>> Ms. Meren: Good morning. We're going to go ahead and begin. The school Board's advisory committee summit today and Saturday morning. We're going to begin with our advanced Academic Program Advisory Committee. Thank you for coming in on a Saturday. And we have other community
members as well, especially during this big week of graduations and such. So we're going to hear from our coach years. Cheryl Napoli in how Glazer. So when we go ahead,
we have till, well, let's aim for 11, but we are starting a few minutes late. We want to give your time so please go ahead. Wonderful. Can everyone hear me? Okay. I don't know how far this has to be for me.
>> Thank you so much for having me here today to present our annual report as a quick introduction make sure that state my name is Cheryl, the pulley and one of the co-chairs of the advanced.
Academic Program advisory committees committee. This is my 5th year on the committee and second year as co-chair, I represent Fairfax County Council PTA and the committee and I have 2 children attending fcps schools, a
rising senior and rising freshman at Falls Church high school and both went through the full time AP program at West Lawn Elementary and Luther Jackson. Middle also with me today are 2 staff
members, Kirsten Maloney, a senior manager for advanced academics and Michael Gillespie, director of curriculum and instruction cross Curricular and instructional Services
Department. We also have several members of the committee here. So thank you very much. Committee members. We want to stand. Thank you so much for coming today to help support as well. And next
slide, please. Great. This is our agenda my presentation. Was going to go through the committee, charged background information. The key findings, recommendations and our
previous year charge follow up. So they have to keep checking to make sure that That it's it's not on on the
TV. The TV doesn't work. >> Just look at myself. Nepali earlier we do have the slight electronic pervasive. is. And
I we don't need to worry about perfectly. And external review was conducted in 2019, 2020 to create a set of recommendations for improving equity across all 4 levels of AP services. One of the recommendations include
expanding local full-time AP services to every elementary middle school while providing ongoing review and support for high-quality implementation. Our 2025 26 committee charged
with to review implementation of the local full-time expansion, examine strengths and challenges of the local and center models and consider how the current service models me advanced Florida needs. The
expansion intended to increase access, not replace centers. So we approach this charged with that dew point in mind. In terms of strategic plan alignment, we focus on 2 distinct goals. Go 3, the
academic growth in excellence where every student will acquire critical and creative thinking skills be exceed high academic standards and achieve their highest academic potential full-time AP services support identify
students to meet and exceed their academic essential. The dual service delivery model offers every identified student access to rigorous academic opportunities in a setting that their family
determines best meets their needs and go for equitable access and opportunity where every student will have access to high quality academic programming and resources for their success. The full-time
AP program expansion addresses, access inequities that have existed in the past, increased opportunity and access allows families to pick the service delivery model that best meets the needs of their students. little
background information and the current status of the expansion in 2025. 26 school year. We have 29 elementary schools that are designated as full-time AAP centers with an
additional 109 elementary schools offering at least one year of local full-time advanced academics, of course, worked. 66 elementary schools had fully operational
full-time. Local AAP programs before the 2020 external review recommendation came out, fully operational means that at least one full time class in all grades grades 3 through 6 to 3 through 5,
depending on the elementary school are available since the expansion started. 22 additional schools are now fully operational and local full-time programs and additional. 21 schools are in
the process of expansion with or grade levels offering full-time services. In terms of how the expansion happens is in the year before it has
expanded to an elementary school, AP staff meets monthly with the principal or tease as well as the grade level teachers. If they're already known to help repair individually support is given
to those schools that need it, especially crucial for immersion programs that have to navigate their specific scheduling needs and delivering the AP curriculum in another language. I also
want to point out that this expansion was recommended in 2020 and we all know what happened that year and how crazy this cooling was for the next the last couple of years. And so for this expansion to
have gone is as far reaching as it has is pretty miraculous. I think that we've gotten as many as we have. Key findings. SBS is still
delivery full-time model, providing advanced academics about center centers and local programs provides meaningful options for families and should be maintain the committee's recommendations. Focus on strengthening
implementation, accountability, transparency and program quality cross both models. The committee intentionally did not seek to determine whether centers or local programs are better.
Instead, we focus on how both models can successfully serve advanced learners. Our recommendations are designed to strengthen the overall full-time AP program. Some
next slide. Please. Some strength that the delivery model includes providing meaningful family choice that supports differing needs of families, supporting diverse learner needs increasing access to advance academic
opportunities to all elementary schools and allowing students to remain in their neighborhood. Schools approximately 62% of eligible families choose local full-time programs both
options are available. And the committee found strong support for maintaining both delivery models. Next slide, please. Some of the challenges. We
face is that schools have flexibility in how they can structure their classrooms, which can cause confusion for and or undermine confidence in the program. What schools called the grouping models
cause confusion. Even among those in our committee, the AP office has made a point to correct confusion, our T's to refine their languages. They communicate with families. The
2 methods of combining students is cohorting and clustering Cohorting. It's grouping all eligible full-time students into one classroom. And clustering is gripping a minimum of 6 to 8
students. This is used only unnecessary situations such as language immersion programs or if the number of eligible students exceeds the classroom cap or when full-time eligible students need to be separated.
There's also a feeling a competition between delivery model that exist in some areas which can impact the school community is full-time programs often only have one classroom per grade level,
which doesn't always allow the teachers the opportunity to collaborate with peers who are working in the same curriculum that limited limited collaboration. Time at grade level meetings. Don't always meet the needs of full-time
teachers. Next slide. Please. And that leads us to our recommendations recommendation. One is collect reliable data on fidelity of implementation and student outcomes. We encourage you to
AP office develop objective measures to evaluate program quality and student outcomes across all full-time AP settings. The division currently lacks a comprehensive data to determine how effectively the
programs are serving. Advanced learners. This recommendation provides a foundation for all others the need for stronger data collection. Immerse repeatedly in monthly
meetings. The current finale of implementation tool is Self report reported data an outcome measures should be used to drive continuous improvement. The fidelity of implementation tool should be
expanded to include a Group Inc that grouping model that the schools face is following future endorsement of certification rates. Implementation of AP curriculum student growth, an
academic rigor indicators, student experience and adh Mont measures and access to academically focused extracurricular opportunities for students attending the
center and local AP full-time programs. We'd also like Longitudinal student outcomes that that can be monitored such as middle and high school course selection AP IB Indy coursework test scores an
advanced diploma rates. For example. Recommendation to next slide. Please. We'd like to invest in teacher capacity for working with advanced
learners. We would like to strengthen professional, learning and and incentives for teachers serving advanced learners. With incentivize AP endorsement completion full-time AP teachers have 5
years to complete their endorsement events. Academics, but it's a fund that endorsement coursework, expand, professional, learning opportunities, increase awareness of advanced learners, social emotional
needs and or tease as instructional leaders and differentiation coaches, the teacher expertise is the most important factor in delivering rigorous responsive instruction. This recommendation was one of the
strongest teams from the teacher and a R t panels. And it includes support for classroom teachers, counselors, administrators Ortiz. I know the school calendar is a hot topic, but it encourages school board to
support teachers needs for professional learning that can be completed during contract towers are compensated financially, not. Next slide. Please. Recommendation number
3, improve communication about and positioning of the full-time AP delivery models. We want to division to provide clearer more consistent information about local and center full-time AP options.
Families need accurate information to make informed decisions for their children. The committee heard concerns that competition between programs can create confusion and better communication can improve trust and
decision-making. With that. The shift messaging from just choice to best fit for student need. Clarify the similarities and differences between the models defying grouping
practices consistently. As I mentioned earlier, Cher outcome data with families. Once the AP office has it and expand joint local and center orientation, sessions. For example, Addison Pyramid
hosted a session this year that had. All the elementary middle and high school families and showcase the advanced course progression beyond the elementary schools. We know others have posted
joint sessions as well. And we hope this continues to expand across the division. Next slide. Please. Recommendation number 4, strengthen collaboration among full-time
AAP teachers and schools, create stronger structures for collaboration and sharing best practice that practices. Teachers should not have to work in isolation or recreate
resources independently. The collaboration could increase consistency while preserving local flexibility. Teachers specifically requested more opportunities to learn from one another and expanded
collaboration across the local incentive programs. Sheriff successful practices systemwide support, vertical and horizontal teacher collaboration and include collaboration. Time in their
calendar, planning time. Next slide. Please recommendation number 5 conduct for best evaluation of full-time AP. have you Commission income,
comprehensive review of full-time AP implementation and outcomes, APEX access to data and stakeholders was limited in a formal evaluation can provide deeper insight. This recommendation would
extend the work begun by the committee external review would be would provide additional objectivity if funding permits. The comprehensive should include that local full-time expansion
implementation gathering stakeholder feedback establishing long-term outcome measures and identify opportunities for program improvement. A comprehensive review was conducted in 2013
2019. And so we are in a similar timeline production projection to conduct another one. Next slide. Please. I want to share that charge.
Follow up from last year's charge. Last are charged last year was exploring the Advanced Placement and International Baccalaureate options for Fcps High School students. Since that report
was presented. SBS has expanded resources, academic, advising tools and supports to help students and families make informed decisions about advanced coursework pathways. They've expanded information
for families, including updating its AP and IB comparison resources to include dual enrollment, allowing families to compare all advanced coursework options in one location. That
improve planning resources. For example, middle school chorus planning is now available in audience and students in grades 6, 7, can use course planner to better prepare for their middle and high school coursework,
including high school credit bearing opportunities, especially useful as we expand access to algebra. One. They also support equitable Access Fcps has partnered with
special education and career transition staff to improve access and accommodations for students with disabilities. Andy courses. As next slide. Please SBS continues to expand
advance academic opportunities while investing in teacher expertise and program quality to support student success. There are new and expand courses such as the AP seminar, English, 10 now offered all AP high schools.
And one night the school, the AP business Principles, AP cybersecurity, which is going to be in the next school year. Fcps is piloting also an aye bde business management
course. And 26 27. And there is additional I bde partnerships that are being explored with know that. They're building teacher capacity and creating partnerships or teacher
credentialing, including a mathematics cohort with Radford History Court. Her cohort with George Mason University and tuition support opportunities that are coordinate their professional learning. They're also improving program
effectiveness by providing assessment instructional support. They have training continues training on AP exam work bucks in the College Board. Instructional plan reports and continue training and IB exam workbooks for
coordinators department leaders and teachers. And that's the end of my formal report by have left plenty of time for questions. Indeed.
Thank you very much. colleagues, if anyone would like to. Cher, I have a few things that people more time, but I don't. Mr. Bannon did
you want to go Great. Thank you all for taking time to put this through. >> Mr. Dannan: And it's it's fun hearing some of same things we heard from the advisory Committee summit
couple weeks ago. Especially around collaboration in and out about collaboration among teens. And I know that was that point brought up, which session that was that. May be starting Prince of a book
about the point of having multiple AP classes in the same grades in school. had that kind of collaboration. So what would it take to get that across coverage across schools is a more professional
development time. Is it space? Is there a technological platform? How can we help
provide that? >> And so we didn't use or the beginning. But this will send a sitting back there. She is our senior manager for elementary. She currently puts
together quarterly planning cohort for teachers. That's very successful. I think some of that is a little we have that has been part of the expansion. So we purposely invite teachers who are knew 2 things. So we have a model
that the teachers have are wary will receive a love. This model budget is a little limited in terms of and space. Also for how we can get the rooms to hold these things. So
we also are exploring right now some technological ways of doing this interesting enough. We during COVID we tried to set some of these things up all through zoom. Yeah. we had we had some teacher leaders
who we would give some hourly money to be the leaders of there. Virtual rooms it was accessed by some. And I think there was also a little zoom burnout at the time. So it's
something that we could possibly revisit what we really want to do. A survey to teachers and say what would be most useful for you. Another thing that I think that has come up that might not be as
much of a it might be like. I think what I'm trying to say is we want to do multiple pathways of this. The other one is that zoom chats, I think are increasing in terms of different groups of people using them. And if we could set them up for a particular
grade levels, I think it might help for some networking. But we really do want to serve the teachers to find out what would be the most useful for to
>> Mr. Dannan: It's awesome. obviously any way we can help distribute that survey that Baucus grade. So the same folks know me. I love I love low hanging fruit and of no-cost or low-cost recommendations. So the other
opportunities there that. You know, given the fiscal environment so forth that we can help lift up or things that you want to kind of put that lot of recognition for great as we went saying, okay,
can cause this much is going to cause this much or other items that you may have a lower cost that you just need attention or support.
>> I think in content related to the ability of implementation tool currently, that is tool that is used every year that the AP Office works in conjunction with the schools to report their data.
>> But that can be expanded with no cost to include some of these measures that current that aren't as part of that hole right now. And so I think
that's really the end, easier lift. And obviously when the staff has their response that they do I we've been in constant contact about these things. And I think that that
expansion will be easier that some of the other recommendations in terms of collecting that. Any other staff responses to that me.
>> Next question. I'll also add on agree. There's definitely some things that we already have in the works in terms of making that more robust. And then we also I mean, communications or something, we're constantly
refining in advance economics, theirs. >> Definitely. We have a whole continuum of services that offers, you know, it's not a singular program. So we regularly are trying to make sure people can access information about our
programming in language. They understand. So we will continue to do that. >> Mr. Dannan: That's awesome. And I will say spoken here to get the day their resources are so great. And they were just like every teacher should
have. These are great teaching tools and so close to offer workington. And second, those the last thing I'll just mention is next year's charge. Talk about the social emotional needs. But again,
it's great if you all talk to consider about talking with working together advisory committees as a student Health Advisory committee, others that may be areas overlap,
sharing data and so forth. >> I think that's a really good suggestion. And I think that going forward, there's I you I talked about the teachers working in a silo. Well, the committees also tend
to work in a silo because there's no Covering, you know, of what these committee. So I think being able to partnership working
partnership maybe one meeting or something that is together would be a really amazing opportunity. What's the feasibility? But look at that.
Look like >> Mr. Dannan: my colleagues to set something like put a like over the summer. Just getting space here, getting the chairs together. I mean, what? And we know we can take it something to talk about afterwards. But I'd love to hear thoughts on how we can kind of bring the community
together. Maybe it's like a fall check in as they get started into for it. Just months ago.
>> Thank you, Mr. Maccoll being followed by Mr. Moon. Thank you, Cheryl, for the presentation and to Chris and Michael and committee members for being here for your work
throughout the year. It's much appreciated. So you know, something that's been on the boards played this year has been middle school AP center
expansion. We've heard some rumblings from your committee on that. Can you tell us how the committee has come on that plan? Obviously, we've heard some concerns. Thanks.
