>> Their seats were going to get started. We do have a quorum. And since we have nobody virtual and no voting happening today, we don't need to wait for people to take their seats, but I'm going to be polite and give people 90
seconds to find their way to their chairs. Before we begin,
give people a chance to get
situated.
All right. We'll go ahead and get started. This December. Second 2025 school board work session will come to order at 10:39AM. just to
give you an idea of what we're looking at we're going to start with the strategic plan goal. 5 report leading for tomorrow's innovation. The presentation will take about
20 minutes and then board members will have an initial 3 minutes for their conversation and questions and then we'll have go backs after that for about 2 minutes. if we have
time for additional go backs will announce that after the first round, it may be less time. It may be the same time. It just depends on how much time is used. And then we will break at 12, 30 for lunch
before picking things up in the work session on secondary course offerings. lady will be
keeping track of people who want to. Speak or ask questions. And I will turn it
over. To Doctor Reed. Thank you, Mr. First. >> It's my pleasure. This morning to introduce the team that's going to be presenting
goal. 5 we're very excited about golf. I've as one of our early board goal reports and I'm going to turn it over to miss more Sean neal who's coordinating the report. And if you can have the team
introduce themselves and then let's proceed. Thank you, Dr in good morning to the members of the board. Emerson, nearly assistant superintendent for strategy planning and learning turn over the >> Good morning, Sloan Presidio chief academic
officer. Good morning Artists, King chief equity officer. Good morning, everyone. Do any points that you for schools? Good morning, everyone, Kansas and says that could director
strategy and planning. We also have several of our department heads and leaders with this morning as well to support the ports conversation. We can go ahead and bring up the fight.
Some will get started. So our objectives for today are on the slide, as you can see. And we look forward to our discussion this morning with the board. For our public.
Today's presentation is on GOAL 5, which is our leading for tomorrow's innovation goal. And in today's presentation, we're going to be covering strategic plan, measure C 3G.
>> With a focus on graduation success in the full report is posted on board docks and does provide additional data for all the measures within the goal. During our last call report, we talked about a
strong start that we want for all of our students and Engel 5. We're going to be talking about the strong finish we want for all of our students as they leave Fcps too, pursue their future goals and dreams.
So graduation success is an important area for our continued focus as 94% of jobs, all colleges and universities in Virginia. And most apprenticeships require high school diploma.
Graduation is a reflection of cumulative efforts, achievements and supports along a student's educational journey, including their growth and learning in earlier grades their access to and
success and engaging work and their engagement and school and exposure to content that connects with their future plans. Today, we're going to share 2 different ways that
the video we calculate graduation rates. The first is looking at on-time graduation rates, which include students who are in a graduating cohort who any of the Virginia board
recognize diplomas, which includes the standard Advanced Studies were applied. Studies diploma in this rate does provide additional time for students with disabilities and multilingual learners who are
legally permitted to extend their time to graduation to age. 22 and we continue to use this on-time graduation rate as our accountability measure for strategic plan reporting.
