Board members back the table. Wind,
2, 3, 4, 5, 6, 7. Okay. We can weight. Why are they walking
out? And in one more board
member? One note.
No comment. Okay. So the June 17, 2025 work session is called to order at 12:16PM. Mr. Freshest submitted a written request attend this morning's meeting
virtually due to medical conflict. >> Mr. Fresh is located at his home in the Providence District, Mr. Fish, please check your audio and visual United's. Well, I wouldn't be
on screen right now. Mr. Fresh and I think you can hear us. Mr. Maccoll mean we need just a minute tax having some
issues. Okay. While we're doing that board members, you were sent you the script. So
please make sure that look at
your e-mail.
>> Mr. Fish. Can you hear us?
Mr. Fresh. Can you hear us? Should we come back to the ground admission?
>> If you want to go ahead and vote in all 3. So that way, they're just on the record Great. A case of Mister Dunn, his assessment of it written request to 10 this morning
meeting virtually due to medical conflict. Mister Dunn located in Mount Vernon, Virginia. >> Mystic's it has submitted a written request to attend this morning's meeting virtually due to medical reasons. Mystic's it is located in
Centreville, Virginia. Mr. Fresh if you their key test your mic. In order to comply
with Section We actually need a vote on the sticks yes, please. Mister Yes. All those in favor of having our 3 colleagues joined virtually C.
Dr. Anderson McElveen. Saint John counting Mayor make and
it's at well, maybe and Moon. Okay. Unopposed. So moving on, disclose meetings, compliance
certification in order comply with Section 2. 0.2, 37 12 D of the code of Virginia is necessary for the board to certify that since the Fairfax County school board convene a closed meeting on June 17th 2025 to the best of each member's knowledge. Only
public business matters lawfully exempted from open meeting requirements and only such public business matters as were identified in the motion convening the closed meeting were heard discussed. We're considered by the board
during the closed meeting. motion second lady, all those in favor. Unanimous. Okay. So
close motion. Number one I call on Mister McDaniel from Ocean. And someone share it
him. It's not an issue says on that credit. I move that the
chair of the school board authorize execute on behalf of the board, the contractor Assistant Superintendent Region, one. >> Is there a second by second? All those in favor.
That is unanimous. Madam Clerk, policing have vote. That unanimous and carries.
Moshe number 2, I com this man from Ocean.
I move the chair. The school board be authorized to execute on behalf of the board. The contract for the chief of facilities, services and capital programs. Second.
All those in favor. That is unanimous. as well. Miss Madam Clerk, please announce the vote. The vote is 9, 0 and GMs
in carries. Wonderful. Thank you all. So moving on to AG annual report and risk assessment and audit topics. I now call on either General
Esther Code for a presentation on Fy AG annual report Fy 26 risk assessment and audit topics. Thank you. Miss the MAC live in. So good afternoon, everyone.
>> Thank you again for the opportunity to present today. And before we start, I would like to introduce my team member today. We have Luke who is one of our CNN on better.
And we also care who is one of hourly auditor within the office. today we have 2 items to cover and the first one is
about fiscal year. 24 office of Auditor General, AG annual report. And we also have our next year on a plan. It's
interesting to use the term next year is actually next year. Fiscal year is only 13 days away. So we will go through kind of what the audit
committee and my office proposed with the host school board about the topics. it is also our first time to come by in this 2%. Haitians together.
And I believe that it will provide the board with more off the necessary. Look, bike about what our office has accomplished and also looking forward about what are the
necessary audits to covered. And you may have a questions for me. So how about the current year fiscal year? 25 so with that, the audit committee has been working
tirelessly throughout the fiscal year, 2 overseas to work off off of my office. And I would like to especially thank visit Mike Levin as a chair and also the audit committee members who we meet
almost every single month to go through a lot of the audit topic. So really appreciate for your time. So before we dive into topics today, I
would like to say a little bit about that. Her and fiscal year. 25 and we are proud to say that we have completed all the audit work approved by the
board with the only exception is the local school activity, fun audit as year-end. And we cannot really complete that audit to after the year and so
that is the only one thing that is open. And I would also like to take this opportunity. And I know Doctor Rhee just walk away, but I really appreciate for her leadership
throughout the year to collaborate with my office so that it allow an objective evaluation off the system, processes. But at the same time, allow for a
collaborative approach to work together to improve. So with that, we're going to start to talk about the last H e any report for fiscal year. 24,
that's what I meant. Before. I kind of go through details are would like to kind of remind especially those who are watching today work sessions that the office of Auditor, AG
reports directly to the school board and also per our audit charter policy. 1, 1, 0, 5, that my office has unrestricted access to all school division information,
which is relevant to the areas under review. And I would like to start with that because it is very important in order for a effective any fish, an audit function to work. So I really
appreciate the school board to allow that to happen so that there is direct line of reporting from my office to you all. And within this independence structures and
access it allowed the office to carry out the mission effectively. So what is our mission? Our mission is to determine whether the ongoing process is at Fcps Fairfax
County, Public Schools adequately D signed functioned effectively and efficiently and be fully accountable to our citizens. And then we
achieve this mission, the or the FOP hilo's off work. The first one is risk assessment. Second is internal audit. The 3rd piece is fraud, waste and abuse in Curry's. And the 4th
piece is outreach and education and I'm I'm sorry clock that I have been jumping back and forth. may be difficult to follow the report, but with that, then we
can now go to Page 4 which start with AG value. And I I believe that this is the core of why we're here today. So is
the so watch component, right? So what AG offer? 2 fcps? And when you started looking at to know how we capture our fellow
services this table demonstrated to that that our more efficiently compared to a lot of the other school district internal audit shops. And at the time when we p para
this report, we the latest data data set that we have is per the Council of Great City Schools. That data was biking like based upon. 22, we
literally just received some new newer data and then we can reflect upon that for our new kind of like new report. But as you can AG has been working
more effectively than other school district in turn to shops in terms off number off, auditors per budget. Number auditors per student and road.
And then also the percentage of the audit plan complete it. And also the percentage of recommendations acepta by management. And then moving on
to Page 5. It some other measurements off AG value and which include that some of the surveys that we conduct it on
our state holders which is on Page 5 of the report we love to hear back from our internal state holders, right? Weather
the audits, provide them with overall value like increased like they they learn something new from the audits whether the pope host audit recommendations, a feasible to
not through all the process to we, Camille, okay with them about it specifically about the findings and recommendations do we have
entrance and exit meeting so that they know what is the expectation for the audit and what is the kind of like the key audit outcome. So we got
100% from the 8 August surveys that we were able to collect. And then at the same time, we also if we can scroll down a little bit more down that we were able to complete all the
audits on time as well. And then for the fraud, waste and abuse in Curry's we have received almost 80 situations during fiscal year. 24. And we
have conducted preliminary reviews on all of them. And what preliminary reviews mean is that we have review every situation that put come to our
attention and then we reviewed each one of them coating to policy. 1, 1, 0, 7, which is to policy about front ways and abuse as what esta regulation,
14, 10, which Gavin, how we conduct the review. And then I know that we have to discuss with the school board a little bit about the returns on investments. And I believe
that what we saw on the screen is a qualitative. And now this is about the return on investment about Office. And we do understand that especially nowadays with the
budget is a little bit that tighter. Then it is more important to look also at the financial aspect about how much maybe we could
potentially avoided because BP because of our office or the audit. So we constantly looking into that. And then I would like to talk a little bit more about that in the second part of the
presentation about the fiscal year, 26 audit plan. So with that moving on to Page 6 that he started with our first peel off work, which is risk
assessments. because we're going to talk about the upcoming year risk assessment. I was safe. I would like to say for most of the discussion, want to take place
in the next session. But then we we do try to collect many different like feedback right from, of course, from school board from the audit committee and also as well from the
leadership team and also from our our employees within the system during Fy. 24, we have collected 100. I believe 100 employees speak back and then
talk more about the fy 26 process in a little bit. And then going on for the fiscal year. 25 I talked about that already so that we can. I
think we can go over to Page 8, which is Sarah Pilla off work, which is to fraud, waste and abuse. And Luke will help us to talk a little bit more about the internal audit work
in a little bit forefront ways and abuse. Like I said before we have received 79 cases in last year. And then we also
include a breakdown of the cases here as well so that you can see the dynamics about the types of concerns that we received, including, you know,
documentation, news of SS Residency accent Raw. And then patients 9.10 of the report cover our last peel off work, which is the outreach and
education. If we can go down a little bit more of on report. So outreach and education
which is listed on Page 9.10. So again, I cannot help us 8. Is that the audit us and thank you to you all. To help us to promote. This is our and we
have reached almost 5,000 subscriptions back in November of 24. And thank you so very much for collaborating with us to share that with your about this kind of like know
reckless updates that we make to, you know, public and also to our staff employee to our employees. And then we also keep on updating AG website.
So if we can go a little bit down, more on this report. And we also continues to provide a lot of training and education.
So during last year, you know, we provided scenes. certified by the National Association of State Boards of Accountancy. We provide training about life
for par and 4 year working very closely together with the division And then we also provide training about see something, say something. So to encourage people to report
concerns. And I also want to thank leadership They allowed us, you know, to present at last year leadership kickoff so that we can talk about the
Paris Olympics and he seems that it happened a long time ago. But we were able to use that PA all I asked to lend it back to audits. So as you can
see that we talk talks about the key findings from audit from school audits and they are P purchasing activities. They are related to the
Athletics and also the collection of cash right? And the are is reconations. It is irregularities in time keeping and has the sufficient documentation with doing that.
We are hoping that we can continuously top to be. To the school-based administrators to bring it like at the front the front of that because I know that they are bombarded with a
lot of different priorities so that they know that, you know, making sure we are a good Stu, what a financial transactions equally important. And then we
also hosted a DMV auditor group with AG out that we have like about 20 auditors that we meet. We're in the DC Maryland, Virginia area that
we can exchange, you know, and benchmark and exchange ideas about audit. So with that, I would like to transition to Luke to talk a little bit more about the internal audit. And
the odd is that we conducted last year with the key Reese out and then we are moving on to Page 11. >> Thank you. So the. >> My guests to mention, we
completed our fy 24 audit plan in October of 2024, we're now currently on the fy 25 planned. But for 24. So for
Fy, 24, that performance audits that we completed, where food and nutrition services where we identified to moderate risk findings and one low risk finding these
findings highlighted internal control weaknesses, a lack of benchmarking and identified key performance indicators and needed updates to regulations. We also completed the
facilities maintenance audit where we identified one high-risk finding and for a moderate risk findings. These highlighted internal control deficiencies deferred
completion of prevent Preventive Maintenance Work orders, a lack of benchmarking and key performance indicators and inefficient information systems and a lack of
oversight over compliance for the grants performance audit. We identified one moderate risk finding that highlighted noncompliance with Fcps grant requirements specifically for
grants totaling $26,000. We're not fully compliant with Fcps grant requirements for the IT systems access audit. This audit was exempt from this closure due to per Virginia
code because it touched on information systems. Technical information that could leave us vulnerable. And lastly, the local school activity funds for the year ending June 30th
2024, we did not identify any findings that we didn't know the existence of risks related to current cash receipt processes. Additional information on these audits, the scopes objectives and the
results are pages 11 through 14. And these reports are also publicly available on board docks as well. We also completed continuous monitoring procedures for non
appropriated and appropriated transactions at schools, where we analyze data extracted from various financial systems and reviewed supporting documentation for those on a quarterly basis. And we also
reviewed time and attendance data extracted from my time, which is the time keeping system for fcps and as well as local and non-local travel expenses that are captured in
the online travel application with no notable items of concern identified for many of the continuous monitoring procedures. Fobusiness process audit says allow us to conduct additional detailed
testing in schools with issues identified through continuous monitoring, as well as recent turnover in positions like Prince, more finance tech, administrative assistance or at the request of Legion
region, leadership, school principals or financial services. The majority of those findings were low risk. We did have 2 schools that had a moderate risk finding related to the completion of
the financial management report reconciliations. And we had one school with a moderate risk finding where payment was made to fcps personnel that. Should have gone through the
proper payroll process. So when completing these performance audits, we make recommendations for management to consider. And we follow up on a quarterly basis to
determine corrective actions that they have stated have been put in place address the identified issues within the findings. Some audits with outstanding recommendations
are detailed on Page 16. And with that, that's a summary of our fy 24 audit plan results. Let s to wrap up. >> Sure. So I think with that
we can, you know, turn to the presentation and and then we can discuss both presentations together, but last but not list on the annual report Iowa
D*** Lines will, of course, Cs during the audit. But they will also see s >> 2 wars, 2, because we follow up on all the patients throughout the process. And
this year we have been, you know, working very closely, Doctor Rhee team and also Marty Smith has been helping you know, to making sure that recommendations can be obtained. So thank you for
that. So with that, we can switch to the second presentation. while the clock is bringing that up and I maybe I can start talking so
that we can be more efficient use of our time. So I would actually like to start on a slight for off this presentation because we already talks about the
mission, kind of like a objective already. So I do a little bit of Lee Dean about risk assessment in the first presentation. So on this slide, you can see how we do
how we date risk assessment in the upcoming year. So we identify audit topics. And this year we have short list identify 47 audit topics. Any
not him off. 7 auditors is just impossible. As you can imagine for us to do all the 47. So we prioritize the audit
to topics to step, to hear. First of all, we examined benchmarking data and we have collected. 21 internal audit departments across the nation's to see what they
looking at. And then we also solicit feedback from you all and also the audit committee members. And I am so glad to say that we collect feedback from odd. A few 14 out of 14,
meaning 12 school board members plus to to audit committee city community members. So I'm really thankful for that. And then we also get feedback collects a
collective feedback from employees through interviews and survey and then after we collect August data points, we analyze them via the financial Accenture risk and then to
really come up with what we post. So with that on slide 5, shows kind of our reset. So maybe we can pass for a second
here. Here is the resell that we collected from the the next slide. Sly 5. Thank you. Thank you. So here you can see the
school board and audit committee members Reese outs and let's step kind of what is our our Earth. A call to be the Pine Manor primary, meaning that they will be the
topics that we will be looking at doing fest fiscal year, 26 and then secondary will be the next 2 to 3 years long term. He's after maybe like in a 4
to 5 years time. So as you can see that the yellow highlights those that with maturity interest by the school board and audit committee members.
And then the slide after wars is the key outcomes. So the key engagements that we propose to looked at our full of them, which include health
care claims management, hourly employee structure and stipends together as one human resources related topic. And number 3 is school and office
safety and number contract related audits. we'll be talking a little bit more about the Wat with each topic in a little bit. And then up,
we do have one carry over and gauge men like I explained before. We cannot does something before year-end happen. So that would be the local school activity funds audit. And then will continue
in an annual basis to look at the business process. Audits, continuous monitoring and also the upcoming year local school activity funds audit. So with
that, we can go on to talk about the key metrics off each topic, which is on the following page. So here is a kind of like a report card right to summarize kind of the
key considerations that we used when we come up with this pie. Mary topics, it includes the internal stakeholders. It included a whether those
topics were identified through a benchmarking on not as well the financial infomation and then also the support the recommendation from the school board and also the
recommendations from employees. And then the slide. After worse, it's kind of verbal lies that outcome
right? As you can see, that's tight pens or regionally was listed as a separate audit topic. But because of the lack of a better word, a popularity
or the support from the school board and from the employees. We combined a stipends into the hourly employee structure topic and become one topic.
And then there may be some wondering Ys, hey, why some of the topics get a high counts. office of Auditor general is not looking into that next year is because of the
following reason listed on the slide. And I would like to highlight that 40 curry and technical education pole got programs. I will continue to
include the components off, you know, catch collections or the process of how we handle. For example, the the auto
technology programs as part of business process audit and continuous monitoring. So we will continue looking at CTE program. And then it will be
combined as part of the school audits. And then the next lie will share with you all about the timing of when each of
this August, what took place. And then the folk going on on slide 10 through the ads will be talking about the Watts
within each topic. So we can go to slight head. And I think a lot of fixed. But already with the local school activity funds on it because I feel
like that. I talk about this audit every single year. It is record of requirements by the code of the that we looked at. It annually. So why don't we
go to the second one, which also kind of all regular audits because a K business education. So I do really believe that schools are
always priority. Number one. So the business process audits were allowed us to kind of go into the school to looked at to evaluate their financial
processes to see whether the transactions are reasonable and likely there's no front ways and abuse. And then like I mentioned before, the CTE Curry, a technical and
education Chun sections will be part of the scope. And moving on to item number 3, which is the health care
claims management as Fcps a self insured, has self-insured employee health insurance plans. We do think that that it is very important for us to
monitor how well our Office of Benefits Services is managing the expenditures that we incurred. So this is one of the audit that will be focusing on that. And at the
same time, also looked at the contracts that we have to see whether we are in compliance with the terms and conditions as well. To the extent possible that our office can
do and for this audit will not, you know, go to like, let's say, sick now will not go to, you know. At not to conduct claims audit because
that's not our expertise. But we will be looking at how the Office of Benefits Services is managing those expenditures incurred. So so with that,
we'll move on to slide number 13, which is the hourly employee structures and stipends as you can see, the objective. For this audit will
include to looked at whether those 2 functions hourly and stipends are properly authorized and utilize across fcps and then for hourly will
include the temporary assignments for XM and on XM employees. And then stipends will also include off athletic and academic supplement stipend for temporary
assignment. 6 Entra. So moving on 5 hits local school activity, fun scenes. We go over the scope already. We can skip over that. And then we can move on to school and
office safety, which is 6 for audit. Our scope will be focusing on reviewing the fcps safety and security requirements, including ongoing risk assessmen
monitoring communication and training what will be also do safest that as well. We'll go over to schools to to to check if those security protocols
are working out effectively. We will also select Semple contracts and review that compliance and accountability. And in the interest of time, I would just go through a little
bit faster so that we can save time for discussion and then slice any specific contracts. And we do know that contra monitoring is really important. And I know that the
school board seat is as equally important well. And for this audit, we would like to focus on 2 particular departments. One is the Department of Special
Services. The other one is the department off. Instructional services department who has been, you know, a lot of money on, you know, purchasing instruction, but heroes accent
raw. And so we want to focus on those contracts that a manager in by this to departments to ensure that they are following the contract's terms and conditions. And the number 8
is continuous monitoring will continue to do that, which is meaning that that will looked at the entire tee off turn sections incurred, particularly as for schools in
a quarterly basis. So with the hope that we can find anything that which may not go right the tact situations act
regulate irregularities or LEA. So that to prevent, you know, challenges from happening. And then maybe this may be the one of the last
thing I would like to highlight is on slide 18 every 3 years. Our office need to be audited by someone else, too.
So we will continue to do external peer review that all where we are working with the association of local Gotham
auditors that day was sent a team in to audit AG is doing our audit. And then, of course, that that the audit committee and the school board will be the first to hear the
reset out and per our review. From last time we got the highest possible rating. Is it? Chris led to an a I believe that we we got past with no management letter
comments from them. And we don't need to we take fortunately. Yeah, okay. So with that, I think we can go to the next tab which is on slide 20, which we have the
discussion here today. And then we would have the school board approval on July 10th and last but not list. I just want to thank you each one of
you to be with the journey AG. And I know that here we use a lot Akron So when I prepared for the presentation today, I'm thinking about it can also stand for one amazing group.
So thank you for working with us in this one amazing group. Together, we all, you know, grouped together and super thankful for the school board continuous support so that
together we can be fully accountable to our Fairfax City son. So thank you. Thank you. General Cohen, thank you, Luke. move time for for being here as well. Also want to thank our audit committee
members this year, Mr. Moon, Lady. >> And Misty John counting very productive and expeditious year. So we will move forward with questions.
We're going to take about 20 minutes. So Dr, Anderson. Thank you to the one amazing group. I like that very and
thank you as well as sir you the work that you do has been so tremendous over the last 5 years that some of us have been on the board. >> It's always been very stellar. So I appreciate that.