>> I will say that the committee did not. Do anything as a committee as a statement on middle school expansion. We did have 2 different meetings
that we're dedicated to took up some of our yearly time in discussions. We had meeting, I think on the top floor of this building once with Dr Reid and
then with Dr Presidio at one of at our January meeting I think there are strong feelings on both sides of the middle school expansion and I.
don't think there I was at the committee, did not vote on a stand. >> I can tell you what I think, but I don't know that I
don't. I mean, I don't think that the committee, the committee did not. >> So yeah. And with disrespect to the committee, I
find that problematic because this is something major that the system is undertaking again, this is not directed at
you, but the fact that we have very diversion opinions on our advisory committee on this. And I see less divergent opinions on the board I would be grateful for it for
something from our advisory committee on a P. Because I'm as one board member. I don't feel comfortable and working on something that magnitude
without. Guidance from one of our valued advisory committees. So I don't know if you have any comment on that, but I will leave that there. >> I would love to Unit were
volunteers in community. So we actually don't have access to that data that you have access to, that the staff has dated access to. So we operate in a way that. We could. We only
have access to what we can have access to. I think that once they conversation starts talking about centers or watering down centers are
changing how centers. I think people just hear centers and centers are going to go away and it. >> Send off alarm bells and I don't know that it's
necessarily. From a place of data or re out our actual reality of what's happening in the schools. I also know my
kid just finished a middle school, but there's people on the committee whose kids haven't hit that middle school AP center yet. All right, the the access to people whose kids were there 5.10, years
ago and things have changed quite a bit. So I think it's really hard as a committee to. Approach it just because we don't have access to that
stuff. Mr. Moon followed by Lady. >> Mr. Moon: Thanks for the presentation. Thanks for your
hard work, including my own appointee. Thank you. Thanks regularly communicating with me. I have not as response to. You have a quest. However,
that's that's not you. But thank you. It that what saying about not having access the DOT that that's that's a
stunning from my perspective. You the committee committee per scoreboards Qwest doing the work that score board
deems of any value upper. Is that to you to question certain but not provided by the staff? What you have never asked Tuesday.
>> We did it for in terms of middle school expansion. We that was not part of our charge and we did not actually explore has as a committee
topic. We provided feedback inmate in different meetings, but it wasn't a study to topic at all. And our topic was about the local full-time
expansion in elementary schools, which is a vastly different like process of of the AP program in terms of data collection. There was a concern earlier we were asking
more numbers and the problem is that too randomized data so that it does not. >> It's the Is that correct?
>> That the student identifying information needs to be protected and because we open committee in public that that commit that data has to
be randomized so much that it's hard to make comparisons. So that was the concern that the delete the data and collection and are viewing of it. I feel.
>> And I just add that I think that when you look at recommendation, one, which is increasing the amount of data, that was definitely part of that process is we had kind of an open-ended process where the committee was able to ask certain things. Do we have
data on this and this and in cases where we did and that is where were able to incorporate this back into the recommendation to say, OK, maybe that's an area that we need to look at more closely and be able to provide regular access to data on that. So
that's part of why I think that conversation we had early on the air on what day it was available led to recommendation one which is having conversations internally about, OK, what are better data sources that we can work from be able to
provide back to schools, product to a pack and work from >> Mr. Moon: I think know that I'm hitting a clarification that it's not. That our step. It was not providing not at
all know to know that it was not a. We can't do this. It's we don't have necessarily what the committee was asking for. That was a message that it and
also. It needs to be randomized. So that soon identifying data is not because there are some schools
who have just really small center eligible students and with it, we just don't want to make sure that anyone information is out there.
That's certainly not something thank you. Related to requisition number you know, we haven't had a a P. Before. AP much ATT. We have that this program will be a number to
our students for decades. The case. I hear correctly that we have not Metro outcomes? Of
this success won fame with the U.S. program. Running for is that. Even though we have, that's what that case is that
the case? >> So we do have data that we do. Look it. I mean, similarly all of the same data that we would be using for strategic plan measures are for regular
school monitoring and reporting that's in there. Looking at the pass advanced rates so wells making sure that we're too. We use the A C L data from the screen or just
to check on social emotional wellness of students. We regularly go out to schools and see what's happening in classrooms to make sure the level of rigor is where we expected to be. So there's a lot of different ways that we
do do it. I will say outcome measures in this field are particularly difficult sometimes. And I've talked a lot of my friends. My colleagues, I should say, in other parts of the country and
even my a I hire friends who study this regularly and there are not a lot of places that are looking commisioners of gifted programming because there are not good. Large
standardize ways of collecting that information. If the program goal of this is to be advancing critical and creative thinking and problem solving, that's a lot of that are the smaller more discreet
hassle, performance assessment that we have schools doing at the school level and they use those to assess students on their extended standards. So it is being done very much of the school level collecting
that data on to scale a division Y level is challenging similar to how maybe some of the purchase of the graduate is hard to capture at a really large scale as well.
>> So what? >> Well, I would just add like I thing we are working kind of broadly to see if we can find more precise measures. So good example that we've had the last couple of years is our map testing that we do for all
students are on math and one of the things distinguishes is that it tells you like what is the students overall, general proficiency kind of nationally norms and so student might be
in the 99th percentile. So historically, that might be a to point to look at and understand what it looks like for that individual student to grow in that area. But Matt testing also tells you, okay,
there's they stated the 99th percentile. But in the last 6 months they've grown this much in, you know, kind relative to national norm peers. And so that's a more precise measure that let's let you look at the
student who very advanced in math. But you can also really understand, okay, they really grown in this area. So what would an intervention look like for an advance learner to continue to push even though their, you know, their abilities are really, really
high in that area. >> from a this one school, the member's perspective. Envisioning outcomes. He's always important for any
program. it may be challenging them may not be a perfect model that we can use to do it. But what I don't want to seize after decades of
implementing this program. Some tense in that in that report from the advisory committee pointing out that does not come to show my commenters. I don't want that.
Sentenced to be 80 pitted and over again for the years to come. As lady felt Ms. Dixit.
Thank >> You know, to Mr. Dance question about intersectionality of the committee reports, you know, and it's those see see set here last week and said they
want an opt out program from advanced learning. They want pitches Putin and then they get opted out that we sat here had Shaq tell us too many kids taken too many AP classes.
mean, if I would just say, and it's not a trick question, but have any of you read anyone else's report? Probably not. It's OK, some trick question,
but that would be a nice place to start because there we hear contradicting recommendations so I do have a question when
it comes to outcomes. You know, it seems to me that you could study graduation data with transcript the high school level right? Which of these kids came from a cohort right from local level 4 where
they end up in terms of what is your measure? Is it is it, you know, calculus classes at 8 IB diploma. But measure that against center based kids. That be my biggest question
because I want to see is there a difference? And then kids who were even in either and where where they finishing. And I think this is back to the my my strong belief in
middle school AP center expansion. because, you know, for example, I lose 100 kids to Hughes and we have local level of Herndon. So Herndon
was the center will they were both centers, Herndon with have more kids. because my next question is Kuntz. Can
you help me understand the? The benefits? Of a cluster versus a cohort. And I'm thinking more because elementary schools are doing
more department was a Right? Because we know kids are more advanced in mathematics. Perhaps their literacy. But so we don't want cohort them into 6th grade class even 4th grade because we're doing department
was a shutdown, even younger years. How does that intersect with AP centers? And the kids who should be pushing in like, for example, algebra
clustering. I mean, Rico, Hardin, Algebra, one and I guess we are an AP centers that we have a different out for one for kids that are not in there. I guess I'm just trying to learn if I'm at that
academic level in that discipline, why can't I interact with all the kids at that iconic level in that discipline?
>> I mean, so I think there's 2 different buckets here to talk about elementary where generally it student is with the same teacher unless you get up into maybe 6 Graber, they do start department a rising and then there's a different structure when you
get a middle school and high school and I don't disagree that I think when you are basing things more on specific content areas and you have students who have been identified for general
intellectual ability and you also have students with specific academics, which one are continuing at the elementary level would be subject specific. And the general intellectual a full-time or part-time that those students could be covert
it together. >> Yeah. And actually there are more elementary schools going down to like 4th grade. And I'm a big believer in that because I think our kids are going we're going to raise the
expectations all learners. If. They're cohort of the same way and just my personal thinking anyhow, I just and it and I
have I've heard from people that the AP Center has run honors is more rigorous than me. School-based has won honors at were kids are just taking it and if that's the
case, the stat same curriculum. that's the course. And he's the same curriculum because I don't hear that argument often from people. And I have one more question. I wanted to go back. Are there
any members on the committee who don't have or didn't have their children in an AAP center? I'm going to say we I
did not. >> I chose as when my son was in 3rd grade to stay at our local level for to be qualified. Yeah, he's center eligible. My children are center knowledge. Is anyone?
>> Committee whose kids are not center eligible as my question, our work center eligible. >> I'm sorry. I actually don't know. And and we've It's
>> So I mean, we've we've not done it officially as like a. >> Knowing what students, you're pick people's personal. Situations are so we don't actually know off the top of.
>> I'm okay that they're not. But just my colleagues question about that, just wanting a recommendation about a piece or expansion. You know, I think it's not a diverse group. If we're
thinking in that way and asking for those kind conditions. That's all I mean, I think the group is an amazing job not. >> And I think I would say that people probably self-selecting who are
interested in this committee are people whose students? Our center elgible. But it doesn't mean that they've sent him to the center. I did not send my kids to the center. I sent my kids to local level and with
Jackson was our base. So while that is a center middle school, it is still our bay school that we chose. Okay. Is there time fight? But the high
school and the longitudinal outcomes. What are the things that we had a conversation with is that there's so much choice that happens once students get into 9th grade
and you get to choose honors, you get to choose. >> The rate, the regular level, you get to choose AP. There's AP and all different levels that are place. >> Honors classes and it's
really hard even to talk about outcomes in what you're saying is we can look at the rates, but they're so much student choice that happens and 9th through 12th that it doesn't
necessarily. Corley 1, 2, 1, to whether or not you are in a center or you are in local full-time program because of that student choice, for
example, my son choosing AP statistics instead of calculus and that is his job. And so would that be a mark against
his local school that he's choosing AP statistics versus AP calculus. I would hope not because he's still choosing a rigorous. Progression of his
math. Learning and I and so that's where I question some of those. The longer-term outcomes that we don't get wedded to. What those to the
numbers, but instead, look at it. More holistically about the the choice that high school students have in their progression. Thank you. Miss
sticks. It. So thank you for this of hard work, but the committee because I know it's a lot of I know. >> Ms. St. John-Cunning: People are very passionate about
program in Fairfax County. So I had with my children in the advanced levels for level 4, I should say. And from second grade, 3rd grade to 8th grade been vent to I B could you
know after the 9th grade one man to AP soul again, I know what what this gets going to get prepared in that on our system. does May's ING program. I just want to make
sure people understand that as for should be a little signed off on the minority port. Is that? Having of center school all, middle schools having
that on a B just help so many of U.S. veterans who are sending their kids far of aid to middle school for they be program. My kid was in the bus
like 45 15 minutes in the morning because there are local liberty did not have be for a program. Soul. And it's just a lot difficulty for
especially those young students to goal so than the bus for 40 minutes. And then then come in that same way. so I I just want to have that.
What better in Boyce and that what bettors think. in a broader way, especially those Web kids enrolled in program. I want to hear from them and I would be teaching out of my
community for that I understand that there more need of having more locally be for dementri school, too. But I know you guys are commending
both options. Here. The bodywork I heard more and more from patterns that the one gets to be together, we want them to stay in same elementary, the middle and high school in. What kind of
grow as a cool heart and but then did center school. Expect Lee did the opposite. You stay in one school to second grade. The new target. Great. And then you go to another depending on they be
programmed. It. So you're splitting gets will again and again and again. So I and I know some of our passionate veterans once those a B schools also. So I just kind
of wondered, how do I keep this gets together? If they're all in different AP programs. as one board member, I would
be interested in having more, you know, it. 48 center's I want call them centers. I guess local programming. thing is he's save on bus transportation and just
overall of any you know, I think it's a good day operation. I did want to ask about one question. Every school does things differently. And even the AP
program, how do we make it does send like more emphasis to make AP program and the programming and the could be killers and, you know, some have just love some have of
that science how to be kind of standardized that. Any ideas. So that's one of the things about the data collection that we heard from is that?
>> The extracurricular activities that is so school-based. >> And really doesn't have anything necessarily to do it centers or local programs. It's does the school
financially prioritize things like that? Have the opportunities and the teachers that want to host those events
after school as well. That's one of the opportunities to be able to. Make sure that that is. Equitable across the
division because we hear so and so has science for so. And so has science Olympiad. So and so has math Olympiad. I know that there has been funding provided to create. I think its title one schools
have had funding to be able to have science Olympiad their elementary level and that is really one of the greatest opportunities to be able to
offer that all those students because whether or not your center eligible or not student, you have access to that after-school academic opportunity. And I will.
>> Build upon what you said about the centers. I personally. Came into this charged with a very specific
viewpoint that. The expansion of local is the best thing and it needs to continue. >> And that the having access
to at advanced coursework is important to have in every school because that means that everyone has access to it being able to be able to to push into those classes, being able to have access to that
rigorous instruction. And I thought I was going to come here and be like. >> Hey, get rid of centers. >> That is not my viewpoint anymore. After having this
year because I. What I learned is that because some in the schools are so different. I came from a school with 800 students in elementary. We had
a full classroom of AP identify of full-time identified students. I only have my my perspective. So I just assumed. Everywhere has
that. But not everywhere has that. And so being able to give the opportunity and especially in those smaller elementary schools that maybe have 2, 3, 4, identified students, the opportunity to
be able to go to a place where they can be with a larger cohort is important so I'll say that. I mean, I came here in a very I came at the beginning of this year and the
end of this year in very different dew points. But also with the middle school expansion. And I said, you know, my own view point, I think it's important to expand. I think it's important
to be able to keep communities together and if offered in your local alum, middle school, it's important to be able to continue elementary, middle and high altogether.
There's so much about that community. We go to falls Church in. We are FC is constant from the time they're in kindergarten until they're seniors. And it is really.
There's something to be said for being able to stay as the court your whole time with your community. Thank you all to come go back if time permits with. Thank you. Yeah.
So we're doing well. We have least 10 minutes more. >> Ms. Meren: I'll go ahead and speak. And then got Ms. Lady. So I see it. I just feel that so many connections with
the large scale things that the division is working on strategic plan boundaries. course, election, in course, mapping. So I just wanted to
really pose more to my colleagues in the superintendent. How do you take your recommendations and do something with them? Because that is often a lament that we hear from our volunteers. So the strategic
plan connections. I was looking through our strategic plan and sit go 3 is academic growth and excellence go for is equitable access and opportunity is. And So how
could this be woven into the strategic plan? I know we have very specific things that are being measured, but this is kind I asked the same question about, you know, even a I like things come up. How do those
get woven into the 23? 30 strategic plan. You know, at one of the superintendent could speak to how how do we? Could we propose as a board to have the programming evaluated
the way the committee has suggested? Thank you as mayor and I really appreciate the report. Then the delivery of
the report. I think it's a topic that. Has a lot of energy around it and its importance. And I appreciate. Not just the results, but the
manner in which you, sir. So thank you. I. I was asked to write something for another purpose, but that related. To
AI recently and one of the things that it's important to me as I contemplate this work and perhaps that's the length of which I've done the work right. Many of us around the table of have many years.