The second that we're going to report on his the four-year federal graduation indicator or F G I which is now used in video ease school performance and support framework for the
S P S F. This reach shows the percentage of students who are in a federally recognized diploma in 4 years. So it does not include the applied studies diploma or students
who extend time the on those 4 years. And as a result, that FDI rate is always going to be lower than our on-time graduation rate. And you're going to see that and the data that we present today. So this
slide shows historical graduation rates and we're looking at the state a longitude 9 because during the 2019, 20 in 2021 school years, the state provided high school students with additional
flexibility in order to meet graduation requirements. So the flexibility included options for earning verified credits without the normal test score requirements. So, for example, our students
could earn a verified credit with a score of 3.50, or higher on a NASA. Well, as opposed to that normal cut score 400. For the class of 2025. There, the first cohort
since the pandemic where the majority of students could not benefit from that state flexibility as most of those students for an 8th grade when these policies were in place. So as you can see from the
slide before the pandemic in 2019 91% of students graduated on time and 86% graduated in 4 years with the federally recognized diploma. During the
pandemic. These rates increased in fcps and in 2025. The rates decreased slightly with the state flexibility no longer in place that did remain higher than 2019
on-time graduation rates and FBI raids. We've looked more closely at our on-time graduation rates by student group. We see lower rates for multilingual learners and
Hispanic students. However, both groups have made progress from the baseline. For Hispanic students who are not multilingual learners. Their on-time graduation rate last
was 96%, which suggests language acquisition is a driving factor for on-time graduation for Hispanic students. We have not had graduation data released by
the state yet. So we can't compare fcps data to our state averages and other divisions, however. And 23. 24, which is the last year we have state data released our graduation
rate did exceed the state average and was in range with within our other districts. We see a similar trend for our four-year fg, irate with the
decline in rates overall. Again, this measure does not allow for that additional time that our students are legally entitled to in order to extend graduation be on for years. Nor does this include the
applied studies diploma. So as a result, the largest differences we see between on-time graduation rates and FBI raid or for students with disabilities in our
multilingual learners. In addition to looking at a student's graduation status. We also monitor the diploma types that are graduates earn and the percentage of students who dropped out. So last year,
the majority of our graduates continue to earn an advanced studies diploma. However, an increased percentage of graduates are leaving fcps with the standard diploma. As a reminder, we have not set a
target on this metric and to ensure students are taking coursework that will lead for readiness for college and career. We have set targets on high school course taking patterns through are able work, which is a part of goal
for of our strategic plan. And so for the for looks at the extent to which students or a person coursework that's preparing the proposed secondary and by focusing on this course taking patterns as
opposed to a specific deployment type. We recognize there are several course taking combinations that can provide students with post-secondary momentum and preparation for college and
career. Last year we saw fewer graduates with disabilities aren't any applied studies diploma with a greater percentage earning the standard diploma? So this is
another data point where we haven't set a target as pursuing this diploma is an IEP team decision. However, we have meant the target set forward in the state's annual special education performance
report, which requires divisions to monitor and strive to increase the share of students with disabilities. Students with disabilities to exit special education services with the Standard or
advanced studies diploma. So in this light, the decline graduates with disabilities, earning that applied studies diploma. is due to the increase and those earning the
standard diploma. So that's a good news story. And the race for the advanced studies diploma remain consistent from year from last year for this student group. On this slide,
you can see longitudinal dropout rates by cohort, which include students who withdrew without transferring to another school where students who have an unconfirmed status at the end of the school year.
It's important to note the dropouts can occur at any point after a student begins 9th grade. But the data isn't counted in the cohort until in the cohort. The student was scheduled to graduate with. So
for some students, this could be more than 6 years after they first entered high school. So, for example, if you look at the 2025 bar in this chart, you can see the dropout rate for the cohort.
The student's included in this rate could have left fcps well before the 24 25 school year. As we examine changes and dropout rate you can see last year the 2020 for cohort is
the only year that the dropout rate was below 4% in recent years. So this slide shows drop out by student groups and
for this We want to see the bars coming down to the bottom of the graph as we work to ensure that no students are dropping out. And as you can see from the slide, our Hispanic students, a
multilingual learners of the greatest distance from the division average. And the student groups have also seen an improvement in their dropout rate since the baseline. So when we think about the context of
graduation, success dropout is not just a student outcome, but it's also a system signal that points us to areas where we need to better identify and
respond to student needs. While our multilingual learners had the highest rate of dropouts. When we disaggregate the state up by looking at English language proficiency level, we can see
students who achieve LP levels for dropout rates that were below the division average. So in comparison over half of the students who are categories is LP level one and the 2025
cohort drop down. So this data to a signals a need to further examine our existing practices and supports for high school students who are still acquiring language, English language proficiency as they
near their graduation cohort here. And finally, we'll take a look at post-secondary plans and outcomes. We'll be examining this topic in greater detail enrolled in art
goal for report. When we talk about evil and look at the secondary momentum as it relates to this course taking patterns for students. As you know, last year, our students
in grades 3 through 12 participated in the first annual Student Experience Survey which asked students about a range of topics including college and career readiness. So specifically
students were asked if they were aware of colleges and careers that match their interests, which is the first round this line if they were confident that they will go to college in our have a career and if they were taking
courses now that were needed for college and career. And finally that what they learn in school, prepare them for college and career. So overall, we see that most of our students feel prepared and
confident about their post-secondary futures and this high level of self reported readiness likely reflect reflects positive school-based experiences and struck a strong culture around college and career. There is
some variation by student group, particularly when students were asked if they were taking courses needed for college and career. Each year. We collect information on our
graduating seniors plans for after high school, including attending a 2 or four-year college employment enlistment or trans training and other education. And this data comes from her annual senior survey.
