiences and feedback and specific topics for the program to continue to
be more successful in the coming years. They shared many stories of how the program impacted their students and their families. Many of the families also highlighted that
the preschoolers our be now that were babies during COVID and didn't have strong communication or social skills. We heard about how these children have lost. And now since they've been in the program. Other family shared how the program has helped
their family. When the family was struggling with job loss and the high cost of food, giving them security, that their child is taken care so they can get out and go to school or find a new job
themselves. >> Students in the program also made gains towards academic, kindergarten readiness, 3, 4, year old students take the Virginia Kindergarten Readiness
program. VK Rp early mathematics assessment. EMS and the Virginia language and literacy screener system this is data for the 4 year olds.
The data you can see that the Orange category students in the beginning, dental developmental ban goes down from fall to spring in all areas of assessment. Note that
the spring assessment has more challenging tasks or requires more correct answers. So it's little bit of shift in goal post to get the same developmental than than in the
fall. This is especially true for the Mas where the spring assessment includes some kindergarten standards. In all areas of the val's, the percentage of students in the
strong band was near or more than half of all students completing the Pre-K year. Even with program expansion in
the past few years, all students in Fairfax County still do not have access to a quality preschool experience. This map here shows the number and percentage of students who
enter kindergarten without a Pre-K experience and each highs each high school pyramid. In the darkest green areas show where over 30% of
students have not had the opportunity to go to preschool before kindergarten. The medium green or colors are
between 20 and 29%. And as it gets lighter, it does decrease in percentage. As you can see.
Each year, the PPC makes recommendations to the school board to continue to improve the Pre-K and early head start programs for families. Here are the recommendations from
this year. The first being including Pre-K students in school-based staffing formulas for time to teach ensuring consistent access to specials classes for all students.
Precautions are not included and staffing formulas for the elementary schools where they attend. does mean that many schools students do not have access to specials classes
such as music, PE or art for enrichment in line with strategic plan goal one e. It has been an ongoing recommendation from the parent policy Committee to guarantee
all early childhood students access to these classes. Many families who are eligible for Pre-K through out the economic and educational risk factors do not have access to these type of enrichment enrichment
activities in a community settings due to cost or inability to find programs that are able to serve students with disabilities. Lack of access to consistent
specials also impacts Pre-K teachers. Because it cuts into the their time to plan on a daily basis planning subs
often come for 5 R block of time. One day a week. Pre-K teacher years at the same school often cannot coordinate common planning time if they're planning time. Sub
coverage is on different days. It is especially important for teachers co-teacher ring in the inclusion models have common planning time together.
>> Recommendation 2 provide access to Pre-K students for after-school childcare enrichment programs at schools, including on teacher workdays. Pre-K students are not currently able to attend the school Age Child Care staff program that serves
students K through 6 in elementary schools. The program allows students to engage enrichment activities and social interactions with students in a setting with fewer academic demands and can foster development of more social skills with students
from their communities. Not having access to before after here near the school site can be a very to many families would qualify for the program due to economic eligibility. But who need access to full day care to their work
schedule? Child care centers and home-based childcare typically have full day care to cover patient work and have fewer teacher work days when school is not available but may not offer the same kindergarten readiness
benefits. >> The 3rd recommendation is to continue funding program expansion to increase the number of families. The program can serve, including expanding who can qualify such
as those at higher incomes were other situations such as job loss or medical conditions. The Pre-K and early Head START program continues to have the ongoing need of a wait list in many
areas of the county students who qualify for the program but have a higher family income and up on the waitlist also not be able to afford private preschool due to the
high cost of living in Fairfax County. Additionally, families who experienced job loss or family emergencies such as medical conditions may not apply until program slots are already filled. Continuing to
expand the Pre-K slots at schools where there is a weightless helps to ensure that more families will be able to access high quality early childhood education to
be ready for kindergarten. >> Thank you. I now invite my colleagues who have questions
beginning with Doctor Anderson. Thank you this. >> Dr. Anderson: Thank you for
sharing this report and thank you to both of you for sharing your personal stories. It's always a great testament to see thank the kids behind the numbers. And so thank you both
for being able to share that. And congratulations on your top. Shenandoah has to wonderful. They and your family. One of the things that
I also wanted to talk about, that you just raised that you raise as well, doctor.
>> Snow and go member. Back to snow in bus. When you mentioned. >> Dr. Anderson: When kids are in schools where they're able to have or in. Places where
they're able to have increased monitoring. There that opportunity for early intervention. I know we notice that here off shelves when COVID when students were not
with us. And so there were decrease reports for even CPS calls. And, of course, the decreased opportunity to intervene when things that are not typical are happening in
those families. So thank you for raising that. >> One of the things that I noticed in the report, I'm trying to find the page. I
think this is page 3 of the full report. The early head start. I see the gains with the Pre-K in terms of the students. Lots increasing. But
the early head start sites are not necessarily increasing or the classroom sizes and not increasing at the same pace who can speak to that a little
bit. I can their outages. There. So it's not so much a challenge. >> Dr. Nardos King: It's just the reality head. Start early Head start. Those are
federally funded slots that we have and for fcps. As the delicate of them early had
start grant, we get 48 slots. That's how many that we receive. So there's there's more early Head START start programs in the community, Gum
Springs, things of that nature where more of our that are between the ages of birth in 3 years, older are served. >> Dr. Anderson: So it's just spread out across multiple
organizations. It's not just someone with the Pre-K weekend we can control that a little bit better because we are not necessarily sharing it in the same way that the grants are
Dispersed throughout other organization. The Fairfax County. >> Yes, and we do share some the PS lots as well. However, we get the lion's share of the bpi slots.
>> Dr. Anderson: Now, this is probably a question for Dr Presidio because I have not been on skip this year. And I know that was a continuing
conversation. Dixit. Thank you. I know when I exited skipped the conversation had
been really trying to find a common definition regarding preschools that Fcps offers and how they may be different from what the county of supports. Can you speak to an
E progress to that end? >> Dr. Presidio: Yeah, thanks for the question. And we did a number of discussions about that a year ago and skip, we actually resolve that at the
end. The 24 25 school year when approved the equitable school readiness plan with the county. So again, as pulse and was describing where really focus more on that. And again,
there's some she described as well. roof were really focus more on the preschool components of our joint work with the county and the county is really focus more on some
of the alternative programs families have a choice to access early Head start. One of them as well as community based programming. But yeah, we were able to resolve any
concerns about that. At the end 24. 25 OK, thank you. >> Can you share a little bit in terms of how many 3 year-olds were serving? I know the bulk of 4.
>> The ballpark floor and I not. >> think I have specific numbers at this time, but I can get that to you. >> In terms of And I want to
say we about 303 year-olds in our program that we're serving that giving a ballpark. >> these 3 roles that are
requiring supports because of special needs. Alright, so this is to start the P I O K head start, OK? Thank you. And in terms of the
recommendations, you know, 3 recommendations. And I know one I've seen many, many times before, which brings me to the conversation with Doctor the
specials peace, if you could speak a little not glove ago back, please about what the impact would be. What would we need to do to prepare our system so that these classes
have specials because there's a staffing impact. Teachers can only do so much And if that has been the major obstacle to prevent us from moving forward a little bit on
that recommendation. I'm not entirely sure what's preventing us for moving forward other than that likely budget if their staffing
implications those programs. I also know head start. Has some specific program guidelines and they do things that within head start and I assume as
fulsome of in early childhood as well, that. >> Because there are certain feeding and certain instructional pieces that the program really has certain goals and objectives to so I
don't know. And it doesn't meet. I don't think. >> Every day, all day, all week. I'm not early childhood side of it as well. Okay to
some of the programs. I think. ECB does not so says some of the preschool programs. They're not as they're they're
different time module. So I think that at this point probably it's more a scheduling and staffing challenge as well as perhaps a program peace. But again, I
would probably is full Senate Presidio on the program. Design at this point. I know they have a number of look for targets within the current
structure working I'll follow up with my go back. Thank you. >> Mr. Mountain Team. Thanks
and thank you all for the presentation, which I actually found to from a Houston woman presentations. I appreciate all the statistics and everything that you shared. It's great to have all that
one play. So really appreciate it. And I do want to just acknowledge that the conversation we're having a decade plus ago is very different in the conversation we're having now where we are just inching up in the
hundreds and now in the thousands that were able to reach that it's certainly not enough. we just have to keep pushing over time. Well, eventually get there. So I
think my my question actually the same Dr. Anderson CE and maybe Dr Presidio can take a crack at it about the recommendation to increase access to T T T time. So I
know just having having sat down with principals, looked at the difficulty of the master calendar. At this point, we are unable to accommodate our own students with the programming and ttt
that we want. And certainly the many of us want to expand ttt with language offerings and other things. just don't I don't know how we ever get to this recommendation. If we
can. Provided to her. K 12 states. I also took a 16. >> Mr. Heckling. There's also another little piece because we're having to do a lot of the funding for our preschool
from our own operating fund. I think the discussion was do we continue to expand preschool offerings with any operating fund dollars before the triple
T time. Right? Because we're not gonna be able to do both. And I think over the last couple years we've really felt like the more young children that we can serve. That's
probably. Overrides the ability to spend the money on that heat. Triple T doesn't make sense like it in terms priority trying to get more children into a preschool at
out of that same bucket of money. But I Dr Presidio. I know you have something as >> Well, I mean, you really just covered that the end of the day, it's just a factor of
money. And, you know, with limited fiscal resources, how we prioritize any additional investments that we would make and early childhood education is Dr Reid mentioned. So that's that's really the issue
here. For future discussion. Thank you. >> Mr. Thank Thank you. Thank
them for the plantation. This is still in top 10 snow bus. I concur with And it's going to be in that. We have been
making progress slowly. >> hopefully you didn't really get to point where we all are. I want to get him with that in mind. >> Mr. Moon: Looking at the
numbers on Page. Strine, the number and this one is doesn't have a page. Number 7. We don't. I see number of
applications. The 5,269 and number slot. 24 26 with a full full on the waiting list. So
about 26 and rent the concert. These can either not. In the slot or on the waiting list. So could you describe about
those 2600? What what they're doing simply got qualified than the criteria or. You know, one day. >> So those students would be
students that they may not qualify because of income eligibility thresholds. They may be students who they've abandoned their application
and they may not meet the age criteria because we do prioritize or 4 year old student. So there many variables you have adopted a
to pose information available for specific data. We can get that. Yeah, OK, OK, actually it's on. We have it on the slide. It's page. 9 in the
region poor OK on, go back and again and look at age. >> Is it in the report or
flight deck? And maybe N? Its in your slide? Your report. That has it breaks down. The
number families that. Apply and the data that we're able to collect on what happens to those families. >> Mr. Moon: Putting eye on
morning. She knew who and so with another question that I have these decision being question, what billion question
>> Mr. Moon: When we talk about Universal Pre K. We talk about both for doors and 3 on goal is put them together or
or we repeat that question for Let me talk a lot of universal Pre-K, which elected officials can to talk. Policymakers gets to from time to time as
perhaps we should go eventually is we talking about both pretty years and 4 EUR who will Is that ideally?
Ideally, of course, it would be 3 in 4 years cash or with however, realistically. >> I think that we would have to, as we've our priority has been our four-year-old
students because they're particular to kindergarten the following year. And we want to make sure that they have had that for year to prepare them to build a readiness skills and things of that nature so
that they can go to kindergarten in the upcoming fall. So. >> Mr. Moon: so we just keep you full 4 yo oversee mind. And if he can, you need to
screen. He wants to talk about. Reach a consensus with setting a goal for universal Pre-K BK. And what is the number we ick? We're looking
umber of us. She since to serve. >> So we enroll roughly between 10 12,000 students
annually in kindergarten. Okay. So thinking about that number of students, if we able to offer Universal Pre K to all 4 year-olds. That we would
need to be able to serve at least 90% of between 80 and 90 cause. We have to also consider there's something families that they're not going Yes, and there's some and I was on actions.
>> Dr. Nardos King: Correct. They may choose other options or they may not live in the area yet there's there's the X factor. So I would say if we could serve 80%, the the
average the trending number of kindergartners that we serve each year. That could be 8 to 9,008 to 9,000 I you know, setting aside the facility
needs accommodate those 2 >> Mr. Moon: it. Change. You would be able to do I believe that you would be able to sell. let us know what the
investment with the shooting this month. We need to make that happen. We will definitely get back to That's the conversation. Board of
Supervisors. and then folks down General Assembly. And when you to half, we need know and then I have a conversation.
>> Mr. Preece qualify. Ms. Lady. >> Picking up where Mr. Men left off. seems to me that in
addition perhaps a slightly smaller subset based on the kindergarten numbers that. If we were among those on the only folks in the region
providing. Pre-K. That might end up being a draw for people that live close by that. Want to move for that purpose. Secondarily. You know, if the
state were to move forward, Spanberger, the governor has indicated support for a private public blended option. And so I'd be interested know, you know, if you are going
calculate what a dollar figure might look like be interesting to know. How choices breaks down in that environment. People choosing private
providers are says public schools always bring attention whenever we do this report to the heat map that continues to show the exact same
communities with the largest number of students who are not being served. This essential building block for public education success in our
system. One of the goals is, you know, the continued expansion and VP. I was brought up. I know in the last administration the Department
of Education marveled at our ability to fill all of our slots and even offered additional slots before telling us that not only would we not get those additional slots that they offer, but that we were going to fewer slots. Then we had the
previous year, even though we were filling all of our slots. Is that rectified in the new administration? >> Within the administration,
they have level set the slots. They're not. I want to say they've given there. There's a proposed increase in terms of the dollar amount that we receive for proof for per
people. Yes, and they holding steady at the number of slots for this current this upcoming school year. We're not getting less and if we need more,
we'll see what's available. After After the October 1st. >> It's heartening and maybe that could be some of our specific state level advocacy
with the legislative program next is to continue growth. There. I appreciate all the work that went into this in the parents service on the committee, especially our Timber Lane parent. that's
got. Thank >> You have to follow my colleagues question with the recent announcements regarding potentially more money for
students with disabilities. Could that impact Pre-K for students that are child find? >> Ask that question again. I
want to make sure I'm understanding your what you're asking, guess just in what I've seen from secretary of education, McMahon, a lot of information coming out in
relation to students with disabilities. And so you hear what you read this potential that there might be more money to appropriately better fun because it's grossly
underfunded. Those services with our students who are Incheon find who are PRE K, could that potentially help us add seats? Add seats for know that that would add seats for
the number that would increase the number of students that would be found eligible
through for special education. So that may. Create more. We have to serve overseas by peas it. No matter what, we don't have an option. So that would grow our early childhood
special education programming. It's always others out potentially not necessarily unless we're looking at inclusion. So if they're only if there's certain a
self-contained program, then know that would just continue to grow self-contained services for students with IPs that are Sergeant early childhood programming. However, far as serving in an
inclusion classroom, yes, that would discreet the number of students that were able to serve who are found eligible based on the income eligibility factors. Okay. The
main reason I put my record up is the heat maps as the natural who lives in the area. The greatest need for this.
It's painful. Look at the same map. You're and I'm talking about page her name. Yes. Say you didn't have to look at a map to check I ask and I'm
sorry, Doctor Reid had to leave the room for the moment. Is that Skyview has a pre K. Part in their building. I
personally don't understand why we aren't opening that next year. We've had plenty of time to work on this. I ask is that we look at that and prioritize the fact that the
greenest spot on this map with the greatest need is Herndon. And it's right next to Skyview. Skyview has a heart address actually believe. That
would just be fantastic. I'm begging. I don't know who is listening. But, you know, when you look at this, this has to happen. Even if we are not
opening it. vision is, it's early childhood education for our students to you like that, like an academy model they would come home and come over
to Skyview and learn but also be the supports with those students. So that's that's. I don't think it's a big ask. But I'm gonna call it my my
big beautiful. Ask. >> If may, I could address that just briefly and I us ladies advocacy on that. And
we did begin some preliminary planning this year. I'm sorry. I'm trying to Yeah, I'm it's Get a little bit closer. I was just saying that we did begin
preliminary planning on that this year, but were unable to actually open the classrooms for a variety of operational in fiscal reasons. that is a priority for 27 28. So we're definitely working on that. If
we can do something sooner, that would be great. >> That would be my next task is maybe my second semester Sanderson.
>> Okay. So I I'm along the same boat is pretty much everybody else is the fact that when we look at those numbers of the kids that are applications but not slots.
And when I look back at the report and see that it was 1280 kids that are not. The basically are 3 year-olds so they don't meet the age requirement. so I have a
number of questions. First is when we are doing these applications is the 5,269 of those really leads and not full applications are these people that have gone through
the process of doing so? Are we not telling folks straight up that were only taking 4 year olds because we don't only take 4 year old, we prioritized four-year-olds. So we are only taking 4
year-olds. >> So we're not 100% of 4 year-olds. We do threes. We just our logically understand what you're saying. But we're
basically giving hope to 1200 families that are looking for slot that we know we're not going take. And so that I have I understand why we would want to make sure that we could. I
would just love to keep him on a list to backfill rather than having them go through the entire application process in order because that is an onerous task for lots of these. Absolutely. And so I
would just like us and I would appreciate in the future if we can get some of that information nuanced out on this slide that talks about how many kids, how many kids are 3 year-olds? How many 3 year-old son were serving?