Working with education. And I don't know that it's I in particular, that's a tool, right? But we're really talking about is a mindset and
how we develop spaces for children and young people, our community and our country, too. Nurture whatever tools are possible and use them
responsibly for good. These will never be able to limit or define accurately in detail every single tool that's going to do emerge right. And so I think that when I think of our
strategic plan, I think about. Its ability to nurture a mindset, nurture spaces that will inspire learning in ways that are not tool dependent or
tool specific. And so when I think about it evaluating outcomes for AP and when I came to the meeting, that was one of the conversations we had right, as we talked about we're going to expand it over
a three-year time frame. But we want to make sure we do is evaluate our progress because we want to monitor and adjust if it's not meeting our needs. And that was when I posed the
question, what data points we currently look at so that we can use that as our marker. And of course, we discovered we are. Necessarily looking current data points and then
in a has sort of. Quantitative way right there. Qualitative data points. So I think how it fits or connects with the strategic plan is that we continue doing the work we set
out to do, which would be the hallmark of rather. The plan is working at night. Remember when I first came to the to Fairfax, many of the board members on the prior board talked about ensuring that we
had honors math that every elementary school I know that was a key conversation and really the ultra initiative is more about naming the course. But it's always been a part of
the goal here in Fairfax rights, just identifying what the courses. >> So I think it integrates into the strategic plan is it is. But perhaps we need to be
more clear about where those intersections are so that's I guess what? My this morning. You don't know that that's helpful at all that those are my thoughts this morning.
>> I I am looking for something more specific and again, maybe colleagues can contribute to this. You know, we measure reading we measure
graduation and attendance weaken very explicitly measure. How many courses are offered where I just again thinking of the conversations recently have about access to middle school theater.
District-wide course in elementary. I mean, there's like straight up very basic quantitative data that could just be put in spreadsheet for us to see access. But I also, you know, even with
boundaries, the bounty work I haven't seen yet. Talk about access to these kinds of programs. I mean, it was mentioned you have 100 kiddos that instead of going to Herndon middle Com to Langston
because they want the AP and then they want to stay Friday and then they have a transportation issue. This has been ongoing. We haven't looked at that at all. I also
brings me even to Skyview Skyview that have AP or IB people ask these questions will how is that determined or like it's the theme of how is the school division deciding
what courses go where? So I can share the Skyview answer. It will be AP. We don't have the budget to make it be. So
the it is more expensive to support International Baccalaureate because of the training and the timing needs. And South Lakes is an IB schools. So we also want to
make sure that we have geographical to the degree we can access. I would also say that in terms of identifying the number of courses offered teach school or in each region are in each pyramid. We do
have that data and that's part of the abl work that we've presented in a prior goal report. But we could certainly amplify that data into maybe
in a more connected way. That would be helpful. thank you. In able work was also on my list of things to ask about, because I think it's super. And, you know, again, I'm just wondering the course that we
mentioned the course mapping. And you mentioned statistics or I mean, I couldn't tell you the rain quarter of all the math courses in high school and have a 10 greater. So how are parents? I mean, this is an ongoing Keep raising. How
are parents educated? Their kid might want I was at Marshall High School for their geography Bee. And this was an initiative of a teacher who lamented that we do not
require 4 Social studies. So she created the human geography, which I believe you spoke about in our last meeting. Dr Reid and just 5 sections. But why isn't just
one high school? And that goes to again, look. So these, even though that's not explicitly AP, it's the same pattern of how is it being decided? What does the board's role happen?
It should be recommending specific data collection on some things when there are strategic goal reports happen, you know, in the coming year, I can respond to the geography
requirements. We don't require 4 years of math either. Their number of requirements that we pretty much follow. The Virginia either standard
diploma or advanced diploma requirements. As far as AP human geography, it has been added, I believe to our standard course offerings Mike, right? Yes. So we have
added AP, human geography. I think a couple years ago and also made it available for 9th graders. It was originally intended by college board and written for 9th grade as was
AP Environmental Science, which was added similarly to our standard course offerings. But I think you know, we can double check Kirsten, Michael, to make sure that's front and
center for scheduling. Well, just to finish up. And then remembering now that the teacher created that because so many students want jog or a fee or something, but they didn't want AP in their senior
year. So adding up as an option, if kids are going to take it isn't really it's not meeting that need. So again, where does that come to assessing what's offered making sure works. Did you want to add something
Napoleon, then we'll go Lady. >> And I think your statement about the math pathways is. It's interesting because at our high school. The ACA to
there's a I believe it's January. I I mean, all the months, all sort of go together at this point, right? But actually have host a math pathways like section as part
of like the parent thing. We have like a flyer that says if you start here, this is your path. And it gives all the different, you know, like pathways off of that. And so
and this is sort of going back to that collaboration and the sharing best practices. If my schools doing it all high schools. Can do that because
it exists already. That tool already exist to be able to give it to other high schools to have it at there curriculum nights as well. And so I'm wondering if how, how does
that information gets shared and when, you know, I'm not sure how that counselors it to collaborate from school to
school. But if they're creating one. It should have to be recreated at >> Ms. Meren: So let me turn. Thank you, Internet lady. So we were at 11 o'clock, perhaps of Ms. Lady in the can each of
their turns. And then that would conclude us for the morning. Thank you. And again, I want to uplift the fact that I want all of our kids to be held bystanders academically. And however, is the best way
to do that. Hopefully we land there, but the able work. My question to Dr Reid is within the able work. >> Jake: Would it be possible? Because the designation is
still in the student record. If student was local level for a P, I mean, could that be added as a column of sorts just to see what the that mean, when college admissions
is doing files, they call him TOPS, rated. The student back. And I mean, the highly selective schools right to the kid, take the top course in English take the top course in history. So we do something
similar. >> Yes, ma'am, we could. In fact, we've already begun that work with our as a result of our work with our twice exceptional committee and Kirsten and Michael and particularly Care Center team were very instrumental and
making sure that we are flagging are twice exceptional students now because we're really wanting to be very focused on successful passes spaces for their Absolutely.
We can fly them. >> So many others point is that science fair is not actor school and at this is always bothered me. When I go to the science Fair Awards, the
schools that are void. Okay. My understanding is when you're in advance science, you're required to do original experimentation and that it supposed to be science fair. But we have some schools that
do not require science fair because it's a lot of work and a lot of kids push back on it. I would love this board to discuss the fact that if you're in advance science, it's certain levels, not AP.
Is there a lot more into the curriculum? But if you're taking honors, Kim honors, you need to be doing science. Fair period. Like I don't know how they're checking that box. That's part of the POS and
same with middle. They should be doing science. Fair said just as a thought and the other thing is in terms of all of our schools, we have to remember we have standard
course offerings. They're offered in every school, their standard. If kids don't pick them, they don't get top. So we're always going to have some classes taught one place that are not taught somewhere
else. And sometimes of a rock star teacher like this world, geography, teacher who might then increase the number of sections like that worst somewhere else. They might have a rock star AP Econ
teacher absent flows. So just, you know, but this is great work. And yes, science fair for all. Mystics. It.
>> Give us Navy. I feel the same way as you are saying and do the couple of things. You mention been some school local school team. I don't have like 2, 3, kids who would you both for a B? I'd like to really,
because I feel there's a lot attention and a story ends and the the new Sure that we need to find that, you know, spark their first graders second graders and and I think the
the that would be more opportunities, I Maybe other race to find that spark in them and sort of giving them a map to reading Tess, I meant
so I do feel students learn different ways and there is lot of time. And in kids, also wanted to ask us this
question, too, is about the link of technology and the AP students like thing because kids in the advance cad make go to colors. Have they need
more access to technology for the course for incident Science Fair are not signs for exact example. But make a buck takes a document elementary
school kids. what they need. More access to technology. >> I would say at the elementary level similar to I think a lot of the discussions that are going on about
technology We want a lot of the collaboration going on. We want hands on things going Interesting antley enough. We just piloted piloted Field tested. Define learning which
a new piece of our curriculum that has are just up an area and a lot of science and steam Career-focused project based learning and the teachers who came to present about that at the end of the year last year,
talked about how even though there are technology components, they tried to steer into the hands on and into the more old-school things that instead of being
on the computer all the time, just because they see the value of that and the things that are important, those soft skills that come out of those types of things. So at the
elementary level, I think I don't think it can slurs need more technology. It's a similar to what we would want. Whatever the balances for all of our students. >> in a school level, you'd
think they might push the even if they're using doing science fairs and or botta competitions and the my kids were involved in that. There's a lot of research goes behind that.
>> I do think the research some merch, a lot of the conversations about technology, is that what are we using it to do if we're using it to to research and pulling it in that way? Yes, I do think for advanced learners, we do have a lot of
concrete base instruction. That's very student driven. So that access to that information or those tools that might take them to higher levels. Those will be important. But it goes back what are we using it for him?
I think right. just wanted to follow up on clarifying about this. The number of students, it's full time eligible students. So those are the people who have submitted the
pet the packets and have been found by the Central Committee. It doesn't mean that there's not talent and that's actually part of why local programs are so and the expansion was so important is
so that those students who is Packets aren't necessarily picked at the central evaluation, still have access to advanced instruction. Yes,
thank you for the clarification and of Laskey and I've got few minimal minutes left. I would say that. Again, there are kids kindergarten to second grade
before we have equity issue, right? I'm not in school, but coming from families. I could teach my kid how to do math. The money 4 years old and do
Subtract edition. But there are veterans who cannot do that. How do we eliminate that at that level our schools that the kids mendick testing Florida, AP and doing the
school that and you know, and that testing that they don't have that you sure that cpis sending kids prepared. Some veterans are don't have the time. I think you just hit on
a topic is very close to my heart. A big part of the work that we do on the advance academic I know there's a lot of focus on the full-time program, but we do have a continue. No services,
including our talent development, which is our Tehran access to for years now, including a measurable thing that was in the last year T J plan that that schools are still carrying on doing is that we want to Vance
academic curriculum to be used starting in kindergarten at a certain kids with every single student, no identification required. The reason being we're building a tool kit of
that critical and creative thinking and we use those work samples and those responses to those higher level activities as part of our identification. We are in the middle of our
appeals process where appeals are done. So we're talking to families after appeals are done right now. And I think that that is one of the things that comes up is the misconception that may be
advance. Academic curriculum is only available in certain aspects of our programming. And it's not it's throughout the whole continuum and very important to us. >> And and that the young
scholars model is another thing that will bring into that. So we take that also knowing that there are certain historically underrepresented groups socio economically disadvantaged, small tailing
learners. And so in areas like that, we give even more targeted access through the people allocation that weekend with to be able to offer more after-school opportunities
again with those types of materials in our review. When we had it, the reviewers Said equity in this area. The most important thing at these younger kids, younger
students, ages is front loading, front-loading, frontline English as these as much access as we can give that the younger ages. Thank you. >> So I'll go ahead and wrap
up with my own comment. So I just be wondering, what's the board's role in recommending and direct instruction? This is something asked before. So like if we want to recommend that every high school have a science fair, what mechanism
do we as a to make that happen? Do make directive and just, you do that either during executive limitation or a strategic plan, is it updating the instructional
policy or is it a straight a budget amendment? I also wonder if in the coming year as we're getting ready to approve our calendar dates, if we can make more time for this discussion to figure out how
we can impact the instructional because we do talk about it. And I just, you know, how do we actually take these thoughts into action? So I hope my colleagues will think about that as we develop
our counter next year. So with that, we're that exactly an hour. So thank you again to miss Poli and committee. One we it's okay with the chair
and the could be take a 10 minute changeover break. Is that okay? It seems. Alright with everyone so on the East Committee, thank you for your patients. We will just take a quick recess and convene at
11, 20 and only being 10
minutes behind. So thank you.
>> This could you say something? >> Oh, my, yes, I think I hear you fine. Okay. We are about
to start. >> Mr. Moon: Time is happened 20 and the guy in the conversation with. A's AC with
cheese on Norton, Community Educational by any committee. They'll head down presentation. Should I assume about half an hour. Half an
hour. Question and answers. This has a 10 She's an United Kingdom. And still willing to
help us all with a presentation. Please go ahead. each of you see the other prisoners at the table or
>> there should there should be I think it should at the table >> Good evening. Members of the school board. Thank you for. Yes. Second with a
closer, okay. Thank you. >> Good evening. I can. I can do I can do the presentation. will make sure that you're
there. Yeah. Okay. I mean, As we have plan first I want to apologize. The committee I had thought this would all run early on him and I got all prepped in advance. But
>> found out very late that. A lot of not not allowed access. The app from the United Kingdom some reason. And I do want to thank Janna and their
parking Christine or jumping last hour and scrambling trying to figure out how to best to get a solution of But in any of that, if you can't hear me then please speak up because I won't be able to see what anyone doing. Obviously
on the phone. I am Colleen Hauser, 9 chair of the Community Education Advisory committee. And as mentioned, I'm joined by Leon who is our marketing committee chair,
shall be getting part of presentation. And this is Dr. Fy 20th annual report. I hope that you have the first line up somewhere there that sends
a fly 25th annual report. In a presentation. We're going to be talking about what our progress in the progress of staff has been this year. And
it's been a year that's been filled substantial. Work with that analysis, significant improvements to the program and marketing that you hear about and to banking and
financial stability. And also reaffirmed commitment to the learners workers and families to make Fairfax County ride.
going live. Served as the advocacy voice. 3 Internet connected programs are adult community Education program, which and roughly 9100
registrations last year. And one of the largest non collegiate providers in the country. We're continuing education. Do call, which had 1400 students per term with 6
proficiency level this year and and also direct pathway to the reports entry. Obviously adult high school, which is
your had 362 Fairfax resign diploma or their GED and together the program serves thousands of Fairfax County residents each year. Thank you
can go to the next slide. That great. Because often get the question why their time public schools involved in adult education and we seeing
exclusively on arc? And we wanted to take a few minutes. didn't into the festive. is significant and important and exactly the right place within the Fairfax County
administration. Matters because it works across 6 to mention I'm Tanya flee education, of course, pathways that no other institution provide workforce development
program bill real gaps in our economy. Economic growth, which we have shown on study that we commissioned this
year. Give us to give Fairfax County $3.10 to an estimated to downtown sent to an estimated 3 dog night return for evdollar invested through increase. I'm earning
of our students equity which removes barrier, but lock people out of opportunity. Family, stability. We all know that when a parent game to
credential has increased economic mobility that whole family trajectory changes and kids that were serving in Fairfax County, Public Schools. Benefit significantly from what's going on elsewhere
in their household and community enrichment. That is they are the music. The photography collect long learning program. That are champing so passionately by a staff attorney. I strengthen.
