>> To order at 11:55AM. I conduct 34 discussion on the Skyview high school and vest impairment boundaries. Thank Sticks it. We're running just to scoot late. So I'm not
going to go into much of an introduction other than to Mr. Gordon, Mr. Smith will be. >> Sharing the work Mr. Smith has been.
>> If you will, guide this work on the opening of the new high school and our pyramid work. We also have other staff on board who have been part of those Mr. and the turn it over
to you and then I'll probably make a couple comments following the presentation. So thank >> good morning. today Session provides a comprehensive
update on the Skyview high school boundary process. We will walk through que modest milestones, provide some background. Give an update on the 20 to 30 to process and
we'll talk about a architecture, engineering procurement some community feedback it received and will run through 3 draft scenarios. Goals to form the board and frame the discussion had a
future community engagement and decision points. The school boundary was initially pause Division-wide boundary review to allow for thoughtful planning after property
acquisition. This approach ensures decisions on school, tight timing and boundaries are aligned informed by community input. Earlier concepts were preliminary. This is the first structured
opportunity to develop boundary collaborative with the community, a formal kickoff boundary development was held at Skyview High School and the Western film appearance was held on the
25th of March 2026. This process is governed by school board policy 81 30 and follows an expedited adjustment framework. This is appropriate given the capacity pressures
and it all. And the opening of a new high school. We are applying the same priorities and criteria used in a comprehensive reviews, including proximity capacity and program continuity.
Community engagement remains central and is structured per regulation. 81 30 in parallel the 20 to 30 to land use a process is under way it will
enable the site. Use as a public facility. This process process is structured in 4 phases. Data collection scenario development, refinement and final
recommendation. We have to transition into initial community input and ration aerials into refinement. The commuting gauges Mont is on a purring and 2 waves and entire
it ensure that are in feedback. The goal is to bring 40 well vetted recommendation for school board action and potentially June or July time
frame. That will talk later. This slide depicts capacity pressure across the Western up school permits, particularly at Centreville and Chantilly. Several schools are operating above program capacity even
higher when excluding modular units Skyview High school is is a critical strategy to relieve overcrowding in rebounds. Utilization across the region. Boundary decisions
will focus on the line moment with available capacity while minimizing disruption where possible. Again, I'd like to reinforce the need for the Western high school because of the high school capacity use
ation across the Western parents. Now looking at the 20 to 30 to land use process This process is progressing through
required county reviews and public engagement. Multiple meetings have been conducted with the land use and Transportation Committee and includes a neighboring H.O.A. called Creekside, Planning
Commission hearing is scheduled for May 13th. This process is essential to secure the approval for the site's public use. This process is on
track. We and not talk about the engineering architectural salute us with patients, we executed a competitive procurement with 80 services for any services and in
accordance with policy. 80 to 20.5 Virginia Public Procurement Act. The RFP was issued on March 5th. Proposals receive and evaluate the
restructured criteria based process. top rate from has been identified in fee. Negotiations are curre underway. The goal is to bring forward a contract award recommendation to the board in
June. This keeps activities aligns with the project schedule and opening timeline. Now getting into some details
for the request for proposal RFP. He's basically broke into 3 components. There's a main building renovation piece. There is a shell building. Tenet fit a piece and then there's a slight improvement supporting a full high school
experience. So looking at the main building, this project will repurpose and modernize existing interior spaces to meet high school instructional needs and realize in open areas will be converted into
functional classroom space to maximize capacity. With where feasible staff workrooms. And it wasn't elementary, priest gate Pre-K spaces will be reconfigured to support high
school reprogramming programming standards. Design will ensure for alignment with high school instructional requirements, including appropriate classroom sizes, layouts and supports basis
necessary upgrades to the building systems, its ability and life safety. We incorporated into to support increased capacity and revised use. The existing swimming
pool remain unchanged, allowing us to focus resources on instruction course support spaces looking at the shell buildings shell buildings will undergo. The corporate partner started will undergo a
complete interior doled out to support high school operations. This includes delivery of both general education, specialized instructional spaces. Each building will be a quick with
appropriate support areas, including collaboration and operational spaces, full building systems and CO complaint infrastructure, including plumbing restrooms, will be installed to meet occupancy requirements. These buildings will provide
critical additional capacity in program flexibility as as a school grows. Site improvements. Supporting The full high school experience side upgrades will ensure the campus supports a
comprehensive high school program. Athletic facilities will be enhanced, including stadium, prove must track and field and tennis courts. Supporting elements such as concessions. Press box is
Stories will be incorporated will be incorporated to enable full event operations, asphalt play areas and outdoor activity spaces will be improved to support student used throughout the day
lighting systems for fields. Insiders will be upgraded to improve safety, his ability and community spaces, our community access the site, investors will sure the campus function as a complete modern
high school environment for students in the community. Looking at key dates. Commuting gauge month on initial sneers occurred last week. April 28th and 30th.
Today's Work Session provides direction ahead of next games. around planned for May. 28 and 30th. Supers. Superintendent's recommendation to the board was originally planned for June. Again. We'll talk about
later about how that pushes to July, possibly these milestones are tightly aligned to maintain scheduled for a school punning when looking at community feedback overview as of last Tuesday we had
received over 1400 responses reflecting strong community engagement feedback has been submitted across multiple language, reinforcing broad participation. This input is actively informing snow,
refinement and decision-making continued engagement remains a priority as we move into the next phase. Looking at community feedback from the 2 engaged as we had last week on
April 28th and 30th. Currently we received over 5,000 map comments and we're still counting. We've had over 20,000 address searches. And
featured clicks were some, you know, some was clicking on a school is almost 90,000 clicks. We've had over 12,000 unique visitor ID's. And then when you incorporate the
questions that were received in person and online last week with the Mount, we've had over 400 questions that were submitted in person and online and then personally seen at
least 150 e-mails or so. They've come to the leadership within district. When looking respondents profile, the majority of respondents are
parents of current students with strong representation at from elementary families. This indicates a high love interest for families who will be directly impacted by future
about changes when looking at geographic distribution participation is geographic. It geographically diverse with the highest concentration from Herndon. This aligns with areas expected to experience
the most significant boundary considerations when looking at school representations song participation from Carson Middle School in Crossville Elementary School communities. This reflects engagement from key field feeder patterns
likely to be impacted by boundary adjustments. When looking at a community priorities. Families are priorities. Prioritizing factors such proximity, stability in program
alignment. These priorities will be balance alongside capacity and operates incineration Zinn's refinement. When looking out slide 16, 17 will cover community concerns. Feedback
highlights concerns focused on specific high schools, particularly Westfield Open South Lakes in Chantilly, themes included overcrowding feeder pattern, continuity,
distance and potential disruption. These concerns are being incorporated additional scenario. Adjustments. So now we'll go slides 18 through. 21
will talk about sneer options. These narrows represent initial options developed using capacity data, feeder patterns and community input. Each scenario balances tradeoffs between use ation
proximity, instability. These are not the final recommendations, rather. They are tools to gather feedback and refine options. The next phase will focus on narrowing, improving. The snow is based
on stakeholder input. WX. Why was is Arkansas looked at current state, the existing bounty structure reflects modern balance, but growing strain while 22 schools are currently at target
utilization, only 15 can't accommodate future growth. With 7 supporting capacity deficits every student travel distance currently sits at 2 point for 2 miles. And the
system includes 11th what features contributing to a continuity community concerns. So what you see fries, the first narrows near one was titled Balanced Improvement approach. Improves to the
station while maintaining a moderate level the building. It reduces schools nearing capacity deficit to one improves travel distances to 2.2, 7 miles. However, it requires rezoning
approximately 12.8% of students split feeders are reduced to 8 representing a net improvement alignment while maintaining a balanced trade off between change in operational benefit. Looking
at scenario to which is titled Stability, Focused approach, minimize the disruption with the least amount of student resigning at 9.9%. Well cheating. The strongest utilization. We're 25 schools
that target and the highest capacity to absorb growth travel distance improves to 2.2, 9 miles. However, this option increases split feeder patterns to 13. Negley
impacting feature alignment along long-term continuity. looking at 3 alignment and efficiency approach matches. Maximizes feeder pattern alignment and operational
efficiency. It produces the fewest split feeders that 6 and the shortest average travel time at 2.2, 6 miles. While maintaining strong. It is a shunt improvements. The
snow requires the greatest level with 13.8 students being rezoned representing the most significant community impact among options. Overall, each
scenario represents a distinct tradeoffs, narrow one balances disruption. No 2 priors eyes is stability in capacity. But at the expense of feeder alignment, this narrow 3
delivers the strongest long-term struck alignment and efficiency requires the most change. The snails providing structured framework for decision-making allowing leadership to weigh in to wake
up asking these community impact transportation considerations and feeder pattern integrity turning preferred path for. So in closing, I think the board and community for a continued engagement feedback and direction from the session
will directly inform the next generation of scenarios. And we remain on track for a June. So recommendation to the board incision. So thank you. Stand
by for questions. Drp do want to make some common. Yeah, as I mentioned, Troy have a couple comments to make one. Thank you. This is a large
body of work recall board in the community watching. >> While the western boundary process is working, steam is also meeting in 4 other hot
spot areas across the county doing 100 work right now. That will be brought forward to the board by January of 27 for the fall of 27. So as we're
looking at this time line right now and looking at the feedback as we want to be responsive to community feedback, we really believe at this point that we should have
a 3rd cycle as part of this review. And initially the consultants were planning to come back with 2 scenarios in May. And then that would go
from there to a recommendation in reviewing that with staff. We feel like we really need to come back with 3 scenarios in may not to because we're not
ready to narrow it yet, given given the breadth of feedback. So I think we would like the consultant come back with 3 scenarios and we have those meeting set and then we'd like
add a cycle of review. After that, that's public again, we want to make sure we get this right and we want to make sure we're thoughtful about hearing
our community's feedback. So I would propose that while we had discussed June as being a board vote that minimally we move the board vote to the
second meeting in July, which would give us an opportunity to take. A 3rd cycle publicly to the community before it comes back for a final review
and recommendation to the board. So I did want to make that comment. And in large part, when we posted this Tuesday, we've had other interactions and we've
reviewed more feedback in just feel like we need to take very measured approach at this time. So I would certainly be advocating to extend this a
bit and have one more cycle. Another way that we've discussed. To take this one more look is to really be more focused about this being a
feeder pattern and high school boundary. Look at this point. I know that there are several elementary's that were in play originally in the original division-wide work. And I
think Mister Gordon was we reviewed that that was Virginia run. I believe in bull run that were part of the elementary switch. We paused when we said we're going to pause the Western boundary
work. I know there have been several other elementary's that have come into play with several of the early consultant maps. One of FOX
Mill and then another. I don't know if cross Fields actual boundaries. What was lease? Carter? So really as we look at that, I think if we want to
get the high school boundaries thoughtfully reviewed, I think it would also be my recommendation that we don't address elementary boundaries, vigil elementary Zwick
particular recommened, rather. That can be part of our next five-year look, however, we do need to address the elementary feeder placement because it's critical that we understand
where our elementary's as they currently are bound, read what feeder pattern they'll go to. So I think if we can more laser-like focus on the task in front of us another round,
which would be a measured approach to review. I think that those are adjustments that I would like to recommend at this point based on our
staff review. Okay. With that, we will go ahead and start our discussion. Dr. Anderson.
Thank Just response to what you I'm kind of looking at the Skyview work a little bit removed because I don't understand all the nuances of the neighborhoods. >> So I do differ quite a bit
to those who do, but it seems, but I've seen the e-mails that much is true UPS. I've heard a lot rather read the concerns and I think slowing down.
Sometimes you have to go slow to go fast. I think what is a good thing we could use that and more than one place. So I appreciate that. You're exercising that discretion
here. So I have no concerns unless people who are closer to the action do regarding the July date. And just to make sure that I fully understand
because I really need to build my knowledge based on this in this conversation, the high school boundaries will continue and that's what will be voting on in July. And the
elementary work will be at a future date. Is that what I should take away from your comments? I think that we have to decide. Yes, I would take
that away. Okay. Come I know yes. Yes. Okay. Thank you for keeping it simple. My other question is for Mister Gordon. As you went through some of
the scenarios of which there are 3. So you're asking the consulted to bring. >> More than these 3 scenarios. >> So Dr. Anderson, and again, for those also listening, the
process we've previously gone through is the consultant provides scenarios. Then those based on feedback, those scenarios are revised or adjusted. We're not going to create sort of brand new
scenarios, but they're going to revise the 3 that are there. What my request is and I've talked with the team is that the consultant was going to pair those down to 2 with
the next round. I don't think we're ready for that yet. I think we need to revise and bring 3 and then the 3rd round we would go back, go down to to really hear feedback from
the community. So each time these revisions should get tighter and tighter because they really mean we value our community input. And we did in the division would work and we
want to make sure we integrate that feedback into subsequent drafts that the consultant will bring forward. thank you. That is helpful and helping me understand what you have in here in front of us, Mr.
Gordon, as you are presenting you kind shared some data regarding. >> The number of students that would be impacted and also bus timelines and some other pieces that I don't see here.
What can I find that information? Does there seem to only be in your notes? I didn't see them in a power point.
>> There was a handout. >> There was a handout that the consultant provide that at at the 2 engagement here. We have an electronically. I think we can probably cannot
be posted with today. I have this online. Yes. >> I have whatever this is, but I don't think I have that. The added to today's contests. Today's. Conversations since
he did make reference to that hand out. I'm asking that low? >> I would need a copy of the handout. Yes, we can add to the super. So then I'll ask my questions about that. Once
I've reviewed it, couple of sides, 6. >> I thought again, please correct me if I'm wrong. Our aim for Skyview was 2500 is
too fat. That has that changed 2000 or maybe it's me who's? >> Okay. I see the body. I read the language. I got >> That was nearly unanimous.
So I'm going to skip to the next piece what's that? I read the room. Yes, regarding the
20 to 32. I hate to bring this into the room, but I I have found them to be a little bit double because that's what history has shown me at least
unfair for my area. Do we have a plan B in case that the May 13th Day does and KSAT, there's a delay to their vote on May 13th. Because we've
been here before. >> But this point in time, as we're working through the process, we're working hand in hand with our counterparts at the county and we're not tracking an issue for for
there to be a plan we will go for Presentation on the 13th. All the preliminary meetings that we've been required are in line. And we're not anticipating any issues at this time.
>> Okay. I'm gonna leave that there. Then moving on to slide 8. The fee proposal. Can you help me understand that a little bit better? This is a little bit outside of my
bailiwick. >> What particularly on th That was the purpose of the
RFP was a fee proposal. So I don't know it. Just so through the RFP process. We're looking to hire an architect, engineering firm to start the design process to do that. >> The 3, the 3 components of
the build out, which would be that some >> Is that a different charge outside of they're just regular plan. Scope of work. Well, cost.
>> So you hire a nanny service. So this the fees to do the design? Work? So we're in negotiation piece and not really can't discuss amounts
Aurora. The the vendor that we're working with for discussion. you'll see that when we come forward with for approval. You'll see that that okay. >> I think I see my questions separately. But the question I
do want to ask here is where is the funding coming from for this work? Because I know we had move some things around for the purchase of the building. I don't know if I'm
clear on where the funds are coming from for the rest of the work. Through the capital funds. Couple, Bonnie Jean,
I'll take go back. Please. just wanted to share guiding questions to help us further you know, preliminary thoughts about the boundaries feedback
we receive from constituents. How the renovations, construction impacts tunes. Educators next year and the concerns, board members whose constituents are affected. So just put this out there, so
Mr. McDaniel, then Mr, Lady and then Mr. McElveen. Thank
Mr. Lee, So I'll I'll take a >> I have been a ball deep in this in the last and quick housekeeping item on slide 6. We talk about the capacity and
I've said this before and I'll say it again and again, blue in the face that does not include future development. That is not yet under active construction. So those numbers, even though under our
calculations, they say what they say. It does not include things that the Board Supervisors has approved. That is yet Dirk turned on those projects. That's a very important thing to keep saying
because those numbers are going to change on that. Based on the community feedback that gotten a lot more than 150
e-mails, probably not as much as the magisterial tap, but I've gotten a lot of e-mails. I appreciate the desire to narrow this into a middle school high school adjustment and leave. The elementary is
off the table for the time being there. There was a couple of different elementary changes that I think we're already in the works and where vetted and requested or so to speak by the community to make
some changes during the county-wide review. So those are fine. But the ones that have been proposed as part of this led to consternation. I do agree those need to be pulled back and as far as the
push, I don't have an issue adding a 3rd round of review to that July 16th take make sense to me. I would it would not want this to go beyond recess because we need to give
the community an answer. I mean, I was an advocate for this to be done during the division-wide review it is what it is at this point. But we do need to continue to kick this can any more than we
absolutely have to Adding that review, having the final vote on July 16th, I don't have an issue with that regarding the 20 to 32. I was actually at
the PC. I was at the meeting a week or so ago at at Carson Middle School where we did the meeting for the Planning Commission Evelyn. And it was a meeting of one. One member
of the public showed up for that meeting which in land use. That's not a bad sign necessarily. It means that the project and the been the
proposal isn't And I'm also as the PC Leah's on, I'm also going to be testifying before the planning commission with some comments that the public hearing on the 13th at 07:30PM. If any of my
colleagues like to join, I will circulate my comments to the full board prior to to hopefully have that a be an official board statement but I based on my knowledge of how
this land-use process has been tracking, I don't particularly heartburn about a 20 to 32. My final question before my time runs out. Can someone speak to
when we're going to actually come back with a phasing in transportation plan? We have to have the boundaries in place obviously to run those calculations. But I do believe
the board needs to codified that and solidified because this is outside the normal boundary review process. So Mister as you mentioned, we do need the boundaries to come back with that. So if we do
the vote on the boundaries in July. >> I think we could either talk about transportation and phasing at that meeting or the first meeting in August when we return in I think stuff.
Would probably prefer a little more time. But if we wanted to, you know, make those simultaneous, we can certainly, you know, run those scenarios numbers and have that for you at that meeting
as well. Is lady and then Mr. McCAbe. >> Thank you. And I want to thank staff. I was at the Thursday in person at the
Thursday Skyview bounding meeting. And as I told the constituents at the end, we do listen. These meetings do matter. And I think that it's
been heard loud and clear the concerns. I also want to up fact that I did have several people asked state make a statement to me, which is the loudest people get heard. And
I also said that actually, we listen to all people so encourage people to use their resources, their bracket committee members. And if they think they're in a vocal
minority that we still value that input as we move forward grateful that in an agreement regards to believe it's mostly least corner FOX Mill are any that were added in this
particular around that were not in previously grounds. I also I'm grateful. To listening to the community wanting a little more time and
offering a 3rd review. I think that's fantastic. I do have a question based my colleagues question. When you're talking about transportation, phasing. In perhaps early August or
we're talking about for fiscal year. 27. 28. Yes, ma'm because we already have the decision in place for the fall of 26. We're >> a full year out. And
honestly, even if we did it in August, it's going to be earlier, you know, well ahead of schedule. So. >> Thank you. I just wanted to verify folks listening that
that we're talking about the year way because the board only next year. So no, most importantly, just want to thank staff and thank the committee members who come out
and shared their concerns I'm very excited about Skyview opening very excited about what I believe. Enrollment numbers to be. So it's
exciting time. Thanks. >> The Mr. Mckelvie and then Mr. Moon. >> Thank you so much. So I have some questions about the physical plant since you
touched on that your initial slides. So the first question is, can you walk us through a little bit more about what you're envisioning for the 2 external buildings that that
design? So yes there. So it's they're to shell buildings. And this is, as I described, looking to build those out to support. >> The traditional path which originals high school setting
solar. You've been in the cells. They some bathrooms. Already, but we based on student loan. And I remember correctly is about. 10
classrooms per building that building out potentially 20 additional classrooms. Okay, or time its banks. >> So this is an opportunity for us to look at single stall
bathrooms instead of group bathrooms. is that something that's being considered? What are the current bathrooms in the building?
>> Thanks. I do. Remember the current configuration been lost in the been there, I'll take that. No. Back to see you. How that might affect future design. So singles single stall bathrooms, right? Yeah. I mean, just given given
policy we're dealing with I think preferences in general, that would be my preference. so can we also talk a little bit more about the sports fields.
>> You talk just very broadly in the science about the kind of re figuring to get reconfiguration is to the lighting and building out the track. Are we going to be adding additional fields at
this point? >> So there are spaces for additional feel. So if been a sight, there's the main field and on the other side, the building down below that there's an area for a field. On the other side, the building, there's an area for
the comma 10 field is is right now. So fitting in a tennis court. >> Will be no because largest, some other schools. Probably not. But what the deal with the the footprint that we
have? >> Are we going to be encroaching on to that? What I would call like Liminal space between Carson and this Is
there any plan to? haven't seen? You haven't. >> don't know where the pass goes. right now I don't have a plan to do that. But okay, what to see where that what is needed really difficult to
school. Got it separately. Can you tell us a little bit about Centerville high school renovation? Is there any update on that front? >> Nothing has changed from where we previously where
we're still enough. Our discussion with the county. That's it for now or racial discussion. Thank you. Mr.