Because I think that that's a really important part of this process. I don't I understand why we're prioritizing 4 year-olds, but I also want to make sure that we're being we're not being disingenuous with the public about what who
is actually going to make it in because, again, the act of going through for a lot of our families that are that are in this That's a that's not an insignificant process. And so I would want to make sure that
we can do that with a little bit more clarity. So And then the other thing that I do want to also say is I recognize that we have very solid wants
for universal Pre-K. I would really want to figure out whether or not our facilities can manage that because when you even when you start talking about 80% and then we go down to 3 in order to do
again. Do it. With fidelity like that, you're talking what 20,000 more kids easy. That's that's the low end. And so I want to know where those 20,000 kids are going to go
within our schools. >> So would just like to as the parent of somebody who was 3, thank you, attended Pre K during the application
process. It was made very clear to us that. Or your older are prioritized. We can put together this application
knowing full well that there's a solid chance that it's. Going to be without that she
wouldn't My daughter wouldn't space, but it's so at least from the direct communication
to this parent it it was made clear and it didn't. It wasn't promising anything. >> So, you know, and I hear you, I think that for me that
just makes more Morse like heartbreaking. And the fact that you had this number of families that were looking for this is an option and needed it in some way or another. And
so I understand what exactly what you're saying. And I I mean, this this is something that I always try to match up with the information that we get when we're talking about the gold or heart-related to this. And so looking at these
numbers and how they interact with the number of kids that are actually serving in different areas and how many of our kiddos are not receiving services anywhere else. So that is where it just
breaks my heart to think of 1200 or 3 year-olds that were trying to get in and couldn't make it so. Yes, you
>> actually have a 3 year-old because she saw her sister going wanted to go every day. So we left her crying and she asked me, go to school. So we had general her private school. So every morning we split off into different directions to take the kids, which is hard when we have to
go to work. So there is that personal. He's too. So we had to kind of figure out scheduling. >> Ms. St. John-Cunning: So really Covax. I'm gonna take a
turn. First of all, thank you for this report. I appreciated and I particularly appreciate appreciate the vulnerability of you sharing your personal stories. And I think that it's important not only for the
board, but for the public to see the kind of impact the programming has on the lives of our families and our students. And I thank you both. A very poignant examples. A lot of the good
work that's going on. Just going to my colleagues. concerned about how this is. Presented to families as a family liaison. I always
encourage people to fight even if they had a 3 year-old with the understanding priorities going to 4 year-olds. And what we've seen sometimes is the four-year-old slots are not filled. And then if you don't have applications Cannes film,
so it's kind of a backup. The other thing that's an advantage to families like I've others that just had a baby and I supply because that will be on the waitlist like that. You know, you'll get them dump so that 3 year-old
just cued up for that to your list. Cued up some like hedge your bets. And so that your tickets to that date, they're already going to be the first one in line. I just want to clarify that for my personal
down the trenches, work in terms the heat map that we're looking My one of my schools a couple. My schools actually
also for the darker green. >> But this heat map is the kids that in into part preschool program with out the expanse of having, you know,
intrigued kindergarten without a preschool experience. And so do we have. This is that they're not receiving our preschool experience. They're not receiving preschool
experience, period. So this is based on >> Pre-K experience that. Parents still out during kindergarten registration. That's where that data comes from. my question is, is the reason that
>> there isn't enough, there is not enough programming. So in areas that are high. Are we
seeing gaps in terms of when we get and when we see are actual applications, people in of applied and have not been accepted where they just haven't applied.
>> We would have to get that specificity as far as that hunt in areas looking at that or any of there are areas where we a higher number of students without a Pre-K
experience. What we do know is there's a there's a number of students that it is a matter of programming. There's a number of families, too. Yes, still apply to our program.
And if we don't have programming available through the school system, we will recommend them to the county for programming in the community and they will to it because they want to school
program. They will not choose county programming or we have families that we. Recommend county programming and they apply and find placement in
that particular direction. There's also families that they are new to the area. So they did not. No. We didn't
have them here. at their first experience in school was application for K. So there's those factors as well. But is in terms of our waitlist,
specifically for Herndon. We do have The page in our report. Give me a second. Some
numbers in terms of the number of families that. Have the average wait list. And whenever we're looking at are harmed in school so that would
be region one. So surprisingly, we At the time of the report, 10 students
between well, 11 between Hutchison, hundreds would and Harden elementary school. On a wait list. So relatively low.
By. So there may be families that. Why the number the percentage of students entering so high, there may be other variables. That may not
just be that a family is not applying. There's outreach in the community it could be the family is new to the area. And
I know, I was looking for. >> Ms. St. John-Cunning: Lewis and Forest Elementary has 7 students on the waitlist. And those are the only ones that fit onto their. So he's looking at those numbers. I think we just need more to the
data and see the wise and also I know a lot of time, some families know about I mean, I know that I've done flyers an apartment buildings like apply for this. You know, I mean, we the athlete has to be there. It's really good for when kids are in school. Our outreach is
really good. But if you are a family that has the young that has not come to school. Sometimes the outreach is what the issue is is like. You can apply for this. >> And I would like to add if
you don't mind for this. >> Current school year. Getting picked. You can tell we have fewer numbers on the way. Let your children the waitlist. We had fewer applications. That's also fear
that families have been experiencing as well. We have had our our comprehensive services team has had to work
differently in order to reach families, to get applications to them. And ways that. We didn't have to navigate
previously. So and our teams very they're very accommodating where that they will meet families at the neighborhood school to complete the applications, things of that nature. So it's
not in a matter of trying to get to falls church or something, you know, and and those type of cases but our currents, the current state.
Is having an impact on the families that are accessing our programming. >> Ms. St. John-Cunning: Thank you for that clarification. I do want to ask you if you could give us a little bit of
information for the for the class program that you have sun. 71 1% of the kids are identified multilingual learners. Yeah. If you could just explain that to us. it
it's not so much the glad it's our students who are multilingual learners. >> We are using glass strategies and I heard yes, my
quick lap program. Catch me at Marcia. They are receiving teachers are being provided strategies to use with their
students and as we know, just like with our students who are special education students are students that are advance academic liners are multi-lingual honors. Some of the strategies. It's just good
teaching right? So our teachers have. When resource teachers have attended training, more resource teachers won't end this year and they're using the
strategies with our with all of our students and our Pre-K classrooms and they are seeing a significant difference in building up that oral language
development and Building there. They're listening and speaking skills in English and for some of our students, they're being more for bowl in their home language is well,
because as we know, some There are 3, 4, sometimes they're still developing language skills in general. So there definitely growing. So it's
been it's going great. resource teachers have worked collaboratively with our. Colleagues and our multilingual learners office,
too. Create instructional resources to provide professional development for strategies to our Pre-K teachers. school year. thank
Thank you, Ed. >> Thank you. I'd love to see the date on that on how that plays And just a final note, I 4th with a lot of head start
teachers and they are amazing beyond belief and also Pre-K special education teachers make sure goes on become a zinc. and I think all those teachers. >> Ms. St. John-Cunning: For what they thank you, Dr.
Anderson, for go back. >> Dr. Anderson: Yes, thank you. I don't want to start off where Miss Anderson left off regarding space. It was. I think that's a part of the
calculus that has not been widely discussed. And so Doctor Reed, one of the things that I have raised in the past few years is what is taking place at Weyanoke Elementary in terms of to make space to
accommodate the students who do need to be in the preschool program. The entire 58 has had to be moved outside and just reviewing the last cip,
particularly after some of the boundary changes. There are some schools that are. That have space that knew and rolled. Walk me through a little bit. How those schools
are being evaluated if they are or if they're not 4 potential space for preschool opportunities. know that our
facilities team and our ISD team doesn't walk through of schools Polson is nodding. So I believe that's an annual events are effort to determine
if there are better sites were we wouldn't need to move children outside, but the spouse and you're not. And you want kind of underground. That's exactly yeah. you have
new spaces that have come onto the list because again, I just remember some of the schools based on the last boundary now have fallen too low. 70's. And
so that means that there's some opportunities there. We have some new identified sites. So I. >> Dr. Nardos King: We work collaboratively with the facilities team to identify
schools that either cut capacity shifts and its. Building space and also demographics and in terms of what schools have the space
and do they have a demographic in order to serve students in that community. So we don't have children sitting on a school bus for an hour to and from from school. So, yes,
that is an ongoing practice. We annually annually go through an exercise, looking at program sites and recommendations where there
places where we would like to add programming based on that facility yes. Identify for these programs like this. And we are working through that.
Yes, there are. Yes. >> And again, I appreciate the attention to not having students be on the bus for extended periods of time. However, I'd like for that to be weighed against, not having
any opportunities at all. >> Dr. Anderson: Absolutely. I would lean to the former rather than the I want to dig a little bit in terms of the recommendations. Doctor Reed,
there are 3 that were provided just to kind I guess in my mind's eye to level set in terms of what's possible and what's not possible. I do realize that there will be a
staff response to this at some point, not wanting to necessarily get ahead of that. But much of this involves staffing like how feasible is
this kind of our current climate because the tdt in order to have students and programming access specials, art music, cetera. That means
you need to increase that ratio, which means staffing is increase there. The after school child care. I'd love to
hear in terms of and I hear that this is not sack because SAFC is not run by us. But do we have a space where we could
create this with the staff that already works with those students like I just want to know how feasible is this? I would have to defer to staff
on this one to actually study it and provide a staff response. >> I think off the top of my head without the analysis that needs to happen. I don't know
what type of after-school childcare. Staff would be providing in addition to instruction. >> All day. >> If it's not some sea sacked
type program. So don't know. Maybe that's a question from, but it's certainly something team can take a look. Maybe that's a question for the committee just to kind of dig
down in terms of what is feasible here. If it's not going to be the teachers that work throughout the day with kids and it's not sack. >> Cool would potentially be
tapped. >> To provide the services from your committee's discussions. >> don't believe that that was
something that we necessarily were. Looking at directly. don't remember having those
conversations specifically >> I think I can chime in because we had almost like focus groups with some of the families. And I think, you know, with that I know the school calendar being reviewed. And part of that was
like with the holidays, the parents not being able to take off of work when they have the kids in the programs and having other enrichment opportunities for the students to attend to. So maybe it's a
mean, you take for me to say this like a public-private partnership almost like you are community community members that we could like tie-in to maybe provide some of these services to the kids so that parents can work
because I think it was hard for them. And in terms of like what they were responding to. >> And that's also the case for our K 12 parents. You know, kindergarten parents are
in the same position and still the wondering is if we were able to provide something, you may have a 3, a 4 year-old or you may also have a 5, a 6 year-old that could
potentially benefit. I just wondered in terms of >> I advocate. I think it the table we didn't have acted sack program because they don't have that piece for. I think, you know, the K through
5 to have that peace will potentially turn on the waitlist, but they do have opportunity. So just looking for some of our communities where they would have something similar. I appreciate it. Thank you so >> Ms. St. John-Cunning: Thank
you. We are way over time. I am going to go to Mystic, sat for her first turn and then we'll move on. And can you make this 2 minutes? Please clerks. Yes, I I just wanted
just give some remarks at the end of that. It's a very important stuff, which is education of our PRE K students. I believe in more than just keeping them
engaged, but also educating them of the 4 year Old's funeral. They could absolutely pick up stuff and they can. And I think this is the one thing we can do to bridge take
with the gap is a specially of students from Herndon, 80 or There you have it. You have this could start have otherwise existing PRE K. So
all for, you know, giving more and more positions like locks for students who are and a double and specially to our low-income students. How
families otherwise could not afford to send a kid. So I appreciate the work is done in the U.S. thank you for sharing your own stories of I chose my
kid had to go try and find it. At one point. Younger son. was not speaking of that time and the service was amazing. And
now you can talk to him about anything and everything in the world. So those kids get disgrace tank full of all the resources we have in the county and appreciate your
time. Thanks. Thank you so much for the presentation. And
for all the information you
are dismissed.
This time I'm going to invite the foundation for Applied Technical Education. Fate to present their annual report. Thank you for having us.
>> Join interactions quickly. >> My name Ray Lewis on the senior manager for Technology, Education, engineering, and the building trades. I also received fate as part of my role. So I've been supporting
pay for the past 3 years, turned over >> Johnson on the president's fate the president's last couple of years. I've been on the board for. 20 years now
this year I was actually in I heard some commentary earlier about the personal connections to some of these programs of people work on. I know a lot of you have heard from me over the years. So this is not new for anybody, but I'm a proud
Fairfax County, Public schools and Oakton High School when it was in the construction program. When I was in high school. My mom's a special ed teacher in Fairfax County for over 20 years. So we have a long affinity, Fairfax County,
public schools, and I've tremendous amount of time in my career largely in the construction, real estate business and then also spent a lot of time with fate and other programs teaching some
of the same skill sets that I use every single day, largely because of some of the interests. I grew out of this program, high schools so I happy to be here today and always happy to talk to you about what we do and where
we're headed. But I will turn it over to Gentile quickly. you sorry, got to come up with me.
>> frequently. Yeah. Whitney College, senior manager for career and technical education. >> and certainly our expert here. So let him take it
>> We're out as front of us to.