Couple of quick questions of the previous presentation. We talked about the the surveys, I guess that you did. You receive 8 responses. How is it
selected as to who participates and those post audit surveys? May I respond? Okay. thank you for the question, Dr and us. And so we
sent a post survey to all audits. >> Groups that we it and then we'll follow up with them 2 times. And sometimes, of course, we don't get a
response from them. So this year we got 8 responses. And then the questions that we ask is more like yes, Sarno, because sometimes can be. Challenging for an audit like
being audited. It right. But we want to make sure that that, hey, have we done, you know, entrance meeting so that, you know, the expectation and so on and so
forth. So we did reach out to all the audits Prost like departments or schools that we ought to cheering that year. >> So that would include all of the schools for home. Local
activity funds were audited. >> That is not only for business Does I apologize and is a good catch all time to get a gauge of >> the robustness of the
response rate. If you set out. I don't know how many you receive 8 back what I see. I think. Thank you. Thank you for the question. So I think that we can actually do a
quick math if we looked at the audits that we completed it, I think we listed it on Page 11, 2, 3, So we have done about
like 20, like a little bit. Last 10 short of 20 audits so then we got 8, OK? No, that is that's actually not bad at all. Thank you. One of the audit. So you talked about
with the second presentation is the health care claim management. You said your focus would on how the benefits office manages it. >> Manages the claims. I think
in please correct me if I'm wrong, anyone there were a lot of external concerns perhaps with the vendor. Itself. But that won't be what you cover.
So my wondering is if you find that the benefits office has been appropriate with its processees, how do we satisfy some of the external concerns that have come around this
topic? So I was say yes and no. And if I may elaborate a little bit, is that? >> When we say that we >> We will dit how the
Office of Benefits Services managing the contract. >> Right with Cigna. And also out with at know who has our dental plan. So we will check whether like do they meet with
them regularly. Today's study the trends off the expenditure, the medical expenditures incurred. So we will see whether there is adequate due diligence that internally we do and not just,
you know, approving the invoices that we receive from them. There are, you know, qualitative understanding continues discussion with the fenders. But in terms of the
services that the level like a quality of services that the vendors providing to our beneficiaries. That would not be part of the scope. >> So that would necessarily
be able to speak to the concerns that have been raised to many of us over the last couple of years over the switch because it's just going to evaluate processees not
necessarily. Satisfaction. Yes, a case. so we'll need to have another space to do that. Thank you. You also started to
speak about you also set to speak about the follow-up that you do and I appreciate that. Does the follow-up is it applicable to findings or just
risk ratings? Why cited just findings or risk ratings as well. Yes, thank you for the questions. So it will be applied to all findings.
>> All finding state with the only exception. So for all the findings about a performance audit, meaning like the process audit. So we follow up on every single findings for
food and nutrition services. For example. And then the only exception is with the school business process audits or generally business process audits. We follow up only on
the high and moderate risk. And we do not fall upon the low risk. And there's a rationale behind is because we already do them throughout the continuous monitoring and
local school activity. audit already. So we don't want to have too much burdens on school. So we fold focused mainly on the moderate and high-risk for business process
audits. But that's a great questions. So I would like to distinguish that. Does it make sense to you? It does. It does. Thank you so much for clarifying. And lastly. A few
years ago, this just remind probably a year or so ago you had some findings regarding booster funds, funds. >> There were some findings that there was some
recommendations made to the processees. I would love an update. It doesn't have to be right now because I. Didn't prepare you for that. But seeing some of the information here reminded me of it. I
would like to get an update as to what changes and maybe this is more of a Dre question. What changes were made regarding the findings that
the auditor general came up with the a fanatic. >> Booster funding at all at all. Schools. I will have to check with Mr. Cameron, get back to you. No, absolutely.
It's not a now question at all. It's just something that just came to mind as I'm looking at this. And the other thing. Not because can't thank
you. Great. This man. Yes, thank you. I actually was going to ask the question similar duck to Anderson about the health care claims. So it seems like it's not exactly
what we were >> going for, but I do also know that I haven't had a lot of input from the community that there are claims that are being processes such. So
perhaps it's been settled but out to look forward to seeing how what's happening on our end. The business process audits. So I actually just
reviewing materials. The superintendent had given us for her annual evaluation and, you know, there's some huge gains in some of the processes in terms of reducing time like
onboarding time and there's another another big few data I'm just wondering if you'll be able to capture those kinds of things and even see like over time, how efficiencies
have increased because those are really important. The compelling data. And thank you as mayor and and thank you all. So, you know, for the innovative ideas to write like that. We continues did the
same thing. >> But he's really good too to to to fertilize it, right. What is game to the to divisions? So we we haven't
really thing from that aspect. And that's what I I think for the return on investment right? That can be one component that we should start capturing in Upcoming report.
We do have show, you know, trends off kind of findings. What we're receiving the past and what we have now to show that there's that downward trend of some of the findings
so we can to totally, you know, definitely share with the school board and in that them as part of the any report going forward. OK? Thank you. Yeah. Anything that shows how
we're increasing efficiencies will be really helpful. The other thing related to the career tech education transactions. Does that mean looking at the >> online system that is
generally hosted by the adults Does it that platform? Not quite is more. So we will focus on the. >> now. Auto technology piece
where we have to be a Korean tech tech technical education, like helping to students to learn how to do that. You know that that transitional
services going forward. So during that that the the teachers right, for example, they have received orders. request from community members are from us who may bring a
car over there money is involved, right? And then also inventories are involved. So whenever SSI involved also increased level risk, so we
would lie to, you know, keep that in our 8 are cheering the regular school audit. got it. Yes, I had wanted to use one of the academy's to fix a dent in my car, but it was too late in the season.
>> anyway, try. Okay. Thank you so much. Great in the Saint. Johns County. >> I saw that.
>> And when you mention the auto CTE, is that the only? Part of the career and technical education that you're looking at because or other programs like the vet program that involves 20. But
not that the animal bit. I should so. You're looking at all of them. >> For as a start, we started to look into that. Marcia,
like this year fiscal year. 25 on auto time. Only because they are migrating from one system to and other system. But we can certainly consider, you know, the other, you know,
a programs that we have involving 5 monitor E money that because they are subject to the same level of risk. So thank you for that recommendations. And we can
certainly consider that yes. I mean, we also have the cafe's, you know, which I mean, they're all wonderful. I just we just want to make sure that they're doing everything.
>> In the right way, because that really helps the programming it helps sustain the programming. Definitely. Thank you. Great. Okay. Well,
seeing no further questions. Thank you so much for the presentation and for fantastic work this year. We look forward to. >> Continuing to engage in the year to come. appreciate
everyone. Thank you. Thank
you.
>> Going to move on to the annual reports for the foundation for Applied Technical Education fate. Pre-K and early Head start
parent Policy Committee annual reports. I'm really thrilled and excited to invite fate and for them to present their annual report. And I'm looking forward to going to go see
year. You property the open House. So we will be we have a packed meeting. We have a
packed meeting so we will be there late. But we're going to try to do pick meeting very quickly because I see so we could be then be great. We love that. The office. Fantastic. Well.
>> I'm pleased to be back again. My name Johnson. The president of I have. >> But on the board do thing out of Uvalde. Remember, do this most times? I work for
probably 20 years now. I was in the construction technology program in high school. I went high school as part of Fairfax County Public Schools. My entire life and we are back to
share all of the great news that we hopefully usually have with you all we use. We love being here because we get insight from others that don't live it day to day like we do. But you guys see everything else around the county. So
ways that we can improve questions. You guys have opportunities for us that we can get more engaged based on what it is that we do. We love to hear from you guys. Well over here. Greg and I are
going to do a little good cop, bad cop here throughout Let him slip through the slides as we go. But what's that? You want happen there? quick as I self as Craig Lewis and senior
manager for trade in the show education. >> And liaison to to fade as well. So see all the national cause in the county and then I work with that and all the board to make sure all on
things they does gets or students. >> And sorry, I thought you guys knew Craig not. working on. >> Well again, thank you guys. You want put to the first
fire. So this is a quick highlight of what we've done or what we're doing right now as probably most of you know, we really have 2 primary programs and a variety of things that we do outside of that construction
technologies. And then our student on a sales program beyond that generally speaking, we generate funds from those 2 programs that are using a variety of different ways, whether it be grants to various schools that fall
within. But it's really are mandating the CTE space or alternately. We use them for scholarships, entrepreneurship projects, so on and so forth. And so those programs are always trying to grow. Always looking for new ideas. We'll
talk about that a little bit as we go forward. But from a high level perspective last year, we sold lot 12 in our current site, which is our second side, even from the
70's, which is great. We sold for 1.0, 2, 5 million dollars. We have 5 more homes left to complete here. Be on the one that working on right now. You guys hopefully will mostly
come and see the finished product that tomorrow soon to be on the market and we'll talk about it at the end of the presentation. But given the fact that we're coming towards a real estate perspective towards the end of
our life at this site, given the time will need. We'll quickly hit on our needs. Going forward to move the program to a new site, probably somewhere in the early 2030's. And so we
probably get somewhere between 5 to 7 years left on this site before we need to do that. So it will hit on that at the end, I'm not gonna go through every single one of the numbers here except for the fact that I think we've updated student auto sales
towards the end of the year. And so we're now $250,000 in total sales for this year of that. About that number $187,000 has gone back to
schools with the balance of the funds being used. If a level to administer the program and then turn around, take those profits and put them into what else you see here on the street.
Residential construction. Most of you are probably familiar with the site we provide opportunities for students to learn effectively everything about the home building business on the site from
preconstruction when they are doing bidding and contracting for the actual some contractors work side-by-side with them on the site. Ultimately learning on a standalone basis in side-by-side with various
contractors that coming to work with them are some of which sue Rezin and I know you've been here for a long time and seen the evolution of this program in particular. We
when I was in the program built to house almost 100% by student run labor. Only. And so it took us 3 to 4 years to build a home. I came on site when we first started. We are
in Tysons and we were digging the foundation the day that I left would frame the entire house ourselves and they're coming to swing roof trusses. The downside of that is the students just don't get the opportunity to see the full
building process. And so about 10 years or 15 years ago or so, we transition the process to bring on more subcontractor labor to really solve 2 problems. One is allow students to see the entire
aspect of what home couction process would be, but who ultimately allow the students to understand what it means if they leave this program, going to the trades, what the expectation is, how
quickly do you need to move? What is expectation for equality and what is the demand in the could today? And so many of the subcontractors you see on the screen right now came out and did full
module, educational support with the students, the balance of the subcontractors on top of that. And some of these are other opportunities that are outside of the substantive work onsite Clark construction being one of them. But for the
balance of them, they're still working side-by-side with the students. When electrician is there, the students get an education program with them in the mechanical sevens. There they get education program with them. And so it is really
turned into a partnership with a variety of subcontractors that has helped us be able to do that. And so. Going forward, that will certainly continue to be a part of the models to transition to the next site. But he's really
been beneficial for students and it's allowed them to get a far greater understanding of the business if they so choose to advance no one is that it
has just mentioned there. >> Our partners that with these vendors has been, you know, very positive for the students that they have done a tremendous amount of work on there and they gained a lot of understanding of the
profession, but also build relations with the with the companies to the point where they, you know, the companies are looking for students come work for them, which is highly beneficial for us. Over the past 2 years. Bruce Morrow,
the instructor there myself. New to the program through the program last year. Arms is as big. Make sure the education is there for as well. So there 10 training their and ccr, which is national concern
construction education research get some sun certifications, which are in industry credentials. They go right into the field served with a leg up. You know, we're only trying to foster and
build those relationships with our vendors so that we can provide better opportunities for students and make aware of the entire process us. >> A student of sales, again,
a longstanding program is in and he's also 13 additional 13 locations for it among out of tech programs. And as we mentioned before, to a $50,000
sell 287 back to the program this program is one that I feel has been very consistent for a long time. The ability to grow. And this is really only by volume of donations and volume of quality cars
that come out. So this school systems are the school programs have been very good. Many of them have been great adopters of this. They found the benefit and the profits that come back into their programs. They're not going to
administration for funds. They're able to do things inside the classroom that other programs are able to do. A lot of teachers take a lot of pride in that. The students have taken a lot of pride in that as well. It almost becomes kind of a club in with
itself for these programs because the students understand that they can take the monetary benefit was coming back and improve what they're Last room. And so we really enjoyed doing this. The
but again, way to grow this for us is a little bit of luck. You know, we have to get good quality cars in some years. We get a lot of donations, but a lot of them are roadworthy and to the end of doing 50 break jobs and
they get taken to the scrap. So we do have to do some degree. Some consistency in total sales. But how we get there and how we go about it is a little bit different. So have answer. Your questions
later about that. But this is one where we kind are on a bit of cruise control with that Freeman, handsome grants. This
is something we started as a board. As myself, maybe 15 years ago. And it was really as a result of the. Excess we
had early on was entrepreneurship. Realize that our mission was not just supporting the couple of programs that we've had a partnership with Fairfax
County, too, run over the last several years. support CTE as a whole. If we go back to the beginning of fate, it was really put together to be able
to train the trades and bring more people into the trades as a whole. What the trades mean. It certainly changed over the last 50 plus years, but ultimately the grant program
has allowed us to take what is kind new age CTE and support those programs in a way that we wouldn't otherwise have the ability to do. In our
inability to really participate in their programs beyond monetary reason. And so we have done a great job, I think of expanding that program. I would say thanks to all the staff that works for us. We've gone from having a
couple applications a year to this year. I think we had 30 30. And so the word is finally gotten out that we are here and willing and able to help. Obviously, we don't have unlimited funds, but those
programs that we can support we try to do every year if we can support a program, there's a reason why we provide feedback and hope that they come back and jump like again, for example, several of the
programs that applied this year. asking for funds from a program standpoint that weren't actually able to be spent this year if they are successful in receiving those funds. So we're trying to stack people up as much as we can to be successful and get
those dollars to them when they can use them that we've been incredibly proud of of this program have to continue to grow as well. >> And some of the highlights of that are shown here. But if
you're familiar with Erin King over at is an academy just recently had a a highlight of his arcade that he produced for the county. He was able to to pick just and its for some
funding, able to provide him money so he could create that enrichment endeavor for students. And it was is highlighted throughout the county and local outlets and everything. That was pretty
amazing our newly built welding lab. You know, they large, a request for some funding develop supplies and materials for that class, which is highly they consume a
high amount of materials for that. So we're able to provide with a was able provide that for . And then they were able to get, I think, was about 3 or 4 students. Brand new program wanting to get a W
S American Morning society credentials at the end of it in the first year of it and then it's a mother's, the hospitality courses. They were able to go some tours of some
places all down. I think it Indigo Hotel, Porto, restaurant and from that 2 of the 3, 2, out 2 students were
given summer with his with his own show these sports that we're giving says are directly impacting them and you can see the outcome right away with what the students are. We're getting with the producing. So
it's really beneficial. >> Entrepreneurship falls and is similar We have for a long time supported market days for those. Primarily go to New York, put together a business
model, generate aware. also come back in so that where in a classroom this outside of that, the arts ship participation with fate has ebbed and flowed over the years. We're just trying out
beforehand. This is one of the areas where we'd love to have new ideas from the schools today, I would say pretty consistently we support market days each year, which is probably 100% of that number
that's shown right now. Every year they'd meet or exceed their number and all the money comes back to fate. So it's very easy program to support. But in past years, we've supported a variety of student
run programs or businesses where it's become investment. Not just a grant. And so that's that entrepreneurship aspect that I know grown significantly from the school system perspective. We'd love
to participate in more so more outreach from our perspective certainly is warranted. And any ideas that come from your guys perspective down to be
very welcome. ships this been around. Higher time. We've done this for. did not know
the number on the screen, but we do not. Over $350,000 in scholarships over exist. Each year. We find that the applications, at least in the
last 10 years in quality. And number of continue to grow and grow, which is. Much like Senator rather programs that we just chatted about. We have to balance financially how much money we can provide
every single year among those various. This year, we provided 7 scholarships of $13,000. We have various support coming in to some
degree for some of those scholarships of summer directly applied from funds that we received that are restricted for that purpose. And some come from general funds from fate. But it's something we're surely most
proud of every year as part of the probe. Is directly, advisors are going to college. They get academic scholarships, apprenticeships scholarships to help them with their. >> Getting right into the
industry and coming on their way to become a journeyman. And then 2 scholarships. giving them a leg up. So they have a whole set of tools as they enter their apprenticeship or go right into the workforce. A super
valuable to them because these tools are expensive. These programs are expensive. So give him any sort of support is what we want to do. And always looking for put butter always looking for support
from outside vendors are and who want to solicit. I said a meeting with Milwaukee tools and trying to see how they can support a program and a bright, even more funding for scholarships. An end. Wasn't
for that. >> closing phase 3 or usual. Plug. So last couple of years, I mentioned it up front. We are in search of more property. know the rules have
changed a lot since we receive property from you all before. I think what we have today was a fractured school site when Fairfax County Parkway came through that property. And so
we are, as I said, probably 5 to 6, 7 years away for media news site for us and I'm sure it's not completely foreign to zoning perspective, things take time and so identifying
site having control of the site rezoning the site, receiving a site plan and then getting to a point of infrastructure so that we are ready to actually build a home in those students are ready transition. It's about the right timeline. So we have
started some meaningful outreach to that board of supervisors. And we are starting to advance some of those conversations. I would I be willing to bet in the coming months. We hope some of that from their perspective
flows down to you guys would love to meet with you all individually. If you have any ideas to date because of where we understand a lot of the land has been dedicated. It seems to be more controlled by
the Board of Supervisors in is by school board this point. But we are open to any and all ideas. We know Fairfax County is changed a lot since the early 2, thousands when we last identified a site they're
showing less land. The sites that are available are smaller. And the sites that are available are more complicated to have a fantastic board that has expertise and every arena real estate. And so we're able to not just those in pretty quickly out if we can or can't
do something for the program on this site. Partnership and support you guys. All we have
for today. >> But >> to the presentation I always enjoy presentation by
fate. With this act. On China. But a dicey prefer to Tunis ticks, including town houses.
B, don't. Townhouses. From a faith perspective. Yes, we have never. at 2 sites over 50 years and it's all been seeing all single home. That's when,
you know, it's a good to see our, you know, Studens noting from ground up and it in houses with a value leak
sitting 1 million dollars may not much about this column is still a lot of money for high school kids to see. But at the same time, I was so want to have would love to see how
comes to guns. He on the houses with are more moderate prices range rather than reward. Like 2 million the projects. I think we're going to end up in that position. I
think with the size of sites in our need to >> not move sites every one to 2 years, logistically is almost impossible for us. So we we have spent a fair bit of time talking about what are
the different types of housing we can and can't have to be just as honest with ourselves. things we can't do. Townhomes is certainly something that we believe we can get our hands around from logistics.
Perspective. The site's get tighter. How we build homes is different than a home builder, but they're certainly opportunities to do that. I think we're going to have to bend ourselves to the reality time today. Not just to the
price point perspective, which we certainly think it's advantage not just for the students, but also for the community as a whole. We know that the next time we go through rezoning, it's not going to be as easy as it was 25 years ago. So we have to
think about these aspects as we go through it. But we certainly appreciate the point is something we're focused. >> so I'm going to to for event. From running
perspective that that in a to not always be ordered from ground up. They may purchase existing homes and then too,
the pillars on my PR and some of them is that something? Is there something that I wish to his camp was certain on from then? But those moderate as well. >> Be a very challenging
business model for us because today and I think continuing into the future, we're unable to buy a site at market. Continue the program, a sustainability basis by
purchasing land or purchasing a home and then trying to create a profit. And so this renovations alone are is a challenging business just to start with moving a site from
year to year is a challenging business for us. But if we had purchase a home renovated and try to sell the sustainability program would be very, very. >> What about one last
question? What about want King? Private developers. And asked them to provide students are nodding opportunities at site. Everybody would
>> For what purpose for that for entirety of the program or for kind of program where part of the program? >> Yes, challenge is a lot of these home builders. They build very, very quickly. That building very tight margins.