Fairfax's cultural fabric and community identity as well our economic ability and AIDS is not supplemental. It's essential infrastructure for
Fairfax County. Next slide. Please. And I want to put because you do get this question all the time. Different kind of didn't just come up with idea for the
program. one of the community servant near the legal mandate and it could not be clear. The Virginia Constitution requires an efficient system of public education for all Virginians,
not just children and require a code requires adult education program in every school division. This is mandatory for Pender County as well as every other county in the Commonwealth. As well as
Virginia's workforce law and and the federal, Iowa and a TFL a framework for their obligate state and local participation for funding for AIDS is not a charity as it's
in compliance federal and state law. Before I get into the meat of what we have discussed this Next slide, please. I just wanted identify
our fabulous 14 member committee, which each of you participate in them and significant variation voices or thanks. We have we have
participant on the on the year coming from every corner of Fairfax County. both too representative. In our in our.
And And we work with staff primarily all Steiner. Deron Williams and Christy Brown really want to thank for all their exceptional work with this year to reach reach our
goal. And the committee members. I'm about. I get read the moment that they're doing right outside knee Sunday. None Aaron, when a Susan
Wagner Priya Krishna, Molly, selling them. Brian Thorton, who vice chair. I'm here. now I am who heard before in a
setting that Eli Hope Cam price and our 2 wonderful student and for contract you
and Hawks have come together at least once a month. And many of us worked countless hours in between Sessions to work with staff to and sure that the gold and priorities of the committee are being
worked on and of and of the staff is. Assisting us with meeting the overarching goal to the committee and hopefully for first time public schools. And that the final note on our
team members. We are we are parents. We are past DCS employees. State government employee private sector employees any teachers many more so than that, there's really a fabulous cross
section of thank holder to a representative and in your appointments to the committee. Next slide. Please. Are formal
committee charges years but integration connecting k through 12 and the community with a focus on PT the 3 pillars of integration, which is breaking siloed, CTE, pathways, which are clear
roads, the high school and pipeline building, which is systemic outreach to others in our community who may benefit the programming that we provide to future employee.
And this thread runs through all our major accomplishment and recommendations for this year. Next slide, please. The 0.26 was the and your
significant accomplishment for program. Staff at a I do want to compliment them all hard work that they've done. First, they developed any and diplomat, a three-year
strategic business plan, something that our committee as recommended for a number of years and and come to fruition this year. The descendants of
that plan are cats should be attached to your annual report. The second is the first and ever independent economic impact study making. And if in case for investment
that hear that the study found that out. This is estimated to cause that we could not. We could not get studying specifically for the economic
impacts, Fairfax all about spending. And the thousands hundreds of thousands of dollars for because we don't. I the information on students and in such a form that we can
now to. But the good news is there are a large number of think that have been completed for like program, including.
Note in Virginia that allowed reclaiming the economists big to do the same for us to estimate that Fairfax County
return of $3.10 to 2009 to 10 local economic activity for for every dollar that we invest in our. And our workforce programs. The 3rd,
the 3rd accomplishment was unprecedented K to 12 out reach, which will talk about that more detail when we get to her slide, alone reached
45,000. Household? And then the accomplishment is an 8% revenue growth for the program of a despite real cost
pressures, including significant and record-breaking for promotional campaign. But again, will highlight and her. Next on the program, which I
believe starts now. >> I am and I chaired the marketing subcommittee this year. I want to spend some time on the slide because what happened this year was
absolutely incredible. >> It was only buck and interrupt. I'm having a hard time hearing you a good movie I can do to you in a second. Can you hear me oia? Sorry
about Thank you for that. We'll start over. I'm Aliah. I chaired the marketing subcommittee this year and the progress that was made in this
>> program was not incremental. It was incredible. So I will walk you through each channel. I want to bring your attention to the school. she audience program?
The partnership with Fairfax County Public School to Post Info and school-based systems. >> These? >> This program. Helps reach
students right where they are. And this is especially important when working with adult. Especially career changers, people who are in transit times because they don't always have the time and
focus. traditional students or students in the K through 12 program might have the implementation of these 2 programs has been incredible to the marketing aspect of
ace. The results were immediate. Every posting produced a spike in direct enrollment. Not a single gradual uptick happened over time. It was always the media
that tells us the audience is there. The interest is there. But what's been missing before as the messaging and with school Aegean audience, we have the opportunity to fill that gap. The next aspect is
Fairfax County, Public Schools newsletters between August 2025 and April 2026. There were 22 articles published about these programs and
Fairfax County Public Schools this week and employee news. That's roughly 2 to 3 features per month tracked via Google Analytics. These notice
letters breached partners, students at more than 20,000 Fairfax County, Public School staff members, staff are often overlooked audience. And this
intro, organizational marketing is an incredible way to boost synergies across the organization. Next is the cyst hearted email. This is the one I really want to spend some
time on because it had the single highest impact on moving forward in the committee. The student Information system contains contact information for families of K through 12
students across Fairfax County Public School. We worked with staff to use that system to send a targeted email to 45,166 English language,
learning households, specifically families where a child or a dull isn't role as an English language. e-mail directed them 2 aces adult
program. The results we're over 2000 website clicks on day one over 4,500 collectors and the first 2 weeks and all of this out near 0 acquisition
cost. Think about what usually cost to reach 45,000 target households using traditional advertising and the impact that as an organization we can
have with 0 near 0 cost acquisition. It's just requiring recognizing the data is already there and figuring out how to use it in the most efficient way. And finally,
there's the school board and board of Supervisors by engaging with elected officials. We were able to send over 15 e-mails through
their channels to reach potential students in new and incredible voice. This also expanded media relations with both governing bodies, which
we hope to continue into the future. Finally, I want to draw your attention to the fact that all of this is possible due to the investment and new marketing staff by
investing an in-house marketing. It will bring marketing costs down over time and also increase the impact in the future ace plans to focus on organic social media
to improve Impact of the near 0 acquisition cost of students. Here are some of the
result. Here are some of the results of the sales campaigns and the word unprecedented, I believe, is understatement, especially. I want to draw
your attention to those Black Friday sales. So this is the first time that we've been able to how black Friday sale to the 6. as you know, typically it would be through
the mail campaign. But this was the first time that we were able to track and implement something through email and I don't want to use too many jargon terms, but the
price elasticity of demand of this program is incredible because dropping the price, even a small amount resulted
in resoundingly. 72,919, 1059 percentage increase. There was a similar promotion on January, 26th that resulted in
a 21,198% increase 792% increase. Compared to prior years. That's just incredible. We also saw strong uptick for a president's day sale. And
what's fun about this marketing Campaign Inc that the ability to run themed campaign. So the March Madness prominent promo also. Sustained momentum and allows
us to stand touch with people using marketing terms. It moves people down the funnel and warms those client relations. Did you want to
take these slides or do you want me to continue? >> I think you have fly then I go I'm on Flight 11. >> Perfect. Let's talk about
the financial reality. So tuition revenue growth year-over-year strong across all program lines. The marketing work, the
promotional campaigns and the outreach is working. Enrollment is up and revenue is up. The reason why this is important is because this leads into some of our
recommendations that Hallie will speak on more over time. In addition to the unprecedented growth that we've had, we also have had growth in cost. That said.
While we do have aspects of ace that are run as a business, we do fundamentally need to cover the overhead costs and we are partially
reliant on partners like you in order to continue to make the impact that we make on students of all ages of all socioeconomic status and of
all walks of life. The financial reality is that there was a 5% salary increase and 12% benefit increase due
to the the Union negotiations. Structural intervention is required because of this because in addition to providing workforce development programs, ace also
cares about having high quality staff and providing high-quality care of the staff that serve case. Take it away.
Hallie, thank you. >> So with that in mind, let's get to our recommendations for school board. Number
Recommendation that. That's exploring the possibilities of collecting Social Security numbers or the WHO are in half
because although we are able to have and economic study done that support in our Ellen, Mark Perry, that and investment the investment the
future defect County in terms of the economics Fairfax County. We don't have we don't want you to have an ability to collect that for our own And
there is sense that veteran are now emerging. It certainly may have different pattern some other areas of of the Commonwealth that certainly
United States. And so having the ability to. Produce. evidence that the programs
are. It's play. Are benefiting the economic forecast for Brevard County. We believe that being extremely helpful and advocating for the programs in the future. We do
recognize that there may be some and again, we go on other issues related to trying clip us that we didn't want to put that recommendation out there, that was the recommendation of
the person did the economic study also for full disclosure, the president of the economics. And he was my husband for years to come up with very limited what in my
heart up. But in opinion, having those. That information would be extremely helpful in terms of being able to collect additional data. The second
recommendation is. Further engage with public schools, communications support, staff. They have been extremely helpful for the or staff of 8
this year many of the marquee programs that only reference in that we have been working on. But we would enthusiastically support recommendation from the board
they able able to engage more fully and best they can with continued outreach and communications because they really are the extra van. Outreach for different county
public school system. The 3rd recommendation and that the board director Mike Malloy 2
in concert with his work with the state legislature on obtaining funding are for every kind of cool 10, early. To look into what may be
available in the state budget. Workforce Development, Grant because they are in the budget and there are other localities that are getting And we're not clear on how that might
happen. What might be appropriate. But we are aware. I am aware that my is none expert on the state budget and I believe that those monies
are out and that we might be able to capture some of them. And we would be at the giving what we're thinking. If we had $100,000. Iran and thing I don't know if you're in that I
trained from the state budget. It would significantly help our report development programs not be too damaging to budget overall. And then
the 4th recommendation is that the staff and adult programs, sustainability review that man, both the financial viability and the community goodwill or our programs. And
that came about I we've all had the conversations about the continuing education classes that are are lifelong
learning classes that are talk of the cloud cover and the cooking classes whatever. And whether they are. integral
part of our program. Or adult education and whether the the school should continue funding them and that did not talking about asking staff to look
into because there are some positive for program terms of community goodwill, the stampede very, very committed to the program. We realize
that there are other such as report development that could a benefit from a deep dive into whether we are riding a wave where we expect for
someone future. I know in a previous discussion in the last hour, you all were talking about AI and its impact. Implication for different county, certainly in terms of workforce
development, that's an area that the may want to look into that live Amazon and different county in our own county and having an impact on residents of Fairfax County. There may
be. And not was not looking at the as they go about their work to have a really deep dive in a critical review of what I protect, cases will be in the next 10 years and to
ensure that if other program are not covering touch of Nova or other community program county except that ball and make sure that we are missing any opportunity for residents
of that would very helpful for the future of our program and certainly for benefit with that. The county. And do next
slide. This just simply recognizes that are for recommendations. Fall into. Are in alignment with
different counties. 2023 to 2030, strategic plan. And I was on committee as well. So I'm very aware of of our callers in our home. Family. And I do touch, as you can see
on the number of E. And it's like. LaVar, a committed and for 2026. And looking ahead to
2027. As I mentioned, Bill trade and health care to areas where no one you say? I did mention that that this a part of a of our deep dive look into what our I maybe in the future. We'll trade and health
care are 2 areas from Northern Virginia pages. Critical worke gaps. And therefore priority a skilled trade expansion. So apprenticeship pipeline, health care,
pathways. The dean of the funding. Areas that we think committee should be looking at
and 2027 and I will just make a note. I know that from the presentation that the the already the employers Defects County and shown a significant
interest and our programs and I provide about a half half a million I'm bad now. But I believe that with a half a
million dollars I wrote down and it's a significant they provide significant funding or their employee. Or yeah,
employee employer contributions $540,000 our budget. So employers are already looking to are education program the port,
their workers and to enhance their contributions to do to employers. And are by 5, I'm
sorry. additional Fairfax, a future. A two-minute central infrastructure. It's as essentials, road schools and
public safety employability for every resident. Economic equity. We work for us. Lifelong learning community
value county. And also family advancement. That's what a deliver. And that's what exist to advocate And I appreciate
your time we would welcome any questions. I'm not sure who else from committee is in the room. I it Brian, is there. There may be others if they wanted raise their hand recognize knot, quit setup of
their them and you're all of our happy to answer any questions that the or may have. And of course, we appreciate all the work that you all do every day to it.
county one, what you need to to to Sullivan. Thank you. >> Mr. Moon: Thank Thank you. Missus. Are things done for the presentation? In addition to a buy to fill in some. we
have on committee members in the audience. If raise your hand, thank you. Thank you your sir. Thank you your presence today. With that, we have about half an hour left.
For a question and answers in comments discussion. Anyone whom we have a tournament. He and mission started with Mr.
to want to start. >> Well, thank you so much for the presentation. Thank you, Holly, for joining us from many miles away. I have to say
this is the most impactful report I've ever heard from the Ace Committee. >> And I want to. >> commend you care and and everyone else on the team for
this incredible work. I remember sitting here for many years at these presentations talking about how can we get the handbook into more people's hands? I mean, where
this is just so far removed from that conversation. So really just really fabulous And that's all I wanted to Thank you. >> Mr. Moon: Thank markup and
I Danon to be followed by matter. >> Mr. Dannan: Echoing that it's the best one of my lifetime on the board 2 but
really I just really love the creativity. The outside the box thinking art of the possible kind of things that the marketing campaigns in all that is great. really like the
economic a kind of going on in that little But I'm could results about the partnership's, the very businesses that will help extra nice little because and so forth. for the 4th recommendation. A comment by
saying I recognize again, we're talking economics today. The positive externalities hear about this kind of program. And so some kind of study what existing data you
all have for that kind of power. It gets it gets done. >> But we have economic report. We would be happy to send to It's very comprehensive. Part of the
reason that we recommended the Social Security numbers is that we are not able to have our own launch teaching want to so. These and Fairfax County, however, there are many other career and technical education programs
that have collected socials. Pretty numbers. And we believe that due to the diversity in our area that those studies do mirror the impact that governor backs to me. Okay. And in doing like a >> Mr. Dannan: survey,
something that is not possible recognize that this our security one jumped out to me as well. So is there other alternatives besides that they
>> Yes, similar to the way we do. You go ahead senior
survey, we going say we >> look into what kind of of study they could do and
actually put out an RFP or the difference. It and came up with you will not be surprised I'm sure that you put the gun hat. you know, from wildly divergent cost estimates for
study that range from the cost of this study up, too. I think 20,050 $1000. So either. Different county public
schools. And they're off the district. add to that with that study, if we are able to get that Social Security numbers or they could have a
private entity, do it. Frankly, I'm not sure. Sure that we get an added value from because my understanding from the author of report, Well, again, happened to be my
husband, but my understanding from him is that there was there. There have been a number of really robust report them in put out from other
from program. The fact is that if you are getting an HVAC up again or medical technician to to, to get. I'm not going get
or programming forget there isn't a sense that the that the changes in economic security are going to be different in probably couldn't find anywhere else. I'm sure what the value would be in
having. And in report. >> Mr. Dannan: I actually did a very similar study and I cannot for the life of me. Remember, who was 4 when I was in grad setting policy
economics. So is there an opportunity there to partner with a George Mason or somewhere to do a similar study like that? And if that happy to help facilitate a conversation, if need be.