So that's always a fun one to start with, I think one of the things that I enjoy the most outside of being able provide some of the expertise that all the board members have can really not just south of the various areas that we
work in is how much money we're able to generate through some of the student or prizes that we manage. And ultimately most of that money finds its way back to the schools, which is great. Obviously, there's costs of running the programs that we typically manage. But
what you're seeing on the left here, is direct dollars and went back into the school this year, some $220,000. I went back through really 3 avenues,
one of which is grants. It's a program. We started. Probably 15 years ago when we realized that we were generating dollars. But the scope of what we are really responsible for
in Fairfax County is relatively limited student run enterprises and its largely focused on construction and automotive. And we've been constantly trying to find ways to expand that. This is one of those things and that this
bucket has grown throughout the years, which is great, but effectively we open up the grant program every single year to all the CTE programs across now, secondary and high
school, correct? We've had a couple of middle schools middle high school. Sorry. And it is been a really proud moment for us. And we've been doing scholarships for a long time of being able to get involved in CTE Typically, we
do not have any exposure to dive access to and when otherwise really be able to build businesses around and help them advance things that, Candy, are all students and
teachers supported. These are not typically higher objectives that are coming from. You all are elsewhere. Their ideas of the teachers have seeing the day-to-day impact they can have on the kids and trying to find
opportunities to advance the education that they do inside of their classroom, that they typically would not otherwise be able to do without this funding is is important part of now. What we've done, something we're very proud of
and continue to do, which is great scholarships been around for a long time. I know we say over the past 18 years, I assure you we've been doing the scholarships well longer than I've been on the board as well. So I know it's been probably a much larger number
than that and much longer ago when we started it. But this year really provide 9 scholarships and a total of $18,000. Typically that ranges, I would say between 8 and 15 scholarships a year and
15 to $25,000 a year. And so again, much like grants is gives us the ability to to help the students that have come through our programs and are excited about what we're doing. Excited to advance theirselves. Is that the
through careers and education directly outside of school? We're going into the trades directly outside of school, which is obviously is everybody around the table here knows is a large part of what we've been supporting for
many years. And then student auto sales. Probably by the number of students in dollar Wise is the biggest impact we make every year. You can see
the statistics here on the screen, but of $220,000 of the car sold 165,000 ares. Going back to the schools, which is great and again allows those programs to do things that
they otherwise would not be able to do on a standalone I probably covered half of what's in the rest of the slides. Incredible admonished me for it later. But nonetheless, we are really
happy to be here today to talk about all that. So from a construction standpoint this past year, I think we are probably under contract or soon to be under contract from. We saw you all last year
on our latest house. But it closed, as you can see on here for 1.0, 3, 5 million dollars last summer. Lot 14 is under construction will talk about it a little bit later. But we have 15, 16, 17, 18 left for
more homes. So everybody hears every year about how we need to find more land. We are diligently working on that. We have met with Dr. Reid wants for a couple of different sites that may or may not be
possible, but we are really working hard to find out where we can go next. And we'll talk about this a little bit later as well. We're just starting to look at other avenues as well as we know land in Fairfax County is very
valuable and hard to find these days. Unlike maybe sometime in the past We've done this before self. I don't if you want to add anything to it from educational standpoint
here. >> Yeah, we're doing one of the things are that residential construction. so we're at the Open House for the last year that lot 13, which is a great event. We had. But one of things I highlight on your is not only
in this live as you look through the other size so think that you see industry credentials. We are getting students and industry credentials. OSHA, 10 is something that take with them, which you know, highly
important when they go out in the field, which is really cool and, you know, could be lucrative for in the future. And you see, as of like high quality work based learning opportunities as well, which
is, you know, directly tied to some of our strategic plans. So as you look through obvious that residential construction site there on site, building a home learning all the facets of the construction industry and getting industry
certifications through that. So that's pretty proud Metro for us as well. But this residential construction plan. >> Suno sales. We hit on it earlier. I would be remiss to
not like Craig talk about most of educational standpoint. Obviously, our involvement ministry says June auto sales. So we do not really interact as much from an educational standpoint with the skill sets are being taught in the classroom. But obviously
provide a conduit for money that's being generated through on a sales to come back into the classroom. And as the teachers in Craig's team chairman, where that's best suited, how it's best used to advance those programs. But again, this is a longstanding
program for fate. Obviously, very proud of. I'm always impressed as we walk the schools and see the academy's. How many students are interested in these programs now, how long they're in this program? Obviously, there's
some, you know, highlights here on the screen, but it is fascinating to me that in a jurisdiction like ours, particularly where I grew up, I don't think I had any peers growing up. There were truly
interested in something like this and we're having a really big shift in that and seen a lot of students and a lot of these programs we oversubscribed, which is, again, is a very proud moment for all of us because we know this is desperately needed out
in the field today. >> And I would add that with fates support, be able to run our auto dealership out of Marshall High School Lyman Rose be remiss if I didn't
talk about him. He's dealer. An operator at at Marshall High School at his house. There is not a dealership is not part of Marshall High School, but house in Marshall
High School. through the collaboration with fate we're able to take in donations from the community. As you saw 246 donations received. Those are spread out throughout the 13 automotive programs that we
have in the county. Plus 2 auto collision programs. We have. I want doesn't want change daily, but those students get a full life cycle because of this opportunity
where they get to look donated vehicle, determined if the repairs are suitable to actually fix up and actually sell or are they just going to be junk, right? So they get to
see that life cycle but didn't get to do diagnose they can to inspect diagnosed and then understand some of the nuances with inventory. How do you create prepare waters? So it's a really great work based
learning opportunity for them for the full lifecycle. And we're also proud that, you know, through these courses because we get the trainer cars and they get the real world experience, they're earning a certifications,
which are industry-recognized credentials that they take with them when they some of that up to 8 that they can earn and they can go out and, you know, land a job immediately. We have I don't have the statistics I'm sure
you're going to a student going to the automotive field. Sometimes it's hard to track, but with the preparation from our courses, they're
absolutely ready and able to join any repair shop door or dealership. We have sent couple cause you are working at Porsche. We have Inc or as
men and we and the teachers do a great job of bringing that those industries into the classroom as well, which is is pretty great and then money that's reinvested back into the programs that's across the 13 programs. But that does
support them and keep keep things valuable for them. So it's a really great opportunity for them. It is not our main focus, but it is obviously the educational and the competencies and they
Cesar vacation is as our main focus boat without. Bates ability to support this, we would have limited
opportunities for our students. Excellent. Thank
you. >> So entrepreneurship, this is another side of the business that you guys have heard about for years now. But frankly, we probably started 15 years ago or And it was through that Chantilly Spirit
Box that the controversial program and school came to us and basically asked for a loan to be able to start a student run business within their school and over the years it is taking on a variety of different forms and functions
market days is shown here. That's probably the largest one we do every single year. I'm sure a lot of you're familiar with it, but we have been supporting that for a long time. That is usually a yearly cycle with them. But we
have been approached over the years and have done a number of some of these investment opportunities effectively where we set up along with students and schools, not particularly with the students themselves. The students coming pitch just their
business plan ultimately refine that. And then every payment structure associated with it back to fate. We'll start some of these these entrepreneurship opportunities within their own schools, which is always very fun to
see. We continue to encourage all the teachers to get involved and do more of it. We certainly have the opportunity to do so more than we are today. But when they do, it's really exciting to hear from them. It's a lot of fun. And they come up with many of
these businesses on their on their own, which has been great. >> And you can see highlighted there are just 3 of the 10 schools that were able to support. And that it's really
cool because this. Because the students are designed the products. They're going through minimum viable product pitch developing a budget plan, branding how they're going to get out to their
students and then delivering customer service on the day of the market market days. These range fashion attire to 3 D
printed designs and could even be food. If that's the case. But it is a real school-based enterprise that they are developing through this entrepreneurship program, which again ties right back to
high quality work based learning opportunities that we're trying to promote in the and technical education world. So we're getting the full scope, whether it's through
instruction and and >> 4 of workforce or actual >> deployment when they're out there in cafeteria and hallways and actually selling the products and taking the money for from the from the
from clients. >> Peru has been grants. I probably hit on this more than I should have on the cover side. But none. The less you maybe got most of it. probably also tell us something I'm really proud of a push to
start this a long time ago. And it's been a lot of fun to see the ideas that come from these other teachers. like I said before, it's it's not necessarily things that are just simply part of the curriculum and unfunded. These
are ideas that the teachers have. They think they can better the students opportunity in the classroom by doing this, but simply do not have the financial means to do so. And so we have gone
from probably getting a couple of applications a year to this past year. We've probably had north of 25 is my gas. And so the downside of that is now or any of his vision. We can't
simply fund everyone that comes through this year. I think the applications exceeded $100,000 and asks from us. And so it is getting to the point where teachers know about it. Administration
knows about it. We're getting adoption and we're finding opportunities to get kind of as much out as we can in a manner that we think can impact the students the most and frankly aligns with our objectives from CTE,
perspective, advancing those trade-ins education module. So it has been ton of fun for me personally to do this every year. And so I'm I'm glad to get to do. And I'm glad a lot of these programs that otherwise didn't have the
resources to do what they're doing. The classroom can do it now. So it's it's been great. >> And these opportunities range from actual equipment that potentially a budget may
not be able to finance this year or swag if they're promoting a fat with UCF fashion shows and swagger, that might be not be able to the fun but also field trips
to go out into the industry. pharmacy Our pharmacy students To Inova. We've had welding go to different union facilities,
but I think maybe had about 3 different field trips and got him into the industry and actually connected with different professionals, which is really a great experience
for them to talk to professionals as we know and the talking I was to tell my sons some things was sometimes when I was a teacher, if they didn't always listen. But when you have a huge industry professionals tell you this is
an opportunity you to grasp on to it and really kind of its own for a lot of kids. So like we said, we we have over. a
bundle of applications that come in and through our scholarship committee on the way We unfortunate General way some b***. We are getting more and more coming in, which is
great because seeing more opportunities from that. And we look at them, it's it's just a really cool experience actually read through the applications at that. And it's coming from a lot of the teachers. So we get to see what they're thinking and how
they want to apply to their to their programs. >> And probably similar reaction on this Obviously, we've been doing this for a very long time. I was also the recipient of a scholarship
from fate. I was in high school. 6 years but nonetheless, it is been around for like I said a lot longer than the $371.18 years, which
has been great. I I'm I'm hopeful that numbers probably surpass half a million dollars at this time. But again, a source of pride for us that we get to do this through the profits that are generated
through some of the soon run businesses associated >> for those who unfamiliar, but we have scholarships that rain, our friendship, scholarships. We have specific
tools, scholarships and we have academic scholarships. So the news that scholarships, this the students have been identified that they're going into the industry right right now. I school or they're going to an apprenticeship program.
They've already been accepted to. So they need a starting pack of tools so we're able to provide them with what they need couple that I believe that in topics are there. I
believe he's going to work law yeah, please go with them. While we kind of a collaboration with them where so our students who finish sequence of our city programs
that raise can get into their friendship program that automatically and he's able to and we are supporting with some of these tools because of that, which phenomenal. I think the student on the bottom left he's going do know
it's called Lyman's. It's going to be a lineman linesman. So able to fund him with his tools as well. And we had about I think it was for academic scholarships for
those going off to university as well. So that was so rewarding. I think we had about 20 students 20 5 students kind of apply for these, which is great. We're
always trying to up the up the number of that, which because that's one of our main focus is to get get in the app. opportunities that they need and The tools of the funding
that they need to do the next level. And all this. I was kind of alluding to it. But our strategic plan. Our fcps
goals strategic plan and go number 5 leading for tomorrow's innovation. You know, we try to for for preparing students through all of these avenues. 4 focus on
work based learning and industry partnerships, trying line up for with high-demand careers with automotive construction careers are highly. Those professionals
are highly need right now. So we're trying to make sure that we are promoting this applying these but also through the funding is provided to our entrepreneur. Ships classes and and the other programs.
We're providing opportunities for highways, high quality for a base learning in the schools directly, which is a goal of ours and CDA, but also across the county to support that.
So. Well, Fay is building houses and that's pretty cool. People don't see it all the other opportunities and that we're providing students and
we receive about 3,000 students tangentially through this, maybe a little bit more. Our automotive programs as center of writing about 1300 to 1500 students in them. And
we're turning kids away every year because, you know, sometimes space is limited based state requirements for how many kids we can have in there. But through this power, when you can like we're
provide face, providing, you know. Funding and quality of these opportunities for those students in this program.
>> And last is usual plug was a different 10th this year. Obviously we are continuing to look for land for our next opportunity. But at the same time, we've got a lot of conversations with you guys over the years about what I'll
call is the largest program. We have dollar wise, which is construction and the number of students we can have on that job site that is always kind of the push pull. We have an MS been around for, you know,
the entire time fate has been in existence. How many soon as we get a job site is fact that we unfortunately cannot change. And so what we have been starting to work on this year is in parallel with
identifying the next site knowing that whether or not the next it exists. At some point, the next site will not exist in Fairfax County and we will ultimately need to find solutions to teach the same
skill sets to students and ultimately find opportunities where we can expand what we are able to do and whether that be kind of hybrid programs within the classroom. And the field trying to bring
field based experiences into the classroom. We have started an effort this year to be able to identify new programs or new ways that we can partner with the county to do that. Obviously the good news is the
timing is on our side to do it. You know, just listen to the conversation that was going on prior to us coming up today. None of this is going to happen quickly. It will require collaboration between
staff, ourselves, administration and otherwise to identify those programs. Fund those programs in the right manner and get them off and running. We still have 5 years left on the job site. So we have time to think through
some of this, we did not want to be in a position where the next site does not exist. And then we are trying to figure out how to continue to teach these trades and also how to do so in a sustainable manner.
I think answered a lot of questions over the years here about things we can and can't do. And one thing that we always rely on us being sustainable is we need to come up with programs. The generate enough money not just to pay
for the money we put in, but to create a profit such that we can continue to do all the things you've seen today. In addition to fund the next stage of each of these programs as they occur and I
just want to make sure that everybody knows that this is and kind of a stagnant conversation for us. It's very real and fate. We understand that time is going to ultimately change this matrix, whether it's this next
evolution of kind of what will call phase 3 or not. But in any event is something we're very focused on and will continue to work on over the next couple of years. So hopefully we'll have so investment at least in that
next year. I'm sure some people in this room will be very much part of those conversations. But we are heading in a direction where hopefully we'll be able to start evolve in what we do and what has been done in the past
to meet the needs of the current, you status in Fairfax County. So
>> Ms. St. John-Cunning: thank you. At this point. I am point invite my colleagues to pass questions, but I haven't asked the clerks to do a 2 minute o'clock because we are way over time I will talk quickly.
And I'm going to start with 10%. >> Ms. Anderson: Okay. So I am going to ask me questions quickly, but I know that there are a few things that I that I always think about with this.
first is that we've had long conversations previously about the fact that part of our limitation is related to the types of jobs sites that we can have kids on. Right. And so I am going to put a
specific ask on the table this year is that I would like you to work with us with what we need to do for state advocacy to change those rules to make Tik because we have a magical
moment going on right now that I would like us to take advantage of and we can find a champion that's going to help us work with the CTE programs to ensure that we have access because right now the county
is working a ton on affordable housing and it makes a whole lot of sense to have our kids connected in with those programs, if at all possible to get a variety of types of
experiences, even within the same because I know that some of what we've talked about is that some of the programming from year to year is it is harder to create that progression. So would be
really cool to see ways that we could create progression through different types of construction. And then the other aspect is that I'm wondering, do we connect in our electrical students and
our HVAC students and with the Act. Awesome. because that's the other thing that I would like is we have affordable housing going up in lots of different locations. And I know the wait list that we have for electrical and HVAC
and those are those are people that AI is not going to take their jobs and they're going to walk out the door and be able to immediately put those skills to use. So I would love to see us expand those programs, particularly in
areas that maybe have a little bit more space now that didn't have space before. So right now, I believe I'm right. The Edison is the only electrical program in the entire county,
correct. >> There is an electrical program coming to Fairfax is in development right now. It is in need of a teacher. We are actively searching recruiting for an electrical
instructor. So I would be remiss not say that in foreign to >> Ms. Anderson: Can you send us a note about that? We can included in our news letters because we can find maybe a retired electrician that still
wants to give us unity that. And so I want to make sure that we can get that out to the community. So anytime that you're looking for a very specialized type of person that may not just looking at
our job listings. Please let us Thank you. >> And I'll address the first one real quick on affordable housing. Obviously, we're all proponents of it. We'd love to do more of it. Fairfax is
incredibly expensive place to live. We all kind of recognize that to my earlier point. I think mentioned this over the years from a regulatory standpoint, I don't think getting more students on the
job sites really pass was sure that's driving that. And so I think that's going to be a challenge that always have. But that being said, if there are funding opportunities at the state to be able to help
supplement what we can put it into something to make affordable housing work mathematically for us. That is absolutely something we're happy news for with you guys. So I don't know if those situations exist in the conversations you're having.
But if there is funding opportunities for that, we are certainly conversation to be had. >> Mr. Maccoll being.
>> Thanks. Just to pick up where Miss Anderson left You know, there, as she said, there are a lot of conversations about affordable housing, including putting for double housing on the government center property.
Have you had an opportunity ever to present to the Board of Supervisors? >> Have I on from a perspective as fate know, professionally, I have many but I have not from a faith
perspective. I have met with several supervisors, over the years they've attended Arevon houses and I had one-on-one meetings with a number of them, some of which have been on school board before. And I
know you guys are familiar there is a conversation out there about the ort. I would say probably supervisor Lusk to re-up. How check in particular have been very
supportive. So there are they are in roads to do that. But what form and function that takes based on the objectives around this table. We have not pushed very h*** o* that over
the years. >> I do think a formal presentation of some kind would be useful. I think even just making that offer yeah to them would would be all. I am always more that. Yeah, that's great. Relatedly. And this is
a Whitney question. What is the status of trades for tomorrow program? All right
here. Anyone That's you. So >> they recently interviewed a large amount of students and I would have to pull the exact number. And there's always a
conflict with how many positions are available and are funded and how many sons apply, which is speak while not all is a recent problem. And that is it's great that we have more students interested.
And then it's also a challenge that we can't meet that need. So we have increased the amount of spots and we're working closely with them. And that's one of the creative options we've been talking
about. And then we also are able to work with those kids who apply to prepare for interviews with other apprenticeship possibilities with other partners. So those. The trades for tomorrow has
helped expand our apprenticeship opportunities with other partners as well. Because we've been able to say, look, we have this great program. It's already set up for Here's how you can can
take this and run with it too. So it's growing year after year. We have more and more students moving into those roles and then and we can share a list of of success stories because we have quite
a few of those students now who are working for us full-time for Fairfax County. >> You have a sense of statistics on that. And if you don't just how I would need
to. I pull off. Okay. That's great. Thanks >> so I want to talk a little bit about auto sales. So
>> can you give me a sense? And this is something I'm asking because this came up in our last audit committee meeting. What does the org chart of the auto sales program look like? How to and
how does that interact with Fcps? >> So get your torso. I mentioned, lineman Rose, he's our as or dealer operator.
He's licensed and Virginia to be or do operate as well as Alessia. There's system issue also to operate or just in case he's not there. He she can handle some of the things for oversight. I oversight the
programmatic procedures of that and, you know, obviously Whitney is part of that in terms some approvals that need to go through. And as far as the dealership and when.