And so even if we were able to do that, we'd be on a job site for 12 to 24 months. >> And they have to dedicate some meaningful resources. That's a certainly an opportunity there. I think those are many of those things
along with a whole list of others. We've said if we get to a point, there will be a point. The future it's not. This item may be the next to the next. We're going to run our land in Fairfax County. And so at some point, what do we do? And we've talked about
how do we take funds potentially some point the future and expand carpentry programs and various academies and ultimately start to build modular housing or other things of that nature is plenty of challenges associated with that industry
right now. But we've talked about a lot of these things that we are going to have to live with. Some reality. At some point that will continue at land to be able to do this. So for the time being, we're trying to figure out if we can
solve the problem somewhere in the round of how we've been doing things to date. But if we're fortunate position, we're going to have to find other ways your point of view.
>> Mr. McDaniel followed as mayor. The question, speaking of. >> proper, what type of property looking for? Well, ideally land, be by so raw
land, not not bind existing assets or anything of that nature from a rezoning perspective. As long as we have conference of plan or supervisors. I don't think that's really the challenge. I mean, most land in Fairfax
County is not zoned for its alternate use anymore. And so it's it's really about finding piece of property that is buildable and is within within where we can access from
school perspective. But that almost certainly limitation. >> Is there a certain density that you're looking for a main work? >> know, it just has to be enough to be doing to move the program from time to time. So, for example, we are in an area
of the county where we can only build 2 units, an acre having one acre site doesn't do a lot. But if we are in an area of the county that allowed 12 to 16 units, an acre for town into a 2 acre
site that does some force. It was really about kind of density we can achieve and how long we can keep the program here and in And you guys, I assume. >> It's probably safe to say you only focus on the
construction part, the actual building of okay. on the marsh things.
>> A professional real We do all things all the time. So if there is a piece of property you we need to demolish. So there is news about at all there is a yes, okay. As long
as we're not buying a piece of robbery where we have to deal with Tennessee and the like if there's if there's a vacant property and need the most, that's the least of my concerns for countries
logistics. will talk that. So thank you. If it feels like we're leading towards an idea here, but I'm happy to maybe
Aaron. >> Yeah, I think I've been a fan of this program since I visited the first year. I I really encourage the group to think of new ways of doing
things because the constant asking for more like thinking more land like there's not. But what there is a ton of is commercial buildings. So what
I don't get is that allegiance to soup to nuts. Construction when that's just not available. And I yet and to have a kid from Madison where
South Lakes marshal, any of those kids cross the entire county to get there. And I haven't seen anything change so I really encourage you to
look at. So what can a kid do in commercial electrical plumbing, drywall construction, carpentry. What is it? Is it just that they're not digging? Are they not
bringing it to market like? There's got to be an evolution because I don't see anywhere in the numbers here. How many students it was. 25 the last
time I knew is that still where it's And that and that is really peak. not only your first question is. >> Yeah, we're bound a state regulation that we can have an residential class. We have one residential construction
program which 20 students that we can have. >> Yeah. the cost per people of that is got to be enormous. And I, you know, realize the
generous funding that fate brings. But we have a lot of people that want to work in construction and it's booming in Reston and it's also a ton of commercial real estate I drive by it every single day.
So and then if you want to do it, even if you want to look for land but certainly for commercial real estate. I mean, it's the Board of Supervisors all day long. Get get their buy-in and then let
us know because we have no authority over the space. The zoning, the planning, the timeline. And I guess, you know, my frustration is just that it's a great program and
I've seen it. Expand 0. >> So from an expansion standpoint, given the current said that we have in the limitations, we have not just from regulatory perspective, from a teacher staffing
perspective, we just want do more programs without that and I think your earlier comment really what you're talking about is training. Lesson
business. And so if we get to a point in training, it will be through partnerships with other groups. Fate will never be in a position as a nonprofit board to purchase a
commercial property. Have the students renovate it and sell that commercial property? As we just talked about a little bit with the homes. It's very, very talented. They perspective to make that work. But if we can partner with
folks in the industry that can provide those opportunities for high school students on their job sites, which we already are starting to do to some degree, particularly with summer programs and the like
we can do more of that and educate more students, that manner. It just won't be a self-sustaining program because there won't be dollars generated out of the back end degree. We have we kind of push pull between the
>> right. Thank you for explaining it. And it's not that the residential has to go away, but I'd love to know how many students have gone through the program and working in real estate and have a career or working in construction. But what are
those numbers? Because if there's one student at a 20 or 40 60 every 3 years, but we could train a lot students in carpentry and get them going.
You know, see So those are the data points. And again, the funding mean absolute right to bring up the funding. But does the real estate need to be the most important component when we know that we have needs for
all these other skills. >> I totally great the challenge for if we were part of the school system are a lot funding from the school system to grow it. And we had that capacity we could. Based on
our balance sheet in the funding we have available. It will drive quickly if it's only a one-way street, if dollars are not coming back into the. >> Now I get it, we still have Monday. I guess I just haven't
seen any evolution of what's the plan. And given that the land is not plentiful. That's where I keep coming back to flee. Was plentiful, be like OK, keep going. But
>> that's what we're here. 6 years out. If we find it 3 years out, we're unable to have a solution that provides more land and allows us to be self-sustainable. We're going to have to match that reality. At some point, it may not.
Maybe it's this round and maybe the next maybe the next one. But your point is a good one. We're going to have to deal it some And as we've talked about, well, we've been trying to figure out is even
out a broader scale, right? If we were going to the academies and be able to do my drives and the like and we can help take some of our dollars. Not just to build the homes, but improve the school just sticks to be able to do it. For
example, very few schools in the county have the height limitations and the door limitations to get a product like that in and out. Yeah, like we have talked about a lot of these things. And so I
think right now we're trying to figure out is where the dollars best cities are. We have been function point where we need to make the transition because once we do, it's very hard to come back. >> I mean, at one point, first
heard this about this primo's trying to figure out of home builders in Vienna could set up a site a staging site and have students come in. That you and then you've got OSHA. Okay, fine. But like what are some of those creative
solutions then to make it work? You know, and your value of being partner in the community could be going to Clark construction or to, you know, there's other can going
H ITT. That's rate in Reston and saying, hey, can we partner hadn't, you know, that could be super valuable and expanding the Senate. >> That would written in you guys working on that live from
a program partnership as been trying to develop those partnerships and figure out where and roads are with them and trying to make them aware of our program and what our limitations on what we need moving forward so that we can actually progress. I think we're in that beginning stages
of the in amenas. New me being new to the rolls year and a half ago. teacher working with the board understanding the scope of what we can do with the board. That is something that we have been thinking about because every we don't find land the next 2 to 3
years, then what we have to come up with that solution right away. So we are starting out on and the small scale right now, but that might get ramped up if need But to your point on the periphery, we can
certainly be doing And so there's an ability to leverage the partnerships that we have today, which we have certainly started to do to create opportunities for. >> Even students outside of
our programs altogether. >> So I'll take turn following along those lines. I know that the Board of Supervisors has
projects. I know that, you know, you know, affordable housing projects that are coming up. I mean, is that and is there some way we can work with them for some of those
prof projects and whoever is bidding on those projects make that part of their proffers that the they cooperate and partner with us so that our students can do that is I don't know enough about the
industry to know that's a possibility. Yes. And now. >> So similar answer to the question before, which is we certainly are in a capacity to
do housing projects or the like. Any affordable housing developers get too far into the weeds, but they are economically driven. Still,
mostly not nonprofits. And so they still need to, particularly for most of these projects that working off of credits. They ultimately need to by develop and deliver in a
very short amount of time to be able to receive those credits. So there are some limitations. Logistically there. I think what you're talking about is a similar thing to the prior comment, which is can we take industry partners and provide
opportunities for students through those industry partners, even if it doesn't meet core business of fate. A quick answer to that is absolutely right. So if there are other students that are
participating in a fake construction program, want to get interested in construction who are in carpentry today who are in mechanical engineering today or who are electrical today and they'd like to get
out on a job site and participate. Rams Clarke construction is doing that right now with us. And we certainly can engage others from our relationship perspective to do so. >> And then my other question
that I was going to ask in terms of your donations for cars and you say that, you know, that kind of ebbs and flows depending how do you go about advertising for those
donations? To be honest with you? >> A lot of his word word of mouth. It's been such an established program. Lyman Rose, who is our dealer at Marshall School is constantly
getting barraged with, you know, people. I can I can see on a weekly basis, we probably get, you know, 7 to 10 donated cars coming through through
people just had heard about the program. We do advertising at the schools. We have banners up at some of the football stadiums. We have to wrapped cars that go from school to school, gets it on
the front lot. Sometimes so that people can see You know this is a program. We have some social media. It goes out. But we haven't had a lack
of donations coming into our program. The number just talk Lyman today. I think we had
right here. 215 donations coming this year, which is a pretty pretty I'm out. And predicts up anything, you know, the kids got opportunity work on it and do something do
it. accepts it. Whether think it scrapped at towards or not. But donations are portable and we just connection with that. And Metropolitan Washington
Airport Airport authority and they want to do any cars to as So and we did in the past that some from them we've had other dealership and in cars that are in there. Lots people flee the country and never came
back from days they want anybody. Their actual service trips, the minus its in the last over letter owners bargain. >> that so the donations are plentiful and whatever doesn't
doing. Now, we're just trying we're going try to make sure that increases as we move forward. I think it has identified earlier is the quality of those cars evenflo. So we get a lot of cars that come in. But ultimately how
many of those cars are able to be repaired and put back on the road. You can go through. Versus how many get 50 break jobs get scratched is really where we I if we had 500 cars
come in a year, we may be able to get more quality cars. The line would be so inundated. He just be sending 300 cars a year in the scrap yard. They never see the schools. >> And I think the point that I was getting to what was the
quality cars that you could then get, you know, a good return for for the work that was done. And of obviously the experience of doing this a great job wouldn't Cardenas
c*** is is is valuable. But could get the higher quality cars too. Gets more return on. I agree. I I definitely agree with you. There you know, some
of the guards come in have 200,000 miles on I'm going to the 2011 engine. >> And that blew up and we have to try and figure out this is where the and there are some limitations. We have
talked to some dealerships, you know, potential and earn a card that there are some limitations, which I don't and and out of. But I talked a about how we can then resell them. If we're able to resell them potentially. But the
dealership has a lot of restrictions on what you can and can't do it to follow those Virginia division restrictions on that. We're always looking for the body cars of out there. And he We
did. We now. One thing that we have this year's Carfax as well. So we're able to pull the car facts and understand what that car is going through. And we've actually identified at least 10 cars
that have been is, but they're not able or not. It will resell them because they are. In total. total think they do as of noon that. But yes, it
in. He's going to need like we can do things that we And we have a we have a working relationship with scrapper with springs who comes and gets the cars for free and then and then and take He get provide some of this grant
money for that. So even get some money from the scraps that that we get. >> And then another question that I have is. Cars are
becoming much more electronically. We'll speak ships now. How does that impact? programming and enjoy the kids being trained for that or do we have training?
Are we moving towards that? >> So we are moving towards that slowly. The state puts out the requirements in which we have to follow through the city resort of D O E of the
requirements and EV vehicles are becoming more prominent and there may be training. comes in a couple teachers over the summer to do some EV training to make sure they understand the what you know,
how repair those thing to look for. The other part of that is the safety factor for the kids, right? kids have to be rich make sure they're safe and they don't do things that are if there is another danger
factor to be associated with that. So our teachers are getting trained? That know reached out about some trainings as well that they want to get our teachers involved in. And then as the Compean season and the
curriculum changes, we're changing our our focus as well. But it is a slow process while we see more EV vehicles out on the market now. And
that's the trend we're still dealing with traditional vehicles at this point in things that are donated, our traditional vehicles that have been, you know, 1998, and to
thousands 15, we're not getting that 2025. Tesla's coming in at this point. It eventually.
>> I don't see any more but I would like, I'm sorry to your behind my water bottle soda.
Just a really good question. I appreciate everything you do. And I love, especially hands-on training for the students in both the auto and and the >> home building. I'm just wondering, as I listening on
the home side of things, you know, with some of the new ordinance is run accessible, telling units a Navy uses their space for partnering with people who want to build some of those in there like
yards 2. Bring in some students to help with that or a partner with the builders are building that. I just picked this. There's a thing here with a public-private partnership to providee of
these opportunities for the students. >> We chatted through that as a result of what I was just mentioned earlier on modular and mobile housing. Yeah, a lot of the success in that
space study aside, zoning zonings become in every introduce the concept. It's become very challenging to got to figure out the right way accomplish it. And so they there's different rules from jurisdiction to jurisdiction.
But a lot of success in that space has been around marginalized 1000. Of side and deliver it. And so we have certainly chatted about that. It is certainly going to be, I
think, a growing industry zoning gets a little bit more flexible and figures out how not just allow it, but encourage But it is something that we certainly can do if we were to do one of the program
that in about a research to expand within the schools that we can do. That is certainly something we've chatted about.
Thank you. Appreciate it. >> No now seen no more placards. I do want to give you the opportunity to explain a little bit about the Open house or anything else you'd like to inform us before we end the session.
>> They're so tomorrow afternoon we have an open house for the Fairfax community. want to I local school, Fairfax community. So
school boards supervisors, staff, you're all more than welcome to come out to our site that 7, 4, 3, 0, foundation weigh in Springfield. The Open House is
running from one to 4 tomorrow. It is a there's no set program is a true kind of come in. Take a look at what the kids and have done. And I see the beautiful home that is
going with us Students will be coming and going as Summer schedules. It was hard to track down all of them to come. But we are some students there. There might be some local media presence there as well. Some board of
supervisors have responded to be the safest more. Obviously board members from fate will be there as well as our structure of the program and other personnel. So yes,
wonder for tomorrow, should we? I was just there this morning, the stage or has it set getting it all set up right now? It's beautiful. We
clean. So come on out some refreshments for So, you know, you want a Wegmans coming out see the House. And enjoy yourself and get to hear from some of the students. And we can talk about the program against our next site is currently under works right
now. So we have that the whole help appears going in. We can discuss that while you're can what we're doing. Moving forward with the program to wonder for tomorrow will be our open house.
>> Well, thank you for the presentation. Thank you for
being here.
>> created.
>> We had struck Pam Policy Committee for the presentation of their annual report. Thank you for being here. And we're eager to hear about the little ones. Thank you all so much
for having us. My name is our Rula and I am the chair of the PAC Policy Committee. >> For the Pre-K and early Head start programs. lucky enough to be joined by Cynthia
Coby Rowe has our vice Chair Kitty Maney R Secretary. we're also joined in the audience by Jonathan Colby are parliamentarian their buck. We are also joined by our Pre-K
and early Head Start senior manager January to cash up here with us and Katie
Spalding who is sitting. >> Good afternoon. I'm a little bit about our parent policy Committee this year. We met quarterly for in-person
meetings. The agenda included information about the program, budget and updates from staff at each meeting. We have networking opportunities with other parents at and team
building activities. Our children were also able to not work and participate with their friends to build social skills. They received a bilingual storybook at each meeting that went along with
the activities. We were also joined by our community partners who shared information and resources for families. And our final meeting. Of the year. We were
fortunate enough to be served dinner by or food and nutrition services and families gave feedback on the new menu items that will be served to our students next year. This year, we added a
new parent conversation portion to each PPC meeting. We discussed important topics help get feedback to improve communication and family engagement within the Pre-K
and DHS program. This feedback is being used to make updates to the website and to parent resources for next school year. The best part of this
experience was getting to meet the program. Staff and get to know the people who are working behind the scenes on improving the program. with feedback they need from us and
how we can work together in a partnership. I'm so appreciative that all the students in the pre can eat chess program are in good hands. It truly takes a village to support all of our
children. It was reassuring that the program, Seth was there to hear Even if a family shared critical feedback, it was empowering for parents to be heard from this experience.
We have built confidence to advocate for children. This led me recently reached out to my principal after kindergarten orientation to work with her on enhancing the
experience for Pre-K families next year. >> Throughout the school year, the all Pre-K and early Head start. Parents had the
pleasure and opportunity to serve on the parent policy Committee by being elected as an executive board member serving as a regional representative serving as a policy council representative
with their effect county or attending PPC meetings or school-based parent center meetings. In addition to the parents participated on the committee, we had 3 community
representatives who shared information and resources 4 other for our families. We were lucky enough to also have members from the health Department anthem, Health
Keepers and the Northern Virginia Family Services be part of our our program. 5 of our parents also attended the Policy Council meetings with Fairfax County government,
where we received budget training and overviews of grant financials as well as approved the hiring of new staff. Here. You can see this
is chart with our executive board and the Policy Council representatives. You've already met those of us that are up here with you today. Unfortunately, Alexandra pits are PPC Treasure and Policy
Council representative and the secretary could not attend today. We also have 3 additional policy Council representatives knuckle top
yet who also serves as a policy council treasure. So chief That's yeah. And Carla on a though it doesn't include every PBC regional representative and parents who
contributed to our commute committee this year. Every parent who attended contributed to our effort and we think them greatly for all their work.
>> Our children were some of the many children who were served by the fcps Pre-K and early Head Start program which provides high-quality preschool education and come out a comprehensive services
for students who identified as having economic and educational risk factors. The purpose is to provide a strong start and develop kindergarten readiness skills, including academic and social emotional
skills during the school year 2020 for 2025. the Pre K program had 132 classroom serving up to 2,246 students, the number of Pre-K slots is
134 more the previous school year with an additional 175 slots being planned for the next school year. Adding more slots personally impacted our family and a military wife who
recently wrote located to Fairfax County with my family. And we applied a year ago this spring and were put on the waitlist for the program for several months. Finally in July, we were told that a spot
had opened after being very worried. We wouldn't get one. We are in a of nearby school and now my daughters over paired for kindergarten. She knows all numbers and letters and she even has an Elsa
storybook that she reads to every night found this program very beneficial that we would like to recommend to continue to expand the program for more
families to help prepare students for school. The PRE K and HS program serves a diverse, serves a diverse population of students, including students who are
found eligible based on income and other risk factors. The top chart shows the family income for students attending the program this year. The bottom 2 charts show
information about the percentages of multilingual learners and students with disabilities. 68% of students in the program have a family income of less than 130% of
the federal Potter poverty level with another 19 below 200%, which shows a majority of our sun's come from economically disadvantaged backgrounds. 18% of our
students have been identified as having developmental delays or disabilities. The percentage includes students who already had it peas prior to entering the program as well as those identified
during the program year. 82% of our Pre-K and early head start students come from a multi-lingual home this school year. Students have 49 home languages other than English
Spanish is the most common language with air that park Dari and Urdu. Also having large populations for our students. Pre-K offers a language which environment
that provides experience to develop and practice English prior to the kindergarten year. So as part of the federal head Start and
Virginia preschool initiatives grants require that the Pre-K and early Head START program provide comprehensive services. >> 2 children and their families. Some of these services include eligibility
enrollment and attendance support family services in connecting to resources in the community, health and nutrition including mental health, education and assessment support and support
to support for students, disabilities and developmental delays. I was one of the few of the family is that didn't know that this program existed at all. I was also
unfortunately one of the first group of parents that went through a layoff in corporate America. When I was expecting my sign in at 7, 8 months of
just station. So we actually had to we had our daughter that was in an academic learning center that was bilingual. And we provide an education for her. That was of
high caliber for us. And so one of the things that had to go once we once I got laid off was we had make financial cuts and that meant removing our daughter from the Academic Learning Center. And we moved specifically to Fairfax
County. I'm from Arlington County and we specifically moved to Fairfax County to give her the best education possible to to have to remove her from an area that she's
accustomed to. That is structured that she thrives in and not have a space for her, not be able to afford a space for her to be an and continue Ashe's in this custody of 4, 5, to go to kindergarten. We
really had to. Wait for a miracle. And that's exactly what happened with child find. So through child find services, we are able to find this program and apply very smoothly and where we were
approved pretty quickly to be able to have her attend. Bonnie Brae in Burke. So we've not only has been a blessing, but we've noticed that the transition from the Academic
Learning Center that was bilingual going into Fairfax County, Public Schools Pre K program was very smooth for her. And it was something that she continued to thrive at.