Moon. >> I'm not going ask you one question about Senate but I'm going to ask questions about. Next iteration of options for the board to consider for the
policy wise, would you at the time you bring that next generation? Would you bring some more specific numbers number of students that would
be affected each of the schools going to be impacted by this I appreciate the fact that you gave us a percentage 14%. He not. Those are But I
when I numbers. >> Yes, sir. I can provide numbers now, if you would like. For the next from yes, sir. Thank Okay. We have stick
sick and then I will go. So thank Mr. Garden for the presentation. Back to the being this in my district. I did just see more 1000 e-mails and messages from the
community and it is. >> Really something everybody is thinking about right now and the district. >> So having said it's lovely
to get the community engaged. I really enjoyed the community meetings, Mr. Smith, did a great job that the listening to all the patterns and that there was we had 300 more than
300 online and more than 100 in-person committee members. And the word is going around. Yesterday. I had a meeting with I was expecting one person. There were 50 people in the zoom meeting. So, you
know, because the BT is be deals are getting together and and coming soul. gut, I guess one of the question has the maps.
>> Some of the UN under goals. Rocky run. >> The showing students a moving from Rocky run to liberty and the really don't want to lose any more students rocky run because it's already
under drones school and that is one of the things my communities really many, many me about other than men she school distance as of a big
issue like they want students to all the pair's wants voters to go to their close by near a school. And see that on the chart. 17 that that's one of
the concerned that schools too far from there, then you know, boundary should suggesting them to goal.
>> I just, you know, May beat. why this question for Dr Reid you know, we talk about elementary school in Seoul. >> RV considering a bull run Verjee, Iran still has a part
of that boundary discussion are. >> All elementary school. We are going pause right now. So I believe we're pausing elementary discussion at this time. So I don't believe the
others pools were part of the we ended up not taking action on them in the full Division review I would also say that
with regard to the the distance and the time on the phone last evening with the parents and there's a difference, right? The consultants did a geographic
boundary adjustment without necessarily understanding the roads in the traffic at certain of day and time in our county. So that's where the on the ground feedback is so
important from our families because when the consultants put there sort of best geograph a or G I s and sort of technical recommendations.
Then I think real people in real lives and real time have to say, well, that may make sense. It doesn't for us based on traffic and time and congestion and people's work
hours in different parts of the county. So that feedback is going to come back and obviously is part of our calculus. I also want to clarify that the BRAC similar to the division-wide work. The
consultants put out the first their first drawings and then the bracket reviewed the feedback about those drawings. He's not review these initial
drawings, but they will be reviewing the feedback from the drawings before the next iteration. So just want to clarify that as well. That's a
good information. Don't know. So And on that, I Skyview overall it has been such event You know, >> schools in our community and of people are excited to
go and definitely on the tracks. We have in the school. I want to just maybe check on the enrollment status status. If want to share that and good
afternoon, everyone. >> And I do want to thank the school board members who showed up at the community engagement event. It was very comforting to be able to talk to the community and have
school board members there to also hear those concerns as it relates to enrollment at Skyview. Right now we're bumping up against 800 students who are enrolled at
Skyview for the fall. We're also very excited about a water safety academy that we've been working very closely with ISD and transportation ensure that we
can provide certifications and CPR. Lifeguarding water safety for students in 11th and 12th grade. So and Academy program bringing students into the
school and that would be for up to 100 students. >> That's great meals. Actually ones we saw the swimming pool of you are like this is, you know, Doctor Reid mentioned this is going to be
a great addition to have our students are the fy 10. You get employment after this. if it does out lifeguards
>> Lennon you we talk about the PRE K and and maybe some other acting RV, also, including enrollment of the program is not done yet. The Pre-K program we are and we're
not including Pre-K and terms of enrollment at this time. We know that the Pre-K program, we haven't done anything with that space. We have the furniture. There are some programming discussions that
are happening Pre K and there were some issues where we wanted to hold the school for the 20 to 30 to process to ensure that it's a high school. >> And then work on some of the Pre-K programming. Once
that process continues or it comes to an end. >> I think that's great. Thank you so much that my questions. I will go ahead. Take a turn.
And then we back to Dr. Anderson. >> So I want to summarize my understanding of this Skyview bounty work to date. So the board approved to hire the
consultants W X Y to conduct the work the consultants conducted outreach survey went to the community. We have that survey data presented in the slides today. The superintendents in some areas
to the board in the Friday letter on April 24th. I think it was our 23rd and then April. 26, bounties were published and that night we had a community meeting.
Committee did not review the scenarios. The school board did not have ample opportunity to provide input on the scenarios. I am finding the
updates today far too cavalier for my liking and imprecise. I think its dismissive of the amount of real emotional heartache that thousands of
students and families have experienced. And I think that it's evidence. The failure of this to be rolled out in a
positive way. When we did the comprehensive boundary review. One of the failed motions was that the superintendent conduct and evaluation and lessons learned that was voted
down by the board. Unfortunately, doesn't seem like lessons were learned because if last week we could have avoided putting out elementary school boundaries
that today the superintendent said it seems we're not. And I will see confirmation all of this strike could have been avoided. And now all of the extra money where apparently
going to spend on a 3rd review, which is yet to be identified in dollars. We do know that number and Mr. Mckelvie NASA budget question on how much the comprehensive boundary review was. And we
did not get a fulsome response. We got the number of the contract and then we were told something like 400 overtime hours were worked with no dollar price on that. So this is evidence of
repeated imprecise and cavalier approach is to one of the most sacrosanct things that people decide on in this county where to buy their homes, where to send their
kids to school, where to invest in school. I want my colleagues to please their last 2 that came out and you're a line through FOX Mill Estates. Not only was that a
the double whammy was the community had no idea that elementary schools would be discussed. They had in good faith participated for months in these discussions that Friday night they had their
amazing annual Mott's Urrea vent their huge Japanese cultural program. And for me it had a damper on it. We're so fraught. If we do not hold
the superintendent accountable for how these processes roll out, we are not doing our jobs. It is our right to know how much money is being spent. It is our right to know what she's proposing to the public.
More than 30 seconds in advance. Tremendous pain has been done in this community. I have further questions, but I will wait for now because I'm
still recovering from the emotion of it all. Dr. Anderson. And then this might
Thank you have a number of things. But I want to be waylaid a little bit regarding the bathrooms at Miss America being has mentioned. We've had multiple conversations and they've all been kind of conversations.
>> About moving to single stall bathrooms. And this has been happening first term on the board. So my question to doctor is what do we need to do as a board in order to move
that from a conversation to a natural Haitian? Do I need to bring a form topic a motion so that when we looking at renovations, we're looking at
any physical work that single stall bathrooms be the default rather than the gang bathrooms that we currently have. So that's that's a great question. And I think in the
design and construction phase, there's also a community permitting Pease. So. >> Thank you. So we defer to you in terms of what would be required to ensure that maybe
that's part of the RFP in the design just wanted to make sure that it matches up with whatever permitting moves forward. >> Ma'am, I just would say, you know, my 10 months, new
topic for me and I think I need a little time to talk to staff to make sure I fully understand what the second 3rd order effects and we want to provide information. But I need to talk to staff and not create something. But I I'm
not fully understanding. Sure, happy to do that. I just want to make sure that we are communicating to you that this is something that needs to happen. >> And so how you get that working out circle back with
you because I want to move beyond conversation on this because it's been ongoing since literally 2020 second thing is the enrollment. I know we've set this at well. I
haven't set this, but I know it has been said over and over and over again that we were going to be beating people off and that we were going to have at least 1000 this year. We
are 800. I think I'm surprised by that. >> And I remember the conversations that we would
opening with up to 1000 students for the fall. And I know that the school has been working very closely with community members. The school staff at at Skyview. They have
gone to our middle schools to do presentations. They're providing. We've events every week since the beginning of the year for families to
attend. There'tually for those who are watching the work session at 4 o'clock today on Tuesdays, they are available for tours at the building for those families who are interested in
attending the we're still trying to recruit. I say that we're still engaging with families and they're still helping families understand that Skyview could be an
option for them. Oh, okay. >> The water safety. Is that a life guard corps or is it what you had discussed earlier, which is to teach water safety to 3rd grade students from
schools around the division. So were those are 2 different projects. I'm still committed and we're still committed >> 2 working on a partnership
with our Park Authority to provide. to provide water safety courses for 3rd graders here in Fairfax County. But that's not what this is. This
is an academy course that is being developed to support really a W S I certification are equivalent. We recognize that Fairfax County has a
number of pools and it's an opportunity for young people to earn a certification that would enable them to be employed as a lifeguard during
the summers are during the times even an indoor pool halls, right? They could be a year-round extra work. So that's my understanding that what we're talking about here, Mr. Smith, and you're you've
been directly involved with us. >> Yeah, yes, we're looking at a variety of certifications. Advance lifeguarding American Heart Association, CPR,
American Red Kwok Cross water safety instruction. American Red Cross Those would be that some of the certifications that students could receive and then quite possibly a pool
operators license for those students who may already have some of these certifications where they could learn more about the management of of a a pool itself. >> Thank you. And that would
be just for the surrounding schools are available to more than just the schools that are listed here. I don't know how far you've gotten that planning. >> So right now we're looking at work. He was trapped the
sea off go based on student schedules as we think about academies across the county wanting to ensure that we could provide transportation to those 11th and 12th grade students so that they could
get back to their base to take advantage of other coursework. So we're still looking at the the catchment area on that for the academy. But we are offering it for 11th and 12th
graders because we don't have 11 12 graders at Skyview yet. >> Sure. So I should deduce that the academy is going to be what our current academies are. If you're in
geographically located and to remote of an area, you cannot have access, which is the very thing we're been trying to combat. >> And this plan without
having information about the transportation peas, it would look like more a traditional Academy Geographic, which what
should do you think that we have to cede, if you will, incubate pilot program somewhere and having a pool? >> Enables us to do that here. That doesn't mean that once we can get this academy program
up and running, that we could look at other pools in the county once the program is situated to expand programming to it just would have a different budget consideration. If we need to read pool time.
>> Sure, I hear you, but it just doesn't happen. You know, 6th grade in the middle school on Mason District. That is a very, very clear example of that. I do want to say one last thing because I see that
my time is going that can I finish just one statement as I think there's been a huge opportunity that has been
missed with all of this work. I'm glad to hear. You say Doctor e that the technical piece from the consultants, whether it be W Y Z through consulting, it happens and
that's fine. And it's good on its face. But misses the opportunity to really understand what's happening in the neighborhoods. What is the lived experiences in the
neighborhoods and what the community will or will not tolerate. We did not do this in this process. I don't think this board was properly
leveraged to help support that we were on the side. We watch the bus go past us. We were not on the bus to help this be less. Difficult for the
public. That's a huge miss. And I would be remiss if I didn't share this because we have to do better on that point. Thank you, Doctor. Carson, Mr. Thank you. And
thank you, Dr. Anderson, for that. When one thing I would correct you on. I don't they're they're called gang bathrooms. I think their group bathroom. >> I'm sorry. I was a principal when I open up a new school and say we have gang
bathrooms. Mike White's construction told me there were gang >> one question kind of following on Doctor Anderson's
points. there's been some county wide communication that's going out about potential recruiting students from other parts of the county. Would you want to speak to that at all? >> I think, you know,
originally we talked about having the priority being to the 5 permits on the western part of the county. But if there were spaces available that they would be >> available outside those 5
pyramid. So there has been communication out about that and opportunities to see the facility. 4 other students in the county. >> Got it. Okay. So I think to to Mr. Spence Point, we're
still. If the word isn't recruiting, we're still welcoming people welcoming people to look at the site and see if that's choice for their child. So when we think about
the Academy program here, you know, it's billed as an aviation could academy. It sounds like it's moving to more of the air and water Academy. Would you agree with that statement?
>> Well, I don't know if remember, we did say was going to be a comprehensive high school with some strategic pathways. And I do think that the pool presents a unique
opportunity for us. And as we think maybe we could talk about air and water. I don't know. Bit Mr. Smith felt different. Want to put words
in Mr. Jay Cole Smith know and I do think that air and water Air Force Navy, I don't know. I don't want to go down that road. >> But it is an opportunity
where because we do have a pool. I think that to take full advantage of the opportunities with the pool. >> We also know that a the
pool is already set to support individuals with disabilities. And we've had those discussions with our Department of Special Services of what future programming might look like for students as it relates to the pool as
it relates to therapy. So I think that there are many opportunities for an aviation school that has a pool where there are opportunities where we utilize the pool to its
fullest potential. >> Well, appreciate hearing about all those opportunities today. So thanks for presenting that. The pool facility management pull management certification is interesting to me. I was
actually a snack bar manager at a pool I would love to this is not present. I we can create a snack bar academy and we will ask you to be an
instructor at the Snack Bar Academy. >> Thanks. I'm sure it as no surprise to my colleagues intent of this next month. Thanks,
>> Okay. Ms. Lady. Thank believe that I heard close to 800. I think that's fantastic.
I do remember the conversation at the diocese. >> Point vividly. And I think there were some folks who didn't think that from an opt-in perspective that we get
those numbers. I also say that being there OPEN house this past Saturday and I was ecstatic to talk to people from around the county who
work in that area, which is why it's a possibility for their children but also saw, you know, I I don't know if it's been shared but Mr. Jay goes he's talked about the
Pete working with the Ptsa to create a ride app and where to putting on more parents are coming from like we can't share addresses or emails, but they can choose to share them
that they can create their own pubs. Are their own car, pulls. And I think that that's important to note because it does make it acts and more
accessible and then just the default of thinking that there is no transportation. You thing I'll say is in someone who's spent, you know, the you know, I I mean, I work to that TJ for 4 years. But working at
Marshall Academy, I mean, Marshall High School, which has an academy Chantilly High School, which has an academy. I I did that by choice because I love the opportunities that are there. But, you know, by
design. We didn't choose meet. Someone at some point shows to put HVAC in Edison. And that's a long way for folks to travel. Our kids can access
it, right? I mean, I don't want to sit here the dice and complain about my side of the county and how far does there are areas where some opportunities are more
amenable or more. you know, sort of. They can get easier. And I don't want you know, I'm
excited about Skyview. anything we do in this system, any decisions we make you know, there's there's they're tough at times. But I just you know, I think that what we're
going to be doing with the academy making part of academy for certain pathways is fantastic. And I do think the water safety, we'll figure it out for the whole county when it comes to the 3rd graders.
And I think it's a great resource. So I just you know, I understand the consternation. Some folks went through with the draft that
came And hopefully now that's that they're, you know, celebrating what they are hearing today because I just I want to uplift Stafford listening in and pivoting
pretty quickly 2 incorporate that feedback. So I remain optimistic about what's going to happen. It's got you in just thank everyone for the hard work. Thank you, Mr. McDaniel them are men. Thank
you. And I appreciate the update on the enrollment situation. I mean, I don't think there's anything particularly magic about the 1000 you know, but it seems
certainly be trending in that direction. >> And I have no, I no doubt that will open and everything will be fine with a cohort of students that are going to enjoy this building in the amenities and the
opportunities it has to offer. You know, when consultants come to the table. Typically do a very rigid data analytics process. And that's clearly
been done here. I would like to say that this presentation that the and I was at both of the meetings Skyview a virtual one person and the document that the consultants generated that we shared with the
community is very professional. It has a lot of data and it is a very good work product, very impressed with the work that they've
done generating. The sun areas. That being said what our job is to do is to take that hard data and to marry with that community input And
that's us at this table that's having town halls as engaging with constituents I do next, which I've done extensively over the last week. And that's a process that takes time. So
we'll get to the right decision. And we will open the high school this fall and will continue. And this is going to be a asset and a great
opportunity for us to Thank you. Thank you. I just want to address the time I had asked the chair and vice chair about. >> Adjusting the time allowed on this agenda and didn't get
confirmation that we would be. But clearly we need more time that's I give you an e-mail back that said that we would add the time on to the end of the day. and I missed admits that, yes, you must of. But
yes, you received response that said that we would add time and to the end of the day, which is what I'm hoping we can do. Okay. I guess that was unclear to me that we would if if you want to do it
again this agenda and there's people here in the public. You know, we've got to be clear about what our agenda are and things change. There's a very big change that happened last week with this topic that impacts tens of thousands of
people. So adjusting our agenda, make sense. So given that it's now 10 to 12 and are clerks just informed me that, you know, we need to keep
going on On our agenda. We will go ahead and pause here for Skyview. We do have 2 and a half hours for the counter discussion, which is I also said I do not think that is necessary given the hard work
governance has done. So I'm hard pressed to say to the public when they can expect for this board to reconvene about Skyview in that 3 to
5.30, time frame. Well, it was only saw 2 more placards. Could we not get through those questions and then move? We have we have we have a panel of people coming at 1 o'clock. And so I want to give the board enough time to go ahead
and break for lunch. But we're going to do a faster lunch and then we're going to reconvene as quickly as possible. So we can absolutely make sure that we pick up the rest of the discussion at the end of the
day. So I guess to members of the public, I would, guess no earlier than 04:00PM, the board will reconvene a discussion about Skyview. But that seems to be it's a
mystery moon under your next. I also had further with this. The board will go into a recess and shall we say, reconvene at one 15 to give us a reasonable amount of time to
just. Yes. Okay. So we will
reconvene at one 15.
He can please take your seats.
Okay. So and one. 21 call this work Artificial intelligence panel discussion to order. >> Turnover for Dre.
>> Thank Ms. Lady. So good afternoon. as we begin today's panel and it's so good to see all of you here. I want to suggest that we frame the
discussion really core idea that we've I've been contemplating and that is how do we create a road map as a school division for implementing AI, which
improves human skills and not reduces or replace. I'm in a really want to thank Richard Colada for certain framing that these we had a conversation in preparation for today's conversation. And
I think that's really important way to think about framing it. How do we create a road map for implementing AI that improves? Our human skills are human capacity to
problem solve to collaborate and to generate selections for many of the challenges facing us and not about reducing replacing them to have AI to be in the system which maybe
helps free up time that administratively as we can spend more time with one another I think is really exciting. So here in Fairfax, I know that that's where the premise we want to start with
is how to enable AI is a tool to strengthen our human capabilities, not reduce them. And so I want to make sure that as we look listen to
panel this afternoon when I cut my remarks short because we're running a little short on time and I really want the board in our community to hear from our 4 experts in the
field. First of all, Doctor Richard lot of the CEO of >> it's a CD. And for those of you watching online. >> The bio slides have been
posted. I also want to introduce Dr Martin who am I have not pronounce that correctly. She knew. And who is the chief AI officer for George Mason University are
higher education partner. A new end. The co-founder of Play Love and our partner in our meeting, the moment competition that we had
earlier this year. Also online, we have Dr Allison Michigan, the youth policy lead for OpenAI who has joined us remotely this afternoon. We
believe that the Billy diverse perspectives will provide some valuable insights. And we're looking forward to the conversation. So at this time, I would like to turn it over
to Mr. Sethi and ER Presidio as they are collaboratively leading this work here in the school division. So Mr. >> You thank you. Doctor Eden, thank you to the panel list. We're gonna start with that
quick slide deck. Which mystical that is going to lead us to guide the conversation and then go on and ask some questions for the panel from then on out. thank you and
thank you for the opportunity to spend some time here. I thrilled to be. >> Here spend most of my life traveling around, having meetings like this in districts all around the
country. I have a parent of 4 fcps student who recently graduated 2 that are in the Herndon pyramid right now. So I'm honored to be able to have a minute to be with you all. I think the first go back to the site before real quick. I just
wanted to set up. are just 3 slides. This will not be long, but but I wanted to tee up the conversation in a way that I think could be helpful when I found having had lots of these
conversations before some areas where we can kind of get caught up and wanted to to do that. So my first point my first ask is before we dive
too far into anything related to AI, it's useful to ask this question. What is your why for a I by 4 right? I think Dr Reid just said something
really, really powerful. This idea thinking high using AI to help students become better at doing uniquely human skills. Right? That's a great. That's a great why. And I think you
could have versions of that that align with what you want to do as a as a division, for why could be, you know, our
why in Fairfax County is that we believe a high should be used to help students be more curious, more creative, more collaborative, right? That's a good. Why a good. Why is
focusing on using AI to help students do their uniquely human skulls? Better as we talked about. Those are those are good ways. Just learning about because it's here is not a good why. I see school
district on the country falling into that. We better do this. It's here. We better do this. And so trying to shift to that really FOX Hawaii and again for me, it would be about helping support human skills. if we can, and
gonna go to the next like you're what I want to share is there are 4 distinct use cases for AI and education. And this is where we get wrapped up a little bit. I've been in lots of conversations report are,
you passionately arguing for one view and passionately for another. And then when you stop and see, what are you talking about when you see doing a I? >> You find out can see the thought Bubbles pop up.
They're actually thinking about very different things. And so just want to lay this therefore use cases. And I my friend Bob Beck, a which county was recently. And he he
night, we're very aligned on this. He's also trying to help to this. Will this will line up with what you heard from him. The first is using AI for school efficiency right? Doing things like helping to analyze
data data sets doing things like helping to optimize hiring processes or identify more efficient bus routes are, you know, those those important things, but it's for the fission see of the school.
That's that's one. Number 2 is for teacher efficiency T-shirts that this is creating lesson materials, creating a a rubric drafting an e-mail to a parent may be making some materials differentiated
instruction that the use case. Number 2. Number 3 is learning I write something to call the right-wing about What is AI?