Things are needed at the dealership, administrative tools or a night that Fay is providing funding for that in terms of fcps. The collaboration is CBS takes in
the donations of the cars and then once they are deemed suitable, they could transfer to fate as if a car makes sense. Yeah. terms of the procedures we've done a big
overhaul of any procedures. This year. Her audits that have been I think that's all us are here to and work with their closely about the
procedures and reviewed all those. And we've actually updated those procedures with all the recommendations that they've listed in there presented that to all the automotive teachers we're
going to present that to school administrator. Ys in summer of this upcoming summer. So everyone is aware of this procedures that are in place in terms of
documentation for repair orders, inspections, kind of a go. No, go in terms of sales for a car so that everyone understands what needs to happen before a sale of the
car is is done because we do need to make sure that taking care of all any inventory in purses that are made 2 for the repairs, those cars that are using, some of funding that
were provided that ultimately goes back to the schools. >> guess my question is auto sales is completely separate from Fcps with the exception
of the donations, right? So they they operate the program separate from Scps. >> It's it's more of a collaboration. So we collaborate with Marshall Marshall provides the supervision of the employee
because they're directly there. The does the oversight of soon auto sales program from a financial standpoint, we work on the programmatic aspects. We partner with all
13 auto programs and their administrators for the daily operations. So it's really a collaboration. >> It's bit of a tangled web.
anyway, I appreciate all that. I do think, you know, as you've done this overhaul, it would be helpful to pull on kind of the financial training resources that we offer through the comptroller and
others, just as training folks and have had to go about the process. He's anyway. I will leave it there for now. one last kind of housekeeping
question is the bank would no longer happening. Is that was that a pandemic death or? >> I was like, who was That
was before my time So I have never attended I treat the Open House kind of an open forum for a banquet. But I believe I do know that they did happen. Yeah, but that dies with COVID the Yeah. It
was the it was during COVID. It became It became very large, a little unruly at site >> cost certainly were a factor. I mean, it is big. I
became a very large and very expensive event to do. I really enjoyed it. But we kind of went through a cost-benefit analysis and a program
analysis coordinate took I would say, was taking a quarter of fates capacity from a management standpoint and tens of thousands of dollars to do each year. And we were like. Are we really getting
much out of this in the end of the day? I've I made the point over the years which I've I really enjoy going to get to see all of these programs and get to see the students, the balance of it. But I'm not the
one that knows them. Presenting the awards directly to students lives so much more enjoyed during the scholarship moments or whatever it is to have the teacher there to talk
about the student and that's the relationship that matters. And we kind of lost all of that. And it is well. And so there was a I would say it's a confluence of issues that led to it. To be very honest with you. But it is no longer in
existence. For many, it's a it's >> I know and I miss those dinners. Yeah, it was. We were very much enjoyed. We enjoyed you all coming as well. Thank
>> Mystics followed by Mr. Moon. Thank you for the presentation out activity, the affordable housing. My colleagues also talked about
it. Virginia recently passed a zoning bill which allows to build accessory dwelling units on the single-family. Lots. And I think answer to some of shows us not finding more lots to build homes because, you
know, somebody has a 2 acre lot and they want to build another house there. It's not allowed in local government. All of us, the art. This is going to being in going into
effect next year, July first, 2027 and this law. So I think that's going to open up some doors and adding on local government is going to oversee and Carter stat because we do
face that shortage. Housing shortage in Fairfax County, soul. That is what I'm thinking is like, you know, already coming up with creating some creative solution. This is one of them
other than the building industry parks are places where there no more. There's not business happening, but those lots can be You know,
our post other thing I saw that you are looking fine. You know, other ideas as one of the suggestions to Austin, a district's floor. obviously
we're talking about the jobs with AI proof jobs the future. And that's going to be called is a need for them. But they're all of jobs which are not in the market yet. We don't know. Those are going to
be what is going to be The job market look like in 10 years from now. And our students have to be ready for some of changing. So landscapes
outside in, I would say that industry partnership right now, the different partners. It's more important now than ever Evers because and that is
what I wanted to ask you guys is how strong is the industry partnership for Facts? Has
more. I think industry partnership is always. >> Being discussed and sought after and we are constantly trying to figure out how that
works with within our room. Within fate. We the industry is on our board. We have the injured designers. We have the architects developers, the Fairfax County Land
Development is on there and working with had opportunity to work with our students. Outside of that, we are looking for other opportunities. We, you know, just the other day we met with
a company that does plumbing training. We've met with. Electrical companies. We we've met with other industries too, and they all want to support
finding that way of doing that. He's always. The hard part right, becoming in speaking to the students as wonderful and giving opportunities going on. CNN, as it says, is wonderful. How
do we build on that, right? How do we make that more feasible deeper if we want to. I think it's it's work and we're starting that process
very well right now. And I think is going to grow as it as I know. We're at a turning point kind of in our country here where more these trees want to get hands on our students really. And they want
to be part of it and provide. So I think we're really kind of at the beginning stages where they're going to start diving in doing something that raised more more more. So we're we're we're working on
that. >> Beyond the trades, we have a very strong high quality work based learning programs that we had over 6,000 internships clinicals
apprenticeships in the last year. The there are hundreds of partners that work with us on a regular basis. The challenge is always that we have so many students. And so
it's it's never enough. So we're constantly looking to expand that. And fate is a great example of the people who sit on that board. Working companies are run companies and have lots of connections
that help to provide opportunities for the students and that then creates a spiral effect for more and more students and more opportunities. So we're trying to take advantage of the
really great success stories like trades for tomorrow and things like that. And how can we expand that and use those as an example when we're talking to partners of, here's how you can do it, too. So we
have a great foundation and we have a lot already happening. And then how can we expand that to markets? >> from a faith perspective,
I'll add this year. In BIA is organization that we have just started working with. That is effectively the housing representation for the area here. Housing industry
representation. And so one of the members on their board been working with us very closely together figure out that relationship among others, financial support. It. Some contractors support for the job site and otherwise
that help us either reduce costs. Ad advocacy to what we're doing or ultimately find rain opportunities for students. And so many of those things are happening. It's just as Craig said, it's
always a zigzag road. Many of them what they want is the perfectly trained student. That is a senior in graduating that can go right on their job site, the path to get them from 15 or 16 years old. To that point, the industry has
not figured out yet and we all keep kind of backing going back and forth and back and forth on how to get those students engaged at the right time with the right skill set. So when they get there much like the automotive program,
they are truly ready to go. And 2 examples give you that this year. We are fall. We didn't have residential
construction teacher at the site. I actually became the teacher there for 2 months. >> And we brought vanmeter homes in to talk to the students. And from there they were able offer jobs to
students this year. One I was working on a flexible type schedule where you've got to go out and work with them during the year. And then today actually met with construction who myself in that the current residential
construction teacher, newly hired in November. He's doing few things going We met with a construction about how we can. Talk to students next year for incoming students about setting up some sort of
pipeline them coming in and speaking of the students. But then has that look, in terms of like an internship apprenticeship after or during the school year. So we're working I'm specifically focusing on the trade, says
that's my friend. right now, but we're actively work on those types of things. >> Thank you so much. Mr. Moon.
>> Systems to make admissions about the. >> I I mean, I didn't realize that there was. >> Mr. Moon: You know, he was
taking holder. 25% you know, your capacity. I didn't think they would have cost tens of thousands but I'm not the one I was in the who organized
that and then paid a spot. I think there was a nice opportunity. 2 the 8th. You know, first. Publicly publicly
in the presence senior leadership of the school system, including school members to by members of the Board of Supervisors to recognize knowledge and recognized. The east. So this
is being provided members of the border board of directors fate. And we saw the educators. You know, within and without the school system
for college students are on the of Many valuable skill years and promote and market our program and OSHA provide a
connection. Potential teacher Southside out and construction when actually could work. you mentioned about or so. I know that's a lot of work for
someone, you know, who actually to have to make arrangement. And of course, but you can also submit system contributions from business community as well cell. And
I'm hoping that you were. Consider, but he's back. And Lisa says and combination that this this the mecum been head
neck is. Analyst at this liaison to law as you can feel. You know, he might be able to bring that up. It's a
topic discussion at Canfield facts to work with the fate because got the ax or reaches out to be communities as well.
>> If we are my bringing when you have that. Thank you. >> Mister Are you suggesting that you want to be on the collaboration committee to
help develop. the medical team will also be on there to help collect. I think they may have heard that maybe it's time to start back over >> will know that. I'm happy to bring it back to the board.
Will chat with them about it. Yeah, of course. >> Ms. St. John-Cunning: Seeing no more placards. I'm just going to take a quick turn to thank you for all the work you do. I am the proud beneficiary of the fact that the homes
built or in my district and they are phenomenal. I wish I could afford them. And also, you know, getting the word out. We a lot of people don't know what to do with their
cars. And this this past year we donated a car and I would love to see what the fate of that Carr is and where it is. But at the end of the day, I know that it was a great donation because it's helping
our kids. So thank you for all the work that you do. I'm sure that the board members might have some other questions, but due to our time limitations, we can't, you know, continue. And I would just encourage
everyone to go look at our CTE programs because you talking about them is one thing. But when you're there and you're seeing the teachers, you're seeing the students, you're seeing the excitement. It's just something that you have
to, you know, seeing is believing. And these kids are just amazing. And they're amazing because of the work that everybody does and everybody invest in them. So thank you for all that Thank We appreciate you guys
continued support. It's always fun for me to come here and talk to you guys every year. So thank you. We will have truly 5 minute and efficient
and we have to be back because
we are way behind.
>> Ms. Meren: So we will go ahead and begin our conversation about the policy work around innovative technology so myself and his
lady will be the meeting managers. And this is work that has previously been looked at governance. So let me give us a summary of where
we've been and where we could head today. So, you know, the policy discussions around innovative tech and artificial intelligence have been going on since January. And we've been really engaged in it and
had a lot of discussions and it's evolved. >> Ms. Meren: So the governance committee last met last week on June, 16th and really decided that separating
into 2 policies was the way to go given all of the discussion and input that we've had over those months. So on board docks, we do have to public
documents they don't have numbers yet, of course. But one is information technology in the innovation instructional tech and one focuses on the use of
educational technology that's resides with the office of Instructional Services, right? So and ISD construction services and it policy. I did
send around some questions that emerge from governance to help frame or discussion today. You know, including just overall, do people agree about what's in what's in each
policy? The 2 distinct categories. Would you want to see anything added to either policy document? in addition, there's also been some red
lines are suggested edits that have come forth throughout the course of the governance committee. Those have all been publicly posted for the convenience of the board members. Those are all posted
in the executive content of the board. Docs item for today. So you'll see we've suggestions from Robyn lady for myself from Sandy
Anderson, from Ricardy Anderson. So as much as we can keep it high level, though, and not get into the wordsmith thing as we like to call it. That's probably the best place
for our time today. I also just want to pose a few questions you know, timeline. When are we expecting to bring
this to implementation? You know, that's one question again, general feedback on bifurcated. again, next steps.
So if we want to kick it off with. Do you agree with Sunday's policy? Do you agree with the bifurcation in the buckets and is there something missing that you'd want to see
put in here? Why don't we start with that with 3 minute
comments and we have 5.30. well. I see Doctor Anderson's placard so please go ahead.
>> Now I'm going to be quick because I don't want to take a lot of time in this first round on governance. But I do want to say I do agree wholeheartedly with the bifurcation of the policy. It's something that I had
requested very early on. And I'm glad to see that we have come around to it. I will have some things that I want to. Make sure that we add. But
minimally at least want to hear what people's thinking as because if the group is not in agreement with the bifurcation, then what I'm going to say is needs to be.
Adjusted. Mr. Dannatt. Thanks. Appreciate it. >> so not nearly as smart as I
look. So can someone help explain how they view the differences between the 2 struggled to understand? I about for catering, my personal views. But I think you a staff policy and then preps that student focus
policy. But can someone can explain just with the 2, the differences between the 2. >> Just anyone on governance want to explain that. Dr
Hansen do explain this and she just endorsed it and put some popcorn enough. Sure. Just to
kind of make it quick one of the policies speaks exactly to kind of the teaching and learning like this is what we should expect. And this is how technology is going to be and
fuse and that and the other one speaks about what that all of the other things to come. What is out general outlook regarding technology? And how it will impact not just the teaching and learning
component, but all of the other business of Fcps it would have been. And it I believe it had been a little bit challenging to fit all of this into one policy. So which
is why I've always been advocating for to be separated. There will be a lot of overlap because where essentially kind of talking about the same thing. But in different lanes. So there
should be some overlap, but they will be some distinct things as well. I think while in the educational use peace, justice, use an example to
illustrate. It might make sense. And the educational use part of the educational policy to talk about screen time. Balancing that out. That may
not made sent. That may not make sense in terms of the technology piece of the technology, innovation, peace, it might make sense and not want to speak more about how do we even evaluate the
technology that we put in front of you know, students and staff, the procurement pieces? It So I think that one is a little bit more technical while the other one really
hits the class one a little bit closer. And I'm just offering you my definition. With someone else and from governments. Otherwise one the stairs and you want chime in too.
>> Ms. Anderson: Yeah, because I am a big proponent of having them is to I see one has. Here is how technology is being utilized in our classrooms. That is already here. And here is a policy that talks about
how we're going to introduce new technologies. And so I do think that they're separate. And I I well, I understand how they could be put together for me. The innovative tech policy has to abide by everything
that is in the attack. So it doesn't it doesn't matter how things are implemented within the division. They have to abide by the rules that are in the attack. So whatever we put an ad tech is going to be the overarching policy that's
really going to guide everything else that we're doing. So I see definitely connected. But I do want the other reason that I want us to be careful in how we do this
is I want us to be able to change things. And at tech or change things, an innovative that is and that is pointing to the other policy but does not require overlap because that is how our policies can
get out of date. Very quickly. If we're not careful and working out the intersectionality as we're developing them.
>> Thank Margin impact your It's a great segue because where I struggle with this is that I think the first thing is is that essentially this is not the technology discussion. This is an education
discussion and I really have to call out and I thank the gentleman for the TRC whose has a PhD in computer science and when things I appreciate most from our conversations is that he's like, I'm not an educator. I'm relying on educators to tell me, you
know, those important aspects of it and then I can you know, this small piece of it. But you know, what I want to start with is I think we need to first kind of fine. Or might
there a very defined we need to recommit to shared principles, right? And what we think the future of classes is gonna look like in 10 to 20 years, right? Like it's there
are people talking about bringing robots to classrooms and they will be like for the talk about, you know, brain chips and things like that. And I think we did that to to establish how we view the future of education to meet those. You know, those first
principles are human-centered education, so nothing can replace teachers rigor high standards, especially age of AI where so much. You know, there's so much junk out there
that, you know, we'd be pushing our kids more and which to me kind of carries over that. Not much about were talking about looking at the grading policy talking about looking at, you know, the
academic dishonesty summit that like it touches of some of things I look for the rest of this question today. I I do agree with the sentiment of having a bifurcation. I think in terms of a timeline answer
the question, it would be starting with those shared philosophies and the scope and getting agreement on those and working our way down from there. So I will pause there.
Thanks. Anyone did you want to see something for them? >> Ms. Anderson: pretty much hit on everything. I just I I will have more to say when we're talking about which
components need to be in each but to start. I wholeheartedly agree with with everything that both of her, our colleague just said. But I do think that this is the path forward that's going allow us
to have. Wholesome or like full some conversations related to how how tech needs to be used in in the process of education.
>> Ms. Meren: OK, so to try and summarize and see if we have some agreement, at least an understanding. So the instructional technology and this is a point I made in
governance is the more we can name of these differently. It would probably be helpful to us, but we can call one the IT policy perhaps and one of the instructional policy is that
seems to be the easiest way to differentiate because they both have the words instruction just to identify them by their department for the purposes of our discussion. So one's a 90 based policy and ones and
instructional services based policy. So to summarize the ISD pace policy is here's how it's being used in our classrooms. And then the
instructional to a Sunni. The IT policy is. Here's how we're going to introduce new technologies. I would say adopt and introduce. Okay. Is there general agreement that
that's but those 2 policies represent? I see some yes's. I see mostly okay. Or less. All right. Great. So we're there. I see Mystics. It has her
placard up. >> I know. So I'm the purpose on most of the same on both of these policies. So are we
because it does look very like confusing the name similar the purposes of quite similar. So I don't know if you the stain and I want to take some input from a society who was if you
end up with did is it policy I would like to. It isn't port. So if this is. Kind it should be landing because we're saying is that this is
documented education to continue not talking about it here. This is not actually it department. This is education off using it tools so that's
just want to maybe get some sense from a set to 2. this was just at the happy to jump
>> was actually hoping that as the conversations of all, we would get a bit of sense of beheadings. So we can kind of give you carts on the policy in the structure. We do have a lot of policies and technology
it. And a couple of regulations on managing technology, privacy security, acceptable use policy and so on so forth. So it fits, fits above and beyond that
certainly a conversation to be had. But if it is already in those boxes and nuanced discussion for the as it goes on. >> Yeah. So technically that
is what I was saying this isn't it, that UK shunned policy and I I would prefer it to be in this space, Mr. Of the IT policy, which is more of technical you use and how
infrastructure ID infrastructure, things like, like safety and all that. Also, can create like a little bit different purpose if making 2 policy as you can
combine them into the purpose of the same. Thank you. Okay. So I did just I thought gather some agreement that we've
heard some additional thoughts. And I saw some people shaking their heads. So I think it's important before we continue to be really clear if we're going to keep the policy separate and be really
clear on their intentions because we come back and forth in governance and we need to decide so I think. They do
everyone to. people commenting? I think I think. >> Ms. Lady: Perhaps we're trying to consensus gather too soon because I haven't heard from everybody. That's fine. I
did invite everyone to to comment on it, but let's keep going icmr fresh has is it out. As I said and governance,
I support that. Excuse me. >> The premise of the 2 policies, I think they're distinct responsibilities for the work. I don't think that we're necessarily going to have 100% agreement at the
board table regardless of how much time we discuss it. you know, if 7 members of the border comfortable moving forward with 2 policies, which I am because I think that they are distinct needs. I think
that's the direction we have to go. I'm hopeful that we can get more than 7 people on the board that interest in that direction and perhaps further
discussion around they need would bring people along from my perspective, you've got 2 distinct things. One is like, how are we using technology that we already have an area
that we have a grasp of and then we're going to have in the classroom and the other is how are going to bring new technologies into the system that includes AI that includes other things down the road. And so I think those things
are distinct enough that but they warrant 2 separate policies if the board decides that the only one, it'll just be a longer policy, that does the same thing. But I think
that they they work well separately. So I'm gonna take a turn. Before we start go back
>> one of the points that I made and governance. And I just want to make sure we continue to highlight. And my colleague did reference this is that we're talking about instruction. And I do understand from of, you know,
tongue tied place. Not Nestle wanting the word instruction in both of these. But I did want instruction in both of these. I'm also a little uncomfortable committing to
where they will live because they are both. Supporting instruction. And I don't think that matters at this time. I kind of that's getting in the weeds. But those are just some
things that came to me top of top of mind. So in terms of that, I'm amenable to them being bifurcated having too. I
will say this that at this stage of the game and I'm interested in hearing my colleagues perspectives that there's a lot of drafts that been presented before us. The
only draft said I'm aware of prior to governance. Schell is creating a skeleton of 2 drafts. Was that miss Anderson had put together a lengthy
version of them bifurcated and so I guess what I'm what may be asking is how my colleagues would feel about. Perhaps pointing this back to staff.