And as you can see in the chart, nearly all of our graduates have plans for college and career with very little deviation by student group. In addition to monitoring students
post-secondary plans, we also have access to data on college enrollment through the National Student Clearinghouse. So among the class of 2024, which is the last cohort that we have data
for 87% reported that they plan to attend college. And that's again on our senior survey. And 75% enrolled the following fall, which was a gap of around 12 percentage
points in the year prior. That cap was 15 percentage points. So we are seeing that gap narrow and this gap between intention enrollment was highest for multilingual
learners, which was 61% plan to attend versus 39% that were successfully enrolled. So one thing that we do want to point out, too, is historically our overall rates of college going
are higher we compared to the state and other northern Virginia districts. So this is state and were newly including Engel, 5 reporting which looks at post secondary outcomes of
students with disabilities and pulls from the video E special Education performance reports that are part of the requirements through I D A the specifically looks at students with disabilities who are age
16 and older who are no longer enrolled in secondary school, including those who dropped out. And then for each of these metrics, Fcps has well exceeded the state average with the majority of students
enrolled in an institution of higher education, training or employment after high school. And then finally, we're going to share the work that we're doing, focused on increasing
graduation success. For each of these 3 strategies. I'll share some of the actions we're taking and there are some additional details that are provided in the full report. Because graduation is
based on students, earning sufficient credits to graduate. Our first strategy is focused on providing multiple opportunities for students to complete those requirements, including first time credit a cruel and credit
recovery as well as monitoring progress towards graduation. This year we launched a new graduation status feature in parent you in student view to help students and families
monitor their graduation status. We asked a refocused graduation plans on supporting students at risk of not graduating in 4 years while continuing to recognize students who have that legal right to remain be on for
years. We continue to help students with disabilities access the specially special permission locally worded verified Credit accommodation or splatter where students can
earn verify credit for courses without passing so well. So for students to receive that credit, we submit our request to the state and we saw the approvals submissions grow
from 167 in 23. 24 to 209. 49 last year. And finally, we can see on the slide that students who are accessing those no credit, a cruel and recovery options, including summer
programming have been largely successful in those areas. Our second strategy focuses on student engagement in school and their post-secondary momentum. Recognizing when students are engaged in the
learning that connects to their goals, they're far more likely to be successful. We continue to re-engage students who are at risk of dropping out with additional Wirtz provided by on-time graduation
resource teachers that are placed a designated schools. This year we piloted placement of a career center specialist at summer Learning sites to provide some are graduates with support in college
access. And Roland. And finally, we continue to offer a variety of CTE courses across the division, which research suggests supports graduation success. Our final
strategy is focused on supporting success for students who have additional educational needs for our students with disabilities. We've developed a new standard course offering to support career exploration and
readiness and are currently establishing new guidelines for IEP process ease to help students and families explore 18 to 22 year-old programming options. For multilingual
learners. for literacy and math courses with multiple entry points for students with limited and or interrupted education and continue to focus on providing adequate time for English language
acquisition as reflected in Article one report. To develop strategies to serve multilingual learners at higher risk of dropping out including students classified LP level one into that are
nearing their graduation cohort year. Our Office of Research and Program Evaluation is conducting a review of research literature to identify model programs and practices for fcps to
consider. And to summarize last year we saw small decline in our on-time graduation, a corresponding up taking the dropout rate while Hispanic students. A multilingual learners continue to have
lower rates graduation and the division average. They've also seen improvements from the baseline. The overwhelming majority of high school students are confident that they will go to college and or have a career and feel like
what they're learning in school is preparing them for the future. And then finally of the high percentage of students with post-secondary plans to go to college, most were able to achieve their
plans. So as we conclude our goal, 5 presentation, I want to know the interconnectedness between goal 5 and our other 5 goals. Our other 4 goals.