How does it work? What's an LL M? How does the day to get process at that befalls and India in bucket 3 and then bucket for is learning with AI. It's using AI to help
identify where there might be gaps in learning and suggesting opportunities to move forward. It's getting feedback practicing a conversation with AI before a
student maybe has to present that in front of a class. It's getting personalized tutoring and support. It's also using AI is a brainstorming partner to help think more broadly about a topic than one might
do on their own. I set this up because I would invite you as you're having this conversation long after we all leave as you're having this conversation to be very thought about which one of these you're talking about in
the moment because the policies, the goals, examples that you use all shift based on which one of these you mean and the last thing I'll say on this is I would strongly
encourage you to not blues focus on that 4th bucket. I feel like we get a lot of attention on. Number 2. Lot of attention number 3 and often that 4th bucket of how do we
learn with AI? How do we use AI to support learning kind of gets left off? And actually, I believe that's probably the most of which important. I think that was the most important is that as the role of the school. So the last
slide that I'll share it and then and then I'll wrap up is we have a number of schools around the country and states that have reached out to us and said great we're in. We want to do that. How do we do What are the skills? What is
that look like? And so if you go to the next slide, we've created something called the profile of an area already graduate. And these are 6 human skills. These are human
skills being a learner, a researcher, a synthesizer problem solver connector and a story Tower, 6 human skills that we believe all students by the time they graduate.
We'll need to know how to use AI to do better. And that's what the profile of a neighbor graduate is. And we have more fleshed-out version as sub skills and are all these can really get into details of
what used to These are the things that we want to see when students graduate and go to their yeah, you know, place of work or future learning they're going to be expected
to know use AI to help get unstuck Wright going to be expected to know how to use AI to tell stories. And I don't just mean that entertaining way. I mean, to capture hearts and minds about something they
care about. They're going to be expected to use AI to generate far more possibilities for problem solutions that they will then choose, which is the right way to move forward. And so these
are the idea that we want to be thinking about is how do we help model using AI to help them be stronger in skills like being a good researcher,
a good learner, a good problem solver good connector with other people. is very powerful tool to help understand viewpoints and connect with other people if used in this
way, right in this bucket for So when you're out there, thank you for letting sort of get state that out. But I I think this will keeping this idea of these 4 use cases can be helpful as we have this conversation and certainly
look forward to, however, we can help do that. All right. Well, thank you, Richard, for kicking us off. That's the best power point presentation I've seen in terms of length in a long time. So I'm gonna
need to take a page out of your book. Can start to cut my power points down. >> But we're just we're going to try to be as informal as possible with the with the discussion. And I think those
4 use cases that you just laid is a really good framework for us in our community, in the fcps community to think about AI. And I do think you're right. It's kind of that 4th use case of learning with AI
that we're probably struggling with the most. We need to learn more about all 4 use cases. But it's probably that last one that we're struggling with the most. And I think for the first question, we would just ask any of our panelists, you know, what are some of the
promising practices that we might be seeing around the country around the world and a little bit more detail where we see actually some promising practices with learning with
AI in the classroom. And anybody can just jump in whenever whenever you feel moved. Plenty. But I already talked. A lot us might
>> Right again, give a few examples. But they are not primarily from K 12 there from higher Ed just because of the position that occupy. But
>> some of them may be general and transferable. They're dealing food that I've seen. Instructors George Mason University has being mitigation. So using a very
simple, all tools and some of these technologies out there. I'm not going to name specific providers in this meeting to create week games in order to
win for certain concepts. So, for instance, like the card matching game that usually tests memory, I think we've all played it like you open strawberry and then he disappears and you know, then you try to match Strawberry
strawberry. so some instructors are using these in order to allows students to connect concepts and to be able to practice these at home. So outside office, hours
outside the usual, you know, not 9 to 5 when instructor available either in class or in their office. I've also seen and structures using
allowing students to use these tools. or as critics sewing a Socratic fashion to challenge their ideas are to challenge their project in order to to
aid in to concede or the multiple other solutions are approaches. As we just heard again, not to replace the work of the student, but to be there is a critique and and to
push the student to think that will be deeper and to advance morning they're both their understanding and in the maturity and sophistication of the types of projects and that
that they're pulling together. And I and East falls under teaching with AI. guys these tools. These platforms out
there that have very pub unit is in order to enhance the teaching to enhance pedagogy, to make themselves in some fashion available to students. But there are also many other
Casey's that our instructors are, including in the classroom that fall more under the category of teaching about AI no matter the discipline where students are providing
them some they seek a teacher, see understanding of with these tools can and what more importantly, what they cannot do and the most powerful example is not the one where
instructors are telling students, but I having them experience themselves in very structured sort of studio like fashions exit ticket like
fashion where the students themselves are coming out. Very specific statements and figuring out in real time the quality of the answers, what it is that they can and cannot rely on. And then the 3rd
categories of funny one teaching with AI about AI. So done this myself, for instance, I had students experimental. We've consumer
Chad bought. And here I can mention a couple OpenAI Gemini and throughout peak and even grok. They would pool prompts
that were reasoning tasks. So for instance, I'm giving you series 2 for 6 with the next one. Well, that's cool. The reasoning task many students
in K 12 are supposed to be able to figure out these patterns. And so the students who design somewhat more advanced reasoning tasks and
provide them to these consumer chatbots the free version and they would record not just the accuracy of the answer, but they would also record the reasoning whether the reasoning was correct because
they found out in real time that the answer could be correct. But the reasoning would have no connection to the answer or the other way around. They also known, for instance, how Brito
technologies can be because they went through a structured a structured process where they would push the chad. But the I'm not sure you've got this right and see the
response and then have a more than a light push, an aggressive challenge. You really feel that the Cincy? >> The response of the stool since winning election, they learned about reliability. 2
of these tools. How often do they change their mind or day? Really reasoning is the answer connected to the reasoning at all? The structure did not. this case myself, I did not have to teach them or preach
to them. They could see Dean action. They could gather and analyze. They did all their data analytics. We've AI and those spreadsheets involve no python coding involved. So it
was a bit of an interesting exercise, but they learned action basically probably 4 weeks of material that I could have spent to teach them ID trustees. So there are lots of
examples. >> We had one real quick will just be very brief. This is a teacher that I talking to in in Maryland just said just up the road. she was sharing with me, student that she had was
just struggling to right. As with the students that if you experience it yourself, maybe that blank page fear right there is that blank page sitting in front of them and they just got stock and felt like they couldn't move in. This was something that they
were working on for a while. And so finally, she said, let's try something use AI and we're going to say AI is going to give you a first sentence. And she prompted it to say
here's the topic, right, first. And your job is just to come up with the next sentence. And I will give you the next sentence. And then you'll do the next one. And so they started doing this sort of paired writing. And what
was amazing is over time. This could just got over. This fear of just getting started, right? So then they were able to pair back and hey, this summer, do it again. is just to the first in unit, right? The paragraph. And then
they're gonna help tip the next paragraph that you can write. to the point where this could then became confident on his own in in being able to write. That's a really interesting example of this. That 4th bucket that I shared
of using AI to help strengthen human skill. This kid needed to become a good writer. He wanted to. The teacher wanted to. He was stuck because this here's a blank piece of paper was was was holding him out
was able to help move him over and through that through structure practice. Keep it
simple. There are many, many examples like we have a database with over 100,000 teacher projects. >> So like wide ranges of use cases. If we just focus on writing feedback. One thing that we've learned about
teacher use and like good use the tax impactful. A lot of it has more to do with culture context and how that was introduced and used. The technology itself. And so even
if you take something like writing feedback, having you know, so one example, we work for the community science teachers in Massachusetts, all teaching the same curriculum open siad. It's a research
backed rigorous curriculum and the city of the same title. They give students writing feedback where they can get formative practice at bats to improve their claims. Evidence and reasoning. This AI tool. There's a researcher at the in
the penalty studied its impact in one classroom where they saw significant gains in their reasoning skills through using this formative feedback tool. But and here's a Rob the
results vary dramatically by how a teacher introduced. There's certain teachers that had conversations about what is this? Where does this fit with our norms and values as a as a class? As we use the
technology and when that was done well, it was used as something that really like a bicycle for the mind it augmented kids were struggling, weren't able to ask for help are really seeing
gains. Kids who are already doing well, we're being accelerated, both raising the floor and raising the ceiling. But in classes where the conditions when it was not introduced effectively get a lot of kids thinking that way. My teachers not give me
feedback. The spot is was I mean, was I mean about me, right? And so I think that the emphasis with a lesson I take from that is like there's a whole converse is about technology. But I think as important, if not more important, is a conversation
around how we set teachers and our systems up to introduce these things. Well, in ways that actually create the kind of learning culture is that we want to see. All right. Thank
you very much. I well, Dr Michigan had her hand up a minute ago. Did you want to jump in on this one? earned. >> I'm happy to jump in but also cognizant of the time. If we want to move to the next
question. >> Okay. Well, maybe maybe actually we will move to the next question then because I think a lot of those comments were great in terms of getting a little bit more specific about what some of those instructional use cases look like. And I think one of the
things that I probably should clarify just for folks in the community that might be watching right now in Fairfax. We are not using AI chat. Generative Ai chat features
with our students right now. Our teachers have access to those but we >> have been very intentional and deliberate to really try to think about, you know, before we roll tools out, what are some of the foundational
literacy practices, ethical practices, academic, integrity, practices and things that we would need to have in place. And some of the examples that you just gave, I think we're getting some questions from our community that if students are
interacting with these generative AI tools they're getting coaching feedback, support, brainstorming, help some of the examples that you gave. What does that mean for academic integrity and how do
we ensure that we're not offloading student thinking right that we're actually providing supports to deepen student curiosity to deepen inquiry to deepen student thinking. I'm just wondering,
like, what are some of the best practices that you might be seeing and schools, whether they're K 12 or higher education to really kind of balance some of these concerns
around academic integrity. >> I can I starting out. This is something we spent a lot of time on. And I think I think part of the the key with this is understanding the difference between productive
and non productive struggle. And so one of the things that we think about as should learning should be, should there be struggle? Should there be sure to be should be hard? Yes, the answer is we do
want we want kids to struggle with with concepts and we want them to learn. We know that we learned through that. The challenge is that there's also a lot of non productive struggle in school and that
doesn't help with learning. In fact, it does the opposite. It removes the opportunity to learn. And so I think what we need to be really thoughtful about is what is productive struggle and what is not productive. So means I mean,
example, taking a concept from science and understanding how that might apply in the real world trying to understand how that might apply in a particular scenario situation
that set up knowing how those chemical compound you can tell. I don't. I'm sorry. I'm a Spanish teacher. It probably should use the Spanish example understanding where and how do you pass a chunk of corrective Lee in Spanish that I'm better now in my territory, right? That is productive struggle.
That is good. Here's what is not productive struggle. Not understanding the instructions and waiting because there's nobody at 10 o'clock at night that can help figure that out.
Not understanding a cultural reference that doesn't make sense in an assignment. There's lots of those and not having any way to get around that having take information. That is not at the right level
for a student who can't get out it because it's written at a level that's either too too high or too low for them. That's non productive struggle. None of that leads to helping learning. And so those are cases where it's
actually really helpful to be able to use AI. What you don't want to do is replace that productive struggle. And so I saw an example of just a bit, not example here that a school district and there was a
teacher who said, look, I have time to make this assessment. I'm going I just here's the standard. Make that make the assessment. And then she took it posted it in her online. You know, school your whatever west and the student then
logged in and said I have time to write this. Do this assessment. This is home around 10 to they took assessment questions. Putin today I and generated an answer, right. They've been posted that back in, you know,
their online tool and the teacher said, I don't want to grade this. So she took the answers, put it in AI and give feedback and then posted it to the students. Right? So we just have this back and forth and back and forth who got
smarter in that? Well, I it. I got smarter. people. The people that get smarter right? So that's an example of of you that productive struggle with actual production will just
got handed off to a machine. That is what we don't want to do. And I think that's the key here. And I think the goal at the end of the day is this a and we need to have this conversation when would it be
inappropriate to hand a task off to a I. And you have to this one. When would be inappropriate not to. Right. It kid who just spent this is
number years ago to be clear, group going to school 3 days, formatting references, an mla format, right? That is not a good use of student time. 3
days for meeting only nobody in his life. When he graduates he will never format anything an mla manually ever right. So that's an example of non productive struggle that would have been should have been handed off to a tool to do
that. The writing process, the creating process, finding his voice. That's it. That's a skill that would be totally inappropriate to have off day.
Well, that's a great example. it's given me flashbacks to my dissertation, all of the citations. And it took me more than 2 or 3 days to do those. I can assure you. >> So I think we're going to
bring doctor. Yes, yes, I was going to bring Doctor Michigan in and I'm getting a lot of facilitation help from my colleagues, which is great. I need all the help I can get Dr. Michigan. >> Thanks, everyone and apologies. I'm unable to be
there in person today, but I really want to underscore everything that was just said emphasize both the importance of AI literacy and that's real concrete structures to ensure
that young people. Our Todd to be critical consumers when are these tools go encourage their learning? When is it really going to be more about cognitive offloading? And that's where I really think
the fcps approach of focusing Let's make sure that the teachers and the adults in the community around a child is really well prepared. Understands the nuances themselves before we put it
into the hands young people. And so I think that's a really critical approach. >> Secondly, I think it's also important to recognize that the tools themselves be best suited for learning. >> We actually don't have a consumer-facing education
product at the moment because we're doing research to ensure with academic partners, including Stanford University around U.S. national model to promote concepts like
medication with the constant being before we put these powerful hand into an educational environment. It's really important to ensure that we do so thoughtfully has still we do have consumer tools that users may choose to
engage with on teenagers including a study mode that all consumers can opt in to to make sure that they're getting the scaffolding necessary to encourage deeper thinking academic involvement. And so I
really think that the solution to solving a lot of these problems is not around. A one size fits all approach, but it's about making every one of the students ecosystem knows
how to have and can grapple with these questions. making sure that students themselves are trained on. Okay. What are some great places where we can maybe increasing efficiency so
we can focus classroom time on the actual act of And then also what are the best tools out there to support those learning goals? And that only by really think collaborative we'd be able to ensure that
young people are best prepared to be critical users of these tools when a crop. >> Thank you. super helpful. And I think just to kind of paraphrase one of the things
that I heard and there is not just turning students and unstructured ways and unsupervised ways with AI tools but being very deliberate and intentional and even fine tuning what the
tools are capable of doing to make sure that we're providing students with the appropriate supervision scaffolds to use those tools correctly. So that's very helpful. Thank you.
>> Got and maybe follow. But the question was lines up, right? As you look had. The dog and teacher training models that emerging and these are being developed on the fly because this is so new that no
teacher training school looking at this as yet, what may be some of the approaches that the division should take and preparing doubt that teachers and maybe even a
community engaging on this. >> Sort of an important perspective on this one teacher preparation to me.
These of main main objective, if you want equities. So when people say equity indexes, they typically think infrastructure writer AI tools. So they're thinking, hey, we want to make sure that
it's not just the key to can afford was variants can afford the 80's premier model in the after hours. But we want to make sure that all our students have access to some highly capable model. So we
typically tend to think infrastructure or technology. But having teachers who know when and how to integrate these tools in the classroom
that he's a competitive advantage, right? So I even advocate that he's more of a competitive advantage, then having access to the late he's
judge Gpt model because as as you really about how you are thoughtful, how you integrating them in the right context or the right student population at the right level of development, right for the
right reasons. But changing his has been a real challenge because the the tools change they both so quickly. It's
very often the case that at the education, we don't by design, we're we're. We're not built to Fast ride will be able to be thoughtful and
careful. So there's always a little bit of a mismatch between for the tools of yesterday when the tool already in front of us and a
model that is emerging in higher Ed as being the Pew to Pierre Training model and primary, that's driven by local resources in the Gulf money to hire people that came coral, the community and and
train. All right. So it's just it's a it's a recognition that we will never have maybe what industry will have. But we do have inside we have champions. We have folks that, you know,
the doors and we want those folks to come out of the woodworks and tell us what it is that they're doing, right? What are the cool things that they're possibly thinking about implementing but hiding?
We want them to come out to share pilot and then create a community of practice. So amazing poisons. We have communities of practice among instructors, with communities of practice among staff. And
they exchanged problems, questions, institutions over teams. They I was trying to do this and I couldn't can somebody help me and somebody comes in has an answer. Somebody comes as well. That's kind of interesting.
>> This thing about it together and that community grows. We really fast in their understanding. And it's I have become a firm believer that that's the only way to
>> attempts to catch up anything highly structured week wires. A lot of prep time requires a lot of. >> We soar. right. But when you just read it each to a Pew
community, that's probably the distributed model is probably merging at news across higher Ed. >> And something that's practical and reasonable enough. >> Richard has a lot more
expertise So I see writing notes and you go. Just what I'd add is I think there are 3, if think about it. They're like 3 core things that we all need to develop right now. I think your point, the tech is
changing. We're trying to learn about a moving target. That's really hard. It's a moving target that has real world implications. You're seeing the data centers go up. You're seeing an like
conversation about energy prices. There's real conversations about safety. Like a lot of that had about companionship chatbots right and chatbots are the tip of the iceberg. The like cassette tapes from my point of view.
But like AI agents and agentic systems that are coming like more powerful but with risks also come real possibilities for connection raising the
floor for more young people and for adults. And I think with with I think for adult literacy and teacher literacy, we think 3 things are important. It's like actually getting hands on playing with the technology regularly in
places where it's safe to play. use a teacher can be around peers. Ask questions, be vulnerable. You don't need to be the expert all the time. But then 2, as you play really
start to think about from my context. What can I do today to help me my my students. What can I do to actually like help myself in my work? We all know that teachers like it's a
really tough profession. And then 3 because this tech is so new as an organization like Fairfax, how do you create the space for thinking? Not just about direct implications, but
unintended implications example share is on. We work with every committee college in California. And what I've been hearing from faculty there is anecdotally they're noticing that some Israeli effective AI tools that they
have for the students are helping immediately. They're helping. First generation students navigate courses at the otherwise would have difficulty navigating. But they're seeing must pick up your collaboration outside of class kids are turning to tap
out instead of to peer groups. And to the question then becomes how might we designed the technology is really beneficial? How we design it in a way that's prosocial and we're seeing some colleges there at that piloting use of
the attack in ways that is actually still augmenting and actually helping more young people find your collaborators and groups. And so it's out of the theater or but again, it's a question of how we roll it out in a way that both helps
us helps houses, use it in ways that create the kind of learning communities that we actually want to be a part of. but I agree with that. I won't add much more of that. But just to say, >> if you focus training on
tools, you'll always be behind. If you focus training on principles, you'll be ready regardless of what tools come along. Good learning is good
learning. And so if we talk about what are the principles of good learning that his new features into it, it becomes very clear. We are always playing catch-up. We know this makes sense because it
supports effective learning. This doesn't regardless of what's in the tool. And and actually, I want to if I can just give a quick shout out to Fairfax County and Sloan seem
in particular has made shift where all of the school based technology specialist the estimates are in process of getting certified and industry-recognized certification on effective
learning. Right? So so to be clear, these are technology specialist their certification is on what is effective and engaging learning because the best way to be school is technology. Specialist is to understand what good learning
looks like and what it doesn't. And I think where we got wrapped around the axle bit. There's certainly a broader conversation, not the topic, I guess, for today, but a broader conversation around tech and schools in general is
from a whole lot of not effective technology use that largely came in after COVID. And and so so just kudos to to the team here for being ahead of that and saying we're gonna make sure our instructional
coaches really understand what is good learning look like and how to use technology to support. Good learning regardless of what tool happens to show up.
>> Just as strong. I really want to emphasize that could have been said better myself the principles behind how we should saw fully engage with
and be critical. Consumers of tech. >> Knowledge e doesn't change that much. Depending on the tool, right? Like concepts like digital literacy, which
emphasize checking validity of information be critical. Consumers ask yourself, when is it appropriate to use technology? And when is it not apply? Regardless of the medium, regardless of if
generative AI ending a message. And so I think incurring an approach in what is the science of learning? What do I need to get across and also recognizing that the
principles and the constant and the values that you're trying communicate shouldn't be shifting. Based on the latest technology, release can help ensure that teachers, educators, parents, community
members, are best prepared to help students navigate the technological shift ahead. I disagree a little bit I agree.
like deficit is a legacy, technology and tools to matter. Has anyone heard of right to repair? If you find you might explain my real quick.
>> And companies that produce certain things don't allow people to fix some of the broken. So it creates on a cost on that. A John Deere is a great example. Like farmers across country can fix it for years and it's not because attack, it's like lot of business decisions are made to
make it that way. And I think the push I make is that district, their choices around like technology that you can't fix, you can understand a world where like we just weren't living with black boxes or there's a push you
can make towards procuring technology that you can understand. That's a terrible where young people and educators can get behind the scenes to see how the thing is working. And I think that's
agree on the digital literacy. And I think there's a push on like, you know, the transparency does matter. >> Fully agree. But I think
that the question like goal is not just how did you use that money to pick tool? Not just how do I use this particular tool, but how to use all tools and this may be might be
specific features of given tool that you need use. But the questions that you need to be asking in interrogating are not just purely. How do I turn this particular one on and off?
>> Maybe a follow-up to that as we think about newest literacy. We want parents and the community be on the journey with us in that because we know while access our school is certainly blog
students or young adults may still have access outside. How do we help our shape the thinking and supports touches for families. Any practices emerging in this 9 months?