Because they were never asked to bring us. 2 separate policies. That's sort of meet the things that were talking about. So in sort of instead of us listening and taking notes back to a governance
meeting, perhaps us listening sharing commenting and staff taking those copious notes to perhaps draft something to bring to us because I believe that we have a policy in the one thousands. That basically
somewhat says that that that's the genesis of our policy start. They start with staff and then we sort of them such were my thinking is at the moment. So before we do second
round with Doctor Anderson, I saw 3 colleagues quick at the order think was Mr. Mckelvie and then St. John-Cunning them are
>> Ms. Meren: Thanks so. >> you're going to hate But I Yeah. I mean, one of the things say board meetings and you and I share this agreement
is that it's it's nice to have some sort of presentation. >> have sent Santa's things via e-mail and that's much appreciated. And I can certainly agree to something
terms of like bifurcated policy. But is there anything? The committee wanted to present to us a point. Otherwise it's 2 and a half
hours of time. Conversation. >> Well, I would say. The email I sent does culminate in everything. you know, the June 16th meeting with an ad on a
week after graduation. And now we're doing this. I was confirm eating managers and on Thursday, so doing my best. So
maybe some speed reading. I don't know. We're listening. mean, the history is it started as one. It went to 2. We got to move forward. So on.
I think everyone's kind of assessing out what that means. Sure. Yeah. I mean, I'm I'm fine with that. So is is the plan for today? You're going to give us. >> A discrete set of questions and then we converse and answer plan is is that it?
It's clear people want to talk more about it, right? So the plan is, is there consensus or is there a majority agreement on sticking with that, too policy format? Robin, just raise a really good question.
I was remembering even prior this year in governance, we use to ask the superintendent to come back with versions for us. We did that in the grading policy so we could say, hey, OK, let's hand over to the
superintendent. There was a question about timeline. I can't fathom that we would bring this up before our final school board meeting of the school year on July 16th. But that is a question. How do
people feel about when something would be implemented and then after reading these and if you've had a chance to read the prior versions, what would you want to see in either of these that isn't
there? Robin a good point. I think it was you that said the 1000 policy or maybe with someone else it was you like that's something like a good thing. We can go back in as a
superintendent. So this is collaborative. If you have other suggestions, please. Let us not my once the justices can get the language up on the
screen? So we're all on the same place. Thank you.
>> 1, 1, 2, of the above. >> It really doesn't matter. I just I just want me discussing. It really is more of a discussion presentation, certainly okay. So a dentist are not coming. Okay. So St.
John-Cunning and then Mr. Moon. >> Ms. St. John-Cunning: Mr. This is why I have printed not digital copies front of me because there are so many and
it's easier for me to see them this way. I do believe that they should be bifurcated. I didn't start with that. But the more we but the more we got into this, I saw the need
for this. And although it wasn't presented as a policy was presented to suggestions, I think that the way that the purpose was divided by Miss
Anderson kind of shows the differences in terms of that one of them in terms of the education technology How that technology is there to support
teaching and learning and the expectations and how all of that half. And so whereas the one for one we're talking about innovation instruction, the new things that are coming
It talks about a framework for new emerging experimental automated AI is one that they'd intensive like all the other things that might come up and how we're going to be looking at. Not just the
things that come and what are the guidelines were going. But and establishing that framework as this, these new innovative technologies come on board and what is FCPA Fcps
is. How is He's going to look at that. So I think that for Mystics. And I think if you can kind of look at those things and I know that they're all over the place and I I'm more than willing to share
what I have here. It really clearly has a distinction to which each one has a different. Focus and it divides that. So it and and to to be honest with you guys
like look at governance, we were trying to put this together. kind of cutting and pasting and doing the best that we could at that time, which even for me was confirmed is confusing. But
just to let you know that this is how we landed on this. >> Dr. Nardos King: Thank you, Mr. Moon and then Dr. Anderson.
>> I think you spent on. Ice cream cart with a missile that can be about the expectation to have some sort presentation. By the governance committee says
coming out committee as recommendations weather with a little unanimous recommending. Yeah, you read the unanimous support West's parade floats
or consensus of that. That's probably preferred approach. Put and then and then have a discussion. But at this point. One of the policies, one
policy seen for me and actually discussing one of One of issues that put them in one will have. The discussion on. And so have a goes on. What do
know what they're doing? A 5, 20 2 have them. And that goal one by one have a lot the board members have on minds on
that Celebrities. But these opt out of opt-in, even limiting the use of the digital devices, pressure graze not letting the AI be used.
>> And all are for certain Gray's How to use by whom and what? You know, put some pockets that discussions and then eventually, you know, we have to 5 know what the would
be able to finish or to discuss why for audience. And you know, if you don't, we have a full discussion. If we do that at that point, I'm sure we have a STEM members
were taking copious notes and then we can consent whole thing to a putting pendant based upon the conversation, come up. bail recommendation is to what the policy should like and have a full
discussion goes. This is an important topic, important topic that. So when you set the you've been watching governor committee has been working since January to you
full board is just a starting on just a starting. you look some time its OK to take. My time. But that was what I was hoping for. But that's only
me. I'm going to start with that. Doesn't matter what the one to upon the seas. One of the things that we want to have discussed. And have
answers on what have. You know, have a consensus full gun. And at the end. We may
not agree on anything. >> Then we. You would come to perhaps a chant of the governance committee to come up come up with a motion at the boat Tabor and then have
to have have debate at the table. But that's not today because we have just begin discussion. So one of things we won with. Have you heard
from members? Many members of the community and it was so having had discussion amongst the board members, one of the things that we want to have discussed. Put that up first
and they see where we go from there. I'll just take it quick. >> Ms. Lady: Turn to make a
comment based on Mister Moon. I think that was it. It was towards the end. Last governments meeting where we
bifurcated these. And so in 15 minutes we tried to separate the policies and create things we thought lived within them. that talking point for today. And then you have the outline
that was shared by Miss mayor and in the e-mail what I don't want to lose in this conversation is the extensive work we did in governance and
in all of the other versions of giraffes that have teased out Inc in great degree. Sections like philosophy sections like, you know, intentional tech, different
responsibilities, different definitions. So I don't know whether and I understand, you know, everyone schedules are
are tight, but I guess I what I don't know is do we need to take a recess and what people read some of things that maybe haven't had a chance to or just keep going. But you
perhaps do that independently while other. Well, we continue the conversation on masking question.
>> I haven't read everything that's been sent to by a a this and read everything on the boat dock, which one has come about 2 months. But the bottom line documents, I know that. So I've read them all
them on. I am seeking speak. Has governance committee has put in a lot of it for Not just committee members, but also non committee member
sources. Julian. The efforts. So whats the recommendations, put put them up. If not, if you don't want to put them up
as a conference committee's recommendations. Ask around. But that's going to be that we doing with the governance committee has done. Right
because the cause, because when I have I mean, so I have one passion about the issue shares in some of that is so they can also come up as we discussed governance
committees recommend I want to see what is governance committees, Lebanese none of us. Again, what spread majority vote. It is a I can answer that question.
>> school governor's committee agreed unanimously to separate the policies or to forward them to the board. The governance committee agreed with what is in these versions started language. Okay. Okay.
The governance committee agreed to ask you all what else you want in it. Because there's just never enough time to go through all the things I
would say when you're asking about proposing motions, I mean, I personally did that. I would like to bring that to discussion today. If you want to talk about specific topics, police say them. But the start
of this conversation was. What do people think? You know, are we in some agreement about 2 policies? Are these hitting the mark? What is not in here that you'd like to see in
here. That's where we are at. So I'd like to not be labor. What governance did or didn't do. This is where we're at. And so I'd like to continue with people who are waiting to
speak tonight. Could it play to that quickly >> I would be happy to see those 2 policies put up one at a time and have a discussion. Okay. Well, that's what going to at this minute at this
minute. We're going to keep talking because we need to just discuss not going to wordsmith and we could certainly put them up later. Is that okay with you? Are
you? I see a couple placards. I do think that that Mr. Moon, is it appropriate suggestion once people feel like they've shared from from a 50,000 level point. Before we get
micro, let's stay little macro until we hear from more people. But yeah, I think we can get there within the time
we have. Dr. Anderson and then Mr. Frisch. thake sure and I think a lot of the things that are being all valid is head of organizing it. I think
we are all heading in the same direction. >> Dr. Anderson: And I'm going to take some leaves here. One leave is we can have 2 policies. People are either in
big a lead or in support of it. So I I want to frame my comments based on the fact that we're moving forward with 2 policies and which I won't talk about it all anymore,
because I already did. I agree with what Dixon had shared regarding the purpose is because we were just and governance really trying to run really quickly. But that's
not what should stand. I would never be an agreement for the purpose to be the same in both of these. There's multiple versions of the purpose is all over the place. So it was just
time and energy didn't put us in a place to coalesce it for this meeting. That is true. And I will offer my comments
regarding all of the pieces. Thirdly, I do agree that this is a good space for us to give feedback again at a high level. We shared vision. These
are the things that we want. These 2 different policies to contain. And then let staff take the notes and to run it down. This is what they've done with all of the policies that we've worked on. We've
had work Sessions where board members are giving it at the high level. They run it down and it goes back to committee. We also have the gift of time.
One of the things that I shared that I asked at the last covenants meeting as what happens if this policy is not done by tomorrow, by July, by
whatever, because I hate to approved big-ticket items during the summer months because the communities largely absent. Superintendent share that, you know, we will
be in a holding pattern that we're in right now. I don't think we will. You know. It will be that detrimental to what's happening that we want to have things move. Yes, but
do we? We pressed for time. I don't believe that to be the case. But I do have an outstanding question with that in terms of the tech committee because they're starting their
work. We have a chicken and the egg conversation going on here, which is first what the board believes. And that's going to lay out the work with the Tech committee because if
we don't have this done than committee really should not be starting. And I know I'm doing a lot of confusion, but I'm gonna leave it there. I'm going to start with what are
the things that I want to see. The purpose is have to be divided again. I'm not gonna wordsmith. But for me, for the purpose, for the technology.
For the the instructional peace. We must. Identify. And the purpose the things that we know have been important to
community, which is they want safe use ethical use technology in classroom connected to the mission. All that was my time. So I'll take
a go back. Okay. So I hear you saying is purpose. There's something she won the purpose and then a case, Mr. Fresh and then Mr. Cannon. The other
just to put >> A point on the conversation about how this came from governance after governors meeting governor's chair moved
very quickly to take everything that we had done as a committee work with the clerk to get that all wrapped up into a clear communication for the board. Ran that past
the full committee to ensure that we were all in alignment. You know, is this in my accurately reflecting what we've decided here? We were. That got put up on board docks
in the same time frame that typical items roughly the same time frame. The typical materials are are prepared for board consideration so when I think about the separation of
the policies as the the first question asked of us. Yes, the categories for the items within those policies largely
in agreement. We did not wordsmith at that meeting. We did not agree to language of those sections at that meeting, but we agreed broadly that these are the sections that need to be included, at
least in terms of what our committee is capable of coming to agreement. You'll notice in your meeting materials that you read before the meeting that there's another group of items where the committee.
Wanted to encourage the board to have further conversations that we were not miss it. We didn't come to any kind of an agreement on but that they were worth a further
conversation, whether how technology is selected or other items as well. So I'm comfortable with what? topics we've identified for. The
policies. And I think that the the overarching questions that are being asked right now is an attempt to guide towards the creation of policy address that we will eventually
discuss vote on as a board. I'd be in favor of the superintendent bringing whatever we end up with us. Part of our next steps bringing to the governance committee meeting when
probably when we start up again in the new school year, what those things are and then what those the 2 drafts are. And then in terms of what the TRC is working on and how that
works with what the board is doing. They're not a legislative body. They're not going to enact legislation that rules the school system. They're gonna make recommendations to the board.
And I would hope that we would take those recommendations into consideration as the policy gets nailed and it's one of the reasons why it's encouraging that I believe the last communication is TRC is
going to be meeting twice a month or every couple weeks until the new school year. so I'm hopeful that we all of those pieces can come together. And I think if folks
will refer to the sections of each of the 2 policies and then the sections that we couldn't come to agreement on as as a committee. I think that's a great place to start
the conversation about what we envision being in the policy. >> Can to miss and take a turn before we do with their ground. >> Mr. Dannan: I would echo
that, too. like to spend some time today to go through maybe started instructional tech policy and just get a sense of the general buckets parts of the board just to take advantage of the fact they're
all here together. I want to to that. We're going a committee. Doctor. King talked bit about. I saw you. I know the meeting. first meeting is in a week. You talk a bit
about what's on the agenda. I know we get some traction a couple weeks ago, but what else is can we expect in the committee in the coming months? And I'm thinking terms of we come after recess.
>> So thank you, Mr. Down actually listening closely examined draft charge. was explained as a superintendent advisory committee which was going to be made 10 double. So
it's sort of its hybrid committee. So one of the things I want to make sure is that the charge I provide Mr, Sethi Presidio who are going to co-chair the committee that the charge from the
superintendent is very clear because they're going to be tasked with coming back. Toomey with recommendations that will then review of senior leaders and then I'll
be providing to you as a board late next spring. To be honest, because we're going to have to think about we talked. We met this morning actually, I just want to pause. Also in
thankful statue, Presidio, Mister Sethi for taking the sonnets. That's a major body of work. It's an important body of work. And I really appreciate both of them stepping up taking leadership
in the U.S.. So thank you publicly to both of you. I will say that it the charge I've really wrestled with how best to frame it. There are a
number of national frameworks around what I would call current conversation, whether it's tech usage, safety innovation. There are a number
of topics and part of my role this afternoon is really listening closely because I want to make sure that the charge in framework I provide is going to have clarity
because I think it's going to be really important as we look at research because this has to be a research base committee, right? So they're my expectation is going to be
there is a synthesis current research on the topics that we established that there's a thoughtful process to plan for it. Also be checking in with
the committee regular intervals and I'm just looking forward to the group that's been Appreciate each of you providing your representative and I know they're in the
process of finishing staff representatives and so forth. So I really want to make sure that I also share the charged with before I deliver it to
the committee. So I'm was hopeful. I could do that by Friday for in the Friday letter. But as a draft and if there are concerns, obviously come back to that. essentially
what would see at the moment. It combines some of what your motion was from The earlier meeting we had. We've got motion language from the June
11th meeting and regardless of the committee, one of the things that is clear is that we need an opt out option made available for preschool and elementary school students for
parents or guardians for any electronic device to go home with students by August. So we want to make sure that's in place. Regardless of where we end up with the policies at this point. And that's the
commitment we've made so that we can communicate to principals so they can communicate to parents because we want make sure that peace gets done. That's helpful.
>> That is I'm really excited for the work of the committee somebody much smarter than me. He's told me that we are not going to problem solve our way to a vision. And I think may do that. Was I really I have
to hammer again the point that we have to establish. I think our shared agreement on some of these principles, right, that, you know, we we will priortize protective struggle. We're going to prioritize human human interaction
because that is going to then inform all the other decisions we make about, you know, do we allow use just over this level? Right? Because we've already established will know. We think like educations and
hear me a human interaction, you know, relate to fresh air. We don't want 6 gators to be relying on gender day. I palms. We want them to be happy show their of their cars may work and that kind stuff,
right? But there are opportunities for for technology be as productive a right. I think I think we have to be mindful of is how we speak about it. Actually, I read something from Jonathan Haidt actually think this morning talking about how we
talk about negativity, about technology kids here that and they too, now. right. We have to talk about this and stay in the light is talk about in a positive way in terms of
opportunities for this. But while being really real about what the future appreciate all the work that that that committee is going to do not to put too much pressure on them. But, you know, could very well be a model for the
country about how we address things coming forward. And I think that no pressure, but I'm glad we the right people in the room to help discuss worth that kind of stuff out.
was giving us a is. I think my sense to is that we talk about policy again, we've got outline those those core principles, the the parties and so forth because the
technology is going evolve so quickly. policies we're just not there to catch up with And we're going to rely heavily on regulation. That's going to be informed by what we decided terms of how we view the
future of education. So again, no, no, no pressure for the committee. But again, I do like the idea of going through just documenting general items. I want to discuss
starting protested in certain tech policy and then maybe at the somebody can make a motion that we direct staff to take. Those are conditions back and say what we think this might better. This policy is make it
better in this policy go from there. So I stop there. >> Okay, I will go ahead and take a turn. So what I would
like to see in the instructional policy in ISD policy is what I proposed in the motions. Those topics being addressed. At age limit. If any about? I think there
should be. So let's say an age limit for when devices are not to be used one to That would be something that I won the policy clearly. The decision we made about laptops and
devices going home. That would be a decision. I use in grades 8 and lower or more broadly. prohibiting AI, is it free
reign? Is there an age limit or grade limit that I think should be that's missing from the policy so far. And then
the reiteration that devices used are intentionally used and stored away at other times. Also, I would like to.