Graduation success in many ways relies on our remaining goals, including students having a strong start no matter when they begin their journey in fcps students having a sense of belonging in their school that leads to
positive engagement. A foundation of early learning that supports subsequent academic success and the ability to access a broad range of offerings that support pre case through 12
success and prepare students for rapidly changing future. So this concludes our presentation. I'll turn it back to or meeting managers.
Thank you. Well, it started with Mr. Mon. >> Thank you. Is to punish him the presentation. Couple
questions to start with. Defiance questions. I absolutely agree with about the importance of high school getting ice cream to come out for anyone. Justin Fairfax,
but anywhere anyone the U.S. with Senate. The military high dropout rate up to that. We see. And I and the shuttle at
the strategies we're trying to employment. And I appreciate that. Even with those strategies we have students
dropping out. Dropping out. >> To you. Conduct any assessment? You know, if you have time actually drop out.
discussion of the first 2 healed from them. If they the loss, anything that school
system could do can do more. >> I think what I would say it's a start is I mean, first day, I appreciate you starting this discussion with the dropout rate because I think
that's probably the most troubling data point in the in the report read. I mean, any students not graduating. Is not a success in terms of our divisions work with that, that
student and family so. You know, your specific question about collecting information from students when they leave, we try really hard as soon as a student kind of has that 15
day drop. Mark right? That's when they would kind of be triggered for drop risk. Our counselors are on-time graduation coordinators that we have. I think an 12, our
high schools right now do extensive outreach to try to find those students and get them reconnected to school. Oftentimes they've been working with those students before they drop out, trying
to mitigate any types of issues are barriers that we can as a school system. Some of the largest factors driving dropouts that we find our
students feeling too far behind in terms of credits. So they're getting to that age 17, 18, where they see their peers graduating and moving on and they realize that they still have 2 or 3 years, maybe
before they would be able to complete all the graduation requirements. And you know, when I talk about students like that, I'm talking about students that may be transferred in from another country. Maybe that interrupted formal education.
So they had a gap in their learning. The cause them to get far behind. So. Feeling just overwhelmed by the amount of work that they need to do in the age that they're at is one of the big factors.
Another big factor are just like they're personal family responsibilities. Needing to work money either for themselves or for their extended family. Those are 2
of the biggest reasons. And I feel like at some point we're going to need to find more flexible options to keep students engaged because
students that fall into those categories. Typically. Referring to are alternative high schools are adult high school, but we're not having the success of those programs to help the kids graduate that
we would like to see. So we're going to need to think of some new strategies ways to extend the school year, perhaps for students. More flexible credit or earning opportunities. And
we're doing some of that now. Giovanni's teams doing a great job leading a lot of that work credit, a cruel through technology through high-impact tutoring. Lots of things to try to get kids on the track
to success. But when they're so credit deficient and they have some of those societal factors, it's hard to keep them and rolled sometimes.