Anything any advice for us as a division? We spend a lot of work working with families on this. And I think what the what we found in schools that have done this well, and I
think district like Miami-Dade isn't a very good job of this. >> It is helping parents have more meaningful conversations
with their kids. And a lot of that is doesn't happen. The school, you know, rolls out a new technology or another program. And, you know, maybe
Im even forced parents, but doesn't necessarily help help them have meaningful conversations. And so some of the things that we recommend and, you not summit ocean
here, but I did. I did write a book specifically on this, how to help parents and families have more meaningful conversations about technology isn't so some of the questions that we recommend are. You know, when in our family,
right, when is it appropriate to use technology? And when is it? How can we use technology to help us be better members of the community, one of the examples that I often give he's you know, he's walking
down the street the other day and picked up that they're just a little piece of trash on the ground a park. And I just threw a really think anything of that. The next time anyone out my son saw water bottle sitting there and
just picked it up and threw it away. That modeling is really powerful right? But in a digital world, it's very hard to model if you're not explicit about it, right? If it's if it's me just sitting
in front of my computer, I could be playing a game or it could be helping support the blood drive that's happening in our, you know, local local community. But to my kids, just dad sitting his computer
again and so being explicit about saying how do we use technology? What is the equivalent of throwing away a piece of trash in the virtual world? What is the equivalent of using technology to help us
connect and engage more as a family? Right? And so asking those questions, I think are really important. We recommend that all schools. Kind of acceptable use guide or a sort
of it and norms norms for how technology is used. we see these a lot in in in districts around the country. But the usually start with don't right. Don't use technology to do this and don't use it for this and don't share your password and don't be a j***
online and don't is just all the don'ts right? The problem is you can't practice not doing something. shalt not. You can't practice not doing something. So we actually need articulate. What are the do's?
One of the dues that we want to see. I want to see I expect you in my classroom. I was to expect you to use technology to fact check. expect you to use it to bring new viewpoints
to class that we didn't have before. I expect you to use it to be able to present ideas and more creative ways expected use it to keep track of when your assignments or do whatever it is, but being able to articulate the vision of
what we want to see, right? That's where we need to go. And so if we can help parents tee up some of those questions at home as well, it can make it a much more engaging conversation. And that is a
decision of families, right? Families decide where and how they want technology to engage. But if they understand what are some of the questions that they should be asking how those align with some of the expectations for how
technology is used in learning. It creates a much, much better environment. can tell you from district that have done this, sort anger and animosity, you know that that hurt have just sort of go away
because they're part of that conversation. And it's an important one to have.
>> Khalid, geez, I think that was an earlier hand. >> problem at all. Richard, some of your last comments just made me think a little bit as you're talking about acceptable use policies and
being able to articulate the vision for how we would want students to use the tools, our community and our board is in the process of developing a policy right now around instructional technology and
artificial intelligence is a big component of that. So do you have any advice for us in terms of like what we should put into a policy, what we should perhaps, you know, stray away from a little bit
more. Just any thoughts or ideas really for the entire panel, as we think about the type of that would promote the types of use that we would want to see with technology tools and protect against the risk that we're all concerned
about. Any advice of the panel might have for us. >> All-Star quickly, but I'm sure other people have thoughts and I'll be brief because I don't need to take too much time here. But I'm but I do think it's really critical. Again, back said,
focus on the learning when I see technology policies that start with lots of tools and don't inland and count the minutes for how you can use technology. That is not an effective technology vision,
right? If I have technology that is not effective for learning. 2 minutes is too long right? If I've technology is helping create created engaging, curious learners,
then longer make sense. And so I think it's really important. We talk about those the principles and make sure that in the policies that the learning is really clear. I just was on it meeting with another. Large school district from the other side of the
country that is struggling with us right now. And I and they singer. >> We're having, you know, it troubling trend for how to how create this. And lots of disagreement. I think I see.
Can I see the the public know that every year the the area they sent around this, the policy that you sign opt in or opt out, have recover. You think about it. You can just see it twice what it is. And I looked at this thing and it was written by a lawyer
clearly. And it just had all this you your data will be used in all these different ways and all the systems. And I said, I wouldn't I wouldn't sign that. Are you kidding me? I would opt out right there when I saw this wee bit. But
that's that's a tool that they're using. His creative virtual science project. Sounds like that doesn't see that on here. And so it's really important if you have a policy anywhere that is going out the door and it's a technology policy, but it's
not focused on learning time to review the policy. Every policy, every technology policy house to focus on learning if it's going to be effective, even if the end of the day is to talk about how
you can use technology. >> I wanted to give a perspective because we gave through this exercise about 18 months ago trying to craft a policy would not call it policy because the moment do
that, although lawyers would get up and we wouldn't move anywhere. So we go to guidelines for safe and responsible use of AI. And I'm just gonna make 2 points. One
is. What are you trying to protect? The 2 as we leave all their capabilities will evolve. What is permissible now? Maybe we'll figure out that that was not such a good
idea. 3 years from now or what we think now is not possible to us from now a thing that's okay. We have moved beyond that. But what are you willing to protect would you want to protect? And so it's very
important to outline those principles, even though people might scoff at them. But the principals tell the community what is precious in with your identity is so if you want to protect critical thinking you should put it in there because
the teachers will see that. And whenever they want to integrate something they're going to ask what what and I and my protecting critical thinking right? So it is those principles become questions of what it is that you want to
protect the estimate different from classroom to classroom, from district to district. But you got to have those really committee are front and center transparent. The second one is Biden's policies. They tend to
be dry. All right. They tend to be we want to protect business is They're they're kind of virtue signaling at some point she want to take those and you want to translate them for what does this mean for you as a
teacher? What does this mean for you as a student? What does it mean for you as staff? So you also want to take those guidance and you want to translate them into something
more practical that is very specific in and use oriented or or use use are based and then the 3rd thing I said to I lied. The 3rd thing is we should put somewhere that we reserve the right to change
our mind. Because things are moving so fast right? And that will make it OK for people to understand that they. Can move
around the margins, right? They can come to you with a question. They can be comfortable to surf is something that the policy said, but that actually not finding possible to implement
in the classroom, right? They should feel safe. So that's why we call them guidelines because they're squishy and fuzzy and you can go in. You
can modify them. Dr Michigan. No, I mean, I love this analogy. Also needing to emphasize the shins, right? Like we don't. >> Teach piano by saying this is all the notes you don't
play. We say here's how to play it. I think what's really interesting, all the examples that I'm hearing with regard to acceptable use policies emphasizing what are the should? What are the visions? But also, I think separately
it's really important that it's done in a transparent way so that young people and educators and everyone in the community knows what those values are. Part of my community. My concern would like to this is what the data
says and these are cetera. What would that mean? What the so what? And I think it's really critical that any policy not just has the substance of what our goals are and what articulation
czar, but are typically did in a way so that young people, educators coming to community members really understand what it is they are agreeing to can really buy in and feel a part
of and excited about that vision. >> All of those comments were were fabulous and give us a lot of I think food for thought in terms of how we're crafting our policies and our
acceptable use policies as well. I really like to focus on our values, the practices that we want to see in in clear language to articulate that not just to our community and teachers, but also to our
students in terms of how we would want them to use the tools and devices. It does raise a little bit of a question in terms of once we've got that dialed in really well. And we think that
we're ready perhaps to enter more into the I for learning space. One of the things that we know that we have to be aware of from the very beginning is how would we measure the effectiveness of
learning with AI tools? So we're kind of curious what suggestions, recommendations you might have things that you're seeing in the field, either evidence of how AI is being used in the classroom to
impact learning or things that we should be thinking about in terms of how we would want to go about measuring that here in Fcps.
>> I and Alice, the shuttle, the sheriffs and the research that open has produced, I think it's really good. It's t, obviously has produced a lot of really good work on this on the quick thing, I'll say, well, it because they have tons of research that
they could pull from is it's connected to what you just asked about earlier. The district's we've seen have the most impact on outcomes are the ones that are coming out. This with learning questions. And it's often the ones where
the boards are holding their teams accountable to what are we learning? implementation in our district? Where is it improving teacher outcomes like teacher satisfaction
efficiency, et cetera, capability actually think it's a big one. where is improving student outcomes and where things that we tried not working. And how can, course, because I think just that and
learning orientation is really important. The systems level, lot of examples like a chair. I think the favor one that I have especially thinking about how entry level that's the discourse around entry level
jobs and from cousins and like, you know, friends that are like recent graduate from college there are some powerful use cases around making learning more relevant and more people. So I think who think it's the tension
really quickly who here thinks of themselves as a math person. Come on, live >> Not many people. But what's
beautiful about AI from my point of view, we've been we work with Lester to mathematics. It's really strong evidence base, math curriculum. They're open source and what we've seen with AI is districts as large
as New York City to small rural districts are using AI tools to one build the capabilities of teachers to teach with this really rich but hard curriculum. But then
to creating really strong. The AI tools guardrails that their students continues to make learning more meaningful. For example, York City, these international schools that and the newcomers to the country are using AI tools to help
teachers personally projects tonight, contacts of these kits that can think about the Mets. I know we're in DC but you know, in Queens, they care about the or the next. If it's right now, but they can
connect it think that kids actually care about. And then they can offer kids support that they can actually. And that's changing and leading to more could see themselves Mac. It's and I think that matters and that's important. But it
started with the district team that's leading the superintendent. Now Chang asking the question of what can we try right now and what are the cycles of data that we can collect so that we can learn what's working and
what's not. And when it's not working instead of coming down with the stack, it's like, hey, we tried it, but we'd be off try to within a container right what are we shift? What we pause? Would we do
differently, right? I think creating those conditions feels really important. >> I was you got it. You got a shout-out to go in there share something that you should you
should you want to jump in there. >> I'm happy to jump As I mentioned at OpenAI. >> External eyes are learning
outcomes. Measurement. Sweet was just this concept of both had we use model behavior and change how the model response to ensure then it's really also is being fine tuned for
all of those learning science principles that I think of come up repeatedly as key needs throughout this panel. The second is that a committee to actually measure both like
how in, if you will, use of the product changes and also how broader skills like medical condition at center of all. And so with through this tool kit, which I'm happy to
share, Dexter labor system and way of thinking through both. What are the shift and what are the ways in I might be able to help learning? Well, as here's the tangible, like
technologies you can deploy to measure how learning happens through tracking BT. I think this also gets to a broader point about selecting technology providers, which is
ensuring that there is evidence even from the from day one, not just before it enters your classroom of this is the theory of changes to how we believe we can better design and implement learning
sign just through this tool. And here's the evidence that can already achieved that calls and then measure it within your costume setting, which is really making sure that we search aligned learning pedagogical
approaches are with prioritized. >> So just to be clear, there's no special measure. I learning rate. We know what good learning is. We know what
good learning looks like if we are using AI effectively, we are using it to get effective learning principles that we've known for a very long time. We've known since I was
teaching in back and you know, many, many, many years ago, right? We know that if learning has meaning for students, they're going to learn better right? That's really hard to do what I had 5 classes. I was a state that
have a lot higher student ratio 5 classes of 30 students each every day making individual meaning for every student is very hard to do right. We know that having meaning leads to better
learning if I can help do that, we're doing it right. We know that we need way more feedback, right? There's lots and lots of research that shows if we want to improve learning, it's not the amount of content that we need to increase its a feedback that we need to increase student
needs far more feedback than they get. If can help get more feedback. Great. We know that authentic practice is incredibly important. Authentic practice. That's
hard to do again. Is it previous high school teacher that's hard to do when you have over over 100 students, I can help with more authentic practice and it's leading to improve learning. Great if
it's not supporting those things. Time to stop and think about how we're using it, maybe re-evaluate the decisions. >> Well, I want to thank all of you for that response. And again, it's very consistent
with the themes of test on from the very beginning that we should only be using AI in ways that are already aligned, evidence-based instructional practices. And if we do that, we can continue to use the
research base to measure the impact of how we're using those tools so that that's excellent. Governor. Yeah. Just from a vote for Spectrum News, if you're just touched on it as the pad, that next
generation and they're going to the pipeline. >> Walk me you'll be seeing right now in the workforce as a founder and CEO at tech companies. And what are the expectations off the the
employees that are coming in to the workforce? >> Have have a jump in. But I know all of you probably have ideas a lot of friends that like at in San Francisco. And
so we we hear a but I think from our and like work is starting to change I don't know if you guys have tracked, but did anyone hear about like improvements in a lot of the
models back in December? Something? Yes, I mean, particularly on county, right? And so like our team, you know, some folks. He's Kodak's, which OpenAI. Most of
us use clock code. We work very closely with both dropping into the mine teams. And I think the kind shifted here, whether using Kodak's o'clock odor when I google stools or the many other
coating assistance is suffered in. Iran is fundamentally change. Not like it's not magic, right? There's a lot of real engineering work that happening. But it's clear if you peek around the corner
what it means to be an engineer, what it means being at research or if we look at some kind of things that are happening and some of different model training teams it's changing. And I think
that for us, it actually relates the Western earlier. We think a lot about how are we learning as an organization? What it like? How are we creating the space among all the other things we're trying to do to like try
new ways of working learning and collaborating. And I think that's that's been something that we've we've been thinking a lot about. I think the second maybe thing I'd share
back is like. As humans like, especially when you think about education and young people. Many of us are parents. I have a 3 year-old and a one year-old. So the stakes may be a little bit different than your high
school. A middle schooler, but that. It's it's. It's clear the current education system, from my point to what I went through, is not going to be the education system that my
children need. Right taking, you know, learning fix object, standardized exams, doing math worksheets doesn't feel like the thing that's actually going to quit. My kids for the war that entering into. And the reality is that
discovering what education should look like for this new world isn't something it's not unknown. We don't know if solution us. We like U.S.. There tons of wonderful examples. Richard can probably expound on many of the
wonderful school systems that they worked with around the world. But we need to create space for learning and trying new things. How do we teach math each site? We build critical thinking for this world that we're entering
into. And if I if I give you one, I think one powerful idea. It says Prof idea that we need to create containers for safe and responsible experimentation. tension is really loaded. It's something
we don't want to talk. we talk our kids. We talked families, but what if you really break down what experience means have real hypothesis that's grounded in something. Use the science learning Science
pedagogy ideas about what compensation should be. And then you scope out a way to validate whether what you're trying is working not working. And I think we're at a moment where we need really
thoughtful response books from a station with safeguards for to help discover what teaching and learning should look like for the school were that were entered into. we don't, we're going to keep doing the same old, same old and we know that's not going to B what
sets up my kids for success. It's not gonna be what sets of kids here in Fairfax County. I think that's that's the kind as I think about our experience of the changing of like how work is changing. And
that's that said yet, if you with. The parts from. >> I get asked a lot of
parents, what discipline, what major sending my kid. What is safe from AI? Thank you. I don't charge them but I do
want to use of that. Whatever answer you Probably not the right one at most a thing we're guessing because things are evolving so fast. So even folks that say things such as well, a mechanical engineer
would be safe because it's a very tactile right, is like you're dealing with things. I'll see probably safe. I don't think that's the right way to think about it. The
right way to think about it is for these kids and I have kids. I have a high schooler and middle schooler here the county for these kids that will go in a very, you know,
radically different workplace. All right. Well, they will be expected to seamlessly integrated using their daily job. What are we doing in order to? Pierre them called
Nativity for what they will need. We might not be able to teach them the latest and the greatest of all the technologies. But we should be able to position them so that
whenever the technology changes they steal, have the formation. All right. So, you the answer is a very old one. What are you in the business of right? Whether it's higher Ed O K 12, you're in the
business of formation. All right. The students encounter through you know, school through their high school through, you know, community college through the four-year. they go to to typical
four-year college when they encounter every day are our problems. So what they really need to develop our those the ways to come up with answers the ways to come up with solutions ride the ways to
think about things. So in a way things will change a lot and they will not change because those core skills. >> I argue and it opens. Those are even more important. Now.
>> Read the ones that out east. So easy to forget about. If you focus on the moving target, those become even more important. Those are the ones that you need to protect because those I don't like the
word durable that those are the things that will stand. I do have to be additions myself about my own kids still and very cognizant about with the
use at home. So I I agree here that I put very, very sharp boundaries at home. one thing that I do want to get a little bit earlier, which is in 90's.
Not only I use is good. All right. Good news is good. But your your challenge is to define those boundaries and to be able to feel comfortable to
say no. Not at this age. Okay, but restrict it. All right. And we're looking at looking at you because you understand
cognitive development right? Just keep a eye to the same standard as just any other technology, even though it is so easy to be wowed by. Keep it to that Sims, don't, you
know, keep as I say. >> Thank you. You may be a new.
>> Apology. I think that must happen at least once a meeting. I just want emphasize everything that's been said before going deep on that. It's really easy to be wowed
by, like, oh, wow, look at what it's done. I think in some ways that's a lot of that power AI and where see the opportunities for young people. So with tools like
Kodak's work, lot code really any of these. It becomes a lot easier to be a creator. And we know how impactful and important it is for kids to be creators rather than just
consumers of content and what that means that the tools to solve the problems that they care about our ever closer to young people. Regardless what age they are when they're
graduating. I think there's incredible opportunity because no matter what happens, prof problems are going to go away in society. But kids are in
need problem solvers. And what AI does give folks the tools to solve that, which they care about, which I think is incredibly important and powerful. And so I think
education and preparing young people, too tackle problems to understand how to solve or design an experiment or really those uniquely human skills
are going to be really impactful and help them succeed. >> Thank you. least certainly saw that in the competition. We have far our high school students. He opted in do it.
They all came to their passions, use the technology in the to the kind of build the outcomes that they would passionate about. Everything from finding food, for families to rent bills and
supporting all sorts of things. And that and that is a powerful example when when you start using these tools, you start synthesizing and castration is one of those words which comes in as an it
person now working with these tools, anyone betting apps, you don't arcus trading the experiences and you have a very quick fun experiment patient see. I've been something I can have somebody use it. I can get a feedback.
I can connect that loop and be able to deploy something which is. And that's the end. And if it's not us what it's like to going to get used and that feedback loop is so tight. You
don't have to read years or months anymore. It's like overnight you can get that feedback to said this is working on its not looking maybe one final Some of us. Some of you have to leave it
to Cody as we. Look at AI and education they You see eye and education's impact in 5 years fight. How do you think of that family and we predicting
had nobody has the answer but what would you see? >> Alison, tell us what you're
seeing inside >> I don't want to predict the future because can't I'm I'm currently at a conference in candidly if you'd asked me even 3 years ago, what the
technology would look like. I would not have believed you instead I have a wish list, which is that I hope that technology and really all
technologies become tools, help young people realize why learning is so fun and why the craft of knowledge is this like uniquely amazing adventure and recognize that
they have the power in their communities and in their schools. >> To really be impactful. Well, rounded individuals
passionate and excited about And so my hope is that these tools better unable to that for par framework that we lead with at all levels of the ecosystem. It's all about
ensuring that classroom time in young people's time devoted to the active learning and the goals that we have for them as humans. And so I think as long as we keep that North star,
I'm really optimistic. >> Lying you my hope >> my hope is that we will have better clarity after 5
years on. What is good, what he's been official. What should we key? All right. What should we and what should we try out and what I expect 5 years is that we will have
hopefully delineated charter boundaries. Of and as more specific evidence accumulates in by specific evidence. I mean, very specific experience, months running,
you know, very specific group Agee's specific uses so that there's no sin. So would you having to try to figure it out in real time? But we have good evidence to point to and
weekend then make the right decisions for our kids. >> I think there are 2 very distinct different futures. 5 years out. One is where we
have offloaded important human skills to it. We've stopped being able to be good writers, good thinkers, good problem solvers because it's gotten so
easy to just hand it off to AI and one we're no longer using it in a way that can really reinforce human skills in that world scares me. There's
another future world that looks very different. And it's one where we have decided to use AI to help us do human better. To help us be better collaborators. More curious,
better problem solvers more able to connect and engage with important problems different viewpoints. I don't think there's going to be much of a middle. I think it's
going to be pretty much one or the other and to be completely. That will largely come down to how we prepare students for the world that
they're going to be living in. And if we are able to model these important key skills model of the use of this tool as one that can help us be curious, be creative. The
better learners. Get feedback better get more viewpoints. Better engage with each other. Know how to learn and synthesize for materials. But if we can model those skills. We're setting ourselves up for
very effective, very positive second option. But if we don't, if we just sort of stand back and let it I will happen. There's no question about will happen. There's no putting it away. There's no
putting it back in the it's here. Our choice is what one of those future world's that we want. And I and I and I hope my hope in and I will do everything that I can as a
Fairfax County parent and the leader of International Education Organization. That's based right down the road here. I will do everything that I can to help make sure that we are modeling and preparing kids for that second future where they are really
using this tool to become. Much better at the human skills than we've been able to get to in the past. minute
that I think that the 2 questions that ask like that. Yes, Kevin Richardson and the 2 questions that ask is what are we learning? About all this like and regularly asking
it? And the second question, I think your point is. >> $0.20 of people in the district students, adults feel a greater sense of agency. Those me feel like the canaries in the coal mine. But
give us a sense of which direction are we going and are we moving towards brave new world? All those huxley's kind of like kind of a flooded world. moving to a vote of like real, like robust agency.
Allison's point about more creators, not just consumers. I think that's those are 2 questions ask. >> That thank you all so much for sharing ideas and thoughts
with us today. I think that was that was a great the good feedback of them still concerning some of responses.
That's agenda for today. >> Okay. So I think we have you scheduled to 2, 30. So at this point, we appreciate you. Thank you so much for taking
the time to being with us. And I think we're going to take a quick break to do a technology turn around so we can then engage in our AI conversation based on a lot will be learned
today. So >> I feel your excitement. It's palpable >> and I think is as many of
you said, we're sort of at a crossroads and we've got to put guardrails in place to leverage a proper way. And I think that's what we're trying to do. So once again, appreciate all your time. And
thanks for being here. So
we'll take it to the break.
And to 29 five-minute break.