>> There that may be up the death of. That's a that's a good idea. We can. We can talk with and make that recommendation people might be from. fear that that would be helpful and it would be nice to be something I agree with university because perhaps
they be able to have an ongoing, you know, every 2 years do an analysis that we could then, you have a kind of the overtime, which, of course, would be, you
>> Mr. Moon: Thank you, Missus or I Miss Williams may want to say something. >> Yeah, I think you I just wanted to mention as far as the program continues, we'd
collect a lot of data already about as you heard about time, the campaign's every run and then Roman. But every week me as the director, I get lots of
data and statistics about, you know, who are serving, how reserve and then we do have. And of course, survey for all of our community partners out there, whether it's a business, you know, after
there's their students have come through, how did they do? Are they performing better at their jobs, that everything? But we also do and of course,
survey, we found it not to be very robust as far as results that we're getting back. So with the committee from last year, we also started to think about more concrete survey
that we can sends to a broad brush of people. just with the survey windows. We just missed window this year, but we're going to be surveying the 11th and 12th graders in our schools to find out. Do they
know that these some of the interests in but then also our community partners? We have a list of about 800 different community partners that we can. You try to communicate on a regular basis in about 145
of them are pretty active with us. So we do think we can get a little bit more. Qualitative and quantitative data from from these business partners
who are working with us to find out just to be able to answer This charge for this, this part of the charge of the recommendation from the board
from that committee. I didn't even try to take this out because I do think it's something that my my team should be able to do can you
speak just ref? >> Mr. Dannan: like the marginal cost involved here. So for every student I saw the numbers about you mention the price you know, I kind of stuff is. Is there a point
where we get an a for a moment that the program would pay for itself or is there still going to be supported? >> So we actually do that cost
>> Sorry. gonna go ahead and take this one. So because this was big. Meantime, part our work this year with the committee and I don't know
that I completely satisfied all of their needs for financial information, right? I'm gonna keep working on that. >> But we do know how much we paid instructor. We know how
much tuition should could be in the marketplace. And then we do have a pricing tools. So every course that we offer has a minimum enrollment that needs to be met. And if for
whatever reason, of course, is not meeting that minimum, we have a triage program. So on the administrator, Palestine or who can be here today. He looks it. Is this a new
program that we just really want to get going? And even if we have 3 people, is it really worth it to go ahead and offer the class and see if it takes or is it just too expensive to
go? So my main goal is to make covering all the direct costs or instructor costs and then of course, overhead comes kind of after that. But every course has a minimum that it
has to meet in order to meet both of her direct costs. We do have this data so much. >> Karen, did you want to I
just wanted to bottom. >> I want to add to I know that board very well aware of that because there challenges. Here are.
>> fold or more hot more than them. program. But it handled a bit luck, a bit of hybrid. And that part of the public
school. But yet it it does not have control over it expenses certainly it's benefits, which as we all know, longer
component of any of any company anywhere you like. And so. Is had up to plan goal of
being self-sufficient. But Ali dollars entry. And of course, we're all minor. I don't know. But we are there the rim of increasing toning benefits for
those work with our school system. But there is obviously a negative impact on the bottom line for predicted. And for when on the program become
self-sufficient. Is it's a bit of the control of the of manager of the program.
>> I just wanted to point out also that there's at least 2 other variables that go into enrollment. Right? And one is
can you get enough teachers? So lack of teachers can limit enrollment and then the other issue is space. So is there enough? Physical space to hold
the classes. And so I know you guys balance that. But just to point out that those 2 things are also, you know, some pretty big factors that have to be considered one getting
trying to get a moment numbers up. >> Okay. I have on this meeting next. >> So I'm just extremely proud
of the Lia. By appointee, sharing marketing. So thank you so much for your amazing work. And to the entire committee. This is isn't this is an excellent report. and I
appreciate you know, all the recommendations. I mean, one of my questions is, you know, as we get the word out more about ace work. But to your point, you just shared what's
what's with the volume control? Where with where we're going to be overcapacity it like what is their plan for that be close to hitting that? Are we hitting that in certain classes? But not in others?
>> I had and just answer that. So apprenticeship is one big example. So we are out there in the community and people know about us and they're taking our classes a So
recruiting instructors has been one of the key things that we've worked on this entire year. Space is not necessarily a concern because any high school in Fairfax who
could probably have access to. But the instructor pieces is a really big component of our our work Palestine or who's our administrator, along with
apprenticeship program specialist. Both of them are amazing you know, recruiting different instructors. We even tap our fcps facilities. Folks often if we need substitutes and things like that, you
know, the plumbers HVAC technicians and things like that, we're bringing them on. Sides and China encourage them to to teach in the evening. But it is a tough is tough because if you're a plumber
and you can work out in the field as opposed to coming work in from AIDS. Maybe not as profitable vent. capacity.
You know, it's definitely We recently had a switch our Pimmit hills was needing to be used for adult learning. So. We lost some space there. But
then we getting an amazing collaboration at the Palm Center with doll high school. So I mean, think there's always give and take and we do work really closely with the high schools to to So I would instructors will be my biggest
barrier as we become more and more popular. And then my last question, I >> I'm going to assume that we do some grant writing for funding. I certainly know we
do it at the K 12. >> So when I >> barrier that we've noticed, is that because we are part of
the as opposed to maybe 501, C 3 are a separate nonprofit organization, a stand-alone organization. We we have have a little trouble getting being
awarded or being able to. Why for some We're looking really closely our existing 5, 1, C 3, actually, we have a nice training and scholarship
commit having 501, C 3 that was established several years ago. Independent of Lcps. And they're looking very closely the different grant
opportunities. So I'm hoping that will be able to get a few more grants are also working with the fcps Grant office to help us identify different places and through advocacy here with the committee,
Holly, in particular, knowing what's happening at the state legislator, particularly in the workforce, innovation grants and things like that. We're going to go after those pretty strongly this year.
Thank you. And thank you for the report's great and this >> Ms. Meren: Yes, Aloha Lee, thank you for dialing in from abroad. Thank you for being
here. Committee members. So yeah, messaging is everything and makes the It think it was a fabulous presentation and recall when I've been the liaison years back, you know, seeing where things are now is really awesome. I love the
approach to using sis. What better way to reach our residents them through our families that are already connected. So just really creative stuff. Can you share?
Where does that revenue go? So if you're returning $3 back on every dollar and I asked because there's been times in last year where we've believe staff members come in advocate
for their positions and A's. So our is the program facing a funding shortfall, canned the revenue go back into, you know, step needed funds. If
you could talk about that could be helpful. Thanks. >> also that so when we're talking about a return on investment, we're talking
about over the lifetime of the and So this is not cash they were talking about in that. somebody goes for get into an
HVAC program and raises or her salary by. 25 agree about the $40,000 year. Fairfax County benefits because that additional. $30,000, it's
being plowed into Fairfax County, the economy. Over over the lifetime of that individual. And so it's our general economic. I mean, I wish that what you're saying
with housework, but not so it's it's what? It's the increased. Economic value to kind all over the lifetime of
the participants in program found yes, yes, I mean, it. >> I remember it $7 for every federal investment dollar in early childhood education is been that way for 25 years. We cited all the timing. stays
very low, low funded, both. Thank you and we talked a little bit about space and that is an issue. I know that the superintendent's trying to
expand welding. I know we have the programs at Edison for HVAC Electrical, but it's very limited because only be there. So can you share more about space challenges in terms of
what? What are you seeking to do it? You can't do because you need more specific type of space. >> Okay. So I'll take a stab
at one thing that we do is in its charge for this year this past year to is we work really closely CTE. So if they're offering something during the day, we're picking up and
bringing in students, adult students in the evenings with that same equipment. So whenever CTE needs, we definitely need to like welding in particular. But there's pent-up demand for
welding in the adult community space investment, obviously, I mean, because a lot of A lot of the apprenticeship in particular, they they need to
practice on things. Right. So what we have to have the kind of dirty labs, if you will, and bill touts pieces. I don't have firm answer for you today
on I'm again. I'm gonna work really closely with junk leisure Whitney to make sure that whatever they're going to do there, what what we can do to support that and make it more profitable crops that at
the whole division. So. I would love nothing more than to have a beautiful stand-alone space that has all health and medical that I need everything to really build out
the program. But right now we're going be using the existing spaces that we have an existing equipment. >> Okay, I understand limitation, but I also think
>> I'm just going to say, I think also Karen, my understanding was that the closing of payment Hill. challenge for staff not only
terms of moving you, not train staff over to the Palm Center and then taking up. Thank you, longtime that that's not the right you frozen. But also that there are a classroom and
that may have access to. so there there has recent challenges for the staff in terms of even offering a program that they currently
offering parents and give more information on that. >> Ms. Meren: Well, things and I know we're running at a time. So I just want to share a few more thoughts and means faces a big challenge. Our schools are way overused. This
is something that the county and schools really need to work on. >> I will say I had the opportunity to visit with a supervisor. Robbie Lusk months ago and his wish center and he is really eager to partner and
do things. And I just, you know, I don't know how this technically happens, people are there and don't know where the resources connect, but I wanted to mention that the
$100,000 Legislative work acts ask. I know that our crew Tech at advisory Committee is eager to help with that as well. So like that's it. You know, if you could tell us like what is the specific legislative asked
we could put in our legislative program like if you could give us the actual language, that's something that we adopt. I can remember if we do it in July, but we can and we do it in November.
We ask that this is the time to give us that really specific language that we can then ask legislators and then I also want to share the superintendent really recently send a partnership. I knew for
Maui. Talk about partners. And so she chaired in a Friday letter with us. And it's I can't find it now, but it's a new format for how to
categorize different partners. I'm totally not finding a ticket. An updated partnership framework, new business and Community Partnership framework. And it's like a 2 page handout. I don't know if
it's finalized, but it's, you know, puts the contacts as Angela Dull. They and Ashley could see a young. So again, just trying to like make sure all the dots are connecting
our large organization. And then finally, if you could share the graphic or 2, I'd love to play my newsletter that I'm going next week. I'm sure the board members would like it. Send us that stuff. That's a nice blurb. You know,
rather big thing, some of those pretty graphics from we'd love to tout the work that you're doing. Thank you.
>> Watch with Give you plenty. is in for Karen. Right? Thank you. Ms. Dixit.
>> Thank you for the presentation. And also that board is very comprehensive. Amazing work done by the committee. appreciate presenting that today, Ali. Virtually a little I want to
do this hi. So I wanted to just tell the sequel those 2, all the promotion and on this year moving from that to catalog that you use to get back in the day it you know,
at home and now everything is on. I think couple of years ago, you updated of upside in everything is online. Now ice
to food. They're very, very missing, students. And this is a group room for improvement is is getting Moore's people enrolled in program. >> there are a lot of language
offerings were languages and the E S out things like that, people looking for translation jobs and then people, you know, want to learn another
language. You is good for not having dementia. So I wanted encourage of Avc. How did that the more outreach going to be in the program? Also like
fiscally like know of CBS supports the program is not so funded. But I think the partnership with the organization like saw that 47%
of the programs are funded by the local businesses. The cost of programming ability. You are that you should not. The programming. It's actually specifically for their
apprenticeship program in particular, a little bit of health and medical. We're starting to build more partnership there. But the apprenticeship model, a lot of businesses support their students to come to our
classes in order to finish jury certain certifications. >> So there is that little nuance there. The other thing is The committee pointed out
that he's done a lot more work in Schoology and Nabil ends to reach our 11th and 12th graders in particular to let them know that we're a viable option if they're interested in doing trades and and health
and medical, as you know, after they graduate. I mean, obviously, this is a career pathway that could continue. And to that. You know, 2 adult, Ed, if you all we have
a couple of courses there called Core are trying to ship core classes and they're offered in short spurts so that kids maybe who didn't even have an opportunity to
take a CTE class during high school career, they could come and take that cooler oppression, a class. 2 different formats. But and then they can see maybe they do want to be plumbers, her
HVAC technicians or electricians are now hopefully went wild welders so we've got a lot more work in that area this year than we ever have
before. pushing how notifications through schoology parent page as well as not Vance, making sure that all of our students know about our scholarship opportunities
and things like that. So I think you'll see great things in the coming year around that. >> Ms. Meren: I also really want to add to first year on
the marketing staff focused specifically on organizing because all of these great outcomes that happened. This is the first year for having 2 new platforms on this is also the first year that there's
been a concerted effort to integrate the organic social media with the website and so I think that as we move forward, we're going to be identifying those gaps and
over the next specifically 2 to 3 years developing specific campaigns to address a specific apps that you mentioned. We really appreciate the feedback and a plan to implement that in the
marketing the next year, too. >> Thank you. I can. I want to still home. people staff is part of the program. phrase.
To this year we have 20. >> I 7 full-time staff actually of 29 full-time staff positions. I've 2 open positions right now that I'm actually for keeping up
purpose just for some economic reasons. But and then we have a legion of part-time hourly instructors. So I don't even know exactly what the phone number is on that. But I-29
full-time staff. >> And again, this is a public education and a program of public education the supporting our community. And and like the report mentions
of federal workforce layoffs last year, North changes happening. This is definitely in a very important program for community. and I just wish
RV a little more like small business, local businesses, partnership. There are a lot of companies in this DMV area which can actually to not
directly grants, but maybe fund some of the programs like cybersecurity and some of the program because that's about 3, 2, 2, there, companies to
if you go in a company with a certification that the able to hire you felt, you know, without having a certification. So I would I would encourage some more collaboration, offering
because 100,000 on Dollar Ask is not a lot. But I just feel like states sometimes you know, give us that. >> maybe we can look into our local partnership. But
overall, I think it's a great program. Keep it going and hopefully >> girl of next Thanks. Thank Haven't Saint John County? So
I really don't have a question. I just want to give kudos for all the work that you've done. I have actually taken classes and I have learned a lot. So I know the
value of them. And we talk about our students taking them. But what I really want to highlight is our families and parents taking them because >> Ms. St. John-Cunning: the people that are taking them are people that are in our
community. There are a Fairfax County residents that then leverage this and to better job opportunities. also the other thing is my former job as a family liaison, the grit, the best thing a parent can do
as a model for their student. And when I see parents taking classes, NRA's programs. They are modeling to their children. That education is
important and particularly the language the east. programs that you have that sometimes our parents need that extra language support because that will mean that they will get
supervisory position and that will increase their income and that they live in our community. That raises standard of living for our families and increase our tax base. And so I just want to
say that I think that there's a lot of data out there that maybe you can't collect. But I know just from the very person we talk about the data and the numbers, but I have seen the
impact in people's personal lives. I have also seen the impact in students being so proud that their parents are doing this. And I think those are the measurables that make
a difference that create community. And so I just want to say, who I'm a supporter from seen the impact it's had on families and a supporter from actually the classes that I've taken where I have from
them. So thank you for all the work you've done. >> Any other board member the floor? I think my 30 minutes.