Put in there more about the educational Technology Review Committee because I don't know why. And again, I haven't seen the the charge that super tenants drafting, but what I
did here just now is coming through research to present to the committee. And that to me, is that my understanding of what the committee is forming for and I just pulled up to form again from May. 5th. And
the purpose is establish a formal process to review and guide the use of educational technology and AI. And I'm sure there's some research in forming that. But I think
parents also have opinions based on just their kids or their profession or what they know. But the committee is supposed to inform the decisions about what
technologies are used, how they're deployed, how they're impacted measured. I would be really disappointed if the committee starts off with. I don't know kind of the way it's been going with some of
the parent groups that I've seen where it's like this is how great AI is like. This is a very different committee that's supposed to be looking at some of the things that we
have data to. But we haven't had a chance to do Like all the apps we have. How much we spend, how much screen time our kids are on. Like it's more granular than talking about the role of technology
in education. So I'd like to see something more specific in the policy that really says what the role of this committee is. And ultimately it's it's advising the
superintendent who is advising the board. The parking lot items public reporting. I absolutely think that should be part of the policy because of the way the nature of these
contracts are done and the board doesn't have financial ties, you know, so I'd like public reporting like contracting again. I think it's got to be clear what the role is of outside entities
and who has oversight. And I think it's got to be the board. again, intentional devices usage and ultimately I just want to be guided by research, like all the stuff
that I just said is from the reading I've done, I don't really want to be making any things I think just codifying. >> What I at least, you know,
see is true is what I want. The policies. Okay. six-acre
second turn and then we go for 3rd round. >> So thank you. This and this thing activities. I don't know if you spoke out on behalf of
yourself for the governance committee, but what you just said and that was a lot right. What you want in the policy but what we got is of a different document. So my
question is that we have dot of different versions going on and your version probably has this and then MS Anderson's version. There I guess more
people have version So I wanted to can be just put that them together and then look at them, maybe what you're saying. Also is included in some other people's policy.
And we should have this as a board voice, not a singular voice. And I think that's what I want to see more
collaborative work on that. Yeah, wait. Because I forgot
what doesn't say Dr. Anderson. And then Miss Anderson. >> I was for conflict just keep going on my list to be responsive to what has just been shared. Notice, try to
split the baby in half here and be quick. I agree with you. I think there's. The reason why there's so many different versions. It's because we weren't able to
come to definitive conclusion about each of these versions. So sense. Right now we are handing it back over to staff to review. This could be that
opportunity for staff, you know, because they're way more resourced, better resource. Then, you know, Janet and the governance committee, our to perhaps take a look at all these different versions and
pull out the best of the ones that make sense that a feasible that are that speak to the mission, cetera. Some of the versions were just wordsmith thing because we just like to say, you know, we
like to use a word like instead of desire. So there's also that if we could let go of the wordsmith thing part. I think we could be productive.
Ultimately, I do think that. >> Dr. Anderson: Putting on the table, the things that we want to make sure that we see the things that important to us could be informative to
staff because I know they're taking copious notes. This is being recorded as the looking at those versions are gonna say, yup. I heard Cema talk about this. That and the other. You know, I heard 9 people talk about this one. I
didn't hear anybody talk about this So they'll be able to out what is going to. Result in something that is more like what the board wants. So I'm gonna jump into that part in
terms of what I want. And I'm going to try not to make it that exhaustive of the list we have to talk about some of prohibitions like what will not happen because I want to
be responsive to what I've been hearing from my community. And this is great concern that all about kids are going to be sitting in front of AI. That should not be the case. There should also
be definitions and this is not new doctor. Presidio. They should some term that we are using to define the AI that already lives and now systems
because we talked about this and governance where we have some generative AI and systems like Lexi a St. Matt, albeit closed. We have to find a way
to identify that as separate from the I the generative AI work that is causing lots of. Consternation from a public. So both of these need to be in
the definitions. We have to talk about the balance of screen time. There's lots of research. Lots of doctors talk about all of these things that I book worth of stuff to. Not
as much as what this man has, but are we going to be OK without kids using computers under our watch because we're not responsible for what they do at home. And I don't want
to be responsible for that. we going to put computers in front cuts for 2 hours a day at all levels or 30 minutes. There has to be a place in there where we are
differentiating on the continuum screen time and making sure that we're putting a stake in the ground about that balance and I have more.
Anderson. I'm going to start off by picking up with something that Dr. Anderson just said. >> Ms. Anderson: I fully and completely agree and believe that our policies need to
reference the fact that we need regulations related to screen time. But I do not think that specific screen time should be in our policies because that. That very likely is going to shift as we move
forward. And that is something firmly within the superintendent's requirement. And that will be monitored through process which we firmly have in place that we can utilize to to make sure
that we understand exactly what's going on. We also have the flexibility to deny any regulation that the superintendent puts forward that we disagree with. That is
in our ready. And so I do not have any concern. I have full trust in our staff that they want the same things that we do. I have said this multiple times to multiple committee members all ois all of us
are in this because we care about kids. We want to do the right things for kids. We just have we I actually don't think we're all that far apart. I
just think that we need to work on on finer points of consensus and then moving forward with the things that we don't agree on. I do want to give a little background about the 2 versions of the
policies that I drafted that are lengthy they have mistakes. They were. They first shot at it, but they were a combination of the documents that governance had
been working on. In addition to the policy drafts that the superintendent had already brought forward to us. So this did not come out of nothing. I was trying to be accommodating to the things that I already
knew that the committee was working on. When I created these. And they're like I said there are problems. I actually think probably the ad tech policy is closer to where I
would want us to go however, I will say to Mr. Such point. I there are references in here that are probably another policies that we need to pull out and and again do the same
thing that I'm talking about doing here is privileged those policies to make those decisions, particularly considering data security and things like that. I do think that this policy needs to nod to the fact that we need that.
We recognize that those exist, but they're these are going to be interconnected. And I think that we should allow them to be that way. But there are some pretty major buckets in.
The the policy draft that I came up with that I think are missing in the current committee's work partially just because we never had the opportunity to actually talk
through everything. And so I will say that I think that we're on the right track. And I agree with my colleagues that have said, I want to look for points of agreement. First because I think that that is
going to be a stronger way for us to come together on this. And this is something that we need to come together on. We need to figure out where how how we can do that. And it
cannot be something that because I again, I think that we are so much closer together than we are further apart. So all right. I remember what I was going to say.
>> Which is a couple things. And one is that I have sort of been reading this techno sapiens. It's put out by Dr Jacqueline SE from Brown, who is. You what, the Professor
Department, psychology and human behavior that you posed. The question in one of her recent distributions that said, let's play a quick game. Got to describe technology and you tell me what it is. Let's
play a Kids are spending hours in this technology every day. A study of hundreds of 6 to 16 year-olds in the journal. Pediatrics finds that many are addicted to it. There are also concerns about how this technology may interfere with
social connection of development, empathy and may increase exposure to violence and sexual content. Some evidence links it to anxiety and other mental health problems that parents feel powerless to stop it.
Everybody got your answer. The household radio. My point is in the 1920's, 1930's ownership of personal radio
saw exponential growth. I could go on and outlines generationally the introductions of technologies rate. I do believe we are more on the right same place that we are not we want safeguards.
The one thing I really want to talk about is because we there is disagreement in some spaces, but we talk a lot about AI where students will have access to it. They don't
have access to generate. I okay. So I want to talk a little bit about staff. We have to defer entry differentiate in policy staff
use of AI and student use of AI. >> Ms. Lady: And as I indicated in my sample policy, you know, again, I think that this belongs in regulation. But for those taking notes,
I'm comfortable with banning any genard AI for students through 6th grade. Hear me out. This is an equity issue to me. When you get into middle school, you're taking more high school credits. We
also found grant 6th grade which could be an issue. But a lot of our kids have their own technologies. Are accessing generative AI has They are
saying I don't understand this problem. Don't give me the answers that break it down for me. They are saying, you know, I here's the concept. I'm
being tested on. Putting in perhaps a sample of their home work from a teacher in saying create a test for me. And then I will take said test when I was a kid and math, I would
I'd homework every night because math was every day and I would take 3 problems for assets and put them on a separate piece of paper. I create my own test for the night before the test and then
I they were homer promise from earlier. But that would save me this. So for me, it's an equity issue. And that's what we have to talk Some people have their own devices. But if
you only have a school issue device and these all of these things are banned because they're blacklisted, then you can. at a disadvantage to your peers in learning. So that's the one thing I want to talk
about in terms of student news staff to I like a Can I raise here in the effort of trying to get to I like this place is of agreement that was
mentioned. So thoughts on AI banning limiting. Okay. So I suggested threes Robin suggested through 6th can other people come in? Can we get to a place where we're all
clear? Otherwise we're never going to actually write down what we want to do. So Mr.
Moon and then Ms Anderson. >> Mr. Moon: You know, to that particular question, I could give my response. my suggestion from the beginning
was, I think. And this mayor and when you begin listing. The the issues slashed questions. We should be
insulting. So that we can go one by one. >> You know, everybody could you know, we all we all could some opinions each one of those or a few of us may have
on field of those given up on this one. Now. So I how respond to that can only tool, as I as I said, I think I think there have varying
Varian suggestions on limiting the use of AI use of AI. I can really go far up to 6 rate 6, Kuwait, not letting the use I
I in classroom in scores, but we have in the country are. What they want be doing at home. That's going to be up to the parents. I we have no
country. You agree saying we have no control. >> agree with Ms. Lady then. So no AI through 6th grade that the minimum I can why can't we let lead going rid
your wish with addition to be extended to 8 and then and then and then, oh, you're not from the 19 I need to before fought a 6th grade. I can through 6th grade. So it would
start in 7th. That summit lady said, Mr Green. Who's that? This Anderson? Okay. My recommendation would be
limited in till 6 grade. Nothing in the instruction in middle school. It would only be available if the course description said that it was included and that way parents
had a decision that they could make a decision whether or not they had student. They entered a course that was getting. So if you have kids taking engineering kids taking computer science. >> Ms. Anderson: Like whatever, they would know, that it was going to be a part
of it. And then in high school is when it would be appropriate. But I do not think because of the 3 middle schools that we have that started 6th grade. I do not want to put a grade in there because I think that it caught
is going to cause trouble for us. And we also are going to have to consider what's going on in our secondary schools and how we would defer to differentiate that when you have. But if you have a student that 7th grader that
is taking a high school course, you would have to acknowledge the fact that you would understand that it could include, but I still say that I only want I included it. It's part of instruction. It's
not just blanket Lee in there for the sake of it being in there. The other thing that I would say is I absolutely want to teach our elementary kids what AI is and what they need
to be careful about because we cannot exist. Pretend that it doesn't exist. So there has to be literacy that is happening at the younger grades. So that because kids are going to be
using these things at home and I refuse to let us go down the same path that we already went down. The social media where we ignored it. And so we I just I am not suggesting that we give kindergartners Ai what
I am suggesting is that we can start having the conversations about how to keep kids safe online in elementary school so that when they are taking classes in middle school and
that maybe incorporate different technologies. And look, guys, we're talking about AI today, but in a year it's going to be something else. And so I want us to be careful that thawhy I want
to talk about innovative tack because we have new things that are going to be here before before we're going to be done with this conversation. So we have to
come up with a plan on how to move forward with it. >> Ms. Meren: Can I capture what you said so available in secondary grades if of course, description explicitly says. I
just thought that he said about because we have some whatever, OK, middle school, if of course, descriptions said it was needed and then available in high school.
Right? OK, thank you. Dr. Anderson. just glad I wasn't the only one who what? Who needed to raise the 6th grade issue.
>> Because I'm like you people, you're killing me. I've said this 100 times 6 great doesn't work in the Mason District as a cut off because the middle school can't do that. One of the
think so. Thank you. I appreciate that. I have to put that in there. One of the things that I didn't get a chance to get to, which I think will be very helpful in
all of this is where does parent choice live? Because we have some parents who are going to be fine with having their littles. You use it. But we know the research tells us that's not right. So what I
think I'm hearing also that backtrack a little bit is that there's consensus for AI usage, not literacy, because we teach about a lot of things. We don't make kids go
out and do. I usage and elementary school is not going to be on the table and I'm just doing this. I can move on. So at the middle school
level, it is going to be tied to specific courses that I outlined so parents know and have clarity in a signing off that I am good that my kid is
going to use AI. Is that what I'm hearing? Seems like it because that's what I would also like. It's not just a passive I use is involved in
this, you know, advanced class. It's I am signing off and saying it. This is okay to do so. I am fine with that for the middle school level high
school level where it seems to be not yet addressed, but will definitely be more likely than not. I'd like for the parent choice to still live there because not every parent was
that for their children for various reasons. We have kids with mental health issues that they just don't want that to be an access point. And the parents should have the right to say no, this is not healthy
for my child. As I've shared before. I re I think I said this at the last meeting. I already have a couple of parents who are saying I have a note from my doctor. My kid is not going to be using AI
are bringing home a computer. We can't be caught flat footed for that reality. We have to plan for it. So apparent choice for me needs to exist
in in the places where access is being allowed. Mr. Fresh. I think excuse me.
>> The conversation around a course catalog descriptions is interesting to me and I'd be interested exploring it for high school as well. Beyond
middle school. I think more information is always better. And if the policy somehow has
to tackle academic integrity in such a way that it acknowledges the fact that whether we whether the system places a role for AI in the
hand of a student or not, students are going to use it. And how are we mitigate Their ability to use it for an
unfair advantage. Now you talk to parents and they will talk about how some will talk about how their child was accused of using generative AI for paper and they definitely didn't do
it. And the teacher put it into a system to see if they can test it. And that's never necessarily accurate. And one tests as something that another test doesn't. So, you
know, and maybe this is something Ms Anderson can speak to given her background teaching in college, but I know a lot of universities are stepping away from certain types of exams to try and
ameliorate that issue. It's something that I think. At least in some way the policy should address a requirement that the superintendent. Have
instructional services or others developed suggestions, particularly in the classes where AI is permitted. Still
allow for the testing of true knowledge and writing ability and everything else that goes along with. The soft skills that we're teaching every class that go along with the hard skills. So it in a I'd be
interested. I really like the idea of including it, in course, catalogs so that parents know again, it's not just a this is going to get
used to say what is the thoughtful use of this? And for the youngest learners I absolutely well for all learners period, regardless of where they enter our system,
there needs to be a level setting what students need to know about AI, whether we're
allowing in that class or not. Mister Cannon. >> So you've come for U.S. a
blanket ban elementary levels. But I want imply that means uses any route since I really like which don't think we are. But I I like to Dr. Anderson. It could be some form of a got
a knockdown dropped in above the elementary level. And so I'd say appreciate no Mr for Dr Fish there, maybe someday,
Mr. Fishes regulations that there's there's just that this was so nuanced, right? We talk about ex every integrity, things like that side endorser point, too about, you know,
looking at it standards and so forth. I'm also curious, doctor Reed Q just just to help us level set. How is AI being used by students in
classrooms today? And the and the division? I've seen a few a few things can pop up. My understands as generally project specific for kids are opting in largely. There's
also certain schools applied to play lab. >> So we have live how schools, which is a collaborative. >> Project with THE IS T a S C
D >> national consortium. So and that's I think, going to be starting its 4th years. So we've been collaborative even pre the Donna of AI around
innovation and technology with his state and for elective projects. I know there's been some elective competitions that our students have participated in. In fact, I
believe it's Woodson Robinson, OK, Lucia, to want to make that mistake. We have Fairfax County, public schools, students who have won the
international contest right involving that as an elective program. So with regard to any kind of general Ed track. I'm
not aware of that. Panel asked Dr Presidio to comment as he obviously overseas our academic programs. But I'm not aware of that being used in any required or general
education course. >> No. And again, I will qualify, though, and this is why the definitions it's going to be so important in the policy section as a number of board members appointed out
again today. Generative chat feature a I >> is not used in fcps and students do not have access to generative chat feature based
AI. >> Dr. Presidio: As we've talked before, artificial intelligence has been around for many years and built into a number of different software components but in terms of
functionality to interact with the chat feature. That is not enabled or used in any of our schools at any grade levels today.