On AI and turn it over to Doctor Reed. >> Thank you, Miss Levy. I really want to thank Mr. Sethi and not to pursue for
facilitating our panel of industry Leeds thought leads on this topic of AI. And appreciate the the time in
prep. And I want to also thank R our 4 panelists providing time to be here and to support conversation. I think that we need to continue to have and
appreciate the board's willingness to engage in this topic panel as well as the the community watching. So I think
really this is an opportunity missed lady for them board to interact with one another about what they've heard because, you know, as mayor and as indicated, our AI
policy is very shortly going to be finalized and we want to make sure that we have a chance to dialogue about that. I think that was one of the things we heard that was important for the panelists is
to continue to have a conversation because context matters. So I look forward to the conversation and the feedback this afternoon. Thank
I did recognize placards that went up as our guests were speaking. So I'm gonna go in the order that I saw them rise at that time. >> And to that and we'll start with Dr. Anderson. Thank you.
Personally, I want to thank our guests. That was very informative. I have multiple pages of notes here. So I appreciated hearing their
thinking. Similarly, mister Dr, Presidio and Mississippi. A lot of the questions that you raise in the conversation were things that I jotted down because I wanted to hear what their thinking was about that.
So thank you for that facilitation. Just jumping into my comments. I want to be sure that I kind of ground this because we had an educator from GM, you Dr
Shane, who? But for the most part, the bulk of the panel where vendors that is that brings in a bias to it. So I want to be sure that we put that in the room. We're seeing
one perspective, very helpful. Again. Lots of the Nuggets, but it is a very different perspective to be presenting from the position of a vendor.
And I want to start by what Mister Collette shared, which is what is why I thought that was a very good place to start because I don't necessarily that we've had that
conversation fulsome with this full board. One of the things he said is we. It shouldn't be that we better do this. It's here and I guarantee for at a
replay any board conversation we've had that's been what's been said. It's here. So we've got to do it. That shouldn't be all sense of urgency. And it was glad I was glad to hear
that be shared here with them. Couple of things. There are some and I appreciated hearing all the 4 components and there seems to be some lower hanging
fruit in terms of what is palatable acceptable. Even expected in some ways. And some of the other things that are a little bit more touchy
palatable acceptable. I think for me falls into the area of operations. I think everybody wants more efficiency when he talked about efficiency of schools and efficiency of
instruction officials of operations is what came to my mind because he talked about bus routes might. Yes, we want that. We want more efficient bus routes that we don't have to hand create. We want I want
I've said this before. Not that he to say now I want for teachers to have more efficient operations as well in terms of creating resources. But the outstanding question which I was really hoping to hear is how do we
ensure that those are good resources so that we're not passing on. That information because this does happen. We
had what 2 lawyers in New York that use AI and were wrong and you think it would stop. But after the first one, which is a big public splash, second one still win and that's just happened very recently. So
that's the ongoing question. As well as what did she right here? She said, what are we trying to protect? That is definitely something that I'm going to be sitting and
reflecting on as we are continuing the work on the AI policy because if we are not clear about that in the policy, it doesn't seem to
protected. And that's what doctor Shea who I'll stop here and wait for go back up time. Thank you, Miss mayor and followed by Mister Danon. Yet this. This present new
knowledge to me or I found underwhelming. I was really excited, especially to hear from Mr. Colada. But I just found like it was all over the place. And it was a straight-A power of talking at us.
>> I'm concerned that this board and school division have a pattern of having employees of large tech companies come in and sit at our table and yet not stay long enough to hear what our challenges are.
And what they could learn from the school division like us. I would have loved to asked them what they plan to suggest. We train our educators on. There was quote about that. I wanted
to hear more about other school divisions. There was a comment New York City is using AI to help teachers personalized projects like in Queens. What were the outcomes for those kids? I was a pilot or was it to scale with date?
Are they collecting to show that it's been positive? Anecdote is not evidence. And I heard our panelists talk about schools in Maryland, a group of teachers. They talk to some people in
Massachusetts that is not good enough for the children of this county. I would have loved to spend time talking about the decision this board
needs to make about curriculum liability and safety purchases, devices monitoring and measuring outcomes. I really would have liked to have said to them that creating systems in a school
division of this size cannot be done with grassroots efforts by employees who are doing pilot projects that it requires intentional investment of time and money and its public money. And we
can't just have, quote, fuzzy guidelines as the GM you professor said. It's like their divorce from understanding our reality. We do have standardized testing.
I love look for the day when we don't have to have that. But we are dependent on public money and we can't just make fuzzy decisions. This was not helpful for me. What I want to
know is what is the fcps doing to roll out a I literacy instruction like we already do for family life, education. What is happening? Is it the
same thing as a part of digital leadership? Little digital literacy, global curriculum with digital literacy curriculum. We heard earlier the website on AI isn't even up to date. Our CTO
said it's still in progress. That is not good enough. How much are we spending? I will say I have numbers from members of the public.
Spreadsheet of numbers that they've put together on what we're spending. I don't have those numbers. I don't need more cheerleading about AI. I
need us to focus on the decisions we need to grapple with and be realistic about it. And once we can put that stuff in place them, I'm all for getting creative. But
again, when Arlington Public Schools has their principles with the authority to give up down on devices we can talk about AI all day, but our parents want to know where we are with devices and what
they're doing and what the applications are. Thank Mr. Dan and Mr. Moon. Thank you
very So said I I really appreciate the discussion and I know jump around a bit. But like I earlier, this is unfortunate thing about a lot like COVID where there isn't really a roadmap. We're kind
of thing our way around that. >> That narrow path as I've heard described and I appreciate ending with the 2 different scenarios and I think we're already seeing elements of the at least the
first I do. My only regret is I do wish we had more time. What they mean, more opportunities or I guess Dre Dir debt sitio Mr. Set the other. What other
opportunities where we have to engage some of these experts, as we think through and from late policy. Scheduled. So I think that >> really we can. Our staff is
very well connected to a number leading thought partners in this field. So I think as topics props are brought forward that we want
more engagement will certainly provide, are doing outreach and thought partners to be at the table to visit with you. It's great officiated >> you know, especially now are putting pen to paper.
Appreciate you sharing resources from other school divisions, you know, sample policies and so forth the York City policy was was helpful and that it because we instructed the division what
not to do. So I helpful. I'll be honest. I think I was at meeting the moment back in December, maybe January, so
forth it was not a student-centered. As I imagine I'd been events we put on and they were very I love that we literally sent to the students and has a lot of questions. And that to honestly, it more
like a pep rally for these tools, which which I got and I are working. Texans take get excited. the tools. So I really appreciate that. This was a little bit more robust and talked about or why statement and so forth and
putting the data and research first and outlining I put in my notes, you know, what do we envision for our students? And so it's o'clock going, by the way, I don't I've never going
over my time. Sights on the check. threw me off. Yes. All right. you know, what are the one of so that the answer that
question. you know, I appreciate the comments to a productive struggle, something that you know, my concern is and I said this before is that as technology becomes more ubiquitous, does have an
effect separating our kids and isolating our kids. And so even example that was shared about using AI to as like dump with reading problems. You know, it could be good. A man as adult. I would use AI for
that kind of thing. My concern is that as a student that take away the students possibility and this is not an act of presented, this again, I think that hopefully despite how complex this is. But using AI
for prompt a great opportunity for that child to push INS as a bit further, make a mistake and screw up and figured out and struggle. But a grant of 2 Dominique operate with another human and that kind of stuff, right? So it's, you know, as
we kind of think through our philosophy on this, those the kind of things that that come out to me and my personal view is that I hope, at least is that. I can take over those
boring repetitive tasks is, as I mentioned, there's certain things that, you know, the mla for many example, ice. I remember that from past studies one-on-one having to do that and I've never had to
do it since, you And my you know, room entry vision is that we have a school system that pushes kids to do that deep thinking and that really difficult cognitive load and
judging themselves and I think I mean, it's it's just saying, you know, as a a lot of us are, is 40 and above, you know, we we had the benefit of having this rigorous mostly
tech, free education and we learned a lot would rely and, you know, we struggled. I think, you know, as a parent and a board member, we had that same concern that we don't want to take that markets. And I think there's a
lot of s*** agreement on that. Like I said, I think we're trying to walk that narrow path of how do we, you know, be realistic about what the future is to come and how do we emphasize those unique human skills? And the last
thing I'll say is I think we have a great resource with put your graduate. And I guess my question for you all is, you know, do we need to double down on that or there may be changes to porch of a graduate to make sure that we're, you
know, taking consideration with the this brave new world looks like. So I'll stop there. Thank you, Mr. I think I have a slightly different take from it.
>> School with a representative from Hunter Mason District and to discussion, you know, with exporters. I appreciate being
your grandson to making old presentations and listens on the question as a benefit. may be some somebody speaking and being them respect. We could
bias is from presenters. So with that, with that said, as I being here. >> I approached at from. From
this and are. I ease here? Can we can we prevent? >> All the studens from using
it. I I don't think that would be possible to college. They're not things beyond our control. She and use that at all. With what would a parent parental permissions, along
with encouragement with Palin? Sometimes a lot times that can happen. So what do we Right 2, nothing because uncertainty we
just wait for 5 years? To enough that is that the choice to yesterday choice. We have. Is that the decision we want make? Is that the way do you
want to go? For Absolutely Absolutely not. The question question what your wife or I yes, for board to decide in
the desert board members, perhaps even different. Why but would have to have collective wisdom look to the display and deciding. Why for
our school division. That's a policy decision. Vegan have to me huge over these that a digital devices opting out. The same thing goes on to
citizens fun. House. You ask people about what do you think would think? We'll probably your 100 of thousands with the firm opinions. And at the bottom of day is come to 12
Mobile OS or 2, point. and and in August, knows that to make decisions, right? Go then kicking things down road.
That's I knew him. And I was going ask see the 50 seconds. So Doctor Meade one taco per if you don't mind going to our
presentations from we are the hat. The for use cases in education with for condoms. One to 3 full whether to you agree with that, Mr. you can
participate is whether Mr, Mr. Gotham, tend with those 4 be counter agrees with. You know, sup items you see on their
teeth. And if so. Can you show Chand there already? We Our system may be on each one of those.
>> I'm not sure who wants the. I think for us because I can talk about least one and thing with the availability of the tools that we have enabled right now.
>> We're seeing the acceptance and then Tuesday by staff being able to learn from it because these tools used to that learn how to use them and use them for Ali. They'll produce a not which maybe
what, something, what's nothing. But we have to judge the outboard as Dodgers were using the tools. So it comes to start of school efficiency. Impeach efficiencies, casing, but not a G because we can use
these tools to die programs by the tools we make systems and an ATV make better. And it's a consent is a system engine using our team country or to support consent to different choices in the school
division, those kind of tools we can evaluate, push pasta the using them to evaluate the security challenges, security times of those things.
efficiency aside from an operational perspective, we are seeing initial value and it is only accelerating very few as we get towards next school year. You will see example is a value that is
generated from it, but it still requires an adoption. Go read people Has it waiting to see where we land with that? I think we're seeing a teachers being able to use on these technologies specially when they curating the coursework
and booking to those but definitely stages. We did PD decently. We had to come joined an online training session with an just learn what it is all about. So those
are the early stages are based on those 2 fronts. Yeah, I I. Definitely agree with Gotham and I would say I mean, across the continue on. First of all,
I would say we're just at early stages and any for any of these 4 different use cases. >> To maybe speak about 3, 4, that got them covered one into
the AI literacy work is the work that we've been developing those lessons and piloting those lessons with students now and teachers now to get feedback to optimize, though, so that we can scale
them up because we think it's incredibly important. The students want understand the risks of using AI ended independently outside of the school system. And we've discussed those here publicly
before, but also understand how AI works so that they don't, you know, get manipulated by the technology, which is another key risk. And the learning with AI is where
we've got the most work to do, though. I mean, we're just trying to understand some of the use cases I would add value and the last work session that we did last week we tried to present a couple different use cases to show
some of our thinking. I think the feedback from the board at that point was good and it's pushing our thinking. So we're just if this was a continuum, we are. Just barely getting
started. with instruction and the other 3, I think we're much further along. >> And within 9 seconds, left OT to lead. I as a woman member love to hear from Get
from new list questions that I should be. And sunny. >> In. Making decisions.
>> On policy giving you as a CEO of a school feedback. What I think as one board member want us to Obama says, quote, body. Mr Mean, I'm sorry, you
would like a list of questions list of questions that I should that be. Thank Alice
and Sundance. Okay. Thank you. Miss 6 following Ms Anderson. I just wanted to to share a
little bit. I I understand that it can seem like we are. >> Bringing in experts to talk to us has some sort of cheerleading event related to AI. But I don't think that's
what's happening we don't have to They don't have to cheer lead for I is happening outside of our walls regardless of whether or not we engage with it or not. What I do see happening is that no
one wants us to be left behind. And we have high-level folks from all over the country that are coming in to talk to us about what our opportunities are because they see us as a leader within the
country related to education. So I heard some very important things. Don't start with the don'ts. You can't just give restrictions related to any of these things. And anybody
who's parenting a teenager right now can tell you that starting with the don'ts doesn't work. I love the idea of focusing on the learning if we make our policies and make our decisions focused on what
the learning outcomes are, because there's a lot out there about attack. But they are very clear that all screen time is not equal and they are talking clearly about the fact
that good at tech is far more beneficial. Then the know at tech it all. So what are we trying to protect protect, I think is an extremely
important question for me. I love the focus on critical thinking cause. I think that's the core of this. I also 100% on student safety protected because we need to make sure
that these are tools that our kids are already using. And we watched that happen with social media and we ignored it as a division. We ignored it. And so I want to make sure
that we don't do that again. And so I would love to talk about how we can protect student safety and what and that is something. And I love the concept of reserving or
the right to change our minds because week, that's that's my whole point as to why I want us to stop conflating the conversation between ad tech and screen time I AI is
innovative technology that is a different approach for the division talking about how much screen time our kids are getting. That is those are 2 separate conversations they feed each other. But it is 2 separate conversations. And I
would like to keep them as 2 separate conversations so that we have we don't lose the innovative part of our education because I think that that is a real risk in our
division. If we we can all be nostalgia for something that happened when we were kids. But we didn't have technology like like they did when we were kids like we were on dial-up at the best. Like I
was a freshman in college before I wase to really, really get online. And that was with my father. like doing something Fcps when I was in 4th grade talking to schools
in Alaska like we were not. We were he was very much an early adopter. So I'm just going to say that I want us to continue to see the curiosity in our own work so that we can move
forward and make sure that we're attacking this from the those positions of curiosity cause. I think that's where we will be successful. Thank you.
Perfect timing. Ms. Dixit. >> So I would say I was really appreciative of all the speakers would come today and take and I'm of the busy schedule and I know how busy
they are as the jurors in their organization. I spoke with the use after the conversation and just he's passion. And I think
everybody's bashan was coming through a van that speaking about. It all says the global you know, learn not. I should say that I'm seeing other
countries taking adopting AI much more than also new at us, even though. I came out a few s so and in other education
system are embracing it and there they want. gets to be future ready. Now it's up to the veterans choice that they want to get to go into the AI field aren't maybe can decide
for themselves. But exposure to some parking because 80% of the jobs of the future. We'll have some AI and the men to it. Except I thing the hard
look, other jobs where you actually have being in and and other kind of works. But anything with the office desk and lime and a medical for you. Good evening from I'm wrong, but everything will
have some sort of a these feet ditch this kids from our perspective, making a protective environment of them is that they want to do that themselves on their own free time. They're going to go to
guy like computer. They can get their hands on learn for themselves. So for me and I think we didn't go to the slide. Those another slide was 48 of the graduates after this
one. And now online. And if CPS Port of graduate stocks about communicator I think a global citizen collaborator, right. So thing go critical thinker. I think if we can use
our AI tools doing has the skills for our students. That is the goal. the I want to go. they don't have to be a expires, but just not enough so that they can when they
grew up, they can take their bat and it will help them in some ways. I used to The productivity and I feel like any teachers taking too much
time to double up course material and that helps them to get get it done. Hubs of productivity. It's it's there for the U.S. still. I do not of. I think this is going
away. This is happening and we have to be on the right side. A fit about the that than fighting it because it's not going to work if don't adopt AI policy, it's going to be on
regular today. I is going to be difficult to manage and that's 5 year example to achieve a sharing on what's good. I know this is happening in the city. A word the going
to be lot of jobs in 5 years are going in of a different direction. So I I we can collaborate and work on this together. Thank you. >> Thank Mr. McDaniel followed
by Mr. McCAbe. >> To go back to the question that Mr. Moon Ask, you know, why too wise one what scene
was alluding to, you know, skills and opportunities. There's no question that the use of AI is a skill that will go with graduate for the rest
of their lives and expose and opportunities in that field, whether it's strictly within that field or if it's if it's exposing them to other fields require that skill that's what
we're in the business of across a whole host of other topics that we that we teach and we have courses on. So I don't know. You we need to explore that here. But would miss Anderson said this is the conversation that I had with
with parents. I talked about this, you know, when social media came up, it was largely ignored by by K 12 education, public and private and
colleges and it lead to epidemics of problems that, you know, to a certain extent we're still grappling with today because it was just ignored and people were out there. Students are out there
on their own, doing their own thing with social media and it led to safety problem than words. We've already seen that with AI. You know, kids are going out and having inappropriate interaction with
AI leading to very tragic situations that have that are in the newspapers. So I I would hate to see something like that happen here for anywhere, much less county. So
those are kind of my 2 One of the things I'm very interesting is the operational efficiencies I can provide. I go back to the data that was present at the meeting of the moment. Symposium. But how much teacher time is used on things that are not actually
like street one-on-one teaching with kids and the opportunities that AI can provide to cut down on some of those tasks and efficiency.
We've got to looking at because budgets get tight. It all back to budget as budgets get tighter and tighter and tighter and were asked to do more with less. We ask our teachers to do more with less.
You know, technology has a place to provide capacity to do that. More with less without necessarily sacrificing the time that they need to be one-on-one with the student or with a group of
students. On that note, I tournament school yesterday and I was at the 5th grade language arts class and outside of the class on the wall, there was a row of instead of our it was
handwritten essays. This teacher asked the student to write may come up with their own legend and write their own legend and they were all written with pencil and paper, regular old, you know,
old-school, if you will know paper and he mentioned comment to me that I've heard before. He said when they do that, they also give him feedback that they have to think more about how they write, how they
structure, how they flow more than analytical, creative part of their brain is more engaged as you typed on a computer. It's so easy to just back space or cut and paste and restructure. So writing that
out by hand, develop the skills. I think we all want to protect and nurture and foster. So all that being said, there is a balance here and I'm looking forward to us being on the forefront of
striking that balance. Okay. Seeing as though Mr. McLean is away from the table. I'll take a turn I was grateful for the
comments today from our from our panel. >> And again, you know, I think the for AI use cases education. I think this buckets or need to be at the forefront of what we're thinking about because it really does break it down. And
I think that we have to focus on learning. And I feel like what I heard was when it comes to policy. We really can't put everything in the kitchen sink
and one, but we probably need to leverage the committee. We talked about earlier forum. 4 more more or less tech and review because that's the
curriculum, if you be accessing tech and to help curriculum perhaps what I'm least what I feel like. I'm digesting about what I heard is maybe separating that from
the policy about the equalizing. Technology to learn but not getting specific about certain tools because they made a very clear need to
focus on the learning and not the tools. I think that what we need to talk about, too, is is training. I think that the AI literacy obviously is of
paramount importance, but also the AR literacy of our teachers. And this is for the pier to pier, which was talked
about is happening organically our schools. I came to the conclusion pilot showcase last Friday at Willow Oaks and you know, visited the different
locations and the end sort of the intersectionality of inclusion and lighthouse schools or innovative technologies and learning was
evident. And you that excites me because, you know, everyone who is standing next to a board and talking was just beaming with pride about what
they've done in their school because they have a targeted team focused on inclusion and how they were sharing stories about, you know, leveraging
technology to help kids with disabilities, kids. They're multi language learners. Access learning in ways they hadn't previously. And they talked also about the fact
some of them their teams started with 4 people who agreed to participate and is now like at 25 Strong because they one team member may have
gotten back to CLT share the work and it's sort of. and then they all lead in and they're teaching each other because I'm not an early adopter of technology. I never
have been maybe pickleball our new sport, but not technology and I think it's great because I I lean on those people. I did throughout my entire career. was building master
schedules. I had to lead on the people who are really good at pulling the data running the reports that were allowed for us to learn and focus as we built. So I'll stop there.
See them, Mr. McManus returned, Mr. Reckoning. Thank you. first of really
appreciated Richard collide as presentation. >> The 2 sides were very helpful. I wish we could have had that a year ago and set up the run, hide, fight presentation. But that being
said, I will say that today's presentation probably could have been the homework, the benefit of bringing people to us is having us have the opportunity to engage with him
and asked them questions. So I was disappointed with that. And to some of the comments that have been made, it is very hard to move the battleship. And I think we have to be very deliberate
when we make decisions on how to proceed with technology. I'm going refer back to my comments last month that took us, you know, 6, 8, years to begin anyone to one work
computers right? And over and the think about it that that change because of the pandemic. But we don't have a pandemic situation here. We have the the benefit of being
able to think deliberately about these things and work roughly 2 to get them right. So grateful for the staff support. Do hope if we have
the opportunity see these people again, that it can be conversation as head of election. Thanks. The Saints are coming from. >> I too, very grateful for
all the work that the staff has done. And for this panel. Because they raise a lot of really interesting questions and they gave us a lot of insight. I think the most
important thing that we talked about is that we have to define our why. And what was grounded in that. Why was education and that we're in
the business of. Formation of students. And I think if we keep those those are guiding lights, then we can do the why. And what really resonated
with us with with me was. Focusing on effective learning and maintaining the core competencies that we want, which I think are very well outline portrait of a
graduate. And to using this AI. And again, I want to I because that's what this discussion was as opposed to technology was just a whole different aspect that we're
discussing. But what I heard was this is a way that can enhance our humanity and for a human experience. And I think of that becomes our why. And
we have those this will address focusing not on the moving target as was said. But as the changes knowing that we have a philosopher that will be applied to any new tool
that comes up. And I think that that's really critical. And that also prevents us from getting down into the no, no, no, they shouldn't be done. We have some really strict
boundaries of this is our why. These are our core competencies. Then this is what, everything that comes through us. Whatever new tool, whatever new technology, and how AI looks if we stick to
that framework in that philosophy, then I think we can come up with something that will be successful, that it will allow us to have that number us and this flexibility
because, yes, it's not COVID, but this is moving so fast that its move, we have to be built using this word a lot today because it's just seems to apply to everything. >> We have to be nimble. We
have to be nimble because this is all. Occurring in very quickly. Again, we have our core. Why then anything that
comes to us. He's got to fit under those parameters. Thank you, Dr. Anderson, for go back. Thank you.