And not only was she doing the same work if not better than the Academic learning center that we had her in. But we also noticed that she had a lot social and emotional
skills that she had picked up over a small time period within the first couple of weeks in school. She had the language to be able to express herself and to see how she's feeling and discuss big
feelings and we're very, very proud of her for that. >> Here are some of the highlights of the
comprehensive services for the school year 2020 for 2025. Transportation starting in. 24 25. There's now a feature site identified for every Bay School in Fcps to get bus
sportation. All of the students now have access to the bus, which is wonderful education completion of all Virginia quality 5 be QB 5 requirements, updating curriculum for new standards,
comprehensive training for teachers. A new letter, literacy curriculum, including letters and Haggerty training. Increase supporting for children disabilities was supported by increasing
inclusion, classrooms and practices. And we support 180 enrolled students to the child. Find referral proce process. The mental health wa expanded through see expanded
early childhood mental health consultation model to build adult capacity to sir, students to the teachers are able to support their students properly with mental health, which is wonderful. Again, a
family engagement be supported school readiness and transition to kindergarten through family center meetings, virtual information, Sessions and ready Rosie. The
Pre K and E Chess program makes an impact on kindergarten readiness, including academic skills and social emotional skills. You can see from this preliminary data. This year's Virginia
Kindergarten Readiness Program, EMS and balance that Pre-K students have made growth in math concepts and beginning letters, literacy skills such as letter identification and beginning sounds my daughter's proof in
the pudding. The spring in the spring, students are expected to do more and harder tests for each developmental band. But in all areas, more since we're on target in the growing and strong bands for kindergarten skills. The
exposure to a strong curriculum in the PRE K and chess program impacts students and families myself with my older child. Who's 16 now I had to get other resources to
help him prepare for kindergarten because they didn't emphasize literacy, literacy in his day care. Preschool he attended. I see a huge difference in my daughter. Now who's more than
ready to begin kindergarten and enjoys learning immensely. >> The Pre K and E chest program is required to maintain a wait list of
eligible students to be able to fill slots. If a student leaves and also to measure unmet need. You can see from the chart that even though the number of Pre-K slots has
grown. So has the number of students on the waitlist. The PRE K program prioritizes four-year-olds to receive a Pre-K experience re kindergarten. So not all 3
year-old applications are even processed. This past year. Approximately 1303 year-old applications were held to be processed for the following upcoming school year. Last
year, my daughter was on the waitlist has a 3 year-old, but because we applied and she was on the waitlist, we were able to get a spot for her as a four-year-old the following
year. the map in front of you is the percentage of students who enter kindergarten without a Pre-K experience at all. each of the high school.
Pyramids. >> The dark green shows areas where over 30% of the students have not had the opportunity to go to preschool before kindergarten. The mean green colors are 20 to 29% of
students who did not have a peak experience at all. And the program staff use this data to recommend where the program can continue to expand
classrooms. Each year, the parent Policy Committee puts forward recommendations to the school board on how to support
the Pre-K and early Head start program into the future. >> Here are the recommendations for this year. Our first recommendation is prioritize maintaining the
Pre-K and early head start program classes and services regardless of federal and state funding cuts. in for
parents to have peace of mind that their Pre-K program will continue to be available to students in Fairfax County into the future. We have seen how important it is for
children as the as the foundation for their education and development. Our second recommendation is include Pre-K students in the staffing
formula for school bay staff, including time to teach and school-based mental health. I have been fortunate to have a principal at our daughter's school who has included the
Pre-K program as much as possible in school community and events. Though, not all students attend. Each Pre-K classroom are based school
students. They are all fcps student and will go on to kindergarten at our schools. Currently, Pre-K students are not in that staffing formula
for art music and PE. Or in their numbers for mental health support. So even at a great school like ours, where they try to include our youngest learners, our
daughter only have specials on a monthly basis. At least they got some introduction that Pre-K is their first opportunity to go to school. And it is important to have
these a Richmond opportunities early even for our preschoolers at every school. For our 3rd and final recommendation, we ask you to continue its been the
expansion for the Pre-K program to allow access to our families, increase inclusion, opportunities and improved kindergarten readiness. The
PRE K program set students up for success kindergarten, paving the success in school and money. All students should have access across Fairfax
County. There should be no waitlist. Every student should have an opportunity at Pre-K.
>> We greatly appreciate the opportunity to present these recommendations before you today are Pam Policy Committee strongly feels that they really will make all the difference in making this program and the students more
successful this year and beyond. So we're very grateful for you all. thank you so much for your time.Thank you so much for your presentation. At
this time. I now invite board members to ask any clarifying questions or to provide comments and we'll start with Doctor Ricardy Anderson. Followed by Aaron, thank you,
Miss Saint Accounting. Thank you all so much being here and for your very good report. It is much appreciated. I was just hoping for a little bit more clarification on the waitlist and you did a good
job of already parsing out for me. The 3 rolls and the 4 year-old so this number this for 74, this only reflects 4
year-olds that are on the waitlist. So the way this is vastly underrepresented here by another 2600 kids, roughly to include a 3rd graders. Is that accurate? So the 3 0rd
graders? No, we don't want their grades school. >> Thank you. I think I do best and >> 3 roles. So. At some schools, we due process
three-year-old. It really depends on the number of applications per school in the number of slots available at that school. >> At some schools, we know that we have more than enough for your old applications to
be able to fill all the slots with the wait list of 20 to 30 students that we may have on the waitlist already at that school in those schools, we choose. We do not process the three-year-old applications
just do too. We know they get a letter that says that they will be processed for next year or space becomes available to save resources. Thank you. But overall, that waitlist number is vastly
underrepresented. There's typically 13 to 1400 of for the past few years. 3 year-old to have applied to the program whose applications were not processed due to space limitations at those schools
the majority of those are 4 year-olds on that on the waitlist, Okay. Thank you. The other piece that I was curious about, I'm not necessarily clear if this is a question
for you all for Doctor Presidio Dre. >> You know, from serving on skepta with Marcia, it makes me wonder what is the What are
the possibilities? Potential collaboration with the county because they know they're working on some specific programs expand Pre-K. But we also have that continuing
discussion on what does how do we define Pre-K? So I'm I'm wondering what collaboration is have you had? Do you have any input? I just want to know
more about that. With the county staff. No, I don't know if this is a Dr Presidio question the that unaware of his >> Let me see if I can offer a few comments. And then if anybody in the committee has
anything to add, it certainly welcome that. For folks that don't know the skip the successful child and youth policy team Dr Anderson and
John coming serve on that with me and one of the areas of emphasis is around early childhood education and the county is currently in the process of developing
equitable early childhood strategic plan. And one of the things that we advocated really strongly for was inclusion of expansion of Pre-K as part of that plan
because the county is many of, you know, that Minister Childcare services and other early childhood services. But we largely in Fcps run the preschool program. So we were
fortunate enough to have the county agree as one of the strategic goals to include expansion of access to preschool as well as other early childhood options. So we're really happy. We're
really excited about that. And we look forward to continuing to partner with them to look for any available funding stream to per of slots that we would be able to serve in
terms of students and families in Fairfax County. >> If I can add, we also work closely with our partners in
CPS with both the Virginia preschool initiative Grant and the head start and early Head start grants. So we
collaborate and we share waitlists. We clever to make sure that we need to restate requirement that head start spots are filled first before we feel our Virginia preschool initiative spots. So there's a
strong collaboration between the county and ourselves and making sure that all students have access Pre-K experience before they enter kindergarten. >> Hey, thank you. have a
comment on that, but I see you have very little time left and I want to ask my next question, which is regarding the integration of preschool
students into the K 5 program. Doctor Reed, what is the expectation currently that house that you have found schools? >> On that? >> So thank you, Doctor. Anderson. I know we're working
on inclusion for Pre-K, actually Pre-K through K So Dr per City. I know it's been working with the early childhood team on that and perhaps you can share money, new, inclusive classrooms.
We've opened in the trajectory of that work. Yeah. I mean, I think first I would say I just want to thank the board in Dr Reid for the last 2 budgets that have been passed to
actually allow us to expand the number of preschool classrooms and the county we've expanded by over 20 classrooms in the last 2 years, which is great. >> all of the classrooms that were opening. Now we're trying
our very best to open those in an inclusion model where all students, regardless of IP status or disability can learn together in the same classroom. And in fact, this school year, the team, the
early childhood team did a great job of converting some of our legacy classrooms into inclusion, classrooms. And I think we added like 42 includes preschool classrooms.
This school year alone. And that was really a lot of work by the early childhood office in partnership with our schools, our principles to really remodel and really re envision what those learning
experiences could look like. So it's our goal is Dr. Read said and the next several years to really move to a full inclusion model K through 12.
>> I appreciate that. But I don't think I was clear about my quest. That's great if should, but not quite landing. It's really speaking to the discussion regarding having
access to music and PE the specials. Do we have an expectation around that for the Pre-K classes? >> Because they tend to be kind of stand-alone programs.
I don't believe we do have an expectation right now. We are >> really trying to pull together monies from any possible location simply to and preschool classes. And I I
don't know that we have at this time. The resources to connect to services unless they're available on site. you
know, if the staffing that a particular school has unable said, I think it certainly would be desirable. I don't believe that's the expectation based on our current budget situation. Do you see?
>> I'm sorry. I would just add because that's 100% correct. But I do want to acknowledge the work that our preschool teachers due to embed art and music as part of the program. So we work with them to provide materials and
resources. And I mean, there's some of our most dedicated and creative teachers that we have in the school system. So they work hard to do that. >> Thank you. In just the last piece, if we were to follow up
on this recommendation, any ballpark on what the cost could be to have this recommendations come life? Well, since each school had
>> reduce staff based on the divisor rate on the current budget and the department. The central program supports said to be reduced by 3%. I I would
have to we could. Calculate that number right by the number of classes time schools us over. And we can certainly calculate that number. I don't currently, though, and this
bird and here. I don't. >> Miss Burton, for year, I don't especially with us being here, as I think about how much budget to put their we
could calculate it. I just don't know would cost. I creation. I just want to get a sense of what is the ask here because I see that. >> As the number 2
recommendation and the number like the perfect storm of o be challenge because of a budget climate. You know, I agree
with Presidio that a lot of our preschool It's hard to preschool that music and art, right? That's kind of cornerstone leasing and drawn. >> Learn those young ages. So
and when I think about adding those 2 we certainly could
cost those out. Budget was. >> Missed Maren followed by Mister McDaniel. >> Hi there. It's a shame that our K 12 system doesn't
actually have early childhood aligned because this is like the best part to me. And that's where I started my career. So thank you so much. And I want to put a plug in I hope you can consider this as
a trial run because where we could really use your help as advocates is and the fall. When we start to advocate to the General Assembly and then in January when they're in
session because there's a whole report that we trying to elevate and share that data on that showing that we're chronically underfunded and you are all advocates and experts in this and we really
could use your your help. So I very need to know to make sure we reach out to you but know that like your stories and your experience matters. But we got to take it to the state
certainly we try with the county. But, you know, actually, I was furiously looking up like is Montgomery County Maryland's any better? And I don't think it is. And I was a sure, like some other places. That means just such a
sad state of affairs. this this COVID jailer report from the state and it shows where we can increase spending, especially title one. So there's a road map there. So I
just hope that you'll stay engaged. And I thank you. And we, we support you. We just gotta get funded. So thank you
so much. Mr. McDaniel. just want to add one more thing. Many preschools like some of the most important work we do in this country like it just is. And that's why this board
has been so committed to setting aside money, even when money's been tight. >> And I just want to remind our community that the recent research on this is that if we took one percent of our
military budget nationally, we could fund universal Pre-K for every child in this country. And I think we need to really be thinking about that. Not just as a Fairfax school division, but as an entire
commonwealth and country because if our children can arrive at school, better ready to learn. It makes all of our achievement gaps. Just I think
much that just erases many of them >> And guess Senate may just add one thing I forgot to credit. Dr Reid at like eking in classroom by classroom like
dozens of kids by like that's the and it's ludicrous that this is how we have to do it. But it's not unique. But, you know, I'm literally looking at the data to get to that 100.
But is it to 732 classes like? So we're trying, but it's we got to get more money.
>> Mr. McDaniel followed by Miss Sizemore Heizer. Thank you I'm probably the only one it's currently paying. All
right. I don't know. Ryan, what your kid situation? I think. So we are okay. So yeah, I would love to have Universal Pre K I will write whatever tax check. I need you to make that happen because
I'm already paying for for my my 2 kids. Oh, I got my question is on the map on slide. We're the first slide. The map is on second to last
30 last. If you were to take the full waitlist and break it out in this kind of heat map type shaded format that you've done. Would it be distributed
about the same as what we're seeing right there with the lack of experience? >> No, the waitlist and this
map don't coincide. There are pockets where we have large number of wait lists. And then surprisingly, they'll be areas where like along the route one corridor, for example, sometimes will have schools
where we're seeing a higher percentage of students who are accessing a Pre-K experience. But we may not have as high of a wait list in that area. And
there's a variety of parent needs in different communities. A variety of >> other factors that may pay into that. We do look at our wait list every year to try to
give the very best recommendations. But we do know there are pockets on this map where our schools are very compacted and we you will continue to recommend
additional places to to meet the needs at those schools where we have the consistently large waitlist and this year with the additional funding that was provided, we were able to greatly reduce some of
those impacted areas. But we're still we'll still keep recommending gotcha. So I guess my question. >> When I rolled my my daughter, I was asked to provide the preschool
information. For those. I mean, see here that there are clearly pockets where there a lot of people that don't have their kids experience. You phrase it, we serve a them and
asked them why. >> We have not on >> fcps that standard in the registration in the past. I
know that there was a team working on getting additional information. I don't have an update on exactly what that information is so we can provide that information because of the if if it's not.
>> You know, it could be money where it could be money. It could be. Social factors. It could be lack of access >> You know, private or public
facility. I know the pride of silly sometimes have waitlists. It could be our own brick and mortar capacity issues. So just think as we're talking, problem. Seems like
as long as I've been observing these things. This has been a chronic issue and it just seems like. We talk about it, but really getting at the heart of whats what that data
is showing in terms of what the driving force. Do we I mean, if you're even do universal Pre-K, let's say we just had the magic pot of money. Do we even do? We know if you have the brick and
mortar capacity to do it in our buildings, I wouldn't think so. Maybe I don't know. Okay. It's a maybe.
>> Why do you think we have more capacity >> we part of say this. Are sort of non-traditional. Is
pass it I do think that there are some shared spaces as well with the county that we have contemplated. But we do have some brick and mortar, but they would have to be updated. Probably they would need to be
resources. Putin. It just seems like some creative. >> Problem solving that problem to break the traditional model of maybe controlled delivery of, you know, you come to the public
school and that's where you go and it is what it is. Because we do. there are some private institutions that have wait list. There are some that are they don't have wait lists to
Nate's. If you can find those pockets where you have that capacity and figure out some type of funding model for those who may be on the edge for being able to afford ability with a sliding scale
type, the structure. You know, not suggesting I hesitate not suggesting the voucher word but some type of model where those who knew a little bit of financial help to be able
afford it can get it, which would then free up the total access to the free program from a capacity perspective. I don't that's been looked at or not, but just want to throw out there because like I said,
seems like we've been talking about this for a very long time. >> Just very quickly as well. We have seen the waitlist
continue to go even though you all have done a great job of continuing to support the expansion. More students are now eligible for the Pre-K program through the Virginia
Preschool Initiative as well. And as communities are seeing that they're eligible. People want to take participate. So that is some of the increase we have as we've increased
capacity. You think it's because they're more kids in Fairfax County because they think that sort of >> our cohort birthrate
predictions aren't necessarily increasing or is it just more families becoming where of food are like when you think because you've done the research. >> This year more we are seeing more students who are
now eligible who would not have been found eligible before due to about 2 years ago. The Virginia preschool initiative has categorically made eligible any student who has an IP.
>> So it's not that there are more children. There's not more children, but more of the children are qualified. More of the children are qualified. And currently we far more
students who have eyed Peas in Fairfax County, Public Schools, and they're all eligible for V P I this point.
>> ACF strategically placed or sign in between our water bottle Somis Sizemore Heizer you next. >> Trying my friend trying. Thank you very much. And thank
you for this report. I think appreciate every year. Kind of hearing lifting up the importance of preschool in the data around it as well. know, it is just the data so clear on the benefit early childhood
education for long-term outcomes and it it actually saves money. In the long term returns. Interventions. So there's so many good reasons for its one of the reasons it
was a hot was its own goal. You know, strong start Pre-K in the strategic plan that we did a couple years ago. So I really appreciate this and is always a frustration, I think for the funding. PK and the
funding models for it. So think the first I just want to says I'm hearing the conversations that you know and Dre, the point you made about one percent, the military budget that as we're getting into the legislative
package. And as you're working with partners, writer, advocates around these, if we can come up with one pages that have some of those things, target federal targeted state targeted
localities, you know, to help our advocates also understand also with the data that shows when you have strong Pre-K hears cost savings down the road right here is better outcomes and all of I think if
we can do that is really helpful for all of us to make that case for people because that's a very powerful data point. Rapid is a lot of those. I think, you know, if you spend this so that's the first want to put out there
that are building into legislative. And we're talking to our partners. Somehow. We've a conversation about our facilities, funding rallies. I think we need to have a conversation around Pre-K funding. I hear from the
community a lot the importance of Pre-K, but I don't know if they fully understand all the nuances and realities and challenges of how to expand it. So that's the first. So ask that have Dr Reviewed has
building up the coms around advocacy. The other ask I would have as I appreciate mention, inclusive preschool because that also has so much
data around then having inclusive educational environments in school, which has a lot of data itself around better social, emotional and academic outcomes for everybody. You know, I have to go back and
ask Doctor Reed. We've had a lot of conversations about the actual inclusion models reusing in Pre K and there's still a lot of what I would
not consider actual data-driven inclusion models, right? You know, Brandt tickets, child from here. And so I just love to get an update on where we are on
actually having true inclusive models. And I think maybe even get a better understand what is within fcps the definition of an inclusive classroom
versus inclusive opportunities. I think those 2 things are getting conflated. Right? We actually had also time, please. We actually had
quite a conversation yesterday morning about this. >> Topic about it's not inclusion to come in for morning meeting and then go back to a self-contained classroom that it's about
authentically being a part of the classroom. And I we did bring several folks through folks who work in the field in particular around inclusion of
tire children with autism. The spring in 8. I think our definition is involving, but there's becoming, I think, a very clear understanding that
you know, it's not just at lunch meal time, snack time, recess our morning meeting. But this it's a not panic
involved, connected inclusion in preschool site. Know that city we talked yesterday and the team, we were talking it in the context of twice exceptional students yesterday morning. But I think it's it's
here as well. So going take a >> Yeah, I mean, I think I guess the technical definition. We kind of go back to the video, definition of having students with IPS and the general education sending
more than 50% of the day. Right? So that's kind of the baseline that we're operating from If we're not meeting that standard, then it's not an inclusive classroom where it's not an inclusive learning environment for the student
with an I P we have a couple different models that we're using right now because of this legacy kind of system that we've built where we had separate self-contained special education, early
childhood in general education, early childhood or Pre-K classrooms. And because that, oftentimes we place classrooms, Pre-K, classrooms and school where we didn't have both programs in the same
schools of makes inclusion harder. So what we're doing right now is using it variety of different models to meet that definition and that standard of inclusion, the
optimal model is the duly certified teacher who the certification an early childhood special education, which is required to serve those kids. It means. If they don't have an additional case
manager with them, we don't have a lot of those teachers with dual certification that that's really the optimal model. The next best model is the itinerant model. And the
general education teacher has a mixture of students typically developing students and students with IPs providing the instruction and the special education case manager pushes into support in
cotija provide services in the general education classroom. The next model is a paired classroom model. We're we pair classrooms together and push.