Right? And is nothing that you wanted to say. Something already >> I'm just here as the
technical back up and takes Holly was unable to connect. Can I you've been a good technique? Go back so far. are ISO and first double R I have
never seen. Power point presentation. So cold front. So I catching they and thank you recommendations you are
making. Wow. I mean, I've been doing this for >> Mr. Moon: quite a few years, especially you know, the age on to ace of Committee. And this is really,
really time. And thank you. And the sales pitch. We what about Mother's special Safe for Mothers, Education Father's special. Sale for 5%
patients. With that with una adding to what Miss Saint John County has already stated. is many of our students in order
to ease some classes. Our parents. High winds who need to enhance improve down. And we just cute to be able to help own children's education,
to be able have. I don't understand what school system is about what I why year pro, you know, information that say
being sent out to the families of the Senate. So and and last I McCAbe and I own and with a couple of the board members. A
to eating I want find a great nation. But a season which was on the alert high school graduation. You know, most of
many graduations, Commissioner Mecca, Ben and I have been attending the season. There was one of the union for graduations and it will already one of the graduation speaker student speakers
talked about how he do that, too. You know, starting in years of these high school party year and stop going school and then finally realized that there wasn't a right way to path pickle and
be able to return and return to a high score and to finished education in Augusta. Kind program. providing 2
Community already tense tax payers County. >> And I as far as grains Hawkins on build government
funding. It may not be labeled as a grandes programs. Funded by the government or so if I'm not mistaken, this Williams, you know, certain government
funding. Many clients are match. And that's when our we cannot be 100% sepsis training because just putting money for
government to give With that very, very well done. And thank you, Anne. John, unless you have a corrosion final
remarks. We are Sean for lunch break. >> Just clarify. It's not adjourn. Its a recess Thank
you. That taking a recess for
the launch.
>> We are going to get into pact report. And so I'm going to turn it over to Jessica to get us started. >> Thank you. Hide everybody.
>> My name is Jessica Strong. It's I am a very proud member of the Tea packed Committee. >> So I'm gonna introduce myself today is the assistant
assistant chair and I will introduce our let vice chair Vice chair 100 my the rest of my commitment. esteemed colleague, Keir that he reduce
yourself. >> Hi, good afternoon. My name is Maria were then I'm the chair of title impaired advisory Committee.
>> Tim Paper petition specialist in title one office in just his party's 80's. >> And he does it very well. Thank you, Tim. So I think one thing that's really unique
about to pack I I believe we're the only to that advisory Committee Citizen Advisory Committee. That is principal pointed rather than board appointed. So that gives
us a unique chair of composition perspective. We have members from each title.
One school in Fairfax County as well as alternate. And our executive board is made up of title one parents as well as a teacher liaison Huth here
today, there will from Beech tree, which is also where my son is. A student so unison
>> I am a parent with 2 students in title one schools. I have an elementary student in Bill that their elementary school 5th graders to be a 6th grader. And I have a 7th
grader at Glasgow, Middle School. So we can bring up the sides home. And thank you.
Okay, >> so I think I don't need to give a comprehensive Ted home overview to this. This. But I
just want to note that. title one. >> Is not only a federal source of funds, but it's also a school status. And so as he packed, we're sort of at the
intersection of where the funds go out of those at value for the unique populations that title one schools serve as well as what is the overall
function that we hope these schools? Well, sir. In the 25 26 school year. We had 46 elementary schools, 4 middle
schools and one high school identify this title and in the title one grant funding for
schools. To provide intervention enrichment opportunities for students, high-quality instructional materials, professional development for school staff, family engagement
opportunities and supplemental. Stephen. So as the principal, like I said, as
a principal pointed committee, >> I think what's very unique is that we really truly represent the perspectives of the schools that we represent. We have parents in every title
in school on the committee and and I and we are learning Committee learning community and we are also focused on collectively making an impact
as parents engage not only in our students learning but also in the. In support of title one schools, federally funded
schools in. Fairfax County. So we have spent the year as we do every year, learning about various topics relevant to our charge. So we learn about
grant programs. We helped parents to and family members develop their own capacity. 2 talk to schools, ask questions
knowing what questions to ask. I think one huge value is in parents talking to each other across schools and be able to say. >> Oh, that's interesting that that's going on at your school. My schools not doing
that. I wonder why. And having that conversation, maybe it's just a difference of leadership. Maybe it's a difference in the choice of funds are maybe as we often found in the early days of the >> equitable.
>> Access to literacy plan. Some schools were simply further along in that implementation than others. And we are proud of the fact that our parents server part of that push to make sure that
every school was engaging in that work. We provide input for the planning and information, meditation not only of title in programs and
services, but also title one schools overall. And that's why we're here today. We have an annual report with recommendations to the school board. We're very grateful for
the opportunity. For the last year. Our focus has been on literacy for the last 5 years. Our focus has been on that are seeing on handed over to just
talk about that. Oh, did I pressed the wrong button? Sure. That take >> So as Maria said, we have
been focused on literacy for the past 5 years and more. And I have actually both been involved in the committee during that time. And and we feel as though we have done a
lot of comprehensive for work on the literacy issue during that time. And we know that Fairfax County and the state of Virginia have been very focused on literacy issue
during that time. And that that work will continue well beyond the work that we have done as a committee. So the charges you can see it here is
that, you know, T-pac continues to serve as a champion. For fairness, equity in quality in title one schools and significantly
improve academic outcomes to Disadvantaged students support those outcomes will rigorously review the implementation of echoed it, equitable access to literacy plan. >> So as part of this work, we
spent a considerable amount of time going through. Not only the actual work itself but how it was being implemented within the school's looking at
outcomes, looking at how it was, you know, actually, you know what the student engagement was with material
with the curriculum and this year actually hearing from the students and the administrators themselves. Now that work. And now a really
eye-opening experience. I think for everybody in the committee and something, you know, was unique in the work that we have done because that was a kind of a
>> Ms. Meren: for us. That was a little bit different than we had done before. Where, you know, we were working with staff and seeing things from, you know, numbers perspective
in this sense. We actually had the opportunity to hear directly from from the students. >> Both of the elementary level, the middle school level and the high school level.
It's not. That's a great way of us of Looking at those things. And, you know, spoiler alert here after 5 years of doing this work, we do feel as
we're ready to move forward and do you know, additional additional work. And as the committee's. while this report is going to be speaking about literacy, we're excited to be
able to dig into some new topics moving forward. So giving you a little bit of an overview of our meeting topics for this year it can just want to, you know, talk a little
bit about our approach with these issues. So in the years that Maria and I have been working this, Mr. Papers been working on this. We've approached this in a couple of
different ways in the past couple of years, our committee has worked with the staff to come up where we've worked together as as a committee and
a board to think about, you know, topic ideas. We talked to our committee, we think about, you know, the types of things they want to hear about and learn about because as Maria said, it's you know,
we're gathering information. So where a body of him of of, you know, representatives who are then going to take that information and bring it back to our communities and teach
our communities directly about what we're learning. So it might be. We're talking with our school board. Members were talking with our PTA, Pto's. We're talking with our principles. If they're unable
to make these meetings, we really want to gather information and informar communities about what is actually happening with these title one funds and how they're being implemented within the communities. So we
really want to, you know, >> we kind of formulate this information in a way that we can learn in incrementally about the application of this work. With new leadership at
the title. One level, they took a little bit of a different approach this year and put together these meetings so that it was a little bit more of a community
gathering. >> And and some of these meetings, you know, took different approach where I talked about earlier, we had
the opportunity to do it within the school communities, which we, I think is a is a comedian as a board. >> thought this is a really great approach. We got to actually, you know, kind of
tour the title one schools. So we were able to be within those school communities. We were able to have some of our wonderful board members join us there. We were able to have
a lot more folks within those school communities come out and be involved even if they weren't on the committee. And so in those cases, maybe get more people in be engaged
involved. We were able to have people with in the schools themselves and in some cases, you know, with younger students, they recorded, you know, remarks from the
elementary schools. Students are some of the teachers and they were able to play those for us. So we could kind of hear about their experience with the literacy curriculum. In some cases, there were teachers who would speak. We
always heard from the principles that was really, really great. We had an opportunity to hear about their experiences, how they interacted with the curriculum and really what their
experience was being a title. One leader, which I think all of us agreed was really nice way to embed us with in that
work in a unique way. and one of the things that, you know, I think was maybe a little more of a challenge was. At times some of the
implementation of that work. We lost some of the way that we have seen engagement among the community where in the
past we've had ways of having our committee members, people to speak to one another. And as Maria said, kind of learn from one another where when you're in kind of a learning environment where you have a
lot of people coming in and speaking or year, you know, watching things on a screen you don't have as much time because again, we're always limited to 90 minutes. You only have as much.
>> only have as much so much time in a day or so much time in the meeting. So I think where we learned a lot of great things about kind of approaching some of these meeting topics this past year.
We're going to probably make some tweaks to the way that we implemented some of those things next year. >> And and and approaching a little bit differently. But the topic areas, I think, you
know, some of them really, really resonated. I think especially our last meeting that we had in around avid which we had a justice high
school really was a great way for us to see what you know. may be a little biased because I'm in within the justice pyramid >> you know, really amazing
program that has been going on now for a while and seen a great rollout and wonderful results. Take root, you know,
kind of hear from students here from staff here the new principal and how it can make a huge impact across the community. So, you know, I
think both committee members and some community members who who are able to be a part of that conversation really enjoyed that. So again, just to kind of wrapped that up a
little bit. We want to see more engagement more, you know, small group discussions and kind of bringing not for because we feel as though as a committee, that's what really makes T-pac special as well as
the learning. So again, trying to balance those, they things together. Do you have anything you want to add? Yeah, no. I mean having it out in the schools this year was wonderful. Getting to see across. I mean, Fairfax County
is huge, as you know. And so just being able to be on site in those different schools meant a lot. And I think brought in new people that we might not have had before.
>> And I agree that that there's some refined that can happen in the coming year around that greater level of of talking in collaboration. So
>> so actually, before we get to the recommendations, I will say that each year we present recommendations to the school board and those recommendations are the result of of a very intentional
process of gathering feedback from Deepak members the community. And you know, members have the opportunity
to fill out a survey with their priorities. They have opportunity e-mail their priorities in. They have the opportunity to come to a meeting that is focused on the recommendations where are we
discuss those different topic, areas of interest general and in depth. And so these recommendations are very much a result of a collective
learning process as well as an intentional sort of a parts of nation. What's interesting this year our recommendations
of amateurs in the last With the exception of last year, we had a recommendation around the implementation of the equitable access to literacy plan. And like just said, we feel really good about the
progress. We're grateful for the leadership of the board for all the principles and you know, all the academic supports to have in the district for making this
happen. It's beginning to roll out. Also in secondary schools now. And I think it's going to make a massive difference for It's been really exciting to be on this journey, learning about science of reading how
it can look different. Different schools while being rooted in the sights. We however we still feel like.
There in order for every student to benefit. When we think about the equity imperative entitled when you look at the the language in
the statute of title on the Every Student Succeeds Act. It talks specifically about that opportunity to learn that equity peace, meaning that students who need more should
get more and so some students, even if they have access to the best. Most research base, reading instruction are still going to be available to learn
by because maybe there's struggling with attendance. Maybe there's things going on at home that interfere with their focus. Maybe they are not getting enough food to eat. Maybe they need someone to talk to about a mental
health issue that they're experiencing. So those students supports wraparound supports. More critical than
ever. Now to make sure that the important. Foundation of academics. Is can be successful. Equitably with all
of our students in title one schools. So our first recommendation is to ensure every student attendance schools has access to the conditions necessary for
academic success. >> So what this looks like is prioritizing equitable staffing models that recognize the unique needs of title one schools. So every school is
different some schools may serve a bigger immigrant population. Some schools may have, you know, more in one language than another or
national origin of other some schools may be dealing with more, you know, historical issues. So every school requires that sort of flexibility and ability to meet students where they are.
But having that staffing in place so important. And so we are reiterating our recommendation from last year of ensuring that. Every title
one school has a full-time social worker and a full-time parent liaison. >> I know there's been some conversation around those staffing ratios this year. I'm not sure how much of that is
public, but I I do want to just thank >> superintendent read to for engaging. >> Deepak members and social
workers on this issue. And we were very happy to we listened to win to get a response to those concerns and are hopeful that even.
>> some >> Difficult financials situations that this remains a priority every title one school. And we know not every
title in school has a full-time social worker, but that we continue to move in that direction, that that we certainly don't take any steps back.
>> The other pieces around this are the evidence-based practices. So making sure that we are >> that the staff in charge of implementing social emotional
learning and wellness and behavior and attendance interventions have access and training to those evidence-based practices as well as that support is being
given with that through the MTS S another measures for attendance engagement in school, climate alongside
economic outcomes. >> I was just going to say that these are conversations that we had, you know, as part of our board meetings on a
regular basis. One of things that you know, when we have board meetings and we had title and staff with us. you know, we did have some, I think, really good
conversations about, you know, the climate where we are in the world, the things that are important, what you know, the issues that are facing principles and the issues that are facing our schools. It's
one of the things that I think is a really important part of why we have teachers on our committee and the voice of our teachers. So having how they're here is really important. We have a unique
situation on our board where we do have a lot of folks on our committee and on our board who are connected to fcps in different ways. I think I'm one of unique people who
actually have no connection to a CVS. I'm I'm just a But >> the unique, the variety of voices that we have that and people feeling empowered to
speak about these issues. And certainly in the last 6 years through COVID, all of these wraparound supports in the importance of these wraparound
supports and how school >> you know, needs to address them are needs to address them with in schools, rising. >> Ms. Meren: you know, this is something that you have
seen as you have seen our reports over the last couple of years has continued to be a part of our report and you will see it as part of chain.
Sure charge next year. >> All right, Sarah second recommendation. And there's only 3. So we're half we're almost halfway there. I know where the post lunch cruise.
So expecting keep a sort >> so this, again, is us of >> Reiteration of last year, meaningful engagement of
families in communities and support a student. 2 minute title. One school, interactive dialogue. So we into back. This is kind of our bread butter. What is the what is effective? Communication and
collaboration look like a lot of times as parents and families. We feel like communication is sort of done to us, right? We get all the the news you choose. We get all the week we emails from or
schools. There's a lot of information. There is no shortage of communication, but sometimes it can be hard to sort through what matters most to our school. Our students.