>> You know, understand the that we need to have staff picks Lauren and to get to know the tool. You know, that's how we're going to learn. Conversely, that's just
the concern from. I think the parents that this staff is learning on my kids dime so to speak. They only have a 4th grade year. 5th grade year 6
straight year. Can't get it and done so how do ensure that whatever it is that the staff is learning, whatever it is that they're doing as they potentially going to impact
students through an indirect use of AI that that's a good product. I think that's the crux. So Dr Reid, one of the questions that I want to ask
is how are we evaluating that effectiveness as learning and trying to find resources because nothing scares me more. Then a teacher who wants to do the right thing. Who is
using AI to develop resources for her students and then not having the right tools to evaluate the veracity of that resource and then passing
along that bad information to kids. That's the tension where it's so scary because we know there's no do-over.
>> So have Dr Presidio answer that because we do have a division curriculum that is expected to be taught. I to your point
>> I think that to, you know, the partnership. OpenAI to
learn about AI tools is a way in which I think the division and Mr. Set the in touch with can speak to Mr. Said they talked about 2000 staff on a
particular professional development where there's an effort to provide thoughtful, professional development on what tools too, how to work with the tools, how to
optimize the tools. So I think there is, you know, an opportunity to have more of a group conversation around that topic with staff at all. To the point, I think you're making about road materials.
Is that sort of? >> I would. Why wouldn't that that that was not my term? Well, I mean, as you said, finding their own material side because that because that's one of the things we
talked about to increase teacher efficiency to differentiate better. You're going to create materials that are going to be very specific to the children in front of you. >> They're not going to be developed central office per
se. I think that's what I want to start to Presidio to speak to there is an expectation that >> the information that is presented, the class room does
have is vetted by the school division. So and in terms of the pacing guides, I think Dr Presidio you've spoken to saw what you and have to. I think there's maybe a couple
questions here. But let me try to address the curriculum materials issue for. So we have a core curriculum. >> If we don't have a basil curriculum meeting, purchase something from a vendor like
language arts, benchmark curriculum we have essentially created and curated curriculum through our planning and pacing guides that all teachers are expected to use. That doesn't mean the teachers
don't add or differentiate that curriculum certain times. Right. But that's why our collaborative learning team process is so important because we don't want people working in isolation to make
those individual decisions as much as possible. We want people really leaning in and taking advantage of the collective knowledge of their instructional teams are collaborative learning teams.
So what ends up happening, though, oftentimes is when the materials that we provide need some additional differentiation or scaffolding, then individual
teachers and teams are left to try to do some of that work based on the needs of the students that they have in their particular class. It's not possible for a vendor or for central office, too.
Create every single lesson that in every single, you know, instructional material teacher might need in the classroom. So where we believe when we get back to this use, case of AI for teacher
efficiency is that we do believe and that was well, first of all, we do believe that AI can provide some of the scaffolding and differentiation from multilingual learners. For example, that often teachers
might need to customize some of off the shelf ready materials that we provide. Those were some of the examples that we were trying to provide in last week's work session of what that might look like and what that
process might look like for a teacher to go through that process. Your question about evaluation of the work that we're doing and pilots, I just want to clarify. We're not
piloting work with generative chat. AI tools with students right now. We're waiting to figure out where do we end up as a school division and community with our policy and
what are the use cases that we really want to promote in that 4th bucket right. So when we talk about things like inquiry and curiosity and deep thinking and the portrait of a graduate skills, we are
working right now to try to think about what some of those use cases would look like. And those are the things that we would pilot with a very intentional evaluation process to determine if they're actually having the intended
effect in enhancing learning outcomes in our research offices here with us today in the audience and we appreciate the partnership with them. So that's the type of research that we would do on pilots
when we would initiate them. But we haven't done that at this point right now. We've really leaned into those first 3 buckets. The AI literacy curriculum, which was one of
questions. And that I think was part of this. That has yet to be brought to scale. Those are just pilots. And again, that is teaching students about what AI is how it works
how to avoid bias. Look for bias manipulations. Some of the safety concerns that many of you have expressed in your comments here today. >> I appreciate that. I'm not sure if that answers my question. But I also realize
how loaded question is because teachers will always create materials. I did it as a teacher, whether came up with it on my own. It's just that now we have this tool that everyone has agreed that is
very powerful and is moving at a speed at which people can't keep up. That could potentially create harmful things. Just how to how are we teaching our teachers from
getting into that into the cycle that I think miss the collide explained where the teacher created the tool didn't have a chance to write it. Just send it to kids. The
kids use AI to do with the teachers use AI to grated. And then that really remote-learning for yeah. Children just just one last point on this. I mean, that's about the literacy for our
educators. Right? So >> that is making sure. And we've issued guidelines about the things that we wouldn't want teachers to use AI to do, right. We don't want teachers to use AI to great.
>> Right. The human judgment in the evaluation is really important in the grading process. We don't want to outsource that to a iso. So those are the things that we're working on. When we talk about AI literacy for students
and literacy for staff. >> You just cannot use AI to degraded to give feedback. >> Under our guidelines, the final grade, teacher assigns a
student needs to be based on their professional judgment. >> I'm not seeing other placards. So we have another
healthy, robust conversation ahead of us. So 3.28, will close the conversation around
AI and transition to calendar
and about. 3 minutes. Thanks.
42. We're going to kick off our conversation on school calendar and I'll We are going to do a couple things. Recap
the progress we instituted from the regular vote on April 9 and the status, the work and a look ahead a recap people. 21 governments meeting and walk through the draft policy which is from the April. 21
meeting with also some suggested at it and it's based on the If you all had a chance to look at the draft policy will see.
>> That we. I've offered some red lining to the language related to. Early release stays.
>> feel it's start. Well, I guess we'll get to that point when we go through the policy. So let's just go through the policy and recap the
governor's meeting from April. 21 and also I know we some questions about emergency weather Petrus is here to help us with that because it's a very complicated thing. It
changes every year in terms of the math behind it. But when we get to that, we're grateful that she's here to help. Explain that to us. So I'm gonna turn my colleague Miss mayor 2 talk about the
governance and policy. recap of the policy. Great thanks. Ms. Lady is good for us to get together and try to take stock of where we're at because we know we want to move forward on this. So.
>> So again, just to get my mind. And it's too. So since our vote on April 9th, we have made it clear the early release days will be published on the counter. Vance, the
Veterans Days instructional day that we're going to have updated calendars by July 9th 2026 for 3 years. So that's this upcoming school year, which is already done. Plus, the 2 that will vote on that
night. That was Mister McDaniels Motion. And and that there alignment among members that 5 days and a consistent counter is among the top
priorities for the calendar. So those are things that came in April 9th. So again, the hope is that we could even put this on new business for this Thursday for action. May 9th
excuse me for May, 7th for action at the regular May 20st meeting which gives our superintendent maximum amount of time to get those calendars out. Published. We get input and we vote on July 9th. So to
recap the April 21st Governance Committee meeting. So at that meeting, there were the 5 committee members plus our board chair. So 6 members and among 6, there was
alignment that 5 days be among the top priority was listed as the top priority. And there was no appetite for putting a number or percentage of weeks
of full five-day weeks in the policy. So I just want to say that again, the 6 board members there were not interested in putting in the policy a number or percentage
of weeks per quarter for the year in the policy. So just want show that. So if we could just walk through the draft,
which is posted. So again, this is taking the best of what was published back in November. 23, what we've heard
is inputs let me just grab copy. looks like it. So it combines the 6 existing policy
is is a good thing. It includes clarity on such things as community engagement, emergency closures, including snow days so that we hear more from one that and especially it
identifies and publishes religious and cultural observances and federal and state recognized student holidays. And it was Robin. I thought it was important to underscore the state recognize holidays because we have
Juneteenth. We also have those state elections which some ways a federal holiday and the Friday before Labor Day, which is required. Thank you. So
also noted that from the 2023 guidance things that carried into this policy that previously were not codified is that spring break is not tied to the Easter holiday,
which is also believe in alignment with area jurisdictions. Again, those federal and state holidays and veteran say becoming an observance day. So an instructional day, but or
observance day. So those 3 things have been practices but not codified. So that's even more that we're getting clarity to that. Our public wanted us to be clear about okay, spring break, not going
to Easter the federal and state designate holidays and Veterans Day becoming an observance day. Then there were 3 questions we get asked to the superintendent. One was about any implications with
collective bargaining. One was about weather-related closures and a 3rd one, which I will think of while perhaps you want to speak to those to thank you. Thank you as mayor.
I think all the collective bargaining ask Mr. Smith, too comment on. I did provide you the memo this morning related to that, but Mr. Smith, if you
could comment on the collective bargaining CBA peace. >> I believe you have that in front of I And
>> good afternoon, everyone. So as it relates to collective bargaining currently, we have 3 CB A's 2 with for you and
one with Fcf PSA all 3, the government's for work days is governed by regulation. 44 21, so as it relates to work days,
what happens is that the school board shall establish the student calendar and then the superintendent shall establish the employee
calendar. And we use regulation. 44 to develop that calendar. The only other carve out that we have in the CBA
for our operational employees is that when developing the work calendar, we shall ensure that we have 12 holidays for
our transportation and food. Nutrition service employees. And so that's the carve out the that is stated in stipulated in the CBA. So where?
>> good. That is policy complies with our collective bargaining. I believe that's correct. That is correct. Great. So. Yes. And then we want talk about we were trying
to get some clarity to that. Always ask the question how many cities that we have are going to get the that and then also Dre, the community engagement. He's that you are your to follow up with us on. Those were the other 2
remaining pieces. Thank you as >> Miss Huffman, if you would, please share sort of the history and how we establish
the number of weather days in the contract but Russ Gathers herself. I do want to say that the last 2 years, especially use almost all the days we did
put in the calendar. So I think we're probably at a nice sweet spot at the moment. So bettors to want to. Describe that. Please. >> Certainly it it is an
annual process that we go through using a home layered approach that applies each of the set of regulations from the state code. So there's a
requirement for the overall instructional time and requirements specific to the instructional hours that the core academic hours at elementary middle school and see hours that high school for
credits. So each of those are taken into account based on the instructional guidance and the bell schedules that we have. Rhesus goes into play. So essentially we ensure that
looking at the calendar days that we have our bell schedules that have been set the instructional guidance in place that we are complying with all of those state
regulations that each layer and then calculating our total. We see what. Wiggle room we have and essentially find the level that has the
least. That's what we've been used to determine where we would have our our buffer for weather. So which with its elementary school middle
school or high school, that is closest 2, the state requirements, in other words, has the least to give. That's what we go by. When we say for
the division that we have, for example, 10 built-in snow days. So it will vary a little bit year by year based on all those parameters. But for the last couple of years, it's
been around 10 and has stuck to Reid said we've come close to using that for the last. Well, >> And if I could add to that, so the 10 days that we're talking about, that's the
equivalent, those the equivalent minutes above the 990. So it's important to know that our 6 hour days is 30 minutes longer than the state
requires. That provides more instructional time as part of the day. So we do not have additional days that we've built into the calendar. But we have the equivalent of
those days which provides that buffer. And so in doing the calculations, you may have a variety of calculations that provide the equivalent of 15
additional days, 11 additional days or 10 and whatever is lowest. We then trunk hate that at the desk will point to provide that number about for days. >> Thank you for that. And
just for folks, you know, it does make sense, having worked in the system that bell schedules are different. And we talk about instructional hours. I believe our elementary students have the most instructional hours. But
then with some of the way we've done flex schedules and teaching so lessons and things like that. All of those things don't always qualifies. Instructional minutes. And so
I do understand that, however, that falls with the 990 hours, whatever level would see, there's middle or high is typically where we're going to see the excess that might equate to too up to 10
additional days. So I don't think we've given that that it moves. It's a moving target a bit. I think that if we wanted to put something in policy, my suggestion would be a no less no fewer than
>> 5 days, 6 days built-in with via the extra hours versus we build in this exact number because I think it fluctuates with that work for you. Don't read. I do think it
would be best to say a minimum because it does fluctuate year to year. And we want to make sure that we provide. A thoughtful year to year number of which is what the team's been calculating. So I think
the minimum number and then allowing us to work with that makes the most sense. And I think that meets with a lot of conversations at governance because the wrists with nothing codified in here, many
of our communities and our families have no idea. We have buffer built in. And so that's the reason we want to put something in policy. So they understand there is a buffer. It would be no less than
perhaps 5 days. We can work on that to at least codify it right. So if I can add and thank you for a minute, that was the impetus. And that's why that line which says on the screen ASPS has blank
number of snow days available for use each school year, right? So we've just heard that. That's not. >> How it's calculated. But if we can say how did you write word it? Mislead EU no less
the equivalent of 5. So no fewer than and then the equivalent of 5. Emergency. Not snow because we've had and
there's other reasons we've had mother, we had tornadoes. So it's a emergency closures. Emergency closures, right? So on. Just with the sentence starting as you know, there
will be no less than the equivalent of 5. Would that suffice? don't know if we need to qualify with weather. Yeah,
only bring that up because within that 9 was the election. The days for the election this year to correct? Yes. So we we used 9, I guess, but they weren't all for snow.
Crete. They were also because of elections that had to take place over and over and over and over again. And the Braddock District and as it is
back. So maybe no less than 7 is being recommended by Dr Less than election gives us election flexibility. Okay. So there will be no less than 7.
And then the equivalent of 7 emergency closure days now, do you know that we can walk through that? So we want to take this portion allowed Dre to respond to the 3 things the governance committee asked her
to come back with, but we will go through the whole policy now and you'll see that in another place. The policy we do now talk about special elections. So again, just trying to make it clear and
concise. So so we put a pause on that and maybe before we get a community engagement, actually, let's walk through the policy. Yeah. And I just I
think I want to thank both miss Meriden Cherrie Anderson, who worked h*** o*. >> Versions of and the one that we're viewing chair,
Anderson, organized for us. So I just want to put that out and just appreciate the work different board members and their input that's gotten us this far. Let's rock and roll.
So if members, if you want to look online or pull out your policy. >> So again, just to walk through the purpose having that unified policy doing away with having 6 and having them
all together. So it would be this one policy 13. 44 and then sunsets, the other ones that have been brought in the summary of changes is that it's been updated in its entirety. We have definitions
there and then we have a philosophy. That again encapsulates that we wanted to be reliable. Be wanted to be clear that it prioritizes
rigorous learning respects the diversity of our community. Okay. in the use of our facilities as public assets and also to align with practices of neighboring school divisions. Okay. So
that's the top of page 2. So Section 5 is policy what's good is that the was reminded this Thursday we have on action or consent rather, the
governance committee put forth the structure to help get all of our policies and alignment because there's different formats from different years. So we are going to votes on can sense. The governor's
could. They thought it was great and passed through to consent to the board. And so what I'm so pleased about is that this fits that structure this section policy or
responsibilities. So that's great. We could leave that title and we have calendar and instructional time. That includes the standard calendar
structure, calendar adoption, how we're going to adopt it. A community engagement portion, which again, we will have time for Dre to come back and talk about the survey that's been
draft emergency closures. If you just talked about and a modified school-year calendar, which isn't as prevalent in our use pieces. So then the counter development
guidelines, these are all things that pull in from all those other policies. The start of school, making sure people know that if we're starting for Labor Day, we've got to have the four-day weekend and then the last day
of school, the length of the school day. you know, school start and end times and then any adjustments. Again, we have a few edits coming forth
to this. section in the 4th place. We have student holidays and observances, which that list comes from the 2023 guidance document that the superintendent has used to
develop calendars. So this would be the first time codifying that list all together here in this policy. Then we have recognition of cultural observance days
commemoration. extension of, you know, it's urban, says then the summer holiday and countywide elections. So that's all the stuff in one
place. And then misleading and I went through and from governance also suggested just a few things. And that's on the printed red line. You have and also its on board docks.
It was sent by e-mail as well. Yeah. That was to incorporate what we voted on the board meeting. So if we want to >> officially do that in this
document, we can. that was the sport. Yeah. Under the early release stays which is on
Page. Page 3, I think. And or length of the. Yeah. Under
adjustments. I believe it says so. As mandated by the code of Virginia, the first day student a tenant shall be no earlier. I think that
paragraph is fine. whatever case. All right. So let's go to the early 80's. Sorry. Yeah, the and it's I suggested were there should be no more
than >> 4. >> Division-wide early release days
>> point of We did not vote on 4 division or 8 division-wide everyone knows. That's what we're correcting. Well, but that's what's being corrected. We did not vote on that. We voted early early release
stays for elementary only. That's right. I I Syria saying so line is incorrect. We we are only ever have given for Division-wide early release
stays, right? So we're trying to codify that for early release days for and of course, and of sand of quarter and for additional for elementary, only. >> center's and I give you a copy earlier in the day and
I've since then updated that to cross out that 8. It's 4 if the clerks could put up the version that I shared by
email, please. That's not what shared by email. But it point or fish it is for end of quarter early release division-wide all levels and
then for additional for elementary are released. >> Is what we voted on. >> I understand that. That's what we voted on for the 26 27 current or I would like speak
more about You okay. That is correct. That is what we voted on just for the 26 27 calendar and not necessary in perpetuity. So that's open for conversation. Thank you. And
then just getting the right version. Please.
Yes, please. Additional. And again, just to
reiterate that this is up for debate. You're correct. This is something we vote on for next school year. And I guess. My apologies if I made the assumption that it was perhaps going to be in perpetuity, but
it certainly was not voted on perpetuity yet. Right? So thank you. Clark teen forgetting that up there. And again, we're just presenting this to you for discussion because it's a lot of pieces were trying to weave together
in the interest of time. So that from what as lead understand would reflect the vote that happened at our last board meeting and then the other additional changes were
misleading. had good description. >> Up under the start of school and that's on your the share document. That just explains why we always get asked why server for a later
day. Why can't we? And later? So Ms. Lady wrote that up and say, well, we start school before Labor Day so that students have 2 additional weeks of instruction and have time at the end for testing.
So that's for your consideration. And then the last thing under. >> Student holidays observances, which just to put for the spring holiday that
they're not be in Fcps scheduled student holiday on the Monday after spring break. So that was a suggestion for
board consideration. Okay. I did not see the order of placards. I do believe I saw Ms Anderson's for some start. There.
>> I have I have just a few things that are probably gonna need to go back. I just wanted to I don't have any concern with the extra information added at the start of school. I am mix. I extremely concerned about the language
related to early releases for the same reason. I was concerned when we voted voted on it is that it doesn't acknowledge the fact that we have lots of really, really stays at the high school level that are are beneficial to our
students related to and I hear nothing from parents related to concern about those days. So I would like to be extremely careful about how we're wording things. The other thing is we and less
each school is is publishing an individual student calendar. This is going to be impossible to make sure that every early release day is codified for every school on
the same calendar. We have 199 schools. There's just no world that we're gonna be able to do that effectively. And I don't think that our intention is to
allow the early release days in per into perpetuity. We had talked Dr, Read about the ways to phase them out eventually. And that was that was negotiation to get to 8 for
elementary. In addition. I would like to make sure that were consistent with our language if we're not calling it spring break as the whole as the overarching, then we should make sure that if we're
going to say that there's no fcps scheduled student holiday, it should say after the spring holiday, not spring break. In addition to the fact. That I want to make sure
what happens if we end a quarter. With the last day before spring break, which often happens. Does that mean that we are not going to give teachers a teacher work day
after the spring break after after the spring holiday. I think based the discussion that we wouldn't do that we would end it on Thursday to
ensure. That that happened up front. teacher work Day would be then the next day to prevent it from being the following Monday because it's
already an early release. Their Ford's only disrupting 1, 5, day week and not to five-day weeks was the discussion. The other thing is
I spent a fair amount of time urging the 2 documents together that we had been working from. And so I have a lot of familiarity with think the reason. So I'm not
wholeheartedly against the reorganization of it. I don't understand fully this was only given to us right before the meeting because, again, that is and it would have been extremely helpful for this to
be actually redlined to indicate where things were within the document rather than proposed in the way that it is. Because it's it's a pretty significant departure from the way that it was
presented and so I'm I'm okay with talking about that. But I would need to be able to actually see the document put together with with the whole thing so I'll leave it there.
But I may have a few more comments. Thank Mr. Daniel. >> We've got little confused
as well. Thanking on my feet on this document. I have parent. I mean, I have constituents wanting us to go back to starting after Labor
Day. So I do know that are redline paragraph talking up. Starting before Labor Day policies of policy. It just seems editorial in nature. I don't think we should stick to
what the code says and be done with So the comment there, I still continue to have elementary plan. I think the motion that was brought last time that I've staying on was.