It's basically an offshoot of the itinerant model that we push special education service delivery into those 2 classrooms. The 4th model that we is basically a general
education teacher thas a smaller number of special education students in the classroom. But again, service by a special education case manager. The problem with that
model is we don't have enough general education classrooms to get to inclusion for the students in our separate self-contained programs. So we're trying to use a variety of different models to
retrofit, if you will, this legacy system where we created classrooms and schools that don't have both special education in general education. We've also been
working with the facilities office to see how we can obviously moving forward, make better decisions about how we cite new classrooms, but also to see if we can move some programs around so that we've
got general education students that can be paired with their special education programs in an inclusive model. So that's probably a long-winded answer. But it's a variety of
different models to try to get to that full inclusion model. That least 50% of the day. But for us, we really want students and their full day services and the general
education setting. >> Thank you for that. That their explanation and I'd be curious, Dre and we had sky the summer conversation. Several months ago. Right? So
curious to see what has changed. Especially since we brought in some of the folks around preschool inclusion. You know, I understand the challenges of our previous models on and I would maybe
say, as we're doing a boundary work that access to programming it could go back on one else. To take on whether that access to programming includes Pre K and
inclusive Pre-K do that. That factor hasn't been touched yet. In terms of program placement and then how are we also going to retrofit? bring
this up is important because I would love an August and I understand the challenges of how things have been placed in the legacy, right. But I don't think any of those models unless a fit at minimum, the
video, model. And if I recall indicators 6 is actually the preschool inclusion. We have not passed that either. Just like we have passed indicator 5 for like 20 years. So I think I hesitate to continue
to try to retrofit old models that have failed the indicators for 20 years as opposed to really trying to use our boundary work. And some of the consultancy
brought in to really recreate new models because if we continue with models were never going to get there. This with the challenges of where right, I don't think any of
the models that Dr Presidio mentioned if they don't lead to that minimum, 50% number should be included in the conversation, right? We can still retrofit and try to do
best we can. But it's not baseline standards so that it gets confusing. I think. Right as to whether we're actually offering inclusive preschool or not. We can say, hey, this is a retrofit of what we can
do, but the ones that actually meet our criteria, what inclusion should be is this.
>> Right. I think. I know that have a plan under development that model should look like, that Nancy was >> thoughtful, I think about
and I've got to check in with the team where that is. But really, you're right. I mean, there's some things that are better just constructed from the ground rather remodeled.
particularly in areas where we don't have a lot of classrooms that those models need to come self-contained and not require multiple models on the same site because one of the space.
So I I will check back in with the team and provide a Friday letter update too. Be responsive to your question. >> Yeah, that would be great if there are suggestions of
moving forward, power retrofitting, but how aiming for that would be really helpful to have enough a letter. It's great and thank you to city of for that long explanation. I know it's a challenge, but we've got
ripped the Band-Aid off and do it. Yeah, got to her do that. Just to 100% agree with everything that said and >> the models that I described
meet that minimum threshold and go well beyond the minimum threshold of more than 50% of the day. >> Retrofitting language that I was using his trying to retrofit how our programs have been isolated, if you will,
right. And so that's the part that we're trying to reconstruct and redesign. But you're 100% right. We haven't been meeting the targets and the new models that we offer obviously have to be able to
do that. And they have to be something that scalable across the school division so that we can do this rapidly and not take 10 years to do it. >> Thank you. I asked us to get I appreciate you say that
those models and it's helpful information. I also just one less ill put out as I do. Worry a little bit about how almost on I do worry a little
bit about how we are is it one student going in for 50%? >> To 2 students? Because from the perspective that student you're leaving the class, you
know, into a class you may not know. So I think we need to very careful to make sure it's set up for success of our students. Don't feel isolated in and sort of put up on so. >> If I could just real briefly, I know you're short
on time. So another excellent point. So we're using the natural proportions model kind of working with our consultants that if 15% of the students in the school have IEP is 15% of the students in the classroom should have IEP
is right. So we're trying to use that natural proportions model, one or 2 students that it's not going to be successful for those students. >> Thank you. Thank Next time.
Dr, Anderson, for go back. >> Yes, thank you. I just wanted to offer a comment based on the question that was asked garden. Do we have space? I know I'm in realizing
that the needs differ based on where you are in the county. But the also very different. An example that I've uses way, no Gollum entry because they've had such a high number
of students with quien preschool. They had to move the entire 5th. Great outside. That's not the right answer either. So we still need to continue to battle that issue. And we have similar challenges
at Glen Forest Park Lawn. Where get the needs are great. But then the infrastructure is not present to be able to handle it, which is why leveraging whatever we can do
with the county and a way that meets our standard must be the way to go because they're growing. We just need to get to that space where their preschool education preschool
education a little bit better aligned because right now I think there's a big chasm between U sit in in those conversations, there's a big chasm between I think
expectations. And so we're not fully able to take advantage of what potentially could be seats. And that's the piece that we need. A lot of advocacy around because all schools are brimming,
especially the ones where there's greater need. Thank Take a turn. First of all, thank you for the presentation. I really appreciated in. This is a big part of where my heart is
being in elementary school. Most of the time. >> Scene, the work that our head start and preschool teachers do is just amazing. Every year seeing that little
gingerbread man come around trying to not be missed. Just adorable. >> So and I just want to comment on a couple of the
things that you which is what this program is all about is not just advocating. It's not just kids but supporting our parents. Were you talks one of the said this has given me
confidence to advocate for my children. That's exactly what we need. And it's not just advocating for your specific children, but has some board members have have mentioned, please help us advocate for
the funding so that this can expand. I was very pleased to hear that you went from Arlington to Fcps because of child fine and that you knew
this was the best place for your child and also very pleased hear about not just the academic piece, but the social emotional peace where she's learning to advocate for
herself. So that was very that was music to. I believe everybody's years sitting here >> think that it really gets
down to is universal preschool and making sure that we do it. And I know that in New Mexico, they made that commitment to state and that's one of the poorest states in our nation. And they made that commitment
and they're seen the results were that investment is paying off. And so I think, you know, it would behoove us to look at that model and start looking for Seeing how we could do
that. I just want to I did just to respond to one of my school board colleagues. I think that sometimes access is limited because there are certain families that feel that if they take advantage of
the service, they might be targeted due to their status and so and also for some of our families, some of the
requirements where you need to have to dental appointment for your for your child in order to qualify. Stunning. Sometimes those are barriers for some of our families, not just the affordability, but
even getting your kit to that. I mean, the year physical is one thing, but making sure that you have to have to dental, you know, appointments within the year can be barriers for a family. So just
because I've helped a lot of people feel out these forms and know what the issues can sometimes be. But I think everybody on this board is very supportive of this program and we really will
reach out to you to help us advocate 4 for funding because that's unfortunately that's what it comes down to is money. And I do think the boundary work will help us. I think that if we could even
move some of those 6 graders into middle schools thing. You've got a whole grade that's out of that building then we have open classrooms.
So thank you very much. And we
will not take a brief. A
five-minute break.
>> Everybody. We're now moving to the discussion of the budget. portion of the process. So what I will start with just a very, very brief just as that to frame the
conversation. This is this budget process this year was was difficult as there are many competing priorities and and uncertain fiscal intersected here. So the
conditions led to some very tough budget decisions in a variety of areas, including some tough budget decisions on funding levels for fcps. So clearly were at a crossroads.
And I've had many conversations with many of you about that with student needs increasing demands on our workforce, continue to intensify unprecedented fiscal pressures at the same time that we're being asked to do
more to prepare our students for a complex future. We recognize the Board of supervisors have their own pressures. Tax for fatigue is real and there's a need for investing in many areas. From
conversations with colleagues. What's come to be recognizes that we are really one county, one, one community. And to that, there's no conversation about how can we work best together for the best of Fairfax County, knowing that
our schools are foundational to the county strikes centers of learning community and economic unemployment engines. So after conversations from several crosses that come up,
I know a lot of us want to kind of make up plan for our budget process for next year to be more collaborative. try to work more closely with the Board of Supervisors. More often as allies joining
together to best serve the needs and interests of our joint Fairfax County community. With that, what I'd like to do is just a very quick review. What our current budget development process was
this year. And thank you to the budget team Lee and Matthew and also putting this together for us just frame the conversation with our process was this year and then once we
go through the slides as we're going through them, I like you all just to kind of think about. What would you like to happen? That's the same or different for the next year regarding the process. What do you want to avoid in the
process? What information do you need to be prepared for next year's acclaimed budget development work? And how often or how do you think we should be more collaborative with the Board of Supervisors? What does that look like to you? So just some things think
about. You can, of course, talk to anything you like during your time. So with that, I just wanted to briefly outline these are posted on board Doc's the slides as well for people to read. But the
budget development process is a collaborative process involving many stakeholders. It has grounded in our strategic plan which guides the work of fcps through 2030
with the 4 pillars being the foundation of our work and providing a framework for how we allocate resources. The budget planning process includes seeking guidance from school, remembers on
priorities. The superintendent closely with the school board leadership team, collective bargaining unit and the community and the county executive to gather needs and present the needs of the
division. Next slide, please. Janet. Thank you. Per Coated the superintendent is mandated to prepare a budget with an
estimate of the amount of money deemed to be needed to support the school division. This is commonly referred to as a needs-based budget. So by. So the superintendent works hard to prepare
needs-based budget that incorporate school board guidance and is in alignment with the strategic plan goals. Next slide. Please Here is again. This is on board docks as well. A bit hard to read.
But here is a current budget development calendar and you can see Fcps is meetings. The joint meetings for the county public hearings. This is what
are the calendar we use this last year which the based on our calendars to previous years looks like so for that to frame the conversation, what I like to do is open the floor for my colleagues is to
talk about again, just to reframe. How can we be? Find way that's more and better collaborative with the county. In a way that serves one
Fairfax and recognizing the importance of schools to our economy and to our future as well as finds a way to be more collaborative earlier in the process. So having said that,
I will start with misleading, followed by Mister Mitten. Thank you. >> Yeah, I think the most important and the priority is collaboration with the Board of Supervisors around
programming. I think it would be prudent on our part, too, be very invested at least bring in our own counterparts,
but perhaps also as a group closer to. The programming that's needed. As I sat through committee reports on Saturday, I was wishing the
board of Supervisors were in the room because it's evident where we're falling short in lots of areas. But it's it's economics. And I think that
time, you enlightening them, helping them better understand the needs and the costs what it takes to to provide the
education expected from our our constituents and our community. That's essential. And the other thing I want to say is that in terms of the
budget calendar on February 18 after this collaboration after education and and and hopefully journeying on the same page around what we need to do for schools. They will
provide us with it. Looks like on the 18th, the release, their advertised budget if at
that time, it's it's not able to match our ask. I don't want to wait around till May 6 to talk about cuts. The biggest
thing for me is like I felt like we didn't engage with the 150 million shortfall in a timely fashion. And and I tried to do my best to educate
my colleagues on how staffing works in elementary schools. But if people don't fully understand, well, Ortiz and the sped elementary spent years were able to advocate for themselves as were lots of
other people at the budget hearing that went on for about 6 hours. All the people who actually got the staff in the process never had a voice at the table because of this
board's decision to force every elementary school to spend one to make both those positions full time we've lost emerge. We've lost counselors that were treated for. We've lost steam classrooms. We've
lost, you know, I could go on and on. There's a cost to that. We also need to make sure educated on STA how staffing models work because
the majority of our budget is staffing then staffing leads to student teacher ratios. So that's the main thing that I wanted to talk about so that we are very transparent to our
public, very transparent to our teaching faculties, all of our staff in the system that in order for us to get to whatever number is in their
proposed budget if it were to come fruition at Markup Day. That this is what the cuts look like. Thank you. Thank . Just to clarify, this is last year's calendar would have this But this make sure
similar I understand is what makes that was clear to the public. >> Mr. Moon followed by Dr Anderson. Just this is unfair.
Question to Doctor Reed. >> With about 90% of our going Pay for Pieper. you start with
reducing number petitions to begin with. Collective bargaining. Our buddy done for the next couple And that
included. We we start and all the things that that we have a choice. But expend the money
such as utilities and if you want to cause each one's contractual obligations all the things that. Without paying for which school system
will not be able to operate. So there is that wiggle unless we go into the compensation number of petitions to begin
with. And you on the stretch to how engines, I guess, along with the school, doubled the present needs-based. To the governing body. So how do you
we would be different from? We're different next season from this year. Thank. That's a good call. other than what's been suggested by Amos that
which I totally agree that we need to the fee. One on you had to adjust, you know, bottom line, you're going to have to have the comment session or young. Then waiting on come a time frame. I think
what's different is. >> If you'll recall, we didn't begin collective bargaining until the fall last year and didn't complete that until I believe November, which left
very little time. Again to create that need space budget. We have the programs obviously, but then we have to import the new collective bargaining agreement into
that. And this year we're not collectively bargaining with the large group were still collectively bargain with one of our groups. But that will
be different. I also think that we know years 2, 3, of our current agreement with a few and you're right. It for
90%. People. Then we're going to have to look at programs and people if we anticipate not being fully funded again.
>> And then we'll get we'll get fiscal forecast. rough fiscal forecast in November time frame really we get both county side, you know, prep
side as But that's rough. Fiscal forecast and the middle of the fiscal focus, maybe the yuan equine reason you these
based. how would you reconcile that if you know that fiscal forecast? Looks pretty? Us to
go into presented based and we already been getting done. >> You know, we face turbulent financial times before in this
country with regard to budgets. So I think at the time we see whatever the fiscal forecast will be will have to look at that and reconcile that with the
commitments we have as well as the rising and escalating costs of different services. We run a very large bus fleet,
for example, its. food and nutrition custodial maintenance, all of the services we provide have escalating costs as do our contractual obligations for
salary for all School divisions. So it's going to require, I think some art, full collaboration with the county staff and I know the county staff is committed to
having some joint committees on how we can maybe streamline a couple of our major topic areas. So I look forward to maybe appreciating some types
of savings through strong collaboration with our county partners. >> Let let let me Khan to take
on what you have a stressed to state it. So I'm going to ask for the calamity. >> Up again and go back us,
Mr. Dr Anderson. >> Thank One of the things that I do want to say because I said this before and I miss
lady also raise this is a continuing opportunity to educate the board of supervisors with. >> Whatever happens in the world and its impact on our world. >> An example that I can bring
up is the middle school after school programming just removing that as an option from their funding source is impacted VIP summer camp,
which were already funded. But again, not knowing those implications. I think put us in a very it just put us in a pickle. And so I'm hoping that
there's reception 2 having these conversations kind of a little bit ahead. And I know it's a big ask and it's not asked that we control. But just trying to poke and prod
as much as possible. What are you thinking? Let's make sure that we allow you to walk into your decision-making eyes wide open. So I think that education piece is key, not
just with us counterparts, which is key, but also you and your counterpart. Hopefully we could get a little bit tighter and that collaboration. The
second thing that I want to support is the timing. Also this lady ways this I do think that we need to be different than our timing. When we do
have the market, not the mock-up, the initial allocation from the Board of Supervisors. I think we need to take that as what it potentially could be and be
prepared for that. While these don't necessarily have to be well, I guess they would have to be because people have to know how they're impacted the with the schedule that we had this year just really made it
difficult for there to be impactful feedback from the school board. I felt very much like a passenger. You know, the decision was happening and we were just kind of on the on
the sidelines when the budget is now upright is one of our primary work setting. The budget is one of the most important things that the school board does in addition to hiring the superintendent.
So I'd like for that to be. Reviewed a little bit and I'm not sure how to deal with this next piece because also I we
didn't have much participation in what the collective bargaining agreement was. And I don't know how to reconcile that. I just want to be clear. I just know with a second unit
coming on. We don't want to repeat that cycle where it was kind of too late to pull it back and we weren't sure how to make things happen again. It's just something that didn't really work fully in my
opinion, but I don't know how to reconcile that, but I would love to hear an ethos that you have, but I really want to
emphasize and echo what and this lady had shared. If we know what is it that they have said said, let's kind of have a plan so that we don't have 2
days between markup and there approval and then we have so little time to be thoughtfully responsive. We were responsive because you have to be, but I don't think it was as city
chicken intentional as potentially could have been. Thank you, Mr. Dunn followed
by this man. Mr. Don't we can't hear you. Can you hear
me now? A little bit, but it's very soft. wanted to ask about the process. >> 4.
>> Determining a potential budget cuts because historically the budget cuts for 10th under Superintendent Karen Garza were articulated
list of possible budget cuts articulated to the public at the beginning of budget season. And then this year it came very late and it was
because a lot of shock, a lot of trauma to 2 people who learn they might keep the staffed long after the transferdline will there
be greater consideration provided 2 articulating on the front end of process. What ght happen if the budget is
not fully funded by the county in the state. >> Do you want a response to
that? Mister Dunn? >> So I think that given that we are not doing as major were. >> Almost. >> Complete, actually with
collective bargaining with our current group that were bargaining with. I believe this fall, the beginning of budget season will certainly be able to provide much more.
I think information around the possibility of program cuts depending on budget.
>> Can you clarify? Because it's my understanding that, you know, in the collective bargaining discussions that I'm in this past year that there wasn't bargaining over big. There was a bargain over
the amount of the cut, but not of the specific programs are or positions that would be cut. So will there be greater insight provide to the public so that, you know, if if the
public has no budget cuts, they strongly oppose or strongly support they can articulate their support and or a position throughout the budget process rather than simply kind of at the tail end.
>> I believe there will be because we're in a different part of the cycle this year. Yes, I believe the answer to your question is yes.
>> In terms you know, operational efficiencies. And I hate to use that word because I don't think it properly describes the situation. But when I look at
other school divisions across the country when they come under extreme budget pressure and that may be something we confront in in the months and years to come. They sometimes
look to consolidate. >> Schools first closed, smaller schools and consolidate them into the larger schools simply too reduce the cost of operating
so many separate stand-alone schools. I obviously there difficulties with that. But is that something that, you know in the future that you might
look 2 some operating costs associated with operating so many different schools. And believe we have 199 across the county. >> So thank you for that
question. you know, I think depending on the >> significance of the potential budget fall. A number of topics will be on the table that we might not otherwise be discussing. And
Ed. More predictable budget time but it's not something I would look to as a first choice to look at Closing neighborhood schools. I think
neighborhood schools are often the strength of the community. And we just had a presentation around preschool needing more
I think that we still have a capacity and possibility of making sure that our schools >> are living breathing centers for learning for our community. So that wouldn't be
where I would start. But it's certainly a topic area we can explore if that's a topic area. The board would wish to explore. >> I certainly don't think that's anything any one of the
board advocating for. But, you know, this year we we increased class sizes for the first time. I think since the Great Recession and I don't think we want to go back to to
that tool in the tool box anytime soon. But I think it's important for the public to understand to the extent that, you know, we do face budget constraints. What are the full
range of options on the table? certainly the the pros and cons of fully funding versus not.
>> Thank you, Mr. Done as mayor in fall by Anderson. >> Okay. I really appreciate having this conversation because it's on my mind like every day even just in the
conversation so far reef reams what you know, I'm trying to pitch and you know, for me, it just keeps coming down to how do we? Create time to do the work? And we can't just do it to buy I mean, I am always in
favor of doing the work publicly. And we did ask the Board of Supervisors to me I think, you know, when I look at this schedule of what we've done in the past, I don't want
to repeat this schedule. I mean, at very basic we cannot adopt our board. 2 days after the county executive releasing his. I mean, that's just got to stop you know, so how it
like perhaps one task is to think about, you know, what, what could what would be the ideal schedule? Lets like throw this out and like knowing that to keep some dates to meet that, you certain deadlines. But like
what would be our preferred future? I know in talking with Mr. Alcorn, you know, yesterday, you know, we talked about having, you know, more
joint conversations and sooner. So, you know, there is interest in that. And so, you know, we have to task force that are starting the one of facilities and want to technology and I don't but it
is a task force thing. Whatever the Board of Supervisors wants to do, you know, would be more comfortable. But, you know, I think having a joint, no schedule, cadence of joint meetings would be good. So
here's the things that thinking, but I would love to see is that. I'd like to work together to obtain the same knowledge regarding where this
county's public resources are financially. You know, we're U.S. and them schools in county because so often it's intertwined. I think this involves a remarkable amount
of data gathering, though. And so Mister Smith, I'm going to maybe look at us burden because, again, like I even just to get the superintendent's evaluation. Heard her documents. It's
showing increased efficiencies. It's showing no reduction learning gaps. Those are, you know, there are costs and you need to I want to put
together the data that shows how much it costs us to do things. And just like if it's Tilly's to get a zoning approval, that's going to cost tax dollars. We've started to elevate this with the cip
work. I think that it starts with us all getting on the same page. And then I think to sleading Dr Anderson's point informing the Board of Supervisors as to what
happens. You know, when they're done certain things are cut. And also I think it would be really eye opening to have a budget that shows what would happen if our tax payers hitting kicking that extra
half a billion dollars. And what if they didn't kick in that additional half billion dollars? Let's make a budget that shows this is what it would look like. If we just funded based on what the state
gave us. But so one thing is informed. The second thing is can we make a plan to improve the business processes that cross and cities the zoning,
the community use the school age, child care like that alone could be maybe a good entry point because we both have questions and there's a lot of money, you know, going
back and forth. And then finally find new solutions and partnerships, especially regarding the maintenance of our public school buildings,
including the commercial space. finish line.