>> Mr. Dannan: So so made and this might get something so nuanced because I've heard from from teachers parents for kids have been able to access tuf AI through various programs and so forth. And so think we should hold early
support review of of standards, whether it's economic integrity, That's our to make sure that, you know, we actively monitoring and
policing that right, so that kids getting advantage over it. Because it is because I've heard from People gotten workarounds to that. He about how well does our current
digital for your average? That's a 7th grader. How well is current digital literacy at educating them about AI physically Usage. How would
you rate that is that something that? >> on this issue, one of the things that again, the board passed a motion on June 11th,
which we appreciated was to create a requirement for digital literacy lessons. Right now we have digital literacy lessons that we have created a made available. But we've not require them to be
instructed consistently from school to school. So one of the things that will be working with the Technology Review Committee on this summer is a proposal to require digital literacy
curriculum K through 12 and all of our schools starting next fall. So again, that's one of the priority items are deliverables, if you will, for the technology committee to give us feedback on that
during the summer. >> So it just to clarify, talking about, you know, moving forward with it. Courses that include AI being offered, in course, kind of like that would be until at
least 2027 2028. Does that cracked or would there be? You know, if there's board agreement to this today, what teachers be able to starting that come this fall or or
later in the year? >> Dr. Presidio: Well, I think it would depend on when the board adopt a policy where you set the policy expectation. Again, we're not looking as a technology committee the
summer to do anything other than developer recommended guidelines for what grade levels on. just going to stick to the to the AI grateful
usage issue because we have a number of deliverables for committee largely starting with all of the things that the adopted in the motion June 11th. But with respect to
grade levels, we would be looking to provide. The superintendent with recommendations about what grade levels in the future. I might be able to be utilized that, but we're not looking to
rule anything sooner than there would be an opportunity for more discussion and the board to finish their policy in staff to finish the regulation. >> Just because because and this is discussion I get my my
fear is that there would be unintentionally a green light to start, including AI in classrooms without having to come as or digital literacy cricket. At the same time writes, just want try think through that the timing for
that. I don't want, you know, average night greater to get access to a class and have not received that kind of instruction and not have those guardrails in I'm presuming from this discussion that
taking it slow the in making sure those those sorts things in Okay. I will stop there. Thank you.
>> Ms. Meren: We're all just as with my chair head on. I think it's great. We've made some headway on talks on AI access. Perhaps that's a good term to use access and limitations, not ban. But I've
kind of categorize what I think I heard and we'll turn it back over to you all later to check AI and academic integrity and AI literacy. I'll take this opportunity as myself is one board member to
talk about literacy and again now might even more growing concern about the role of this to committee. Dr. Presidio just Angle of this committee is to him, give recommendations and digital
literacy. That is not the kind of the committee the intent of committee is to inform decisions. Instructional technology. We can hand pick
off the Internet or anywhere digital literacy plan or AI literacy plan is an extension of the current digital literacy. And in true fcps form we've just heard that it's not consistently applied.
I mean, that's like Fcps one, a one byte. It's in some schools and not others. The superintendent with their whole office of instructional specialist in curriculum. Designers can design a digital
literacy in literacy plan. What they cannot do is know what our community wants in terms of what technology is in front of kids just like any other advisory committee,
they're looking at what city to show me how Alexia helps. Does it really help a first grader? Does it help? A 6th grader show us. Do we need the device? How much time you
know, our kids, you? I feel that integrity of this committee to do what it is doing, that we really need to be more involved at the outset and hearing we're going to
hear the charge, which is great. But I'm concerned that this committee is going to be sent off on some task that isn't going to help us. I mean, I've been on advisory
committee since before I was even elected, like way back in the 2. Thousands. And I know what it's like to be doing work that doesn't get used or that's not the thing that was
asked of by the board. The committee's supposed to do work on what technology are kids are using. I'd love to see us pivot to some other
another topic of discussion, but leave it to everyone to follow me. But one on one devices. What do we mean? Do
we want to say no devices, Pre-K to 2 to any greed. Do we want to see classroom sets? Do we want? Computer labs? These
are all things that have been put out in the ether. What did people think about the policy, including something about the rolls, one to one devices? At least an elementary school to start the discussion that
something as chair. I'd love to see us move toward. They refer to my turn. Dr Sudhir like to share. Yeah, I just I just wanted to clarify for.
Folks that are listening. >> Dr. Presidio: So my comments about the technology committee and I think we're going to do all the things that you that just just to read from the board motion that was adopted on the 11th,
board voted in the affirmative to have the superintendent develop recommendations in consultation with the Technology Review committee, including enhancements to digital literacy instruction. So that's what I was referring
to were not asking the committee to write a curriculum. We're asking the committee to review the lessons of the objectives that we have just like we do family and give us feedback on if they're really addressing the
major concerns that the community has. That's what I was referring. >> Ms. Meren: Sure, I appreciate that. I was referring to them a 5th vote at the school board on the foreign language which very specifically talks about the
committee reviewing instructional tech. And we did have a discussion about whether this was a curriculum review committee, which has very specific steps like for
Basil materials and my understanding it's not so, yeah, that's great if it wants to inform. But the way I just heard it said was this is their number one and I something about coming. one thing is what are kids doing
in the classrooms and was the community think? Thank you. Also was just looking back at my draft policy because I was trying to capture the things from there. And it is one of
several, but it's in the charge and I do appreciate the conversation. I guess I'll speak quickly to devices. I'm OK with no devices. Pre-K
through K but if we're going to be assessing in first grade on device, they have to learn how to use the device to do that. And I believe regulations should be very
limited because it has to be very intentional and purposeful and instructional. I do have a that, you know, my colleagues have talked about an opt out. And at the middle
school and perhaps high school levels related to I that might be core paraded into, of course. How difficult. Like
what's involved. From a deployment of computers with RT specs or somewhere back in
wherever that if my me out. Dr Reid's mom does not her out like what does that involve on staff work? Load is just my question. Is that is that a
viable option? >> Dr. Presidio: Well, I think again, that was one of the things that the board passed and the June 11th motion for the committee to provide some recommendations on. So we're going to be looking at all the
different ways that we could actually develop some recommendations about an opt-out policy that we could operational as well. >> Yeah, I'm kind of asking. I've been actually I do
appreciate DRC, Mr. Said that. Can you speak to this cause from it side is what I'm concerned about. The 2 suspects are going to block me from having any form of generative AI it within my Chromebook. But yet they're
going to let Dr Reid access it because her parents are allowing its. I'm just trying to get more clarity on the what that workload looks like or if it's even viable to do it that way.
>> I mean, anything is possible with enough time and money and resources put towards that. That's how it is in times his leg, if you can, what you can So given limited time and given limited
resources on how small your department is. >> Let's let's operate like I get. I appreciate that we can do anything but we are poor and we don't have money. We
can expand. We need to which is troublesome because ways could continue. >> I think the combination how the teacher would differentiate in terms of lesson planning and delivery would be an interesting
challenge. And then from a technology perspective, some tools may be easier than others, but we have universal control and other tools do not provide certain levels of control and then the choice may be should we stop using
this tool are together because it doesn't provide the control, which causes ripple effects throughout their division because those tools might be embedded and each of practices assessments and everything else. So it would
have to be sort of a few Ballard did once we have what will be a series of complex actions to take because right now we do everything in to us. And we we look at various
levels so we can do great level policies. If you tell us everything, 6th grade and below. I think that is that is feasible. But within U.S. Pacific School, a specific date. It does get complicated.
Obviously. >> Thank you. The cause. I just I just know that when I
was in the system. You make a point. >> Ms. Lady: Of the differentiation of instruction. I mean beurre utilizing you D L. >> But I do know that if
you're teaching a class. And for like for years, we have math books. If someone opted their child out of the device. It was an unbelievable amount
of additional work on a teacher. I actually saw some teachers resign at the end of school year because of how burdensome it was. To do that for one student in a
classroom. And I I'm not I'm just putting that out there get it in the air because it's a it's a fact. And we we're trying Create ways for
teachers to work smarter. And again, I'm struggling consumption is what that would look likes. >> Ms. Meren: Perhaps that could be a good next step is to ask how viable it is for
parents to opt out. Like what could that look like? If we want to get back, we can further continue on the device. Use the one to one. So Robin, I heard you say Pre-K
to K I know I earlier said Pre K 2 and then who is next? Misleading free. I believe that we're back to Mr. Noon. >> I have been also waiting
for a long time. I think between the agenda I do not all student. I didn't see your placard, but you are yet to go back. Before we go back to a go, go, go, go, go back. All
right. Thank you. I did not. And so the I question and I wanted to make sure I answer that because then you everybody's opinion, I guess. I'm good with the.
>> I N. >> As a high school, Dunst who want to learn it as us there college and not, you know, just just learning product, I
should say just the course the projects and research they want to do and maybe for their college preparation. And you know, and once they go to college, this, you know, the word is open to them
completely. There's no restriction. but in middle school, I like miss Anderson said, if it's too quiet specifically, but the course like, you know, my could could do is you don't wants to be us
complete cyber in junior, whatever and in did they need. They want do some course which AI tool. Then I can give permission for that. But are, of it should be those at
middle school and from 4 to 6, great, I should say it should be the AI literacy. And that Anderson, that kids should know what's coming up. We
cannot expect them to because they have access to computers at home and they're using it to the dollar, any knowledge and using this smartphones, which absolutely hate for
kids. But that's what it is in on the we have to teach them even if their parents of giving them these devices at home ended phones home. They should know how to use a
technically how to use it and that the, you know, watch out for, you know, bad guys on Internet and think other things too. So that is very important for those start to subside. I sign I really like
that VR actually going to do that. Doctor Presidio and and then that is my thing is and also I feel that should be a
parent voices. Well, much it matters. I as a parent intentional with technology that my own child. But then there are a lot of bands or dawn of kids who don't have
access to technology home. They will have floor computers lying around so that device goes home is the only device that can learn on. So I'm really looking, you know,
thinking about that as well. So I did meet that some veterans from the intentional technology group I mentioned this. I said you all, we have
a thing or about everyone. But overall, I would support high school and middle school restrictive use. And then the course allows that spy point. can move on to next topic than
I can. >> Okay. Mister Mcilvaine for go back and then Mister I didn't see as Parker. Okay. Thank you. So I will pick up where mistakes that left off.
So I'm fine with Ms Anderson's formulation allowing a I middle school all with parental approval through specific course. Election and also mystics. It's point about
AI literacy said combine those 2. And I just want to provide the umbrella. Statement that, you know, that all this accordance with our wait until
8th initiative, which is actually wait until the end of 8th grade right until night. we're supportive of that now
This initial question for this section. I agree with her that we should ban the use of one
to one devices for K 2, And I think we should have language that particularly in elementary school. should be used thereafter as development late developmentally appropriate you know, I've
I've raised this with individual principals. They're supportive of it. Obviously, you know, I fully understand lady's concerns about assessments and things like that. And we need to make sure
that able to adjust for that is needed. But frankly, elementary school parents are upset with amount of assessments we're doing in general, not to mention our
assessments on I'm coming years. So that's where I stand on on that piece. Thank you,
Mr. Moon. >> Mr. Moon: But I go back to to show a Iola Chanute 3. let me first answer to question about one 20 vice. But before I do that, I'm going to ask
just one time to adopt her. Doctor. Henry. >> How >> Mr. Moon: Vice is currently being used in the classroom
for K through And what's expectation for students K through 2 to use Did you devices devices at home?
>> So I think it's an interesting a question. And I think its nuances. I was listening to Mr. McLean, I was thinking. I think what I heard was no one to one devices K
through 2, which a bit different. As I know, staff are taking notes from no devices and K 1, 2, So just saying like the screen time versus one to one. So I think
we need to kind of assess that out a little bit. Having said that, I know that there are certain reliance's on. I want
to say Lexi a or S team after some instructional programs, but Dr Presidio, you may better understand that. And they're the val's assessments, the map there. So there's some
assessments and some instructional programs that and but I don't know if any of those go home soft to defer to doctor per city on that. Yeah.
So >> if the primary grade levels sake. 82 there's the curricular components that we have, which are very limited. We have Lexi a which is a reading platform that's
individualized to students reading levels. So is designed to Taylor personalized instruction to students to give them extra practice. That's between 30 to 75 minutes a week depending on if
students are on grade level are below grade level. So that's the division usage of for Language Arts. Then we have St Math, which is a math curriculum similar to the
language arts curriculum and Lexi and that's between 30 to 60 minutes per week for students based again on where their level of additional practice individualized practice lies. Then we have
required assessments. And we do have the state required The Val, the we to, for example, those are administered electronically. And we really don't have alternative
versions of those to be able to administer. But what and again, we'll talk about this with the committee the summer, but some things that we need to continue to consider is even if we do have alternative paper and pencil administration. How much
instructional time is lost? If we have to go to an alternative format that has to be scored by the teacher and then the data has to be entered by the teacher. There's a lot of additional time in workload constraints
that have to be balanced by using electronic assessment. assessment required by the state very limited curriculum access. Now, I do know obviously from having
conversations with parents in the community, that devices are being used more widely now. But from a division standpoint, those are the only uses for the devices that are part of our instructional
program. So we obviously can develop screen time guidelines or use guidelines that would be more restrictive what what's happening on a day-to-day basis today.
>> Do you also know that there is a lot of discussion about the importance of that face-to-face time in the classroom? So there was some discussion about the device is being able to go home to
access, perhaps like see a home or there was a program for multilingual learners that could be accessed at home because we wanted to really maximize that time in the
classroom with face-to-face interactions like the learned that in COVID, right? How important we gather in schools and learning spaces. We want adults, 2 of, you know, our
human, the human interaction. And that's where, again, I think. >> Dr. Presidio: We need to tighten things up. But that's where we've tried to respect parent choice and some of the equity issues that some board members of spoke to today in terms of some families want those devices to go home
because they want the extra practice and they don't have other device access available if those devices didn't go home and then we know other families don't want them to go home for very legitimate reasons as well. So we've got
to find the right balance and setting these guidelines. >> Mr. Moon: Having heard when I was just heard from 2 doctors. And education that I
want be not be able to hand that question with a simple yes or no at this point. I will leave the It could
impacts of a the completely pull a beating. Putting use of the ISIS K through Would be defined in should impacts and
the score system. you have to do any way. And or saw saw the I don't think any of us, you
know, he's asking maybe I'm wrong about this to start prohibiting this from upcoming school Comply. you know, from
Iowa's 24th. When these ready to be able to implement. The policy like S I have a more t
tailored responses or satisfactory level responses from. Superintendent. I will not be able to give Yes, Toronto, question now knowing that 2 intelligence and
generate way, I and that we're talking about, talking about opt out and, you know, pretty in what information and course catalog. And depending upon
the shouldn't Italy's with either she to be able to opt out from start to push East and some are now sounded to me that thought the purpose of the ones can distinction
because as he should, should possession. I wasn't looking at the policy. As a drop or from the covenants comedian to distinction between a I intended through AI. When you
said that believe it. If anything at all. General, eyes, he's come to be used. And his function in classrooms. You meant to say
Janet Sweeney? I not a high comment. That's correct. So I used in saying that I ease currently being used in the
classrooms. >> Dr. Presidio: I'm saying it's built into and has been for many, many years in the industry into different software programs.
>> So we've discussed I so so if of course, had this to make a notation is to use of >> I. And people shouldn't an
option opt off I in that it courses courses. Will we be able to provide enough? Attorney argues for going to
be able actually from says, to satisfy Dr graduation requirements and whatever they want to pursue. >> Dr. Presidio: That is a
very important question that our team needs to deliberate more on in terms of operation allies that I think we need to understand a little bit more from some of the perspectives of some of the different folks. It'll be on the
technology committee, but that distinction I'm making is the types of AI that we have a lot of concerns with that share student data, perhaps that allows students to interact with the technology in ways
that humanize the technology. Those things are very easy to restrict, right. But if AI is built into an operational software like Adobe, that students might use to open a
PDF that their teachers provided as an instructional resource. And we said we're banning it. That would be a real problem right? So there's a lot of nuance in this that we've got to unpack. And I think we need to start with
what are the definitions that are going to help us out this discussion and from there? I think we can develop a policy framework that we can operation allies about what we need to. Restrict what we can
have access to put something together for you. But that is going to take a lot more thought and deliberation. >> Mr. Moon: So for you know, congressman of just reason that an issue for us to be
serious knee, you know, think about. >> Thank you. Okay. I think for to another round no miss ancient coming to not have a
go back in that round. >> I think that what is really difficult in this conversation and it has been for me. And even when I've spoken with parents a lot of times and I'm
talking about technology, I'm not talking about AI. And I think sometimes we interchange that. And I think creates a lot of confusion and it gets conflated. And I think that
with the policies, we have to be very clear with that. Look, I worked in schools for 26 years. The reason I'm not tech savvy is because most of my job was interfacing with
people one-on-one and providing wrap-around services. And so I didn't have to rely on this very much. Having said that. There are a lot of aspects exactly with
Dr. Presidio just talked about that. If we don't do it this way, it's going to put a huge burden on our teachers in terms of the work and example, I'd like to give you is when
when our parents applied for free and reduced lunch, they used to have to get a paper application. I would help a lot of our parents followed up a lot filled out. A lot of our
parents. Some of them can't. You know, illiterate. They need help writing. It would take a long time to get that done. Then we transition into having these applications online for parents. I would
still help the parents, but instead of spending 45 minutes filling out the form, it would be reduced to 15 minutes the parent would get an immediate response. They wouldn't have
to stress Do I qualify tonight? Not qualify. They would know immediately which relieved a lot of stress for parents. And even though I might end of spending that same 45 minutes with that
parent, it was not just on the form. It was like I see that, you know, that you qualify for free and reduced lunch. Are there other needs that you have? How can I help you with
this? How it gave me more time to have one-on-one to start building the trust to start evaluating what other needs. The family might help. So
again, this was not a I this was just technology that reduce the time that we have to spend on paper and pencil and increase the level of services. So again, I'm
talking about technology, not about AI and I'm talking about doing things in a very intentional way that supports our students and supports our teachers to allow them to have
that more one-on-one FaceTime. The other thing attendance. I mean, attendance used to be done paper and pencil. Now that now and you know, my colleague know now that it's done, it's done insists it
goes straight to the officers. No calls from the office was attendance. What's going on? We know this kid is mean you can respond a lot quicker. So those are all these little things that and these are not
even necessarily says and is not in the school. So this is these are the kinds of things that help our teachers and help. Our staff. Move forward
again, I just want to make sure that we separate. The use of some technological tools and not conflated with AI. And that's just what I wanted to
say. And based on what doctor per city us and again. The other thing is equity. I have kids and we have families that
have never scene. The computer for know how to operate it. If our kids are going to be tested on it. And I know some people, you know, somebody
said, oh, this is easy. It's like it's like learning how to do it for dummies. And I was like, well, I'm one of those dummies because it takes me a long time. It takes me a long time to get this down. And so.