>> I want to add that. Thank Indeed, have been meeting with students drop. And we having worked my team. One theme that
Islam the ready Sundays, flexibility and they feeling Barry behind and age. That's reported to have to another
voice death, the money that they had to redo the House. Most of them, I will say more than 75% of the student school. We'll drop. They Level
one. The majority on line and they are over age and they're ready to feel on the lam coming to this school. And heavy too. perform. They're on
a quiet that English. And worked as well. One of the beaches that really touched my heart a group of children that
they have to to have a 2 jobs and going to class as well. That's we preparing something that that there is going to
probably we sent in next semester flexibility. How can we actually provide that kind of flexibility? Did this to an end? Making sure that. They
can acquire those. I said they're ready to learn mean. Quiet. That language. Get that credit. Have enough time to
work. One of the biggest thing that we could work altogether. S a the vision is to see how can we can provide somehow I
know them. No money, bad, get pardon 8 to make sure that they have a I job what they can. Some money. Study that
they can go to school as well. And at the same time acquired the language. Thank you. >> encouraged to death. You
may hearing something from that to be from Nexus muster with them or freshman options because I'm sure you agree that. We don't want to keep up
and shouldn't who may be a lot of times, maybe. May not have much a choice but to drop out. Given that they may much
behind in getting city quite. It's what financial obligations for the families are landed him a legend center. But at the same time and then as I as I said at the
beginning. As you present it. At the beginning your presentation. Having a high school diploma with long way
for anyone to continue pushing Thank you, Mr. Monday, our Anderson. >> Thank you. Just kind of
picking on that. One of the questions that I had before Mr. Moon made his statements and you provided a response was around the analysis of who are these kids. Clearly you've
been able to articulate that. Is there any way could make its way into the report so that we can just we who it is that we're talking about when we're discussing dropouts and
more particularly I would love some information about one of the great levels like who are these kids, the demographics, all of the data you typically collect, if you could include that because that's helpful to
know who were targeting because the approach will be different. But I feel like I don't know who these kids are in order to make. To give
informed feedback. I'm not. Our doctors. >> Yeah, we have We have that analysis Leawood provided under separate cover. OK, I
will check my e-mail on that. Thank you. We're going to say
that. You just can't second. very difficult probably shouldn't be saying this this point. I really don't want to
study a time when there is specific group of student. That's going to be very difficult if we just that's why we're talking just, you know, right here at large that
I at the end. And that was saying they're ready. The other piece that I wanted to ask when it comes to how we can be more strategic and
keeping. >> The students were dropping out based on whatever their variables is. How are we using apprenticeships and those kind
of CTE opportunities that can result in really good paying job almost right away out of high school. How does that play in terms of the strategies?
>> The apprenticeships. Kind of that one and the work based like that, that's kind of the ideal in the sense that in paid apprenticeship program
and on track to future career recognize trade. That's hard to get for students who are under 18 for liability reasons and insurance reasons. So we think about this work experience kind of continue on
and getting students and any type of work based learning experience where not only can they be earning wages as Dr Posterity talked about. See that connected to the
academics and their course of study on track to a high school diploma. And ideally trying to even sometimes get credit for some of the work based learning experiences that they have. We're
advocating a lot. To the State Department of Education to try to get more flexibility to award credit for work based learning experiences because if you can get students on that track to success, kind of
dual track of. Opportunities, academic opportunities so that they can continue along that parallel track. I think that's one of the ways that we can incentivize students to to stay engaged with school. But
I mean, we are somewhat limited in our ability to help students find paid employment. So I mean, that's that's definitely a growth area.
>> I want to that to be with that and we have the workin tie. We did with the CTE, which doing a phenomenal job sometimes. It's very difficult
for a with students for that group you at a mansion in case some places requires teams to have a Social Security number. And that is when did the
biggest factor that I really want to that we have the heat on the table We have some other at areas that that we don't see it, that the air
weather. We have been working very, very hard together. Something I want to you just actually to celebrate is that Ryan with that? I don't call
by an attendant school. I call it Brian Correa center is at new name for Bryant, we have the what can vary then heart
and anytime that you want to go in to see it. How this going to be expanding. That's a phenomenal plays. You cease to them from different places. Different high schools coming to learn too, to become well,
there's they're learning welding. We had about to by bringing this well. And so it's an amazing plays that I really want you to because he
did the base. It. Okay. Thank you. >> One of the other things that I noticed that you've outlined on Page 3.37 of the
reports. Sorry, I don't know where it is on the power point is the need to increase. Where is it here? The need to increase the percentage of
students earning an advanced studies diploma. This is not the first time that I've raised this. But my question still the same high will you know, you have arrived because
we don't have any targets increased to what? >> As to the measure itself was to increase the percentage of students receiving the events to supplement. And we
when we had discussion with the board last year. We sort reinforce the idea that our focus is on making sure kids are taking the course work that's necessary to give them
that post-secondary momentum. And so that's our able data that we've set a specific target time. And I'll give one example, Dr. Anderson, we looked us how this data
compares to our college-going rates. So college-going rates are about. 75% of our graduates are going on to college. But urban studies diploma rate as you can see or well below that, which is a
signal to us that there are multiple pathways beyond just that, a man studies diploma that preparing our students for post-secondary. Right into things and still be too at the same time. Yes, 5 ISIS to
increase. >> The number of students with advanced diplomas. How is this going to be achieved? And what? Again, I think I'm trying to figure out when will we know when we when we get
there? Yeah. So I I think that's that. >> Probably a decision for the board of the board wants to put a target on that specific metric. We're happy to do
that. >> I want to add That's every single high school right now, you know, we have been working with able. Where this is what
we're looking at, pathway sometime one class. We'll make a big difference. To get either. And this time of the Plum Island, advanced diploma.