Obviously from the comments of the conversation that ran 3 hours in the diocese was a mess, quite frankly. And I still have heartburn about that. But the board voted. It
is what it is but I guess so there shall not be in fcps schedule student Holly in the Monday after spring break. That kind of implies that there could be after winter
break Thanksgiving break. So that was a question There's also a comment made about Easter. And I guess trying to decouple protect. I coming about Easter. But the word
Easter isn't anywhere in the draft for the Red line draft. So I didn't really know where that came from. And regarding Veterans Day is day. No days
are in policy or regulation. So why necessarily calling out Veterans Day as day and the policy? The policy does refer back to policy 14, 60 religion. Under the
recognition of cultural observance days, which I pulled up a copy of here. Again, there's no actual observance days list that out. So. And then regulation 14, 60, which lines of policy 14,
60 also doesn't write out anything regards to days. So I don't think it's necessary to specifically call out Veterans
Day as down and day yet again, just thinking quick on my feet here, that's to some of the comments that I have. think would love to build just answer some questions that
speak to your opinion and thoughts. But >> so this combines the policy that said Veterans Day will be a student holiday. I'm student day of instruction. So that's
why Veterans Day is it is day because it codifies what was in the policy codified. But we voted on last time which said that veterans they will be day. So that's where that comes from. regarding Easter,
you're right. It doesn't mention it. We do hear, though, the reason it was put in is because we do here is going to be couple to Easter or not. So that's up for debate. The policy does say
that the winter break will be a certain number of days and will end Monday or Friday like it doesn't say it the way the spring holiday and be happy to make that change the holiday from break. So those are some
of the answers to your questions. And certainly it's debatable. Still how we put an early release stays, right? So that's another person who we want to make sure saying we want to make sure we get that
right. Okay. And then I also just want confirm I'm hearing that there might be different opinions on saying no break. No Monday after spring holiday
student holiday. We have a captured your. Of answer your question. Yeah, I think I mean meanwhile a comment, okay. Perhaps it's worth actually listing out days. If we're
gonna list out I think it would probably be stop all of them. Just so it's very clear. >> On the other days. But not gonna die on that hill anyway.
That's Dr. Anderson. >> Thank you. I'm just going to start with what's first. And that was the comment regarding the start of school
that the for Labor Day after Labor Day. >> Is this still accurate? Given the den Helder bill regarding so well to be administered because that was
pushed back. So I think space there for some discrepancy, maybe that's looking into if we choose to stay married to this language because I know that was moved that by year or
2. Yeah, I think it's it's not this year. Not next to the next year, right? So then I guess it and say we are for did that because of the time because they'll have to do it so close to the end of the school year. It becomes and
that's correct. Creswell s**** it's not correct for AP IB Sunday. Okay. Those are hard. And of course before when we didn't start before Labor Day. >> We put our kids a huge disadvantage. This is Robin
ladies opinion because in the South a start the first week August. So it's not only preparation for standardized testing at the AP IB level. It's also the college process.
Deadlines continue to back up the early as hard deadlines October 15, but rolling admissions for some school starts August one. We don't have transcripts. Secretaries
transfer bays in the office over the summer and for kids too. >> I and I and that. But I could also counter that in the southeast that early. But they
also anderely. We just have a very low, I understand. But again, my point of saying in my head, it was for spring testing. I don't want to outline a so well versus a peer. Well so well as
identified here that just be applicable. That's why rents I would say by spring testing. I'm going to move on to my next thing. My next thing is regarding early release status. I do agree with
Anderson. We can't necessarily identify on the date that these 7 schools are going to be off on the 7th and then these 9 schools are going to
be off on the 15th. However, I see a space for us at the bottom of the calendar of the student calendar for there to be some sort of asterisk. That's as elementary will have
for early release stays to be determined. Similarly high school will have X number of early release stays to be determined because we don't talk about that at all. And I think we need to make sure
that there's clarity that elementary will have the 4 division-wide, which is on the calendar, which we can definitely live by. limit will have for extras for more high
schools will have whatever that number is, because frankly, I don't think I know. I just know that kid is always in my house. So if we could just let people know how many days they should expect to see
their kids and their homes, even if it's at the bottom of the document. I think that gives us the communication rather than no information at all. So that's one piece I
wanted to better understand and that feedback to that point when I pause here, I bet I wanted to better understand the emergency days. I understand we use 9 and then
the initial conversation was 5 and then landed at 7. I'm trying to figure out why this feels arbitrary to me. Help me better rest. My head around
this. I think the last several years even pre my getting to the division lead is the approximate. >> The equivalent of 10 and I don't see a reason to adjust
that given. We've been very close to that the last couple years. So that's where I would likely continue to build it. >> So I think having no less
than 7, the reason it's arbitrary is likely we're going to go with 10, the equivalent of so whether it's less no less than 5 are no less than 7. 10 still sits
there. I think this year with the elections, the special elections and the weather, it has been more challenging perhaps another years. But as we look back at the data, I
think we had 9 that we used a year ago and >> 9 that we've used this year. So, you know, it's very close. Does the policy clearly
State 10? old policy? So I had no number believe there was any number. I think that was a calculation that staff because of historical purposes. Marty,
you've been longer than I historical pattern utilize U.S. when we develop the calendar. We were looking at those at those instructional
hours above the 9.90, and then landed on that lowest number. So 10 is where it's been, but it has been as low as 8, depending on the time that we've had billed for instruction. And it's been as
high as 11 and maybe a little bit higher. So that number does fluctuate. >> And and the board members of the board may remember years past when.
>> We didn't use all of the but for days that we had. And I think that I've answered many questions both with the community and with our teachers and staff wanting
those days back and they're not additional days that are built in. >> Hours that lead in today. I was trying to have that conversation back. They're with Emily. So how helpful is
it to say it's no fewer than 5, 7, 9, If we're going to use what we use because how helpful is that? That's the piece I don't. think I understand. I think that the
and again, it I think that the architects of the draft are looking at wanted a greater sense of transparency for the community that there are actual extra days built in. I
don't know that we would always pick 10. And I think that's what we've traditionally picked over the last recent past. But a policy, you know, doesn't. Get
reviewed as regularly. So I think having a minimum and then leaving that latitude signals that there are extra days without limiting what staff to leave the extra days
need to be based on. The calculation for that. Given year in the deal is possible adjustments to calculations. So I think the minimum signals there is something beyond.
Without limiting with staff needs to do to address media leave requirements and possible emergencies. Based on our context because right now
we still have 180 days of instruction calendar. >> We build the calendar based on 180 days. I-80 days with
additional hours sprinkled in. To come up to what he comes across, at least to me as a fairly arbitrary number because we're going to use what we use. And again, the
state's guidance is built on 185.5 hour days. We build our calendar on 186 hour. I first that's the piece where I'm not sure I see the utility of this
piece. Where are we adding the numbers? I do want to say with this cardboard piece that we have here, the letter B. >> The suggested student
holidays and observances language about no holiday of the Monday after spring break. I think that spot on because that just was insult to injury and a lot of ways. I'll take a
go back to finish the rest of my thoughts. All right. Thank you. Ms. Dixit. >> And so I was not on the
governance of meetings. I guess when you guys discussed I think some of the information is new to me. I don't know the memo and some of the info. I'm still kind of
going through that. But I've had a question should it the the top of the policy say the sun sets policy.
+1-350-341-5338, central, 3,
8, 4, Can somebody pull up the
policy? 3, 8, 4, 0,
This is the only thing I phone 3, 4, 0, It's about community participation, not student. Performances, community events. So I think this needs
to moved from that this policy. And the rest are fine.
It's going continue. I also wanted to ask when definition section, I know you very, very nicely pulled all the different nations of which we didn't have a in the bride
policies. I didn't see about anything but virtual instruction days are anything to say the school is in session, but the loss is a Denver street in games. That
is up, you know, emergency or I know the the move. Yeah. Like been extended should be addressed that as well. Is
that a question for me as a doctor should art? And I think that starts wind up to the D a. It's my understanding that we weren't going to. Link both of those in this policy. I
know the D O E has rules about how many days you could go. Virtual and that would. So we could certainly follow
statute. But I it hasn't been traditionally a part of our calendar policy. Yeah. The reason I asked is when we keep saying 5 guns to get 2 days of
student instruction so far, for example, there had something in Abingdon they had to go virtual, maybe to surprise in the year it was still count of the 5
instruction, maybe even the one or 2 days, a virtual. How how do we quantify that? I don't know that it would if it doesn't, if we're not able to effectively instruct all
children. So I think that then we end up potentially making up time. we're not able to do
that, I certainly could go back to staff and talked about that. >> that has not been a part of our calendar policy. I think at one point there was guidance that if we missed a
certain number of days, we would consider that. But we took that off the books a couple years These again, it's very difficult day in COVID.
Also taught us very difficult to effectively. Educate and engage with every child in a
virtual format. >> because I can and WC kind starting that. The you know, 5 days school days, that's like the kind of the philosophy and
the philosophy My mind went into gives a virtual I also wanted to share about Labor's day and it's starting to closing the school, starting
the school or closing the school early I think are going into a very late in summer and and starting the school they
late again, it's is this is my opinion. One board member. But I fee like maybe there's a way be good school and the school little bit earlier. Our start either way, start the school
early or are and the school or like. I know. I know. So this this is the issue with some of
our rules as like. I think I don't know. Okay. So the the reason I said it in many parts, the war and that meant
a say the school's early and this start next. IOS instruction before they've split end the school for summer break. That's very interesting to me. Doesn't
happen here. United States. And I don't know the logic behind it. Maybe it's you get to the next great. So you finish a 4th grade. Your class
and then you have like one. A 2 day break after exam and then you are right back to 5th grade starting the school and then go for your summer break. I have no, yeah. Exactly it
doesn't have billions of students are doing that across a word. But I think us is not. But I don't the benefit of The high the, you know. He's got a
bad education allies, but this is a practice and when I heard about, you know, closing school. Rd. I was I may be, you know, be good to give them
extra additional courses for next to study over the summer. I believe in homework. And I share a comment. so, you know,
again, these are the things that have over months of review bubbled up as areas that we can take action on now. I think, you know, virtual days. >> When school starts and ends, I think a lot of us want to talk about it. And so I'm
writing this down. just doesn't seem like we're going to get to that in time for the superintendent to make the decisions. But this could be the next steps. You know, after we just get this policy
cleaned up and again, the thing about Labor Day, that language, Robin, I thought it would be helpful to put that in there and present it to you all for consideration because we're all receive questions about it. It doesn't have to
be in there. It was meant to be helpful if it's not. Let's just take that out. So and similarly, the addition of no less than this number of
emergency days, both is editorial but we keep hearing from people that they're not aware of the reasoning, which is the only reason that we made a detour and put it in there. Okay. All right. So
Misty, John, coming up next. So first of all, again, got this right now. I'm having a difficult time crosswalk it because it's not following the same pattern. So I want to
ask. >> What was the reasoning for the Re org? I know that I'm gonna need more time to dive into this and look at this because the way it's it's not
red line the way I'm used to normally seen red lines for some having to skip all over. >> Yes, sure, you know, you know, your question. I wasn't the sooner I was just really less stuff. was meeting
manager to the events today to the sections today. So when I really went back in red for only my 3rd time last night to prepare for today, the draft policy that was posted. Is that how you know, I think
some of these things could be better categorized. So like things talking about the standard counter makeup, we're going to have standard the instructional times and the one 80 days or 90 hours, the structure and that's direct
content from what's in there. put the start of school, the length of the school day, the last day of school. The summer, though, those are all standard things. And then said, OK, well, then there's development guidelines. So
let's put in there about the holidays and servants is how to do community engagement, how it's going to be adopted and then finally putting the 2 closure pieces together. So emergency closures in county wide elections are about
community, Quebec closures. And then that last piece about a modified your calendar, which is really just on a school by school basis. These are my personal suggestions. If it's too much to do at this
time, that's fine. I thought that this would be a more organized way to presented them with the policy currently has. It has, but it's if it will. it impedes getting this to the new business on Thursday. I'm happy to have
you all reject it helps just the way my brain works. It's it's really hard for me to crosswalk. So >> that was my only thing. I
do appreciate the language you want add in terms of clarification about why this is being done, although I don't know that it means to be in policy. I think that's something that we as school board members put out. I
appreciate the reason that it's there because I think that again going back 2. Our community and how we get the
information out because this to me is more explanatory. And do we do that in all of our policies? So I mean, I can go either way. I appreciate it. I understand the reasoning. I'm
just trying to. You know, since I've governor since start being a government is looking at how we have consistent similar policy. So again. That's that's just my
$0.2 per for what that's worth the other thing about the Monday after spring break. I don't know why that was originally done. I do know that there is a large
celebration at the zoo for our African-American community. Historically in this area because before the African-American community could not go to the White House Easter egg roll. So what
traditionally has happened is that a lot of our African-American community goes to the National Zoo. I don't know. That was the initial reasoning for that being that Monday off. I'm just putting that out. There
is the fact that I happen to know. Okay. Thank you, Mr. Dan. Good afternoon. First,
appreciate effort to consolidate policies and want to cut those like said that at the top. So. >> And I Mystic, 6 Mystics. It's outside the box thinking because I'm gonna ask couple
questions. One is. People are brought to me about how much they throughout this whole discussion. But boy. Is there a look at monies weren't so bad. So for the record, given
you shared, Mr, Smith, that that is that ship out. That is not a possibility of carving out language in this policy to make that option again,
cracked. or Dre early years. Monday's the people like the consistency of it, they eventually could plan around that. They knew that it was, you know, every Monday we get out couple hours early. That
is not a pass for not going back to that. Is that correct? If it that? My question is that, you know, the sense of that, I think that's really a poor decision. And I think most recently was Okay. All
right. Thank you. So I need to. Discussed inside house. That will maybe next meeting. That was a joke. >> And I also I also wanted
apologize to end. Mystic said about the virtual learning, too. That also requires. Devices, right? So I think all of those are conversations were still having at the
moment and I just think that. You know, at this point that's probably another reason not to conflate the 2.
>> I wonder definitions I didn't see a definition for student holiday, but it was reference. Is that worth? Clarifying or did I miss it
somewhere? I'm fine with that. I think it's a good point that has some people understand student holidays when students are home, but faculty is
working. that's fine. And then Section 5, a the second, the 3rd paragraph of duplicative. They're page. To undercount or
instruction time stand counter structure. It didn't says the board prioritizes for school weeks turn each quarter. That was just a big of.
>> We've crossed it out on the version up here. Thank the language under section to counter adoption and the 3rd paragraph seem a little fuzzy were talks about. But the third-year adopted at the
first regular the makes sense that gets every year we're proving account or 3 years out, cracked it. It's not visit anybody else. But so
it's a little fuzzy. And we need to. And apologize that come over suggested language for it. But maybe we had in an annual basis or something like
that to clarify again. Just a suggestion. Section below that community gauge and Hodges. Again, this is already discussed that, which is back may be gathered. I don't want
to strengthen the same wished to, you know, document clearly that we will be gathering public input. instrumental to this. Maybe that requires new
sentence about forming group or something like that. But and I know know I trust you will get community input, but it always better to have it in policy. This is a little pet
peeve of mine going down counter develop guidelines, part B started school. Is there a reason why didn't we? Clarify? That's greet list to the school should start on a
Monday. I think I remember couple years ago school starting like a Wednesday to make things a bit easier made for school staff. It could Mr. Me that getting looks from folks who worked at the school knows Monday is that the
preferred start date? And different district. Is a need to time with the benefit of that. I guess my question of having it or is there a benefit to starting midweek?
Well, a swimmer from the week. Yeah. Exactly. make sense thing in terms of like support Now. >> I mean, I do agree with you that that it's a marathon for staff for to be I days and dinner after Labor Day was
always a four-day week. But then you have 3, 40 weeks in a row. Got it. Okay. Because you have the first week before days you have to have off the Friday before Labor Day and
the Monday of Labor days. You have 3, 4 day week. So that's probably why it was codified starting on Monday. Okay. >> I think I don't want with
the term used or there is. But I for you proposing to change that. No. Now it more of done. You know, it. I come back for an are set to perform
it going back up to philosophy my recommendation would be to strike the language, right, says full school weeks, fight his instruction to uphold and just state committed to an economic counter that
prioritizes instructional continuity and stability. So it's basically the same thing. But I think that language just gets at the heart of the issues that people want that consistency and stability. You
know, do we have 5 days weeks pursuing those or Monday to Friday? We expect. I mean, basically striking about Page
2 and a philosophy. My son, I making a motion anything, but my suggestion would be striking the language where it says full school weeks find
way through to uphold so that states committed to an academic countered that prioritizes instructional, continuity and stability because I'm not aware of any research that states that a
five-day week per se. Is better for instructional comes or education outcomes. But I do know that having instructional continuity and stability doesn't. So that's just the thinking behind that.
Is that being very specific about what we mean there? So some sticks it like that idea anybody thoughts on that. But
do not like that idea with the Yeah. >> Yeah. I guess just kind of look back over The process. So as governance people, you know, we provided our own stand-alone suggestions. For a
discussion. So I think also that you're providing your suggestion. I think it's pretty clear that we can put this on new business for this Thursday so it can come back to governance. We could have that discussion. Get it. The
final back out to the full board. And get it finished you know, whether that's getting feedback, you know, there's always that kind of weird space when it's like will be put something out to the board. And then if we change
or do we need to republish, it are. But we'll figure it I'm reading a list of things that I'm hearing agreement on our questions on. I'm sure the clerks are and so we could
bring that to governance for discussion. So I'm glad I'm glad it's captured. But I do agree with That's Okay. Thank
you Mr. Men. >> I on on the philosophy says someone with amendments, patient about particular paragraph. I going suggest a
flood amended is basically going to sentence sentence is. First and Could they go after 3rd? So starting the
philosophy section could start with the Bulls 6 to provide the community Labor framework. with that. And the first 2 sentences could come later as
a commitment. Because don't expert with force of is about commitment. That's I have a
question regarding he only did >> Second, especially for high schoolers in the final exam, >> How many days to they don't want to get? For these just
the Aurora at the end of each semester or that was confirmed Mister Dr Presidio. So yeah, it's its forts. >> 2 It's for the very last
day. Schools early release and the 3 prior to that or exam days where there's 2 exams per 7 blocks. Your first exam is the last period of whatever that a or B day is. And then
the others are built in. So have more than that is is that that and schoolyard? okay. high school in Lee and then
there's the SAT. sat early release. The for the end of to its final high school and hold on release these. The reason why? >> Any knowledge they get up
or 2 hours. hours, 12 I just want to make sure that I'm understanding this correctly not sure if it's 2 or 3. >> Last day is 3. Are all the
grating days. 3? There 3 of the 4 division wider 2 and the 4th of 4 is 3. >> Okay. What about all? Don't
all live in sta's. One of the end of a tree. Who's Anthony? What about beauty? And many are what I'm trying to call
back from 1080 We have. Yeah. Out of 218 structurally days. If we set aside 10 days emergence state, that's a $60.
Out of that. Riley need 9.90, minimum. You set aside the 60. 1050 right, Dr. If you have a
1080 leave just weekly Saudi for owned on Tillis is whatever and say keep he sat high-scoring exam or and the book or her or tools for the
So just keep that in mind that we have one $1080, beer tent and then we have to have a 9.19, all others. Including
all of those snow days. It's just old age of 6 hours off. And then we also have been many. Renee start. Well, a delays when those things come
up to account called that the Because I remember, you know, many years we had make that up the end of the school our 4, 4, 4, suffered a certain
people caught with them. A call with to make upside to them. minutes every day. >> So Okay. So with I was so
the question regarding. od's number of holidays. then fill the spring break. Come in for the winter deputy. finished
that. Go If you I did Rich matter not capture us. You add those. And the summit will never exceed the one in 8
weeks. And for the teachers group to come about a week or the other for teachers, some Maureen, admirable more 7 weeks. We some of that and I
have a problem with that definition of winter break. The stays OK, quick. The users do not include holidays so
your time, that are the ones on okay. our intention was to keep this as high levels possible. Move gun like a way down deep in the weeds and haven't even talked about the >> biggest thing we thought would be the discussion which
would be a cultural observance days and all that. So, you know, again, we're going to take all this feedback back to governance will bring a red line back. You are welcome to
give input at any time. I have given copious updates over the last few months. So when the 5.30, but we were going to trying to Skyview again since that is such a big deal. But
we also I think we need pivot exactly where Mr. Man was going. If we can focus on. >> Section 4, a student holidays just so we can get a
sense before we go back to governments where people live with this. This is certainly what's in draft form. and then and then also if we can get to
any consensus on which to the 3 Dre put Apple, let's start first with. Any comments on the those student holidays, which are in alphabetical
order. And again, those are from the November 2023 guidance document that was not voted by the board, but that is used now. >> So are we going look for as much agreement is possible
that people want to show of hands who is in line with it? Who is not? We all over the map. Okay. Well, I just want to pivot to that page is I don't want It's not about to
have that part of the conversation and any other, you know, and it's to the policy we welcome. So obviously going order of what I saw as go backs of someone doesn't, you know, want to speak to this. That's fine. Or
if you feel radically like you need to talk about something else and we still want to go back. That's fine, too. Dr. Anderson. actually the first
thing that I had on my list of things to talk about. As I mentioned in government, I do not want put this list. >> To be part of the policy. One of the things that I know
was clear from this, the foster when we talked about holidays before and again, I pulled up the information is that there has to be some
operational impact. This leaves it open to I think, interpretation that we could add without having that secular reason which he had outlined previously during a public meeting. I'm just referring to the public
meeting conversations that you had as you read his update. That was shared with us. Yesterday. I not sure that Iran address this very thoroughly. Okay. So I will
take a look at that in a little And in it, I will take a look at that in a little bit. I have other things that I want to speak about. The community engagement piece on
Page 3, where says feedback may. >> It should stay shout because the feedback has to happen. How is how it happens? Is the flexibility because onto the feedback means it
could not happen. So that would be my very strong. Ask. Again, I talked about adding on the early release stays as an asterisk on it.