>> Sanderson fall by missing John King. >> I appreciate the conversation today. I think that having these discussions ahead of time is going to help frame or work next year. I
have a couple of questions looking at the timeline specifically how many of the dates are actually connected in the CBA Dre. I know that we likely are are locked in by
certain things that are in the CBA because we won't be able to have those full conversations until the county actually. So some of it is in my correct that some of it is dependent on the county's
timeline. Some of our dates are fully dependent on the county's timeline in order for us. So if we don't. In the absolute worst case scenario,
if we didn't have the full transfer that we needed to meet the CBA next year, that is going we wouldn't be able to actually open the CBA until we I 100% knew that from the county cracked. That's my understanding. That's correct.
A case of some of the dates that we have are written in stone. Another ones are ours. So I think that it's important understand the difference between those 2. So as we move forward towards our plan for the next year, I think
understanding fully where we can move things up and where our dates are. Kinda hard, hard set is going to be a particul important thing
as we're talking here. I am actually making notes about things because I've heard a lot of a lot from different board members about the interest of having more fulsome discussions, particularly related to the budget because I agree with Dr, Anderson, that this is a
significant aspect of the work that we do. And so we want to make sure that we're kind of capturing those discussions and it doesn't necessarily all look like this, right. So some of them are going to look like
our conversations that we've started to have about procurement, which absolutely impact impact budget. So I think that looking at budget as a bigger. Bigger
discussion, I think is going to be helpful for us here. And then the other thing is we had some success at it was a tiny little bit of success, but it was success related to J Lock
this year. >> That can be the road map for how to get the state to to pitch in more money. Hopefully every cent of which is outside the LCI. But but we'll take what we can get. And so I
think that it's important for us to kind of look at the jail arc and focus on what we're going to look at next year and what we're going to go after next year so that we're not in the same do because I think as
we've all seen throwing to all of the recommendations at once is an overwhelming thing for state legislators. So I think that looking at ways that we can target our approach and
target are advocacy, I think will be particularly important as we move forward here. So I taking careful notes and I'm looking forward to having more
conversations. >> Thank you. Misty John Looking at the schedule, which begins in November. I think
it's important for us to take advantage of the time from August to November to invite our colleagues on the Board of Supervisors and our colleagues
at the state level and invite them to come to our schools because I really think that if they see it, they will get it. And sometimes people are so far removed comes from what's
happening down in the trenches that they don't get it. And my colleague just talked about understanding the staffing formula that I believe some of our own board members really
don't understand how that impacts work. So we need to become subject matter. Experts I know I have invited people to come to schools and they need to see some of the some
of the work that is not just in in general at they need to see the specialized programming that we have. They need to go to key center and see the amazing work that's happening there. They need to
go to Bryant and see how we have. We're graduating students that thought the wooden graduate and we're also providing. Parenting classes
for young mothers. We need to highlight our programs that work with some of our toughest kids. I think sometimes we put. The best face forward,
which is amazing and wonderful, but sometimes some of our legislators and some of our board of supervisors don't see the work that we're doing with some of our toughest kids. And we're getting
success. So I think that maybe the software, relationship building. Is having people come to our schools. And see
that that work is being done and that's being done successfully. But also when they see, you know, there's this incredible teacher and it's obvious that you could use more support. I think
that's how we can also. Encourage our funders to understand what we do and to help provide funding for us. And, you know, just going back to yes, the budget is the
biggest thing. We work work on this year was very, very, extremely unique, such situation. And we had success because >> we did have collective
bargaining and that was huge. And I really still say that. Within 48 hours there was a miracle that was produced because even though we didn't have as much input as some of
us would like, I think that. The least damage was done by the decisions that were made. And I really appreciate that.
Thank you. Seeing no other parkers up for initial could be turned that will go to go backs. So a couple I've been trying take some notes that putting catch everything was said, but all happy to share these with folks. That's what
people are saying. Couple think not before we got here, you know, we do a legislative package that focuses on the state federal. And I really think that we perhaps need to do a local, you know, the
package right? But we need to do starting this summer. Explanation. key points of what are some great things because of our investment in public education that's going on the gap closing that. I
think my colleagues talked about all of these things, but also. As my colleague talked about, what are the needs and why does it cost this much money and what is going on
and, you know, we talked about 90% of our budget to staff and we have pieces of these and lots of the even the facilities funding. I know this man did a job point of that together for the cip this year. And you have a lot of
that in some of that help. Once you pull together. But how do we have for us? Almost a board packet Dre to them are doing our meetings with individual board supervisors. We have a board packet. We can
go off of and we have a board packet we can use. I have sort of talking use I meet with the community that lays out our facilities, funding. I'm just going to kudos to dismantle a lot of the stuff she put
together. I've been using my community meetings, but how do we get your staff over the summer, your budget staff? Maybe you're instructional staff to combine with your COM
staff to put together a community pocket. So when we go to talk to the community, whether it's a PTA meeting or whether you talk to the community, we all have a consistent pocket of just trying to build this
education. So I think that's the biggest thing that was missing. Is that chances for educating what is the current state realities and why it costs this much money and what
all of this is because then that's when we lose the narrative of and we have the snow to bloated and out of touch. So I think, know, and I think if we want to add earlier means the board
supervisors, I think we should have that. But that's somewhat I talk individually to my counterparts like a lot that's really helpful to hear about challenge why this I think
then once we have that board packet week and then invite for school visits but will have specific things to talk about with that board packets school visits that we all can can talk about while we're
also showing the unique things in our districts, trini programs. But without that, we're all kind of reinventing the wheel and trying to figure out any collective bargain. The first click the bargain is
always a challenging year front, but it's great year. It's a great thing that we did, but it's also challenging it when it comes to budget, right? What can be moved to our budget process and what can't be moved around. Budget process should be a part of
that board packet. Right? deals arriving to this early this piece can be this piece. Can't be. I think that fiscal forecast meeting for not doing earlier Dre, that fiscal forecast meeting and I said a
TV for that's because state of our schools meeting for our side. We don't have a fiscal forecast. We need to give. Right because we don't have any revenue generating power, but we can say for this board packet, we can summarize it.
Here's what why are here's the Wyatt. What we're asking you start with that. And then it's easier to going to ask. But I
still think go back. I also with Mr. Moon followed by man. And when I say.
>> I would be to college paid on what we have just a stated and there was really funny. I was up 40 into law. Doctor it
was saying about media consolidation of services was that services between us in the county? Was any particular services you completing about
consolidating with? >> I was referring to the joint committees that were discussed during the budget process that we're going to be established. Between the I
believe County and school division. To no one he's going to be established and do the work. I do not he did not.
Because your work. As a starting right now for the next year. And if that has not been even established, I don't know meaning for work over
joint committee. We be a new establishing next year's budget at this point. I'm not saying it's not worth exploding. You know, work of
that joint committee. Just reminded me of some of the things that of prior Bush D it some of the some of the services with the county side
and the beach didn't go too far because when he came down to it, it really consolidating. The 2 sides realize that there wasn't going to be the savings
because both sides each side was in March, consult with a really do not view. 92 number to be a nice much savings. So why would that aside? I mean, we could who at this time
around we could better intent nationally With with that cent. I have something, you know, some my mind which I
have not just forgot. So I'm going to be put on Google that. >> I have 2 formers who haven't spoken yet. Some gonna go to them. And then I'll go
back go back. So started. Mister. Fresh them are Michael >> Thank So on question of
joint committees, there's a 90 committee that were to begin work after this budget process concluded and I can follow up
a chairman McKay about It was started as a result board matter for them. I'd like to begin, you know, looking at
next year. I think it would be wise for us to send a a letter to the heart colleagues in the General Assembly kind identifying our past to them.
I know we have the legislative program, but that is devoid of the context of the budget currently. And I'd like this to send a specific budget ask
to them. Obviously jailer eccentric. But something specific that explains how this will impact our budget and why it must be done this
year. In terms of. Other changes like to see happen, the calendar, the board's voting on 4 next school year
is pretty bare bones and has the regular meetings to work Sessions and closed meetings. But it does not have our budget committee meetings, public hearings and center.
And that's by design because we want to leave the latitude for the next chair vice chair and the next budget chair and budget vice chair to work
together best online, the calendar that was presented earlier from last year in the year And I'd like to see let's make the most use out of that
process to ensure that we're we've selected different things are there for optimal impact. I'd also like to see board members get more
comfortable in their post collective bargaining rules as board members. I think we can all do well to you know, stick
to the rules and understand that we're not the negotiators and that we can provide our guidance in advance of negotiations that we should be cutting deals behind the scenes or any of the other stuff that we've all been
F****. And that's not to say other people were doing them. I'm just saying we need to get you know, this is something that's being reportedthat Virginia. Collective bargaining is new. So people
are still growing into the role men. Finally. I'd like us to think about what collaboration looks like. In the short term and the long term. I don't think we're
going to get everything we want out of the more collaborative in the first year of this attempts. I'd like to think of it. And, you know, 2 stages like what do we want this year for sure. And
one of the longer term goals. And finally, you know, I hope that board members are having active regular conversations with their, you know, specific board of supervisor members as
best able to. I know it's not possible for everybody because that's the first step of keeping the door open. That's just my general top line I appreciate I guess the most of
us have gone off while ago. See my time versus here. I apologize. It just went off, Mr. Fish Mr. Mckelvie go back
backs. Thank you. So, you know, I appreciate the opportunity have this conversation, but I would agree with. >> Mr. Fresh that I don't much
will come of it in the first year. And also not very optimistic in the out years. Anything will come of it. That doesn't mean we don't trut we just have to be realistic. And what you know, one of my
number one priority says always been bond funding. And I don't think we've had. A very honest conversation ever with the Board of Supervisors about that and you know,
obviously all of us want to maintain a AAA bond rating. You know, I don't think we've been. As strong as we could be
as a county when when approaching our our bond ceiling. So I want to have that that conversation some point also appreciated the, you know, remarks about are
joint committees on it and facilities. I've also talked with Dr Read about the importance of engaging with the board transportation
issues and you know, those don't all have budget implications, right? It's about transportation safety. We've seen obviously over the years we've had efforts from
from stop arm cameras to 2 cameras in front of schools and other things that I don't feel like we've been fully at the table as part of those
discussions but also I'm very concerned about the rising deaths in our county as a result of traffic violence or traffic. Incidents. And what
we could be doing jointly to combat that. Now they thanks. >> Thank you, Mr. McLean, mayor in fall by Doctor Anderson, these ago backs.
>> So suffering from being tired, which is why I asked that this conversation not be at the end of this long day. I mean, and so I apologize for being creaky says Riser. I. I
think what I think about collective bargaining, I don't think it was a failure. I think it was a success. The failure was in how was communicated. And the
expectation of, you know, the school board, the county board for to go a certain way. What I'm hearing people talk about is if you things one welcoming
a little diagram, but if we started with the J advocacy, that seems like a pretty good way to start and say can we get together and be on the same page? Is this can we do things like have the same
language in our legislative agendas? Can we go down to Richmond the same time can we make sure that, you know, if we know this title, one issues coming up, can we make sure that they know about that? So
that's a big thing. They can advocate for. And then we could plan for that on our side rate. And But the other thing is informing the board about, I think the operation
funding situation and then Mr. Megrahi's at the facilities. So what if we could develop like our own team agenda like okay for this month, we're going to make sure that all of
us hit these points with each supervisor and that's going to the bond, right? And let's get the data together that way because we can't control how they, you know, communicate
amongst other, not just like, you know, we have our challenges and strengths. But I've also been thinking about what if we after key meetings were decisions, some we figured a way to send over
like a package email that's like, hey, were like we just did the cip work session. We want to make sure that you saw the state up because I don't know if they're watching or like, hey, just want to make sure you saw the Spartans presentation about this. I
think we could be more intentional. And then the idea of bringing them into our school that maybe we make this like we make them tangible things. So each of us can say, okay, I know I have to make an appointment to go and do this
or have to make an email to make sure my supervisor has this and maybe that's part of legislative work and I'll stop there. So not cranking. Take
another. Go back. Thank you. Miss Marion. I hope you have a go. Go Anderson. Thank you. This is a question actually become this burden. Given a
fiscal year by when does the board have to adopt its budget? >> Within a couple of weeks of
the appropriation being identified by the county. So we don't have set time. We just have to be responsive to their time. Yeah. I mean, most
of budget calendar kind of works backwards from there. Appropriation based on what's required. In May. And then we have a couple of weeks after they appropriate. It's in Virginia code. If you give me
a looking at sure. Sure. Sure you can go ahead and do that because I'm just wondering why had we buy ourselves time and on the back end? And because I kept wondering with this past
budget cycle, could we have approve the budget? The meeting after and what I think I'm hearing is not necessarily since we kind of tied to this
timetable I think it I think issue is that we have to adopt the budget in a certain time frame after they appropriate. But we also have to get
contracts, sit, sit, put forth. And so there's just a really small window to adopt the budget because of those 2 competing things that I I can get that. No apps of well,
that's very helpful to know even without the exact date, because I think that speaks to the original advocacy for us to be planning earlier on for the worst case scenario as
early as possible in the worst case scenario is we don't need the worst case scenario, but we just need to make sure we have that plan. And also another thing that I want to be sure to uplift because I
remember and now conversations and one of joint meetings with the Board of Supervisors on the budget. And that the fiscal forecast, the second one, I think that happened. What? Was badly timed, which
have whatever it happened. But we were talking about in Kyle was talking about the savings that we have. We have found
here in terms of how we have sent out about that has to be a lot more explicit. It was just very all it was very high level. And it was just easy to
gloss over it. What I think that race was what more question from the Board of Supervisors in terms of well, with this 800 million dollars come from over the last 10 years. What did that look
like? I think if we could articulate that because let's be clear and miss and a of shared out maybe was rational who shared it earlier. What of supervisors? They have
multiple stakeholders. You know, they have fire. They have homeowners. They have all kinds of folks that they're trying to balance. But if we're showing that we've already tighten our belts very
clearly and explicitly, I think that will go a long way. So the more the one specific we could be of some of those examples. The better we will be served the overall
800 million over 10 years, well on me because I don't know what that means. Dr Anderson May 15th they have to appropriate by May. 15th. And
unless the state's budget process is delayed and then the rule is 30 days after the state adopts its budget. Okay. So there's a little bit of wiggle room. Thank you. I'll
take a back at this time. Mr. Moonfall Venice Mayor. >> I thank you. This is
something the talk in this emotionally ease. You know, one of colleagues at the 2 presents, his wasn't he starts with. Cost-cutting measures.
He's going to be instituting. Start. You always with that. Trying to prove to public and was a tennis there, fiscally
prudent. That's what doing. We do the same. But I think we need to make him want express to everybody that not doing
the same thing. If you're not better. So with that in mind. >> Have we Dre Dum this? Can you? have you ever considered
put us? Something current? To based? Is something we may not
be calling you to base? Plus a but the EU on way do that. And by by Monday program by program to see what spending. Well, what the U.S. can
complete the spending he's starting from scratch. >> Yes, sir. That your base budgeting is obviously budget building strategy. It's also
when you're looking as of Aldrich work, expects us to do to begin to deconstruct a budget to think about how to read constructed certainly
have experience with 0 based budgeting. And as we asked our departments to cut 3%. We began nibbling at 0 based budgeting. I expect that this
year we're going to be taking a look at that. again, as we face budget challenges and that certainly an area that I have a great deal of
experience in other divisions doing so happy to share. And that exercise. And I think burden we it's not just based
budgeting, but it's also position control documents and monitoring in Fairfax County, Public Schools. We have sort of unique practices around
trades, position trades and a lot of autonomy in departments and schools and sites for managing funds, which is a
good thing because we want decisions made closest to the work and it's something that we're going to have to be thoughtful about as we both construct a budget for this year and then monitor it
throughout the year. >> Comey's, that isn't something that I like to suggest, you know, for you to consider. Do honestly?
>> The real nice and me a lot of work. >> The part of everybody involved. And something that I want to with is in the past
Ministration so putting out, even the school boards will not always receptive to death, receptive to that. But, you know, keeping in mind, let's some of the things that some of us said. Mister
Whittington, a from funding authority members and the fund throw he that next. He spotted. Maybe even tougher than the sea hurdle that that's true or not. I think we
need to be prepaid are get cool. Dylon how 9 item to make sure that we ha. We would be able to say to them and publicly that we have that on
due diligence. Thank you, Mr. MS MS Mayor involve a doctor Anderson, ended in a Just wanted to make clear. >> That we are we do 0 base
budgeting at the schools. We don't just add on. We take noon Roman and we're even all the numbers again from a 0 base. And of course, most of funding is at the schools. The
department's we roll over their existing budgets. And reduce anything that's one-time funds. You invest kinds of things. But schools with the school based funding.
We absolutely start 0 base. Yeah. have to 50 seconds. Just only to go go back. would be done in the 52nd. Thank you. Thank you for pointing that. I
think he's with us. >> The point that House because most our money goes into schools, not departments. That's where we already do
with Thank you, Mr. This married Justin Anderson. Okay, I'm just >> wondering if we could if we think about our work schedule head and I'm looking at our
meetings and and this has come up as we've gotten more into the strategic plan, which is giving us we were information than we ever had. And the executive limitations. How do we continue to lift ourselves
up to this? You know, the highest for level we can be that do the things that only the 12 of us can do. And so what tradeoffs are we willing to make? You know, we've talked about the civil rights
responsibility not having to in 2 or 3 meetings about that. You know, maybe we can come to some agreements around what we're going to take off of our usual agendas so we can make
time to either go have these meetings or talk together to say, yeah, what should be, you know, this month, focus on, you know, educating or you know, making the time I just
feel like more and more for me. The value is in talking with all the different people. But that means that we have to change how we do our work. And
so when I look at the proposed schedule, well, one all day work session. And again, pretty tired. And this is not how our kids were correct. Teachers work all day long like this. How can we sort of think about setting ourselves
up for success? Is it a different budget committee organization? Is it more than 2 people? Is it meeting biweekly? Is it the committee's, you know, like right now? I don't think our
meeting structure sets us up to be able to do this next level work. Is it having more robust committees where some of us can trust the others to do the work and carry the
load. But we have to be willing to give up some of that. And I'd love to hear what people think because what we make time for will get done. And I already see the
workers as kind of my brain works. you know, when when do we do this work and who's doing it and what else is going? You know, we just can't
do everything. I think we can leverage the legislative work as a 2 for with the state and then better partnership with the Board of Supervisors could be focused on that as a new way to do this.