If we're working on the same project and we have the same knowledge base, our scores going to be different because I'm not familiar with this because like what key to push key. Join not push. >> Not any technology. And
there are equity issues. They're our exposure issues and sometimes my in my job and what I did as a family liaison. I saw that a lot and some people don't get to see
that. And there's assumptions that everybody has a device and everybody knows how to use it. And that's not the case. Thank you, Miss Anderson.
>> I actually have a question from a em our city. So we used the term 1, one a lot. But we're also using classroom sets as an alternative. What
do you see as the difference between a one to one device in a classroom cent? Because as far as I see a classroom set is just a one to one device that we leave in the classroom. And so that can be
handled by the opt out that we've already decided on as a board at the last board meeting. So I don't see us going away from having a one to one device in terms of just
ease of use that each kid has their own computer that's logged into them already. But it do. Am I looking at this incorrectly?
>> And pride to going one on one July on classroom sets used to be some amount of laptops in the class which don't have a log and then any student can go in and start
using it for the pool. So you would have like 10 devices for maybe 20 kids in middle. And that used to be because of the cost basis of going one to one after going one to You can get
into his ally sort of. Control off the device. So the storms logged and they have that on account. And we also have sort of disability controls that big important with the attend
addition brings in. And then when the use instructional tool, it connects to log what that did. Just like we were talking about. In attendance taken. You don't have to go plunging 4 different buttons
anymore automatically know all which then feeds into the data analysis with the teacher can to a new take an assessment, say. >> Ms. Anderson: So oftentimes and particularly when we're talking about state testing
and things like that, whether or not I mean not liking state testing is done a conversation. It's not right now. The state testing is on. Most of it is online. Yes. And
so we are going to have to have enough computers in a grade level in order to complete state testing, which I know used to be an issue related like just how it was conducted before there were
one to one devices. So I just am and I think that many of the Controls Inc, including light speed and things like that that parents have become custom too, are only available
if we have 1, 1, device. It doesn't work on a classroom set with 10, 10 Cano is in a class. You will not get you up and report because that's going to be to your student unless we can find a way for them to individually log in,
which means that it's going logging in and out of their devices. >> Ms. Anderson: At the Leawood logged on the next could fix about using the computer that it's it gets completed. >> So so that is where I am. I am. Perfectly OK with us
having 1, 1, devices, I'm perfectly OK with parents deciding particularly in elementary school if they want to leave them at school. I've talked before about secondary and the problems that that would create trying to leave
devices at home. I will say that I would love us to work with light speed and figure out a way that we could actually set screen time. So that as a parent, if I bring my if I have my student bring
their laptop home that they can't get on something like it. Basically just blocks the computer from accessing anything at a certain time. I know I can do that through my own personal router. But
again, parents would need to understand how to do that in order to make that hot happen. I will also say that right now today I am okay with Pre-K
through K not having a one to one device. So I don't have any problem with setting that limit now, because I think that that is a place. What I will say is I do think as as a
person, my oldest son was in kindergarten when we were advocating having more access to technology because they had one laptop for the entire class and they occasionally would have stations that wandered through certain
things. And so I just will say that I think that that's probably a point of consensus that we can get to pretty immediately when we start getting into first and second grade, I get worried about
some of the things that we've already adopted like benchmark and the state testing, which I think gives parents a huge amount of information about what's going on with their kiddos. And so I and I also think that we need to advocate
with the state if we're trying to take those things away before we set that up is a point of failure for the division. Thank you, Dr.
Anderson. >> Thank get through all of this. One on one devices I
fully we can. We 2 minutes. In this final round. Thank Yeah. 1, 1, devices I don't believe are necessary before Gray to
that doesn't mean that they cannot use them. You know, I've worked in schools my entire career and state testing occurred and the kids then have one on one devices.
It was a set of devices that was used across the grade level. And of course, you, you know, if you have 2 classes, prograis level one makes sense. If you have 5 classes
for grade level, maybe sets. If we have our best laid plans, which is intentional, use. Which is it's not a passive use just to keep kids
occupied. >> I think we will also relieve the option. The need 4 that hi set of control with really light speed because
again, the kids are going to be given the devices to use when it's important to use. So it's not going to be the unfettered access that they have currently.
>> So I I'm on the camp of doing something up to grade 2. It doesn't mean they're not using it at all. It means they're going to use it when they absolutely need to use
it. The policies I don't think should silent on some of these things that we've talked about. It doesn't need to be prescriptive in terms of the exact numbers of screen time. The exact numbers of many of these things that we've been
talking about. But just like the grading policy, we set the expectation that these things will be out line further elsewhere, but it should not be completely silent because then that means we don't have we're not putting a stake in
the ground. I'd like to understand mississipi each year. You know, as a parent, I have a long laundry list of things that I need to check for my kids to use. And I got quite a bit of pushback. Is
that in check YouTube from some people? With this not fall under that kind of long laundry list. Laundry list of things that we have to approve
up every year. >> I believe talking up industry consensus where you? Yes. So the pair to Secant Saint System currently gives the U.S. cities of things that
optional to check on or off. Not everything may fall in the adoption box. There may be some things call which will be delivered. So think things like Google Docs Google Docs
will be delivered a student because that's part of the capabilities. So they may be doing deliver that score. That would be checked off the box off tools. would be optional.
But you left off in huff. So it's going to be defend sets of pools which would fit into different boxes, which can and do often often. >> OK, thank you. And just my last quick set sentence, it is
not clear to parents that the devices are not to be brought home. I had a parent who sent me not only the language on our website but cold collected language from a number of different families. What they
receive from their students across a number of grade levels. It's always the computer must be charge every night. How does that happen if it's not being brought home every night? So there's some
work there to be done in terms of setting the staff expectation if bringing the devices home are optional. As was discussed at the last board meeting.
>> And you just spoke to protect potentially an energy increase that we would have to pay for charging them all in a building that if you limit
them well, we all agree with eliminating them, Mr. Fresh. 2 things. I want to bring up one we're having, I think to
conversations around >> and disclosure. One is around devices and one is around. Disclosure or opt out of classes that Ayana for
grades with the conversation around consent or opting out of devices, et cetera, coming home. I don't think you need
both for the purposes of instruction if the board how it if if the board and regulations are such that course descriptions will include that information that provides the information to
families need to make that decision. Perhaps there's a way to to roll into that system when a family has a
band that certain classes are displayed. But I worry about families not being able to at least see what the other offerings are that are available to them. That may include AI is part of the
instruction. And again, a defined purpose behind that use. I do want to ask a couple questions about device use K 2, particularly since much of
the conversation right? False around making sure the students are prepared for testing. What do we do currently to ensure that students who have devices at
in those years are prepared for testing? I mean, obviously, when we give a student a device, we're showing them how the operate
the device appropriately rate. We don't do necessarily test preparation for how use the device to take a test. >> Dr. Presidio: We help them with that test interface that
they're going to interface with. And there is trouble shooting, as you know, teachers circulate the room and help students that might be have difficulty. But I don't think I'll just say it
this way. I don't think there's a real need to teach students how to prepare for electronic tests, per se. I think we can do that within the policy discussions limits
that ice limits that have already been discussed. So, yeah, I do think just having been. But near the end of the year, look. >> This inning middle school
classes in particular There are some tools online calculators, online graphing tools that I actually its were explaining to me. It is because it wasn't necessarily
intuitive. So I I think it depends maybe it might depend on the content so your theory, some tools and I are saying the same thing maybe beefy into concise it. So that's that's what I'm saying. Like
as a student would take a test, we would show them how the test interface would need to work and we would help them figure out on access those tools and everything. >> I'm just saying as a general matter, I don't think there's a lot of instruction
that has to happen. >> Because there's general matters. Many people know their where on the computer. That's where the equity equity consideration comes in is what is a student where that's not central and their family. They
don't see their parents using them at cetera. So, you know, as TRC has this conversation, perhaps as the board's policy evolved, I'd be interested to
know Kate, under what setting what are the circumstances that provide the adequate amount of preparation? So that a student is not disadvantaged
in the use of the device for the purposes of Section 8 because Alaska, nothing it and want is to have these policy changes or these changes in practice. Go forward. And then to have one of the byproducts
be lower. Test scores because we didn't do our due diligence right? I'm 100% confident that for most kids, there's no.
Explanation needed. But for the kids who we already work really hard to ensure they have all the tools they need to succeed. We make sure how
we perceive here is equally generous. Thank you, Mr. Dan. >> Mr. Dannan: record for the prior An an classroom. Just want to clarify. We talking
about 4 being okay with elective use only so or would there be a path where it a kid would need to use AI in order to graduate to make sense.
should say, is anybody disagree with the mutation being to elective courses and not items that are required for graduation? You say it again like how would you so
like if Happ's you guys? So we talked. We talked about previous discussion being best being okay with ad being used. Jenna B, I but over the next and give it being used at the
position that going high school level for food, for course, for certain courses flagged in the in the course catalog with those only be elective rational course I'm just concerned. I don't want
there to be a limit if parent does not with the using generative AI at all throughout. Throughout career at CBS, would they be forced
to take a course at some point r to graduate because that part of a required course. They were talking just elective courses. >> So the question is, would a required course require say
yeah, for future? Yeah. Just going to board sense of that. >> Mr. Dannan: Okay. And again, a We're trying look at the underlying interest here. Back to the one to one device underlying interest here, not
just to fix positions. If I'm a it sounds like the board's Jenna sentiment is towards a reduction in screen time. Correct? It's a fair. Regulation of regulation.
Screen time. Okay. Got have a resolution Thursday rebutting on that. The state Senate heard from majority folks here that that support that, you know, site that said, support whatever gets us to that, right? Whether it's a one to
one restriction or something like that and and I agree that early point, we need to put a stake in the ground right direction, but your regulation adapt to sit technology. That's right. A sitting
guardrails and so forth. You my the concern is just if if we take away certain tech, we need to really make sure that we are replacing it with something right. So with a laptop with a cell phone policy, for example, are we
making, you know, playgrounds area? It's been asked to take on some things like that. So if kids aren't on the phones, they have something else that they can to get place for this. I just let say that I really think to policies to reflect the.
>> Mr. Dannan: The term of A statement number times as being a teacher. I suffered a lot of teachers that were very passionate about using an intentional ways and being very restrictive. And I think there should agreement that we
want to be and tension the classrooms just trying to get to that. And so again, I'm looking for work of this group in the committee. Thank you. Miss ticks. It.
>> I'm not there to beat everything. Mike Lee just said, but I agree that cater to they don't need to take devices home. They can use it
to learn and against lot of just learning the right way to use the computer and how to use it. That's also at this that you're seeing because use that time and they're learning to test our also like cold
open different tabs. How to kind you know, use the computer that properly. And also they're not or Veneman don't hard grade 4th grade. using it more. So it's okay to
82 good news devices. School needed not home. I think again, everything comes out to be intention behind. It cites if you're using it for
instruction instruction, only and taking the divisive as soon as instructions over that's what it should be. I like of my kids went school,
have I mean feat many, many years ago, not in the kindergarten or first. didn't have devices that time. They used a pen and papers and they were working. I think 6 grade was first time in my son got a
lot dog from to take home. And then I don't think those kids have a good got a good lap up or did Carter crumble. And I want to say Missus said he was
so bad that they were docked. He was like, I'm not gonna use this computer. >> So we had a desktop home and that's what my son used in front of me. While I'm watching what is doing and do
it just work to displays game for a limited time, only. So I think is again, I believe in a partnership between veterans
school system, we can we can definitely do something changes here. But I feel like a lot of this things can continue at home and and problem is this. We have to balance this somehow. So I
want to bring the parents in the conversation more than more more and more. So thank you. >> All right. I'm gonna take a final go back. Just a couple
First of all, obviously instructional purposes, intentional quality. And versus Good point was made. The immediate feedback on
one's learning through a coup. Hoot. To tool. But I get immediate feedback on whether you're following me or do it without calling out kids. I can say, wow, I really thought they grass ex concept. >> I'm gonna have to re teach
that because in the two-thirds didn't get it right. So there are so many ways and which tools give immediate feedback to teachers to pivot, to reach each to better scaffold, to
better teach. That's what we want. The best teachers in the land in Fairfax County, utilizing whatever they have access to to make sure kids are learning. We talk about the court's approval thing I got to speak is the DSS. First
of all, you parents read, course, description. They do read them. We now have required insist that they go put a check. Mark in the course is your students signed up for for next year. But
there's there's no mechanism to click on that course and have the description drop down. So we're talking about a lot of things that sound great. But in terms
practicality, I don't see that happening. We are probably going to in several years have an AI require course for graduation may be in the state of Virginia. So obviously we
have to deal with that. The is college credit classes there there. There's a ID news there. So I would be much more comfortable with, you know, if
of course, elective course to Mr. Dance Point uses AI then don't pick it for your kid. That basically trying to differentiate in the classroom
who can and who can't use it. >> It would be more along those lines. And again, I don't know what it looks like in core, right. If you're taking multivariable calculus of your to, I don't know litter out d N a one DNA to
you know, these are class is guarantee are using some form of AI. So we don't want to limit learning. And so for that point, just think we need to be careful. So this is
fantastic conversation. And I think that turnover miss marriages are summarized where we're headed. But again, I love the fact that we are all in agreement of guardrails and
intentional use of technology for structural purposes. Thank you. Will said. So just as myself, I may be putting forth the next step asking about
really what is the specific data around what our Pre-K to students are appreciated information about St Math and >> Ms. Meren: Lexi about Lake. Let's really understand how many times a on a device for
the bows. The map, the way to the end yet the nag at rather so I think the more we can understand with actual and not what we think is happening will help inform us. I just
year I had interaction a few weeks back where I was at party with families and you know much like me and ice apparent hand a baby in arms
of phone. And visit like I just took a breath. But I didn't say anything because it's my place. But that is the future. That's what we're in.
So I think it's really important to focus on where we're going and whatever happens like it's done. And the best of us are trying to
battle screens and it's hard. So as chair all share, the Ms. Lady and I are proposing this is the next step we'd like to send it. Send both these
policies to the superintendent into her care and take what we've offered here and start to fill it up with with that. That content and then have one
of the first work sessions of the school year be including a presentation by the superintendent and her staff on these 2 policies, which he will get an advance that we can come with questions. So
that's meant represent, right? Lady, is that accurate? >> And I think fairness to staff is that is that. Viable that perhaps by a work session in September. You can take a
lot of what was discussed here and have it perhaps a draft each of these policies. >> I think that I would have and have to rely on the notes at the clerk's of in taking
I'm not sure. There was because there was no consensus. conversation about like some of the specifics
like the grade level or the type of restriction. >> I think we can do drafts with maybe leaving that level of detail out at this point is that I'm not I don't want to mischaracterize what I think
the majority of the board thought on some of those topics. I've got to the know I've got copious notes. Happy to share. Also, the clerk has sent us the next steps document for next time. And
that is a good place that we can all. This is one place where I definitely suggest that we should use this document. >> And put our notes in and that way, we will have a consensus so that the
superintendent we'll know what the board's direction generally is without this isn't a vote. But it does give consensus so that there there is an understanding of the direction year. I think
there's AI tool. >> To get a transcript of discussion, Thank you, Mr. So great work, everyone. This is
really productive and I will pick it up, you know, in the fall because certainly talk together one-on-one with so. >> What not. But with that,
this meeting is adjourned at 05:34PM.