>> Starting midweek, I have to say from somebody who work in schools for many, many, many years over 2 decades, it was really nice to start Wednesday because there was only so
much. >> Bandwidth for students that will be one of the spaces. If there was some flexibility. I would appreciate that just because it makes it a little
easier in life five-day weeks. I am also vehemently opposed to removing that from the language because it's part of the advocacy that we've been hearing a lot about.
>> And not being responsive to that. I think misses the mark. Again, maybe in one place and
not the other. I just wanted to raise that. I do think this needs to go back to governance with a reiteration of all of what's been provided today and
a nice redline version. So we can just have one document instead of multiple documents to review. And I will go take a look at Mister Foster's, you know, right now. Thank you.
>> Okay, I'm just going to stay in. The order will actually go with placards and then time will come back. So Mr. Moon. >> You know, one thing that I was not able to ease with a
winter break as return as we too, may not it right. Is >> 10? 10 busiest days. As
stays do not include the holidays. So Christmas Day and you use the tools to holidays. So if they are not included 10 business days and what they could extend to. 2 and half
weeks. You need days. So make it 12. So it off. So that's that's way too long. That's
the way to days. You could say just. Calendar day. Now 10. 10
weekdays. Are you is that done? Yeah, I have some additional comment. to being.
So my much longer than you used to be result of that to some of the to sticks it. >> So I'm going tst say
that I'm good vid. The number of holidays mentioned year of I did not support Veterans Day to be a school during the last
building and it's she's it shows the or day. I may be okay with that. But I really wanted that to be highly did too. That's my opinion on
that. And like missed an unsaid, right? Ideas, consistency. That's what the community is saying. I don't want to put space specific language in the policy
document and get to you know, just make it more. And like a gender it and they I think I like that approach to put it
as that kind policies to make our school system give book, you know, consistent the edge of destruction. The so I would
like to have poured onto that talked and I would appreciate if Argo men's can you don't consider our non. Non governance. People locked
hearts into action. Redo the word work. That's why we're here. And well, I know, but I'm in a night. So I just want to make sure time people are
dead. They don't get hard. and I I feel like the also like some people hold onto their pocket believe in that what is right. But that just because
they believe in it, doesn't make it right. So the board has to decide that right? So I particularly saying the lady
that you are. You are you are specifically doing that. But overall, I've I've seen that venue, not in the room. Things can happen, but you don't want to happen. Well, this will come to a board vote. I think that the sense the these are outlined in the policy that
governments brought to you. >> That that was the feeling in the room of governance and sounds like you're in agreement with what's in front of you. So I think were
represented in the room when it comes to these days. >> Yeah, I'm just saying the vibe is the Yeah, I do mind on that. Thanks. Thank St.
John-Cunning. No, I'm sorry. U.S. agent. >> Mr. Dan. promised and Section 4 So just to clarify,
once a student holidays here. With diesel to be teacher workdays are that's just because I see like, you know, Labor Day and 4th of July, imprisoning people. We would be asking teachers to work
those days are what we. the chair just from the way it was listed here. And I guess when we have the definition of stunt, how does help? Is there been any more some folks We've
tried to reach out to minority Faith Coalition. And I will say I met with them while back and it was shared me. That was one of great examples. Are people different views come
came together and collaborate and work things out given played snow again, maybe perfect or not, there is not a perfect counter. And so it's probably worth saying that out loud. But have we heard more
from them or had more engagement with those kind of groups to get a sense of where they're at with this and so forth. Put that out today. Borders to doctor. If you've
heard from that group. Okay. And again, this is. Termed an in middle child's trying trying to strike a balance here. But is there been any thought given to some of these? And we're gonna
selection is always on a Tuesday, for example. But to treating some of these as a as a holiday day off. If it falls on a Monday Friday and then and if it's Tuesday, Wednesday, Thursday, again recognizes an imperfect
solution. This is a difficult problem. trying to balance competing interests here. But do want to put that out there again. A 5th. At school divisions do this where, you
know, if if like I said a felony these religious holidays falls on a Monday or Friday gets recognized and if not, it becomes a uno de. So this may. Last comment. I
think. I think capturing that note. The St. John-Cunning and then Mister McDaniel. >> So appreciate all the work that has gone into this. And
the thing about this is that. We're trying to balance competing priorities, not saying that one is one point in the other. And and that's what's difficult. And that's those are the decisions we have to make. So I do
appreciate the work that has gone into this. And, yes, there's been advocacy for the 5 days. I've got mother saying we should just go to a four-day week. So again, it's always some of the loudest
voices that we hear and I've gotten like. Absolutely no holidays. Let's not do any holidays. So there are competing priorities and we're trying to balance what is impossible. And there are some
people are not going to be happy and we need to recognize is we're trying to do the best for students or staff community. I appreciate this
work session. I appreciate the engagement and I would just offer to the rest of the people that are here that are normally not in governance. Whatever suggestions are, please email the men because
that doesn't mean that just because you're not at the committee doesn't mean that you don't have a seat at the table. I heard some great suggestions for today, but this is first time we've had to discuss it. And that's what a work session is for. So I
appreciate the feedback in the engagement that we received. And I just want to put on the record that. These are all competing priorities. Any
faith date is holy to that person. And we have to respect that. And I'm glad that our community does that. So just. My $0.2, if you really feel
strongly about that email, the chair people in governance and every we will take everything into consideration. Thank you, Mr. Daniel.
>> So to the topic at hand, that was requested to be discussed of the Holly. I'm fine with the section as is, I think with the technical it's around business day versus workday. That's fine, Mr. you
he's the math exercise. It convinced me that calendar math is harder than boundary math. so anyway, but I agree with Dr Anderson's comments versus shall and community
engagement think that takes care of that. You know, I agree. There's no research necessarily showing the five-day weeks produce different outcomes. But I would suppose that means the
converse of there's no research saying it doesn't. I if it's a neutral factor, it's a community is generally wanting five-day weeks. If
it's unusual factor. And if the community is generally wanting five-day week, I don't have a problem saying in the policy that that's a gold. I worked with Mr. Donald Language on a motion that I agree to second. Which put specific numbers in there and
has very clear with him. I don't know when a support the motion or not. Because I don't know where am on specific numbers, but I'm happy with the language as is that says we are striving to attain five-day complete weeks. I
have a technical question that I forgot to ask him smear her. Mind it when she said elections, we haven't there that it will be canceled for substantial number of pretty words substantial. Isn't there
what? What is substantial? I actually added that and it was because it was actually the special election for the Braddock District is the perfect example. >> Is that we probably can manage it it's one district
that is has a special election. Irwin, smaller congressional, you know, like not congressional but one smaller legislative district, but we can't necessarily do it
when it the reason that we did for the congressional seat was because it was over a percentage of our schools. And so it was that was up to the superintendent, but it was over 50% of our school slime.
That's should be just say, over 50%. I guess my what is the definition of? So I agree with your comments, but I guess my question is what is definition of substantial?
>> Anyway, like governors can figure that out just whatever you want to do. There needs to be a number in there. I guess
my point and numerical number. lastly, this is a I I have never seen a school division outside and I was in public schools in Mississippi. So take that for what it's worth.
But the month, the Friday before Labor Day, you know, having a holiday and I know is the compromise of the Kings Dominion Law. And I I get all of that. So maybe I'll bring a
motion to put our legislative package to roll it back. not just goofy to and Mr Mode and I will have a conversation offline about one week of winter break versus too, because that was a historical
change, I think is contributed to the mess that things have have become. I'm done. >> Okay.
>> So I just I I do have one question. I 100% support and believe in community stomping engagement. I guess my question is if we change that from a maid was shough. But
the policy also dictates the dates. Then I guess the community input is simply around more or less the length of things like winter break spring break or Thanksgiving.
If we're going to name the days in the policy, then we're
not. days are not named. and I well. I agree with Veterans Day being day, but sun setting the policy that exist around
Veterans Day which by the way, I did vote. To make Veterans Day a school day because that's what the policy stated and I fall policy. I agree with my one of my colleagues
that I would prefer that that be a holiday. I understand the appetite for not to be. And I voted that direction for next year. But just because it had its own stand-alone policy
doesn't mean it has to be name is no day in this policy. Because I don't really want to name all days, but I'm fine with it being named. But I
kind of just like those being operated like on the calendar. So we also need to talk about the survey. Speaking of community input. So I'll just
put it out there that I. Personally and I'm going give back to other people. But I think we need to focus energy on here because if we're going to yeah, get the input that many things happen sooner than
r. And I would just say that only have an appetite but I but I have an appetite for, B, B or C and maybe, you know, anxious to hear the people
people's thoughts. I do believe that. So I think with that sort of in mind, I'm going back to Dr. Anderson.
Since it just come back to me. St. John-Cunning. Mr. Dan.
Just around the. If you back in touch my sons from the conversation couple weeks ago was around one making good use of that feedback tonight asking for a few back every
year. And again, this is decide today, but just for the input may be working some language around reviewing everything, conducting comprehensive review every 3 years for the committee.
That's at the data. But I agree with the sentiment shared weeks ago that reviewing putting on a survey every year, you know, having volunteers, it's a further look at that could be low.
it's up to over correcting versus the full Anderson. >> I'm the one that's strongly
advocating for it to be a no day because or for Veterans Day to be day for 2 reasons. First, it's the only federal holiday that we don't give off isn't just the list of holidays the other what the
reason is is that. Our community is why widely. And agree with the not in agreement as to how this should be laid out. And I
believe that day, in my opinion, is the happy medium between so that if you have someone that really wants to take their child to their unit and go celebrate Veterans Day with their with their units.
They can do that, but otherwise than they we would still have something at the school related to to honoring the tradition. So I am I also believe that it's the only
cultural. Observance day that a little bit different than the rest of them. Many of other cultural observance days are really focused religious holidays and not necessarily
this is really it's a different it's a different reason. And so that is the reason that I'm advocating for it to clearly be outlined and also it. If we don't do that, then we need to identify
clearly that Veterans Day will be a day school. So Dr. Anderson. >> Thank you. I do want to
share. 2 quick things regarding the survey. That was something that I advocated for and I do not want it to be a yearly survey. I think you need a little bit of time. That's what I said in my
comments to Doctor Reed. When I spoke to that motion, I think every other year is fine. Every year is not that helpful and it is going to be it's should be informative in
order to give some way for us to perhaps we view policy. Speaking of the survey that is in front of us, I do want to lean into the one that ranks
the different options because this is 0 sum game. We can't do it all. So we'll be very helpful in instructive to understand. Where does the community fall in terms of
what is the most important if it's a 5 day winter break, so be it. So I would like to have the one that ranks the
different options there. Were you looking for something more specific, Dr Reid, whether it's B or C those accomplish that? If go back to Page 3 of
the draft policy. >> That's post Page 3 of top where it says community engagement it says feedback may address start mandates. Timing of breaks in alignment
with regional school divisions. So in a sense, it's outlining what the survey really should encompass. And so that was was originally developed, which did not
include feedback on religious or cultural holidays. So B and C do include Ranked choice.
That includes religious holidays and cultural observance day. So I just want to make sure. I mean, meets
the expectation of that paragraph. Number 3. And if the board is going to list the holidays in the policy, then. I don't know if you want to
about the list again, it's a question now. It's a fair question. >> And the way that I see it is the feedback shower happen. But the questions that asked
what's listed here may be asked. It doesn't have to be all of those things. But I think realistically speaking, they're going to be some areas that are a little bit more defined than others. But I
also think it could be pretty informative to the schoolboy to inform our decisions when it comes to these policies because next school board that gets seated in 2028. may decide this is all moon and
they want to do something differently, at least having this kind of feedback from the community gives some to decision-making even at the
policy level. So I don't know if I'm is that's my long way of saying I don't know if I'm as worried in terms of what it says here because you can add to it. You can subtract from it. It doesn't have to just be
those. And appreciate that. And I'm looking for some consensus on whether the board. >> Feels that a B or C are
going better meet their needs. Mr. Anderson, I I think that I would advocate for be because I feel like it still gets to the rank order and it gives us a little bit more detail than
the than option dead. But it doesn't go too far in 2 other concerns. So I think that for me be would be a happy medium.
>> And I do have a question for staff when we get a consensus on this. How long is it much time should be a lot of to get this out and then be
able to evaluate data to inform. The board vote on future calendars. >> So thank you as lady. I believe the we wanted to provide this for a board vote
the July meeting >> and because it will connect to the calendar and we'll have to have new business, which will back it up a bit. So I'll ask Miss Nield to have either you or someone from your
department be responsive to from the time of putting the survey out to when we can have data in such a way to inform that what we realistically think that
>> So that you read, I think we if we kind of backward mapping from the date that you need. And I think what I want to kind of fact that it's not so much about how long it takes place this weekend
expedite. There's certain piece to be really can such as a translation. But I think it's the timing of when us ending this survey would be really important because 20 and school yard. But I also
want to share that historically. We had very low response rate. Whenever we do family survey. So it's it's a long it may not be the question. I mean, answer you're looking for, but I'm
saying we can't act to try to bag map from the date. But I also want to be very mindful when we send given all the end of school and other priority
payments may have. So I think we could provide a suggested timeline in the Friday letter.
Okay. Doctors of Ms. Dixit. >> Just little surprised with one question about the survey. Why would he want to community whether they want schools on
federal holidays like that question. reduce the number of federal holidays. >> Because that our home, they they want to, you know, keep
their kids, fed them. And slates a no-brainer. >> Hopefully they want to give the some. But that question,
is there a God thing on all options? I just wanted have look on that. fair question. I
think we're just looking at ways. >> All the possible variables, if five-day weeks are a priority, then what are the things that? Are involved in five-day weeks? And there's
not for whatever reason, has not been a requirement that federal holidays be. Federal holidays. So I think that that was a question. I think that
the team felt was related to the goal statement the board had around 5 day weeks. >> I mean, could be anything else than this question like I I will be like, do you want
work? Go to school on Sunday like something like that bait. >> Of them. That's 200 tons. I mean, it's a it's like a that question. I really take off
from the list if I was the surveyor. anyways, if you're trying to >> get to everybody's input. My only question Dre left is
what if only few people who are pushing this one agenda that agenda on setting the surveys that is going to be a unique ID for person that they
make calls and response from same person weve sure had that question. So somewhere in the past that must of happened. So Ms, Kim, do you want respond to that, please? Yes.
>> We actually use qualtrics platform and we actually have the directory of the pants that we have. So we actively feel, Terry, those who are it
be more eager than others, too, express their opinions. >> That rate you have
additional questions. No, I just wanted to say that. I think given that especially the statement that Dr be just made about. >> You know, we want to know
where to go since 5 full sense five-day weeks are important in response to the federal holiday. I think I want to
lean into survey C. Thank you. >> All right. So I think ideally, we could wrap this up
if we could get consensus on one of these options. We can because they're not posted, OK? So we'll pause on that. So not seeing any more placards.
We do have a little bit of time to revisit the Skyview boundary conversation. I know there were a couple for folks that still had questions. Some of the turn it back over to MS
mayor in and mystic's it to. Continue that conversation. Thank you. Mr. Moon year, view or boundary Skyview. The
sticks it would you like to begin? >> Yes, thank you so I just want to do with to continue this conversation, which has kind of left off or year I
don't have any questions. and at this moment, but make some comments softer my colleagues have. chance to speak. So Mr.
Moon, you like to go ahead and then Dr. Anderson. Yes, thank I think I heard a subtle thing started as Mr Moon and then Dr and or so. think I'm okay. If
you want to go first. I'm an old man. I I got a little bit confused as well.
Conversations and versus what's on the slide slide. 9. This is bullet 3. It talks about conversion of the existing elementary in Pre-K
classrooms. We keeping converting them because that's a little different from the comments that you made Mr. Gordon. >> So it's part of to the
process of bringing school within our standards that will convert as needed to make sure we have a no space to eventually House U 2000 students. >> Right. So I've only been at
the school twice. And so the space that I think I visited that was the Pre-K space. you thinking we would take part of that if we needed to? Up to
all of it, if we needed to. That's what I'm here. elmentary. >> Primarily elementary space. But so there is a Pre-K space in the building that is
separate from the elementary wing. >> And so the wings in question that are the elementary wing, those would be converted to support. >> High school students. But
you see the statement that I'm referring to, you see the 3rd bullet doesn't really say what you just talked about. What you it doesn't reflect what you just said.
>> We can clear that clear that a put the Pre-K spaces, the PK spaces. >> are will remain in the building. They are not being converted.
>> And my last thing is just I taught I asked this earlier in terms of where the funds are coming from because please help me better understand. We had the 150 for the purchase
which were taken from other projects. Where are the dollars for the construction coming out of more specifically what is not going to be done so we can achieve this because we don't have any
new dollars. >> Existing capital funds that we get every year. We'll have to get back to you with more specifics. I think we've had
several times we've provided spreadsheet, but we can get back. Get back to you on that bring that for this afternoon's conversation. Thank you. That will be very
helpful. >> Mr. one question regarding transportation. That I do
understand that the invitation been extended beyond those 5 scorers. And 100 over the weekend that. And I saw penalties have been apparently
informed that. For the transportation could go to people drop >> Yes, just as all the other high schools that were facing
at this point, their depots are hubs that are running that are able to be used in. Those have been shared. >> He'll be no limitations, right? Kind going to cop
certain point. No, Okay. Thank you. Reid and regime. Thank you. The only the only real
question I have theirs. There was some commentary in the previous round on this. And, you know, I kind of agree with certain extent. But for those impacted magisterial district
board, and I think there's was Dixon a smear missed. Do you have? Do you have impact with Skype? You? It's like I can't remember technically yes on
Okay. Well, for the for the just aerials in the 3 at large is constituents are going to be impacted by this unit for the second and the 3rd round. Is there a particular I mean,
can we be given a preview of these maps prior to just to maybe protect, happy to head to any okay. We did get you the we did give a preview. >> And the Friday letter of
the prior maps on a Friday prior to the Tuesday release. Having said that, I think it would be helpful. >> The? >> I mean, for sure, depending on how quickly that there's going to be some pretty quick
turnaround, adding a 3rd cycle and only 2 weeks. So but as soon as the I mean, essentially, I got them to you as soon as we got them from
the consultant. So happy to do that. Thank you. That was a
>> this matter and you want to I do think I would like to see the expanded budget for. Doing
the 3rd round. I think when we get the design. And pretty tired at this point of the day, this is not the end of the day time. I was hoping
for. I will share a few things I have to follow up to get actual commitment from the superintendent. But constituent ask that the April 28th meeting. What was the criteria for considering the
feedback that people are giving and this was the same question that I heard at the very first boundary meeting I attended in the fall, you know, is that the people in the room or the loudest, we're going to be heard and the
answer given was very vague and just said the Boundary Review Committee will review the feedback. It's people are seeing that there's not the detail coming forth that
they're seeking. Also, I would like the slides from today to reflect some things. You know, these slides are public records and not including the
update on the comments received the thousands and thousands of comments received in one week is not being authentic to this work for now and for the future. So I did
send e-mail around asking that either the slide here be updated to say that those 1400 comments were before the maps
were published and or showing that what his ended up as a result. My colleague said earlier the slide about future capacity due to construction.
This becomes a historical reference document. The consultants documents show the potential growth from households residential construction. But our slides you not. That is insurance for
us. When we want to go and advocate and look at what's been done, also say finally, when we vote on the comprehensive boundary and the last minute changes earlier this year, I made a point to
say, please don't wait till January. Doctor read too finalized the other boundary adjustments that forthcoming because we know this year that people were waiting. You know,
with bated breath for their schools were going to change. And if you present to us in January, the boundary changes for those for other areas where people we just discussed this. So again, I just don't understand why we wouldn't try
and make it easier for families. And give it to the board in November. December. So >> and get this matter. And I
just at the at the lot, some of the some someone else want to speak no, no one. Okay.
This was a sudden change for our community. I understand, especially the elementary student school veterans were surprised. >> And many of them, like I said, do you thousands emails
messages to me? >> I just follow on the response from superintendent in it. And the Miss Mama to the sped up. >> That they're taking entry
off the table. Pretty quick. Just do and be. Already. I'm sharing that information to the community because I want to make sure that they also
understand not everybody is watching the session. So I'm I'm use my tools send messaging out. But the support and the engagement got from
the community was or voting. This is how fcps walks. It's like our parents, equal partners. Their voice matters. And then they came in the room and the spoken, the die-hard
them that that's the part of the board is to hear from our community and then take action accordingly. So in I had really supportive conversation, understanding
conversation on the meeting, be respectful. They didn't have anybody coming in and, you know, throwing stones at does. Thank God. But I I was I
was pleasantly surprised the support system we have. I was so thank you, too. All the bankers we got who gave with us. And now they are basically
together in this and this group of veterans met me last week. Lot yesterday told me is there anything they can do for our school system? And then I
said, yes, Feeney need money. There advocates not to get money from state local what they can. So I just meant to
say, I mean, I tend to a baby thankful for the support we got from both school system and from my parents for guy is
going to great. Thank you. Your feels. So I think nobody else want to speak anymore.
This work session is a judge has all 05:17PM.