>> Thank you, Doc Anderson. Yes, just super fast. The only thing that I'm asking is in the construction of the budget schedule next year for us, too. Go to the very end of the
timetable that we have in order to give ourselves plenty of time and also to leave enough time for us to be able to be responsive to the public hearing feedback because we
also have that as a little bit of a struggle, what we do not want to convey to the public is that the decisions made and the public meetings perfunctory and so having time in order to respond to that is
going to be important as well in the construction of the schedule. Thank you. Thank you, Mr. McLean, that out to the quick turn. Let's take a
quick turn in listening to everybody. Here's I'm at. My advocacy would be one. I agree. My colleague, I think we should look, I think some
talked about the calendar. The Sr know there's different pieces that I think could be is more operational that we could pull back. Why work on? So I think as we do that, whoever the chair vice chair
budget chair, I think that's a really important piece. 2 and Dre. They've been saying this to for a long time. A lot of different areas. We are and
have been in a era of tough budgets, which is I think new to our community. >> To our staff. And there's a lot of education plan that needs to be done around that,
right? I think we've just gotten used to. You know, not having to think about really tough budget thing. So I think we need to dig deep. With a perspective taking lens. You
know, on what information do we need to build a put out there, for example, the 0 base budgeting, glad, Mr. Monessen question, right that the schools do the bald, how we put it together in a cohesive
informational story. This summer into that so that we or into the early part of next year, perhaps tied to the calendar tied to the meetings you do tied to the meetings we
do with a packet of suggestions for us because we've and for our community because people love their individual schools and tied into recognizing what are the
needs of our county? How does this tie into the overall county picture and plan and their challenge is to so we can look at it as one system. Well, of course, it lifting up the information about the
schools. But I don't think. People are in this mindset right now. And I think we need to get people in the mindset of what it is that we do, what it is that our challenges or why. What budgeting process is
why do we need the money that we do? What value does it bring to everybody? Not just our families and how can we systematically get at information out to our partners, to our advocates and
to our board? And other keep you? So we all are educating and informing in a consistent way. That I think is critical in the calendars. Well, I'll
stop it. I would love whoever is in leadership, but were these positions work that plan out so we can present that to the board when things start up. Yeah, I'll speak to
facility and make sure the team is working on Mike, starting. >> Tomorrow. Thank you. I see no other hands or placards up. So we'll move on. Did you have
it move on from this portion? I think was. And is the co the next portion of our meeting? Yeah. So we have one more section that we're hoping to get a high level briefabout what's going on with boundaries right now. Just refer to as an update to the
board. So I'm gonna give us another 5 minutes just to get switched over stretch. Grab
caffeine. If you need it. And
we'll get going.
Being that the rest of our colleagues can join us in the room. So Dr Reid turn it over to you,
ma'am. Okay. I don't need the photo on me, Janet. now you
can put it on somebody else. That's great on the slide. >> Never mind. Thank you, Anyhow this afternoon, really?
>> This is more so That's interesting. I know this is more just a really quick review. I'm not going to go over every slide because they don't believe there's a slide.
You haven't already seen its really more an opportunity to share what we are. And then listen to any questions you might have. I think we've got a couple of the boundary
advisory committee members here. So let me go through the slides and really then have an opportunity for conversation.
let's kind just the team that won it with, you know, sometimes our community checks in to see what's posted. Want to make sure that there's ample material posted. But I don't know that we need to discuss each side. So just a
reminder that last July, although it seems like a decade ago, it was really just almost a year ago boundary policy. 81 30 was approved as
part of the commitment we're undergoing this comprehensive review. Honestly, for the first time in 4 decades. So next slide, please. These were the challenges that brought
this to the table. Next slide. Please. And these were the 4 priorities. The policy outlines which really serve as filters for the work we're doing next slide. Please.
This. I want to linger here just a moment. The calendar for the review process was updated as a result of community input and the community input. If you
recall, the original calendar had the first round of community input meetings during the summer. And we heard from a number of our constituents, parents, families and staff that people
want to break over the summer and it didn't feel like genuine and engagement process. If we were going to do that when many families
wouldn't be here. So we did move up. The community review process by about 6 weeks, which means that now I believe Monday evening, the 23rd will
be our first meeting as an advisory committee to review all of the feedback on the first round of maps that were provided to community. I want to acknowledge for community
members watching and also to you as a board. There are a number of situations in the very draftee draft maps that are better understood today
and will be resolved discussed at the meeting on the 23rd. And I think as we see the next iteration of maps as they evolve, we should see tighter
and boundary lines matching data. But I did want to acknowledge that the boundary review we did move this up so that we were not trying to connect with families in the
middle of the summer. But the advisory committee is continuing our work throughout the summer. So I appreciate the steadfast and efforts of that committee. They've really put in a lot of time and will
continue to do so. reminder that this fall, we'll be doing another round of community meetings, bringing forth less
drafty drafts and there will still be opportunity after that round for refinement review. Prior to my bringing
you recommendations in January of 2026. So next slide, please. Again, the this is just a little bit of data we
held 28 meetings. And I think that's probably why I know that I have not had in home before. 9 o'clock in the last several months. But we've held 28 meetings with close to
4,000 community members attending be it virtually or in person. Next slide. Please. We have 3 scenarios. And I
think if you all of you have at least one of these meetings and maybe more. So you've seen this explain next slide, please. Again, these are simply add. Sort of
definitions of the terms next slide. Please. And next slide. Next slide we can to sift through these cohorts 1, 2, as board members. You've seen all
of these next slide. Please. And next slide. And next And next than that. Let me back up. There we go. So the red
dotted line shows where we are today. So it's the same map or a same chart I showed you earlier, but the red line kind of we're about. little over
halfway through. I also think what's interesting is as the community floors different topic, areas related to boundaries, which is to say
there are some communities were split feeders. I think we had a strong predisposition to not having split feeders. In some cases, we have a community member saying, you know what, given all the pros
and cons of that may be split featuring isn't the first after. All right. So we're just I think, really getting to the space of having a
conversation around competing interests, perhaps as a way to frame that. And I think they'll be more conversations about that. Also, I think we're learning that more than one thing can be right at a
time. And that's okay, too. But it just adds to the complexity of the decision-making for now. This chart gives you read out of line. Here we are. We're in the middle of phase 2 data analysis and scenario updates
are right at the beginning of that section. Next slide. Please. The Explorer Maps on the website again were
designed a group that through consulting work with so that we've collected quite a bit of feedback on these. They are on our website next slide. The
Boundary Review communications. These are the communications and the numbers related to those and big props to our team that continues to work very hard. Both on the
website and collecting minutes and distributing those next slide. Please. This is a continuation next slide. And
this talks a little bit about the advisory committee. Again, from January to May. We've had 9 meetings with 3 additional meeting One of those being
this coming Monday through September. again, this committee's feedback was not incorporated. The original draft a draft because we can press the timeline number
of weeks. Next slide. This is really what's next. We're looking continuing to look at these topic areas. I will say
what was added this spring is start time considerations. And as we begin to really began to look at middle school, start time and what's possible. And
we were asked to look at it. Is it better to do those separately together you know, sequentially for in parallel. We really feel like that's a
topic. Very we need to integrate into this conversation. And so that's something that's part of our thinking right now. Next slide, please the other piece
that's new that we didn't anticipate when we began this work plan is that we have now the board has approved the purchase and sale agreement for a new Western high school
site. And so the topic of how that fits into this conversation clearly is going to be something we need to integrate and to this process, which we could not have
foreseen a year ago when we began this process. But it it's a a piece of information which clearly will require discussion, not just with the board, but also with the
community in terms of the possible use for that site. So I think that's Janet. Unless there's another slide. Oh, for sure. The new feedback. All of
the feedback that was collected at those 6 meetings will be made available to the advisory committee will be looking at that on Monday
evening. And next slide that so happy to really engage for the next little less than an hour and conversation feedback. I also would like to
pose the idea and I've heard from a number of you that perhaps regular updates about boundaries might be somng that would be helpful much like we do strategic plan updates to teach once a month
for board meetings or academic matters where we do a short update. Certainly willing to put something like that together and would appreciate some direction from the board about what you would want as
part of that are the cadence of would be helpful or if you think it's a good idea at all? So again think that. I'm here this afternoon, just trying to make sure we keep this process
as thoughtful and collaborative as possible. So thank you. Okay. So I wanted to give a lay of the land. We have a hard stop at 5.30. And so we are going to have a
conversation as long as we need to. But we're going to start with Dr Anderson. Be very fast. Just speaking to the last thing the shared. think that's really important to do.
>> And I wanted advocacy for those regular updates because believe that the board needs to have a space to be the representatives that we are to bring the things that are being risen to that are being
brought to us because right now it it felt I'll just be honest with you. Kind of embarrassing to be an at Temple, a meeting and had to say to to the folks, I see what you see. I you know, the
person who is on the committee knows better than I do. And I don't think that should be exactly it. I I don't think we need to run the process, but we need to be way better informed of what is happening
and have a space race questions. So that's one. Secondly, I have very, very, very glad to hear what you just mentioned regarding what are what has been articulated
as division priorities. Should I stop? Can you I need to have
some of my seconds. Be restored. I know what has been articulate as division priorities may not necessarily work everywhere. 2 things can be, too. At the same time because the focus on fixing
out a boundary schools has impacted my community in a significant way and I'll just name it because I know people are looking for that Bailey's upper, which is a magnet school located on a highway.
No one will ever walk to Bailey's upper. But yet the focus to fix the valleys, upper met that they did not do anything at Parklawn and nothing with Glasgow which
were which was supposed to be a part of this. But if if consultant is thinking I have to fix the out about school's first and that's kind of the
priority in everything. A secondary, then we're going to land where we have landed, which is a very unhappy Mason District community. So I'm glad to hear that. And would love to see how that continues
to play out. The other piece that I want to make sure that we provide is again, we want to be fully transparent with what we're doing with the data is provided. It has to be done
with and without the modular right now, it is only provided cip shows within without modular. And I think any information regarding capacity needs to follow that same
format because what has been provided is with modular years and it was hard to absorb that Parkland is fine at 86% capacity with 30 outdoor
buildings. So we have to make sure we have that information also, a couple of things that were asked from community that I want to raise here is when
the information is we're going to also provide the Fr M because there are some schools that are concerned about losing the title one status. And there's some schools that are concerned about losing
students are that diversify their schools as well as transportation studies that were questions that were asked as to when those will be available. It was my guess that we're not anywhere close
to that yet because we don't have very, very specific scenarios, which will be articulated and those pyramid meetings that are to come as per the battery policy. So
I'll pass to hear you this month to that. So, yes, ma'am, you're correct that the transportation studies require very specific.
>> Boundaries for them to run the I know they've done distances as part of the conversation, but once we get, I think the next round of maps, those transportation
studies will be done as far as the modularversation. Donna is here taking notes. We certainly can pass that along to the consultants. The
distinction between modular and trailers and the way in which our cip has traditionally reported those. I think it's part of a broader conversation, but certainly
within the context of the boundary work, we can take a look at that. And I don't. That was the 3rd point you're making. There were lots of point out, right? As the
fasten. Just take one turn and my next point is grade 6 middle schools. I know that was part of the conversation update. Please stop my time. >> Yes, ma'am. I think the at
to look at things. The early map to look at the possibility of that did not indicate that this time we can do that. Division-wide. It looked like in some areas there was a
possibility we could do that. >> And it would be as we move forwwith the next iteration of maps. I think that where it is possible. I
think it's certainly something I'll consider recommending. >> And I just have one last question. What my last 2 seconds when the board is to make decisions. Do you
anticipate having just one big plan that we are going to be responding to? Will there be this is a section, you know, maybe we might accept one section and that the other. I don't know if you there yet,
but it's a question. I think it's open question for me as well. Just given the scale of the division, I think. >> The point of doing a holistic review is to have one plan because for better or
worse, every time it's come of. feel like I'm in my element with chemistry, which is to say anything that happens in one part of the county really does impact
things that happen in other parts of the county. So and I think it's like more likely than not, but there will be maybe one or more than one
large scenarios with sort of different. say different to choose your adventure and a couple different areas potentially with one or 2 options. But I think the point
of doing this holistically is to look at the entire county. Sizemore Heizer. >> Thank you. And I appreciate
the chances for talk about this. I would very much appreciated. Think up, maybe every 2 months once every 2 months update. I'm not sure what the right cadences in terms of. >> The I think it's kind depends on how fast decisions
are being made. A change to being made was being presented. But I agree. I found that of the people that represent my district you a lot more than I did on some of these issues. And the reason
us amused issues that just because I've lived in this district for so long, I was able to say, oh, yeah, I used to because they used to do this. I know about this. So I agree one of things I think
it's important to look at, right you know, we grappled with a lot of this. We did our policy. We came to we didn't have one through 10 in order of priority criteria, but it was a may framework write to
us for things that Shelby prioritize know that access to programming transportation capacity, right? big community connects keeping neighborhoods
students together. And then there was a home, a framework things that could be looked at. And one of the things and that may framework was reliance on temporary classrooms and modular. That might be why it wasn't
prioritize. But I do wonder if this pace to look at frameworks as well. working on this. I do recognize that first. We need to get to that
access to programming. And transportation. That's a huge I get in. Can't we look at translation to have something to look out for transportation? Having said
that, I do think. It is really important to look at program placement and split Peters, right? Because Flippy does aren't just because neighborhood just sometimes But because of where students
are having to go access a particular program, weathers advance academic centers or special education programs are other programs. think it's important to look at that piece of it. I appreciated the
chance it's or lift up to what were believe the stakes in my district that are going to be corrected because one was the school wasn't labeled the other. Just it was an update
of it was intended to be. the one piece that I notice is that the what came out of the conversation was it seem like that? The definition of neighborhood was based
potentially on some outdated data or outdated information. Ryan, tons our school assignment groupings. I can't exactly acronym for it, but some of those may not have been updated for 30 years and
that's led to another prom. My district where it was an understood that this neighborhood is actually a neighborhood. So I'm wondering as we move into the next round, whether we can look at the data sources for some of
the decisions to make sure that they're a little more up to date and what we're doing that sign consultant, not you. But I'm just so lifting of some of the things I'm
hearing. As we move forward and then I love to get a sense that access to programming because I am concerned that that's not being taken to account. And programs are
already at a school. So I know this some thought to moving some students into one of my schools and has a lot of special programming said they may not have. I don't how well that's taken into account the capacity numbers. But I want
to make sure that it is. So we're not an intensely overcrowding, a school because of the program to them. One of my time is up, could go back.
Mr. Mckelvie. appreciate all the work that's gone into and you're you're undertaking. >> On the communications front for me, that's been the
biggest challenges as one board member I'm seeking guidance from here near you and your team on how to handle it. So obviously it's it's different from and is he
remembers versus at-large members. But I soon Mr. Moon is just as many communications as I am from around the county. There's no way I can
reply to all of those with any knowledge. do you have advice to on where should director she sent him to Donna? Should we is there another Central
repository? Because I want our constituents to feel heard but a response from me would amount to nothing right. >> Thank you, Mr. Maccoll mean, I I think that the community knows that.
Obviously you care a great deal about how this process is going and I think forwarding those provided on as a point of contact because if we have
points of contact and multiple departments, things are going to get lost involves will get dropped. So Donna is the repository for all incoming information and then will be
that point of contact for the consultant team. >> And just how how would that look mechanically? Should we be forwarding everything to
Okay. Yes, sir. That would apologies because that's a lot. And I mean, you'd be getting it from 3 at-large members. But I can't think of a better way to deal with it. >> Now in some of the
responses we should see fewer and fewer notes as we're resolving or meetings communities. But having one person look at all of them
also provides an opportunity to see a theme, for example, if there's a particular neighborhood and a lot of our neighborhoods been great about just coming together and sharing group e-mails where
they've or in the community meetings. We've had a chance to sit down and look at maps they've drawn and make sense of what their talk about. So I think we're able to resolve
things and minimally get those move forward to the consultant in a way that is usable quickly. >> And then just last question is on now. Obviously we're
undergoing a transition in our facilities leadership. How do you think that will impact the process of it all? >> Well, I think that our new facilities is going to have to
come up to speed very quickly. I do know the team works hard. And so it'll be a matter of integrating into the team that's been providing data for
the consultants. But as with any transition, it'll create, I think some challenges, but I believe will be able to work through that. We have a strong team that's been working with the consultant terms of
providing data. so I think I think we're going to be okay. It's it's a little challenging, but will be OK. Marmon. >> I just want informed on and
ask about not to be disappointed if she doesn't see. Many the emails from my
office. Pecos. And that? east. Some of them. My concern. >> Please also if you're seeing a theme, please reach
out to give me a copy on those kind of theme emails and we'll try to drafted communication that you could use some times. It's the same question and
that communication with links to new information on the Web site might be helpful for you.
>> Miss mayor and then Mr. Fresh. Okay. >> I am eager to see the program input. I can recall the exact phrase. But when we talk about the real instructional programs, that's
where really want to see what's going to be medicated agree. But the trailers in the modelers is kind of like, you know, if you own a home in the basement, doesn't county square footage, but like really does because that your living space. It's like it's
there, but we're not really county. So how do we really make it work? And part of the considerations because the whole grade level in a trailer doesn't mean the school is not capacity. I think that's
really important like we should figure that out and make a decision. I do agree with the regular updates and I'm actually thinking more and more not only about our work
plan and this gets to the budget, but how are we being prepared to make these decisions? Are there things that we should be reading or some kind training or like
what if we backtrack from January? 26, whether it's just your updates are getting more fast and furious or are there things that we really should be paying more attention thinking? Like case studies? I
don't know. But I'd like to other than the policy. What are there other resources that we might be equipped with? So that's me. Ask. And that's it.
Mr. Fresh and then missing jet coming. Thank me. >> my first question is kind of looking backwards. e
there plans in the works for list preview mode? A holistic review. But a look back on this process so that we can refine it for future. use.
Because who knows who's going to be in the division 5 years when this happens again? >> I do think one of the things Mr, Fresh that's been very important is the use of the chart that separate now.
>> And how are creating, if you will, a story map us an action map because I think that there are best practices around cyclical reviews,
undeterred of processes that are authentic. So I do think we're trying to capture this to make sure it won't need to be in this depth every 5 years, but certainly an
opportunity to review to have her mid level representation. I think it's important think there many pieces that are critically important and perhaps tools. We haven't used
to date that we're going to find to be very helpful for future work. >> I think you'd also get plenty of feedback from board members and others. If. Asked
to of pine about. Things that could go differently one question I have. Although it's
not in the boundary policy itself, except perhaps community cohesion. There are various changes that move.
Title. One students either. You kids are going to kind of went on trees out of a high schools. They attend, which may result high school not having any elementary schools that feed it. But our title
one wealthier neighborhoods being moved out of title one schools. How will those issues be considered and addressed by the committee and and the consnt?
>> So at this point, those issues haven't been discussed as an entiregroup because really we're focused on the 4 filters of the policy, access
to programming capacity issues and so forth. So I think >> that's a question yet to be determined.
>> And then in terms of you know what you just said kind of indicates one of the problems that we've had, which is they were a lot of scenario
and it has other impacts. How are we assessing the impact of these in my community. Perhaps it's school is zoned outside of where it's located. So
they've moved it, which creates a ricochet effect of other changes downstream. How are the judging whether one of those is worth The juice is worth the squeeze.
>> I think at this point looking at the filter and jam, if you can go to the slide that has 4 filters from the policy. Essentially the
working rules which are being applied are what? Are these for? And those are the 4 filters by which the data is
being currently filter to draw maps. I would say that if we're going o add title one.
You know, how do we want to say title one qualifications or we're going to add those types of filters. We certainly can. But that hasn't. in the
first round of map iterations. >> I think it just trying to get towards what's coming as opposed to, you know, looking back and not only on the title. One question are the
what not. But also. For example, we're looking at capacity and removing a split feeder. Pushes one of the schools up capacity above the
overcrowded number. How are we judging to move that forward vs maybe deciding that that split feeder is what needs to be addressed. >> I think that's something the committee is going to need
to wrestle That becomes sort of more fine tuning and we probably all have an opinion and it may not be the I think on that. But that'll be something that the committee will wrestle with. And I'll
keep the board updated on us to how the committee is leaning on those topics. >> Picking up a little bit where miser left off. House programming going to be
addressed when you consider, you know, one of the things I've heard most often from various communities is they're not use. The maps are out and I don't know what this means for the AP Center or what have
you is my kid going somewhere else well, that all be part of next phase of of understating the overall impact of proposed
changes. >> Yes, sir, it well, and I at this time there's no plan to move the AP centers. So it's really going to be how they're
just how communities are adjusted in terms of attending which ones. But there isn't a plan on the table at this time to move those out of from one building to another.