And moreover, in the midst of all that information to consume, it can feel like it's hard to have a interactive conversation about the
information we're receiving and so we just continue to urge that B intentional and mindful about engaging their
title there to Pack representative and their families at large in the more
academic and student support side of things. Beyond just, you know, the fun things that PTA is might do. You know, parents are hungry for information about curriculum and instruction. They want to
know what work their child is doing in class. They want to know how they're doing in reading and math and what's being done to help them. If they're struggling, but they don't always have the vocabulary or the knowledge to
ask the questions that matter. And so we are recommendations in this area really around empowering families and
reminding schools too engage interactive rather than just checking a box with the annual title in meeting 2. Make sure
those opportunities exist. you know, we over the years and certainly this year we've learned per different approaches. Schools are taking for that family literacy
nights. Great use even something as simple as like using talking points 2, make sure that you are linguist, engaging, linguistically,
appropriate communication. We hear different. Different to pack wraps our call on at different levels to get involved in the SIPP or the comprehensive needs assessment
process. Some of us are asked to provide input and some are not so that those are just areas where we want to make sure that schools have the
capacity to do that. And that that. Wherever family member is parent is in their understanding and knowledge about school in education that
they have that opportunity to ask questions and learn. >> I >> As part of part of the conversation. Often we receive
information, you know, especially as we've seen a lot more testing information, come back to us. And a lot of that is very comprehensive. But understanding what the
assessment truly means and being able to parse that and discuss it both internally with other adults in the household and also thinking about it and having conversations with our kids
and have a conversation with our teachers, they're all different conversations. So I you know, one of the things that we heard from committee members is how do we have
those conversations as well? So just, you how to, you know, it's it's great to have the information and feel empowered with the data. But also what
does that mean once the data comes home? So continuing to think about contextualizing that in your life. And, you know, the more the more that we can empower families to
take that and then take that further. The better equipped. I think we're going to be to grow and make that impactful
as we continue to implement this. This work. >> our 3rd and final recommendation, actually,
that. >> But and so again, this is going to look a little familiar to those of you who have played along with us the last couple of years. >> We continue to encourage
transparency, communication and accountability talking about title one funding allocation. And I think, you know, Fcps is I think great job in talking about the
budget. You know, we talk a lot about the budget. It gets out there in a lot of the communications that we do talk about why talk about budget changes we share all the
different iterations of the budget. >> Title one funding. I'm tell you, just based on who comes to the meetings that we have, that first meeting that we have at the the year. We talk
a lot about title one. And what title one is that is the most attended meeting because people human in title one schools still don't understand what title one is. And why one
is the way that it is and how title one is handled by by Fcps by the schools themselves, how it how funds
are allocated in different ways. And we know that that changes in different ways. The changes from school to school a teaser decision district and obviously from a federal
allocation standpoint, we are in. Challenging times so and we also know, of course that, you know, we're going to have
different schools the budget is going to, you the budget may change as we, you know, have more schools underneath the umbrella. So I think we
just want to continue to encourage fcps in the schools themselves to explain. Hawaii how the funds are being spent, why they're being spent the
way that they are and also to empower them to ask. If the money, you know, and has a title, one school that they
should expect to see funds being spent in a certain way. And if they don't see the funds being sent spent in a certain way to be able to ask those questions. So part of it again, where an education
body, we want to be able to educate people to ask intelligent questions, but also for them to understand, you know, that this why this federal funding is the you
know more about the federal funding itself? What makes a title one school, a title one school. One of the things I always go back to, you know, been a title impairment the
entire time that been here in Northern Virginia my entire time with my children is. Just
sometimes how people talk about had a one schools and that kind of negative connotation, which I feel like I have conversations with
families about a regular basis. And I fight that stigma. constantly and I and the biggest champion of the
amazing things that title one schools do for their communities do for their children do for their stout. every day. And I think that
anyone who's involved in title one should be doing the same and talking about the unbelievable potential and opportunities that can be unlocked with these additional
funds. So I think it really gives us incredible power if we can, you know, kind of explain in a way that people understand better, the
potential for this money. And well, you have just talk a little more in a minute. But >> so that leads us to the
recommendations and our proposed charge for 26 27. So this is very consistent with what we've been saying all along. we hope that you will
to herd in the next year to champion continued attempt equity and academic excellence by evaluating the structures, staffing and resources that support optimal conditions for
learning in title one schools. We will evaluate the integration and efficacy of tournament from practices. Social, emotional learning inclusion practices, mental
health services and families go partnerships, analyzing, implemented him to put him in Taishan, Fidelity and progress. Data. To ensure interventions directly
accelerate student success. >> again, this comes out of the conversations and the feedback we've had. >> That social emotional and termine support and the role
of school-based mental health staff have been. Front and center this year. You know, we've talked to parents on our
committee who have directly you know, needing to have that conversation with the school counselor, the the school social worker about their child's mental needing to get referrals to service right
away. And the value that that that has held for them and their child's learning and so just continuing to look at how do those things actually bolster the test scores in
reading and math in all scores graduation rates and the attendance we think is a really critical priority for schools that serve populations that often deal with financial
instability, housing, insecurity, food, insecurity, adverse expect adverse childhood experiences through, you difficult immigration
experiences discrimination and so those students for those students, equity looks like having the support they need to act. Could access learning.
And okay. >> All right. before I wrap up, I just want to say after. I think 7 years now on to pack
in 2 years as chair. I'm stepping down from the committee. It's been a wonderful, wonderful, amazing experience. so I just a quick reflection about the
collective impact and we're learning that this committee does. I just as we move into our 15th year is to pack. I'm and just one and just continue
emphasize how important this committee is in fcps our unique role as parent and family advocates learners and partners cannot be
understated. I heard from so many principles community members, recommendations make a difference year after year and so I just it's been a real
privilege to work with this board and this committee and thank you all for your support. And we are now open for any questions. Thank you.
Mister >> Mr. Dannan: Dr. Anderson is not here today. So I get to be the first one. have much competition. So I thank you
for your service. Is could be yours is is to leadership role. I know it. lot of work for different compensation, I guess you could say. And so
the recognitions, I appreciate the level of detail and specificity and also recognize that. In some ways like a few recommends same things every year than that's some Kevin
issue, right? But it's good to keep pushing the envelope. And I think it's good to keeping them up and it fits. And as you mentioned, the amount of cases there's been progress. And so that's, you know, to be
celebrated. So recommendation. Number 2, is geared more toward schools, specifically yours or role that you see the having with that? Those items
there? As you point as particularly curious about, means more for doctor Eater com your staff and our schools required to engage to Packer who are they are quite to
engage with as they develop their School, prevent plans. >> So great question, sir. Down title one actually has requirements that come with
the grant that requires school-based committees generally around instructional topics, reading. Being probably the highest rated. If you looked at title one plans
across the United States, it would generally it's around early literacy and reading, which is I think why you've been working on that for a while. can also be on or writing, but it in errors that
reading writing math time science, those of the goals of title one is to really provide that extra support for academic achievement for young
learners that find themselves at times and communities that lack resources. So there there is generally and has been there are title one targeted
versus comprehensive schools. So they have choices about how to draft plans and then the division. You generally has some type of committee that
oversees those goals as well. It works best when everybody's schools are nested. So the school's goals are what the division gulls talk about.
Right, because we want the division focus and supports to mirror what's happening and the schools. And that's why it's been so nice and it gets part of the reason we're making progress in literacy is
now the schools that receive title. One funds are focused on it. The committee is focused on and that the division level. So there's not a. A scattering of the schools
are focused on early literacy. The division is focused on something else. I'm saying like, yeah, it's really helpful when there's a coherent theory of action guys
because they will make everything's to. >> Mr. Dannan: To talk about with Pence opposes piece because it's likely a lot into it it drives a lot. And so again, a that incites around
that and being involved in helping about for a condition. Number side, you might bring up the site again. This might be more for Dre, and I know we've got parent liaisons. I
know we've got workers. What more would it take to get full time? Social workers and a guy can follow played around with budget. Well, I think this the
title one funds. >> In general are to support the academic achievements. Right? So often title one schools will add a reading specialist, you know, to work with children and coach
reading and literacy skills. That's often a it's a nationally sight on how say it. Probably a better way to say that in the sense of social workers. think there
are some title one schools that. Are obviously over 1000 and there's some title one schools that are in the 400, right. So I think that in general, we allocated person
what some schools have realized is maybe with the funds they receive. Not quite a full-time social worker if they balance certain duties, maybe with a counselor, maybe
with another administrator. Another staff member saw White. I think that what the committee and thank you for really thoughtful presentation and thoughtful work. I think what they're also saying is
context matters what we don't want to do is go back or hurts, which was my commitment with staff this year. I just don't currently see a path forward right now with our
budget, too, add more staff at this time. But we're working really hard not to cut staff either. And the family liaisons recall that the board
made a commitment. Again, that's been a three-year process to provide our family liaisons with contracts so that they're also able to get benefits and retirement and we were able to complete that
cycle this year. So our family liaisons. I mean, that's really important. our family liaison, sir, some of our most
connecting. I mean, the workers that are just making such a difference, which also often support work that our social workers are doing. So it just I think it's a it's an
effort where everyone's kind of pulling together >> I think, yeah, that's my sleeves. appreciate It speaks to I think, you know, you're the ship in the end, the
general approach to not. friend of change things every single year and be committed. committed are not going right this year still pushing and so forth. And so questions are
not geared towards like, you know, may come engine know it's a kind of stuff, remain committed to helping whatever we can do to help promote that continuity and protect what we have and hopefully expand
Thank you. Thank you, Mr. Moon followed by Mystics. >> Thank you. Vice Chair That's where the presentations. >> amongst. the
recommendations. One of the things really caught my eyes. You're mentioning up in polling families because I strongly believe that 3 para
large to support success of a children's education. Obviously, teachers and school. Is one. one these
perhaps system structure, policies and budget. The 3rd probably even more important than school leaders and
teachers as families. You know, differences most to families, families parents can teach. kits, caption AP
statistics. When is families unable to even provide PC with Matic. You know, Less I'm
looking at it as a grandfather and that in my own children providing. Paley reading to build own children, which you know, I used when I was grown,
you know, raising But the little families who on a route to provide similar types of environment at U.S.. How do as
system as a community as >> scoreboard to policies and budget and patients will be sanctioned. That patients help him polity our families so
that we put every family on equal footing to be able to provide best to non environment And then Taylor
High produce already leveling the playing field, providing the equitable s****. You know, I woke up hour, children success. >> I mean, that's
>> Mr. Moon: probably goes to core of Non throwing the question be.
>> You know, I think while there are inequities of resources across homes, I want to believe. There is an equivalent love affection and
hopes and dreams all homes for their children. Our children. And so I think one of the most profound research base benefits to success later in
life is early childhood education and our commonwealth. Our country. That's not a necessarily a
value that's held universally in terms of and even in our county, right? So I know the data point most recently
reviewed is that one percent of our nations military budget would fund universal early childhood for every child in the United States. And I support our military and I
support making sure our country is safe and strong and the best way I think to support that investing in our children because they're our future. So I think early
childhood is one of our best strategies. And I think PTA is also a great strategy getting involved. But many families either don't have time or
access to that work either. >> But I think it's a challenge. We have to keep wrestling with. I think if children are in early childhood, the families tend
to attend those events. They. And to get materials home earlier when their children are younger to at least have access to. So those would be my sort of like a
contemplating world peace a little bit. >> Would it be okay if also spoke to that? I think this is where those investments and
families on some social workers is so very, very important because those are the school staff who are in daily contact with parents connecting them with the resources and information that
they need. 2. >> The be available. >> To parent their kids the way they would like to parent them. I agree. I think every
parent wants the best for their child and not all parents have either the linguistic or cultural capacity to know how school is done here or to help their
child with their homework or maybe the parent is dealing with some really stressful circumstances in their own life. Maybe they're finding it hard to parent a child who has needs that they're not
equipped to meet. And so families on some social workers are the staff in schools that are connecting families with those services fighting that cycle.
Education. We're connecting them with resources and the communities. So the more we can support those roles in our schools, the more we can empower families. 2. To be at
their best because family engagement looks different for everyone. Maybe they can't come to t-pac or PTA. Maybe they can start asking their
kid what's in their backpack or you know what they? What's one thing they learned today or something like that?
>> Is up a 53 seconds? You know the other. 39 talk about. PT important issues them was use of the digital devices.
And and I mentioned about my own kids reading to own children, a table, no problem whatsoever in doing the hour. Best language used in glacier
idea, highly educated. And if you want to provide the best for insurance, run with many, many, many immigrant families.
Second man Beach. How friends who unable to prove why same metal reading own case. I was even thinking that, of course, you know, we can you know, you
know, can provide a learning environment. We are both hands Children can not to read to kids okay. If you want start limiting the use of the digital devices, how we want
to be able to touch with we want to that. came to my mind. my something for us to fall discuss on June 23rd hope for
>> Thank you, Mr. Moon Center counting. First of all, thank you for this on. My work has always been in title one schools I I have a question
for you in terms of and and I do agree with maintaining the level of social workers in our schools. And, you know, I know budget constraints prevent us from increasing it. Did you
look at the amount of time that a social worker has to spend on IEP like in terms of their time commitment to eye peas versus doing the type of social work work that they
want to do. Have you guys examine that? >> Just look at me because I am a social worker in Fcps.
I'm not equipped to answer much as I tried to keep my have separate there. They very much converge this year >> I mean, I think first of all, some social workers would
love to be spending all their time working on piece. I don't want discount that back of the envelope.
>> You know, between I would say just an evaluation process, you know, from the local screening meeting tells Ability Socio-cultural assessment writing the report
that's going to be about 5 hours of my time. If it's a student with an intellectual disability were going up to 8 or 9 hours because there is additional assessments. I have
to do. And then yes, I p meetings are. At least another hour year. Plus, staffing on goals and progress. The ring month. So
>> no, I was a family liaison. And I asked that question as I you'd I don't think want to fight it. Yeah, I think that's important. I actually know a
very strong social worker that stopped being a social worker went on to be a family liaison because she wanted to do social work work and she wasn't able to do it as a social worker. >> Ms. St. John-Cunning: So I think that when we look at the
job that or social work because particularly in title one schools, we need to quantify how much time which is. No shade to the fact that you've got a DUI piece that has to happen. This also
taking away time from the other kind of services that are required in our title. One schools from social workers. So I think that's something I'd like to maybe see the committee do and see if we can
quantify that because that I mean, we are data driven and that's important to us. I speak very much from the personal experience versus the actual data. Also, you are so
short term of your social workers, schools when we were looking at the point about evidence base, social, emotional training like. Can you talk to the increase of
anxiety families? Not just because of, you know, all the federally ox, kids are seeing their parents struggling, but also the immigration situation and the time commitment that
gone to having Services and to support kids who have come home only to find that the parents has been deported.
>> I think it's had a really big impact on attendance if we quantifying things, right? There's a purse, massive human impact. But just the number of
students who have sort of disappeared, you know, we don't know why they leave. Exactly. They're not sharing with us, but they're leaving back to their country kind of
suddenly we can maybe guess. >> Or they are not coming to school either because they're afraid or because their families dealing with much bigger problems than getting
them to school on time. So >> yeah, I mean, I I think it's something we need to look into more I I'm little hesitant to share my own
anecdotal. Don't just simply because I'm not here on behalf of the Office of Social work today and I can only see through my own But I I agree
it's something that we need we should be looking into about the impact how that might change. Our capacity needs. >> Ms. St. John-Cunning: Well, and the man hours that all of
a sudden you have a kid that doesn't have a custodial parent and the man hours required to. Make sure that the needs are being met for that kid. What the other thing
want to go to you talk about equitable staffing and you talk about the diversity in our title one schools. Did you also look not just at equitable staffing in terms of student to teacher ratios or you also look at equitable
staffing in terms of representation of having people in the building that look like the students that they're serving.
>> We did not. And I will say that it's not because it's not a concern. >> It's because when you have one social worker, Irwin
family's on working at 2 or 3 schools. >> It's that's kind of just like the It's not the >> Like the fact that someone
is there is like feels like such a huge win. If you can get another day of their time. So. But I think that's important when we think about.
Also recruitment and retention of staff who are not only going to come to our Ted own schools, but be able to stay in those communities and sustained ways and build
relationships with the families. I think that the contracts for family liaison says it's really great. We're very, very happy to hear about
that. And just but what does it take to like? Stay in that community and connect with that community in the linguistic competence and the cultural competency. All those
things are so important. >> One of the most impactful conversations I think we've had in the last couple of years is when we have invited family liaisons into RT packed
meetings. And we did this 2 years ago when one of our family liaison to serves a community where I believe was mostly Farsi speaking
community and talking about the influx of students who came in for see speaking and just how important that that was during that time. Not only
because obviously they see the reflection of themselves within her because it happened. So suddenly. How important it was for them to
feel any sort of semblance of balance at that time because the school itself could not by that balance because it was just so chaotic situation was
chaotic. The school as chaotic. The teachers couldn't manage it. Understandably that was only sense. Of balance and
she's unbelievable families on and recognized that how they think. How grave the situation was for her for them for the
students and how much more she wished she could do for them. And how much she wish you could replicate who she was. Because she was serving a community that needed so much
more. And so to be able to provide that an annex scale. Would be unbelievable and something that is so unique. I
feel like to Fairfax County. And something that we face. Ana, rapidly escalating level.
>> Ms. St. John-Cunning: I don't have any more questions. I have a couple ago, but over my time, but I'm not going to ask for go back. First of all, I want to do want to thank the superintendent for of finishing the contracting process. And you've said it's
been 3 years. It actually was spent over 13 years for this to happen. You weren't here before Mr. Moon, Mr. Michael Flynn, was when I was on the other side of the dyes advocating for this and I have appreciate their support. So
it has been a long process to get where we're at. And I would argue that we're not completely there because I think we need apparently is on full time in every school. But it's been it's been a long time. And I understand the
wheels turn slowly. I'm going to do one say one more thing add. Also that a lot of family liaison score interpreters and that is huge. The other thing I want to say is when we talk
about the stigma of title one schools, I unfortunately could not attend yesterday because I had the fear of having COVID did not want to. Perhaps spread germs at a title one school. I know some of our
families don't have access to medical spa care the way most of us do. But 2 of my title, one schools had a celebration for perfect attendance,
Crestwood in Lynbrook. They had 50 families in each school, 50 students that had perfect attendance and some of them families have kids in them. So when we talk about
title one schools not being able to do it. 2 title one schools, each of them with 50 students with perfect attendance. So I just want to say that should not be
stigmatizing. I would also just like to add that. >> Within our senior team in. We're using a different way of
talking about this. We're not talking about title one schools any longer, but rather schools receiving title in services. So I think it's a small shift, but it's an important one.
>> Okay. I don't even apply. Can take a turn that's shoot. I skip you as I'm so sorry. Ms. Dixit. Yes, that's not
trying entice St. John-Cunning. >> I loved hearing from what miss and I'm going said tendons was one of my first topic of discussion. I was in
London town I guess lot school year and ill. They were working so hard to get there. You know, attendanceand the principle had this color-coded chart off. Like
how veeck of the school. And there is like like more people not showing up and then they were just personally making calls visiting families and going out of the way basically
to gut to get the students out in the in the door. And that's that's huge, right? So having some type of one's going my district also, I've seen did
them on are different. They're like day. This student bodies different, too. So it is not all immigrant you know, Hispanic garner, Farsi, like you said, it's not the same.
Some are, you know, have a different populations. So so we say there's a tie to school school is just immigrant
schools. That's also wrong. Go interpretation. I wanted to ask about the impact a science Olympiad and Matalin be as richer going in on title is how have you seen those
successes being successfully done in schools? So I can speak from her personal. >> Experience both at Glasgow
and at Belvedere al-Marri. Both programs were successfully implement at both those schools both had so many kids that wanted to get
involved, that I believe they, you know, just we're a little overwhelmed the amount of kids who who wanted to be there both successful successfully
competed and at regionals what I was able to, you know, observe was a wonderful collection of, you know, across the board, kids who
have have never, you know, been involved in this before. We're just interested in, you know, doing something new >> and also a mix of children
who identified as male and female. So, you know, a mix, mix of genders and and really getting excited about the
types of topics, science and math Olympiad are very challenging and they do not mess around with. How much they push these kids they're
making them take tests 8 o'clock in the morning on a Saturday like, you it's situation where most children are at really excited about contents of her regular day
Monday through Friday. And they're excited about it. So it is it was a wonderful experience. And of course, you know, the teachers who are involved in a lot of cases, the first time they've ever
had an something like that. And it also got the pick parents involved with. I really enjoy to think about that was it not only is the students and the teachers, but
also it gives you an opportunity to, you know, give an outreach to the parents and the parents opportunity to come and assist. Be involved at the regional level, be involved at the state, the state level. If they make they
have an opportunity move on to states. So I saw that implemented with fidelity. Certainly also just, you know,
in a way that they take concepts that they were learning and really, you know, kind of blow it out a little bit and and really take
concepts to higher level. >> Thank you for that have my kids of Longboat source and some of you had my be ads and Matt Cones and all you know, all kind of tags AMS. I
understand the the complexity and the whole tough of these questions can be Dre. Thank you for your leadership and getting them to die to one school these out as amazing
opportunity because some BTS are doing it as after school program. But I know a lot of PDA is gone. Have a especially after COVID PT is a struggling. So having these
program in our schools is definitely I think it's a game changer. I also wanted know there's especially the schools which have died. One
designation the advance to get make the Our T's hollered the you know, finding those, you know, brilliant children in group and school beyond its in
all schools. Okay. It's not just the center school saying that RTA. So do you guys also work with the the AP program and just kind of how we get
those kids out to end the program. So we sunny. We're actually supposed to do a session on this last year. And I thit was like one of the day's everything got snowed
out. So hope I'm hopeful is something we can look at in the future. It's not a topic we've direct leave directly address PAC, other than to say
that, you know? >> Dr. Geovanny Ponce: We did. We were hoping to learn more about how the supports that. >> schools designated as head
on. Is that thrm designated as head of schools schools receiving title and funding services.
>> are ensuring that some of these goals you know, algebra by 8th grader. Our that's going to be scuffle that starting very early.
>> with students. >> I will say my my my son is in 4th grade. He is consider twice exceptional. You has an
IEP. He has. Struggle to learn to read. He invited to be, although I did not live be
status, he was invited to be locally placed in the level 4 Klaus and so I don't know if that is just a I don't know
what, honestly, if that is like division-wide thing or something, that's especially emphasize in. >> Title one schools Yeah. The
10 schools. >> it does seem that they are looking out for students who maybe aren't. The parents are pushing for that. But my view on it is we should stop at
level 3. I. Don't love having only to 4th grade classes where you have one. pm. And that's not. And you see. The
differences diversity. Between those 2 classes and I don't know that we need to be separating 3rd and 4th graders
at that age. that's just my opinion. I think one thing I'm very proud of being at a title one school is I feel that far more important. Then a lot of
the academic content on them. Notice a lot all that learning to get along with people who are different than you. I would not change that for the world. I would not want my
child a less diverse school. I think the lessons he learns. Just being with students who have a plethora of different backgrounds from him and who
live in our neighborhood and seeing how we all live differently and it's it's just it's the best lesson. I think we can give our kids. So I'm very, very proud to color school that I don't want. I
don't see the stigma, but I see other neighbors seeing it themselves. Thank you. Thank you for that
>> Also is looking at some of the community organizations to funding is an issue it's going to getting tight budget year after year, not getting enough for funding partners. So I
wanted to ask if you like, apply for grants and specifically for title from schools I know there's obligation not to Joe TV to
like occasionally give funding to school labs and stem loves and things like that. So can just go to the front others all money, by the way, and not Virginia area. So how can we
go to a private organization and coity organizations? >> I'm looking MMR paper and Doctor Reed. I know in the past that something staff have intent on have sought funding
from othrganizations. I don't I will say I recently visits Skyline and heard about all the Skyview high school. Wow. And learn about all the
investments being made by like aerospace in AI I and I and saying how do we get these companies to invest in are in our title one schools because this just it's great that
they're doing that. But like we need, we need to bring some of that. >> Further and So but yeah, markie Purdue have any
thoughts and the funding I I know our leadership. >> Has engaging like educated. >> Fairfax, to help support
our schools, but also like we Base in the community program where we had an astronaut to come visit. And then we also
set up a community. Activity before we local nonprofits come actually put together
activities for kids to do. And we did that at Dogwood Elementary schools and activity. And I I kind of know a lot about that one because I coordinated that one. And so
that was pretty pretty successful. So think it's one way to also get at science undetected. We all want children to have. And I know
space in the community program. They want that to continue next year. And that's think that's the plan will You know, so we are we are working
partnerships, under direction of our early Edition. >> I can also say my professional background is in
development and that is one of the number one things that private organizations are looking for, which is to be able to address communities in need. So the more that our
staff can work have support to be able to go after those funds both in Northern Virginia, but also a national basis. The better quit. We will I also just want to
address one thing that you brought up about title one, NPT is the opportunity be able have these types of after-school activities. Title
one schools do. Across the board have a more difficult time with parent teacher organizations in general. If you think about And I, you
taking off my PTA, had I been a PTA volunteer for 8 years and leader and it is a struggle with any sort of a school where you have hundreds
of 2 young tool income are, you know, do too family members who have to work or some single family households
where it's just really difficult to be able to do that level of volunteering or family engagement. So the more opportunities that you have for children to be able to
have access to free after-school activities that a parent organization with otherwise have to be able to put together the better, especially one with the Excellence of Science.
Olympiad are math Olympiad program. So I again, I cannot say enough about programs like that and the more access that we could potentially have acts
have access to programs like that. The and, you know, in the cases where there is a PTA or PTO that can help administer those things, great. you know, please
continue to work with schools that maybe don't have that infrastructure and find other ways to help move those things along. Thank Take a turn and
then we'll go back. Did you want to say something? Okay? Okay. Let me just like waving
at me. >> So liked. >> Ms. Lady: The question that call the asked about the time it takes as a former counselor
to do the reports to do the social emotional. And I I don't know if we've ever looked at this Dre in our funding models, but I do think it does make sense to pay attention to when we're allocating psychologists and
social workers. The percentage of kids that have an IEP in a particular building versus just the total enrollment because that is an unbelievably time-consuming thing. And it does take away from those folks being able to
do direct services. Just never looked at the model that way. Some sort of just sharing that out loud. other thing as I'm
listening, I had a couple thoughts because being on the committee and going different schools, I was thinking will can you get all of our title one schools to showcase their programming, but they're probably doing that with their
own schools. It's nice to learn what others are doing. So maybe with impairments, there needs to be some exchanges like, you know, invite they know pardon Elementary can of I coached to do it something about what
they're showcasing on up. But the real thought, the then I got to was. Doing outreach to families. don't have kids in
our schools yet. Because like I a program Chantilly for 7th and 8th graders. Actually 6, 7, 8, called. It's never too early to talk about college. They were there yet, but
they're making choices that that point that could change their trajectory as a 10th grader. Some would. That would be nice Biden's for to design something that may be that
some of the committee could think about is to design. What would this look like? Because we talk about what the child find, right? Like a lot of these kids will find out that they could have been certain getting services because of that. We don't get them to their in kindergarten. Some
just wondering if there's a way and we've got parent liaisons who are in spaces where they they know there's kids that are in our schools yet, but they can hand out flyers and they can do whatever. I think it would be
a great outreach or even we did them by pyramid, you know, not every school, but to have like the rebut the tables with all the services. So people who have been in our schools can learn and then talk to Can
you talk about the ecri work? I believe that was done in mostly are schools receiving title in services. Yes, ma'am.
The early childhood reading intervention work. >> Which is turning out to be like remarkably powerful and successful begin in our title. One schools. So we're really thrilled about that. And
that's an example. I think of where the division is providing supportive resources to title one schools because we now have a number of non title, one school sort of peering through the glass and
say we would like to also participating. We really felt like title one schools ought to be first. The other thing we did if William Solomon, our chief HR officer was here,
he'd be jumping up and down to tell you that our very first job fair is of the season are limited to schools receiving title and services. So we do
work too. And that was in response to wanting to make sure we had our earliest recruitment efforts really focused on are schools that at times need the greatest
resources. >> Thank you. And then finally going, I want to comment on again is to thank the superintendent for the funding for Science Olympiad and all of our schools hopefully
similarly funding for a box in coming years. I know we're a tight budget, but but as I sit here, too, I wonder. I don't
know like maybe a school board members. We need to reach out to some of the businesses in in our magisterial districts and ask for supported funding. There's nothing wrong with saying. Whatever companies
robotics program, like not naming the funder of it. It's going to be in certain schools and figure to leverage that yes, sponsorship of its own. Okay. I'm old thank you again. The reports. Fantastic. And do
amazing work, Mr. In for go back. Just a quick comment. >> Mr. Moon: One of the benefits of going too many graduations. Think the gracious in season knees. You know, you get to meet, you get
to see and many please uppers throughout throughout the county and you get have conversation with them. And recently I was you haven't he would have a conversation with
one of the. Asked the principal if there no one one. request. He was she with a night to make. What would that
be? Se said more learning opportunities for the English and you can on arresting some. That's something I wanted to
convey to a doctor being rest my colleagues. Thank Maureen.
>> the phone on my name and that growth. I'm here and represent had love on the images school in. But and as
up here and I have kids in Fairfax County and the audience invited soul. One them from with some of them high school, >> Your time is an As a
parent, I have like a great experience thanks for all your support to my games and put all that good thing for FOX County. As a teach special
education The only problem I have I would like to discuss it with a poor communication with the beaten some are like Blackpool connected with
school or check the kids a backpack or respond with a teacher at the Even when we try to or that unique angle or any other stuff. The like they
didn't pay attention or have any communication was a I decided to move to my community. I am from Egypt. So I want to commend my Egyptian coming to get us and the I ask
it's a pesar. If we can like make a meeting with the parents and let them know how wide this it's like Im potential contacted the school and just want with their emails trying to solve a nice
turn. program. I found this is like about idea. So some of them they already started to know the importance why they check the kids back back in the day. Why they should have a communication is the key
charges. How the can so that the kids a problem. So if you in future time, we like it. Select or make like idea for
for each 11 already to grade the school week and like make up here who will be like, I'm Isn't all that on securing this? 11 and he can talk about
as a parent, a problem and why they are not connected to school and how they can solve students. Problem. So we can make that bet has more engaged in communication. This is what
we to do as a future time. And that's it. Thank you. Anything else from you will.
>> We would love for you to join the >> Ms. Lady: so thank School board and staff for being here
today. that's a Were none.