>> Yeah, I don't think people are necessarily concern about moving from one building to another. They're worried about where they're going to be moved or not. On additionally.
Do anticipate that the underlying data driving these changes will be shared and future parts of this process? Yes, sir, for sure. And you
speak a little bit about the responsiveness to community feedback whether folks are receiving acknowledgements from their communications and responses to specific questions.
>> I think to the degree possible and we've had some folks in and out a little bit of a leadership change in facilities, but to the degree possible, I think people are getting a response, but not
necessarily a direct answer yet. The response might be your feedback is being included in feedback provided to the consultant. But until the committee wrestles with
the feedback, there really isn't answer other than thank you. And please continue to provide the feedback. >> Even for questions that are
not necessarily about Mr. Fresh, that is your time. Can I go ahead, OK, go back. Thank Thank you. on coming. Thank
you. So first of all, I'd like to say thank you for all the work you've done for all the work. The advisory committee has done. And I know that we have to be responsive to
constituents and >> there are competing forces. You know, one constituents say I want this will be a dulce, don't want that. And it just kind of, you know, neutralizes
everything. So we know that this process, we're not gonna be able to please all of the people and that we're going to go for the greater good. And that's why doing it in a
holistic way. My question is this. I know that the Heat advisory committee has been. Working really h*** o* this.
And I've been approached by a few members saying that they feel some board members are working against what they're doing. Is that information something that you would relate to assert a specific
board members because all right advisory committee members, a lot of them are volunteers in the last thing I want them to do is to feel that their work is not valued and that we are working
against anything that they're doing. Or has that come up in your head? In the meetings with advisory committee members?
>> So I think that right now the advisory committee is leaning into probably the more >> sort of more feedback time because we've now gotten the
feedback. believe it's going to be sent out this week to advisory committee members which is from all those community meetings. So the first time we're going to get
back together will be Monday night. The 23rd we've not been together as a committee for a little bit because we've had graduations an end of year and all of that. So this will be the first time we've looked at
all the feedback we're going to be dividing into very likely regions to have groups really look at the maps that they're most familiar with and
then provide feedback to the consultant about redrawing of those maps. I think that there are a lot of perspectives, as I mentioned in my overview that our community members
have different communities, different neighborhoods, likely different board members and different advisory committee members. And at the end of the day, it's going to be my responsibility to make sure that we have a space for
him really authentic conversation bringing concerns to the table. I think we're all truly focused on doing what's best for our kids. And it's just we don't all agree
on the same to get there. and but I know that's where that's where we want to be. So I think we'll make sure that in within our process that
everyone's ideas are at least looked at reviewed, discussed and there will be some that will move forward and others that will not likely as a result of those conversations.
>> Thank you. I think the updates what would us as board members? I know that I have told constituents that we very
purposely decided to not do it ourselves because I know that we might have competing interests and I didn't want us as a board to be, you know, Ms Anderson's district is very
close to mine and what might be in in. Beneficial to hers might not be to mine. And that would not serve either of So I appreciate that. We've decided to do it this way to some
what? Not get into a battle amongst ourselves and to do something that holistically is best for everyone. I just want to make sure that our advisory committee members don't feel
working against with there. There their work and those updates would help us. I think. >> I appreciate Saint John tending I believe that our
advisory committee knows that everybody the each board member committee member wants what's best and so I will reiterate that and are. We're
going to filter like I said, a lot of feedback and information and I know everyone's trying to help and >> again, I want to thank you
and the advisory committee members because they're doing a lot of work and for. The school staff team that has been supporting all the meetings.
>> It's been a lot in the eye. Very much so. Appreciate that. Thank you for noting that missing don't coming. Mr. Dunn.
>> Thank First, pursued my colleagues question. I think there's a question that I've encountered, which is what is the proper role of the of the bracket member, the boundary advisory committee member
because I've had couple from one high school permit to I don't think show up to me the meetings or or don't don't do very much outside of attending the advisory committee
meetings and then there's another couple from a different school permit who are organizing their own meetings, going on to the community. You know, being
ambassadors and a very expensive way. And so I'm trying to understand, you know, what is your vision, doctor, Reed for the proper role of down to review advisory committee meeting says there is a role
responsibility limited to coming to your BRAC meetings and providing input as randomly selected community members or do you have an expectation and that desire
that they actually go out and represent Fcps and the committee to the broader community. >> Thank you for the question.
Mr. Down. I think. Our first advisory committee meeting. We discussed the responsibilities. I mean, minimally with having an email address in being named on the website.
>> And at that first meeting we had several people not feel comfortable with having their names on the Web stepped back from the role and we then went through a selection process to
replace them. I think that as we've commence this working as we continue it. To be fair, I believe people want to be part
of that advisory committee to have access to information and help make decisions that are going to improve our school division. And I think people are more and less comfortable
dealing with conflicts dealing with difficult conversations. And so I think one of the things I want to make sure that I provide our advisory
committee members with are the tools and the information to really be able to be effective resource is because I think there isn't iterative effect.
other words, communities, what obviously provide them input. And then in turn, they would provide that input to the committee and then take the committees and put back to the community. And so I think
that, you know, my expectations just that the process that we discussed be honored and that people are thoughtful about what they're bringing in, what they're taking back to their
communities. So I I don't think any 2 members are going to the same because many of them are volunteers. But I think they really want what's
best for the division. I have not heard or felt that anyone was there to in some way, not be supportive of what's best
for kids. >> Safe articulated 3 scenarios and the sightseeing of the tendon signs, a split feeders and the and the rebalancing are these. The
only 3 objectives are what I understand that there might be additional objectives that might be added over the course of the summer before October.
>> Mr. Dunn, it's possible. One of the things I need to look at is, you know, there are thousands of pieces of feedback. If there's a strong pattern of feedback that leans in another. Topic area, it's
certainly something we'll need to explore. I have not personally sat down to read all of that feedback yet. I will be for Monday night, it's
possible. Yes, sir. >> Where where do we stand with the evaluation of the grades? 6 through for middle schools? I think that was one of the first items discussed
by the Boundary Review Advisory Committee. But I haven't seen it and the and this presentation or or other things. So where does that kind of fit into comprehensive
school boundary review? >> So that committee hasn't really discussed it much other than to say. That was one of the very first scenarios we drew and we drew it as one of the very first scenarios for a
couple reasons. One as practice to take all the data and actually populate a scenario. And 2, because, again, I've talked about and structurally feeling like that
is the most sound great band ago, 6 through 8. What was clear from the initial map is it's not currently possible based on all of the locations
of students pay sickly when we ran the data and our facilities. I think that it's a longer-term plan. If we're looking at that division-wide, it would require us utilizing
some buildings differently. perhaps more upheaval. Then I would anticipate for this. Process and its very first time in 40 years. However, if
there are spaces in the division where it is possible without the significant disruption or cost. I certainly won't hesitate to
consider recommending that. >> Given that the scenarios presented in the past 2 weeks. >> We're not. I mean, there's
a footnote on the side 7 saying they weren't formally endorsed or recommended by the boundary of advisory Committee. That some apps that will be presented October will
be much more detailed at a much more granular level and presumably will have been reviewed and endorsed in some measure by the Boundary Review Advisory Committee. And is it
still realistic to expect the school board too vote to approve the recommended package in January because if if you're having, let's say 24
high school meetings in October, a month of only 31 days and last year, kind of doing 2 meetings per night for, you know, 12 nights in a
row. I'm not sure how you how you get through that month with 24 high school meetings. And if there is pushback from the community to the more
detailed regular maps, it doesn't leave a lot of time. Few to kind of adjudicate and may be present a revised version to to the community. And then November December,
time frame when we have Thanksgiving and December 7 just try to figure out if we should anticipate January school board vote being pushed back a little bit.
>> So those are good questions in 8. I think it is an ambitious timeline recall it would only go back to the pyramids that we are planning
to a fact or that a boundary and that pyramid would be moved which is likely. Many of them. I can't speak tonight or this afternoon if it's going
to be all of them. I don't I don't know that yet. Fundamentally for me, it's more important to do this.
then it is. I don't want to be in a situation where we're feeling rushed on the other hand, >> I still, you know, endeavor to try to keep the timeline.
The board has set because it was January. 26 that the expectation is that I come back to you. A recommendation.
>> What about trailers? We have 900 classrooms and trailers and modular years. And is there an opportunity through this temperance of Steel B***** view to achieve a significant reduction in the number of trailers. And I'm
specific esta trailers not talking about modular cell. >> Mr. Done. That is your time. So I can put Genna go back. Okay. So I'm going to
take very quick turn and then we're going to go to go backs, understanding that we do have a hard stop at 5.30. So we will probably go to one minute go backs just a to keep things moving for today. I am hopeful that I don't need one as well.
The first thing that I wanted to say is that I have question from Mystic said to share, is that she and I both have some folks that are very close to
their existing high school. According to the draft, did maps that we have have been moved. And so the first question that I have for you is, do we know that there are some mistakes in the existing
maps that are going to need to be fixed in this next iteration. Yes, ma'am. I believe there are okay. So I don't know that those are the ones you're specifically speaking about. But I do know
that there were some errors based on. >> A misunderstanding around neighborhood lines. >> Okay. So if we have students that are a mile away from their closest high school that have now been moved away from that high school. We
should bring that to the attention view. And Donna, thank you I I would strongly advocate for us to have joint
meetings with maybe schools that share a line that have been changed as we move forward just to keep the process moving forward. I do understand that that's a concern. I do. I have also been very clear with folks
when I've been talking to communities about the fact that we are not likely to fix all the problems that we have right now. This was a problem that that was created over 50
plus years. It's not something that we're gonna be able to get out of with one minimal change that we're trying to maintain as many of of communities as possible. So at
some point, are you gonna be able to come back to us and talk about how we're going to change things slowly over time. So it would is similar to the budget conversation is kind of give communities a heads up that we're not fixing
it this time. But we recognize that it is concerned that kind of goes against what's in the policy. >> So if you're referring to the possibility of facing
being part of my recommendation, I think it's very likely that will be part of the conversation. I'll be coming back to the board with in January. I also mean things like when we're talking about the percentage of split
feeders, things like what you were talking about, where we identified something that is technically against what the policy says. But we've acknowledged that either community is asking for us to keep something status quo and
it could be that it's not in this iteration of changes, but it could be something that's further on down the road. Is that a possibility? Yes, ma'am. I think the one of the keys to the board stopped
fullness around 5 year looks at this is we're not going to resolve every boundary concern in the county in January of
2026, it's not realistic to expect that. I think what we want to do is combed the county and make as many. Adjustments as are reasonable
infeasible to improve the for filtered areas with the understanding is that there will be more work to do. The other thing that I wanted to thank you for that. The other
thing that I wanted to ask about is right now, I think that would be helpful for you. Once we determine how we're going to be able to use the feedback, how that we come back to the community and
explain how it's being done. My concern here is the same concern that I always have with these things. The people that have the most time in bandwidth to put that their energy into this are the loudest voices and they have the loudest feedback. And so I
don't I think that it would be problematic for us only to rely on those things when we know that their issues in other communities that may not have the time and space be advocating or, you know that
that those communities also have a right to have those those things fixed within their community as well, despite the fact that they haven't been able to spend the time to organize and have marches into schools and
things like that. So I just I just want to put that out there. And then the other thing is that I I absolutely want to talk to what Mr. Fresh was talking about, that we
need some sort of after action report related to this so that we can codified because 5 years is just a far enough apart that you're going to have a new board. and all of those things news, you know, potentially new staff
involved. And so we want to make sure that we can kind of learn the lessons that we've learned from here. So absolutely. Okay. So now we're
going to hit as many go back, says we can. We're going to start with Miss Sizemore Heizer and then go Mr. Fresh. Thank you all. Try to be
quick. I think it's important. As were talking about this. I know the consultant and the committee meetings I meant to mentioned. >> These 4 mentioned the but I don't think they really And
he's a good understanding. The community of all the things we grappled with in that the policy, right. I don't think that shell may has come up of these other things that we thought about because I think
that would help frame some of the conversations that they know. Look, this is a bucket of priorities. This is what this means. The cantor, the number of times, mass what is access to programming mean, right when I explain it to
like, OK, that makes sense, right? And then also what is so there's a common basis of understanding of what the shell may framework was supposed to be, how these other things that people are bringing up we're thought
about and our priorities, for example, the modules and trailers. But we split it into. These are the things that we think of the most important the board did in these. The other things that are important, the can be considered. think if that
helps of the common frame where we start with the advisory committee members get some comment updates to the board members that they can ensure those as well. But there isn't anything coming
out of those advisory committee meeting specifically about scenarios that would be helpful to sheds and what they're thinking and my time is up. So I'll stop there.
>> Do. >> You know, collect key takeaways at the end of those meetings and >> those are shared with the community. The very next morning was our commitment are
the very next day. You get them ahead of the community. But not by much because we do send of the next day. But I think as we begin to make decisions will be more sort of
narrative around recommendations I take your point. Mr. Are Dr. Anderson.
Yes, thank you. I just wanted to to share my advocacy is not to add more drivers or filters. I think you as you've talked about it on to that list of those 4. >> But it's just to provide
the calculation like what happens when we do these things. What happens without frm what happens with the modular? I think that just offers a different perspective, but it doesn't necessarily need to drive the
work. We just need to see the impact, the work on those components. And my last thing is we also talked about the at and they'll pyramid not having an AP center, which was going
to be looked at in this work. Is that still an ongoing conversation? Yes, Ma'm. In fact, I have. >> A timeline and plan ready to roll. In fact, taken center
this evening. I would be so excited to see that. Yeah, you yes. Ma'm its the They put together a time line I can get into this evening. >> Super duper. And then you
talked about this a little bit, but I don't know if I captain did well. How will the middle school start times be incorporated like where does this fit in the grand scheme
of things of discussion? >> You know, it's been a and a and abundant opportunity here to do this foundry process. And I think with the spring
have sprung new possibilities. One being where to start times fit. But we have a segment. Obviously we have a commitment to healthy start times. We know those benefit. Our
adolescence in particular. So we're trying to make sure we integrate whatever those plans are and Mr. Mueller and his team are working on those in House right now for the fall
of 2026. Potentially in your consideration as a board in January of 2026, because I know that for me and for many
parents really January is when we will make arrangements by for next years. We want to come to the board with some recommendations on that topic by January. And that coincides with this topic. So the degree
to which these intersect is very important. So we're going to need to look at how the boundary adjustments match up with start times. And so that
work the integrated as well. As as I mentioned earlier, the opportunity to purchase a West Side high school site. with
the financial you know, realities right now and having really opportunity sort of just to rise again, will also be something that. We have to
integrate into our thinking that we didn't think about a year ago and we're setting this work plan. Miss mayor and
and then Mr. Dunn. >> Okay. Madam Clerk, would you mind putting up 19 that has the review process with the fees? Please for the love. And that's the same. So just
to get super clear, January 2026, if the boundary change approval process is showing up starting like November December and is the vision
that you have Dre did that the board is approving some changes in January. To go into effect for the fall. Yes, ma'm, OK? So I'm just
envisioning, you know, getting the document in a presentation. And then is it 2 weeks? Is it for weeks like when we think about our schedule that we're planning, you know, what time are we going to need? Are we going to
need? >> The public hearings? I also am wondering, do you expect that it will like, OK, this would be for fall. 26 and this
will be for fall. 27 in fall. 28. >> I predict that's likely, but I tell the committee it
really takes a hard look at that. I can't say for sure. Today, but I think some type of phasing is likely going to be part of the recommendation. >> And will the recommendation
include the budgetary? Component of this is their budgetary component to these changes because it will be hard to do that when we're jus starting the budget process.
>> Ideally, it should help our budget, right? Because it should make our transportation a bit more efficient perhaps enable us to staff
>> more efficiently. So ideally, it should help our budget if we do this and ends up costing us more. I don't think we'll have done the work in a way that is perhaps the
most awful. Okay, Mr. Dunn and then missing John pending. >> Could we include within the analysis being done this summer, a significant
reduction or significant percent reduction in the number of trailers in the county. >> Yes, sir, we could.
>> What would you need to do that? >> Well, but I need to do that. I think it's.
>> I suppose the board as a body would have to make that direction because right now the board as a body has directed those 4 priority areas, which I think trailers could be subsumed under them.
But they I think we're left in a May versus shall, but it certainly I think an implied a benefit that we have fewer trailers.
>> And with the view of reduction in the number of trailers as as a net positive for the school system. Do you
have any thoughts on how what we can do? A school board members to best prepare community for the October meetings and to ensure that
they get involved and have their voices heard. >> The school board advisory committee members for each community are going to be key.
I think that making sure that they are comfortable in each pyramid being part of that conversation. I also have. Parent vision groups that have membership from all schools in
the county. I'll be encouraging them to have people come out to share their feedback. I think once we post
a new maps online, I would encourage community members to comment on those. I know that the PTA, the FCC PTA is
represented on the advisory committee and would encourage all PTA groups to really be part of the conversation. So I think the more eyes on the
plans and the more feedback, the better the plans will be. >> If you do the analysis with and without much killers. I'm sorry. Could you repeat that again? Could you do the
analysis showing the percentages are a number of students at school with and without modular. trailer. I'm and I'm not much of his
tomatoes or kindness and care space. So could you do the analysis as a standard Drs and was stating I have Riverside, which is 126% without modular
Zaidi 9% roughly with modular. Could you show the student enrollment at a school with and without modular are in place at that school.
>> Well, I think any data is possible. I think we have to go back to the cip and how that's drafted as well, though. And I think the definition. Of
>> capacity includes jewelers. It doesn't exclude them. But I again, I don't draft that cip personally, but I think the cip includes Modular says part
of capacity chosen both ways. >> But does show it both ways. So it be great if this analysis could also show it both ways.
>> If the information already exists or you're talking about the new maps. >> I'm talking about the analysis done as part of the school boundary review. Can we part of the analysis?
>> Show with and without much just like the cip >> I'm sure if that's the direction the board wants. I'm sure we can make that happen. Thank you, Mr. Dent missing
John Cutting and Mr. Men's going to bring it >> I'll be very because I just want to reiterate what one of my colleagues said about the
loudest voices not being representative of all the voices. And I just did some quick math here and actually took the lowest number of the company. He had several numbers here about boundary
communications and we had 145,262 parents that when people that went into the comp company as a boundary review landing page and of all the languages, we only had 313 and
I I just want us to be cognizant of that in a new world trying to do good work and just not lead the loudest organized voice is drowned out the better good for all of those voices that sometimes
for a lot of reasons can't speak. I know that that's one of the reasons that I was motivated to be on the board on this board to be a voice for some of those that have have it. A difficult time.
>> Either attending the meetings, accessing the information, even though we do a lot of. Putting it out there. That's a big difference. And so I know
that. The work reflect that. Mr. >> Just one note that I concur, we. statement made and
my sitting on walking away. How do you are? How do on knowledgeable? He says that's one thing. But secondly, and I
want comment the north ask you to read about to cost implication. I could be easy. the EDC the for the future for the first few years, depending
upon how we to the phasing Look, when Father he could cost more and then Costco town. And then on top.
>> Pending on how we Faison budget will obviously be a conversation. With regard to phasing right. So I think that's a valid point. I think
the we may have. areas of phasing right budget neutrals phasing scenario and budget impact scenario. there's going
to a lot of data to look at in a very complex set not just conditions but possible solutions. >> Thank you. student. 21
seconds. party, new turf easy and I haven't seen plenty new trophy seen in the past. So good luck to you.
>> Yes, sir. Okay. Seeing no others. With 5 minutes to spare. We're done for today. Thank you, guys. For all the
great work and thank you. Dr Reid and her staff.