And this is what we are right now. And you're gonna see very soon. How this can they just?
Thank you. >> Figure 2 that you have on Page 6 of the report which I found to be very interesting. It's the composition of the fog membership of all of the schools in the area. Can you
speak a little bit in terms? So how do you want us to use this data? >> So we wanted to provide this context because we obviously share data the state
data and often timeshare in Northern Virginia district data just for the board to have some contacts. It's not always comparing apples to apples. So being able to provide some additional understanding of the
demographics of our surrounding jurisdictions so that when you're looking at data, that recognition that it's, you know, looking at a graduation rate for certain certain student demographic group in one school system
versus another is not always going to be comparable. >> I see very good. Thank you.
On Page 8 where you started to by for Kate between the OG are in that Fg. I I'm assuming we now have this 2 sets of data because
>> about a new accountability measures. So I appreciate the response to that. Can you speak a little bit? I think showing that. But I would love for you to highlight. a little
bit in terms of which groups are the most negatively impacted when this accountability measure is applied. >> So in our when you compare
the FBI and the on-time graduation rate, you see the biggest impact for a multilingual learners and students with disabilities because the FBI does not include the applied studies
diploma, which is an option for students with disabilities and doesn't allow for those additional years that both are multilingual learners and students with disabilities can access their graduation rates
are not counting into those FBI data because I have 5 seconds left. This last piece is just a clarification. >> On Page 9, you have an adjusted cohort. Can you
explain what that is? And I'd like go back. Please. I'm sorry. Dr. Your son. Can you help? Maybe now more directly
where it bigger 5 is says class of 24 adjusted cohort. I just want to understand what that means. That would be for students who are sliding. So I
just court means that the cohort, again for on-time graduation allows for those additional years for since to slide in and out. And so when we talk about the cohort. >> It's that adjusted cohort.
That's correct. Thank you, Dr. Anderson, Mayor. Well, first, I want to highlight on-site. 26 is a beautiful picture of her class of 2025. South Lakes graduates.
>> One of whom is set one of whom is studying to be a teacher right now, Mr. Joey Fall so thanks for including that. So. >> I appreciate this. And
>> you know, I continue to see room for strategic integration of our work to when I think about the increase from access and achievement, the coursework mapping work, which
was mentioned by able and reclaiming the achievement of the high numbers of advanced studies diploma. I do have a question about that. And then as a board member of the budget implications. So I'm I'm wondering, what does the
board want to do with this information? What you, Steph, want the board to do with this information. If you could tell us what to do and what does the superintendent want us to do with this information? We
need facilitated guidance. You're saying if the board wants to do this. We need to be informed to make better I
haven't heard anything about the amazing able work. And since it was presented few months ago was the best presentation I had seen yet ever. And I have not heard
where that's gone. So here are my questions. High-impact tutoring. We know the funding is cut. Where do we go from here? Do we just accept that? It's not going to happen. We know the state's not going to give us more money. Are we
applying for grants? Do we ask for a local business partners for a real proposal? How can the board help continue? High-impact tutoring? Is that a budget item that we should be looking for? Work based
learning experiences? What are the action items here? Because I heard it was said that the Department of Ed needs, you know, would need to approve the experiences to counties credits. U.S. with that
information in a strategic and timely manner. So I can go to a legislator and say this is what needs to change. I have said the same thing year after year, though. So I'm not sure what's going to change this year. And then advocacy about
state and federal You Asians, again, we're getting better communications from the superintendent about what's happening, but continuing for us to be able to vocalize too busy. State elected officials
and the incoming governor. Exactly what's happening and what needs to change would make us a leader. So, you know, I'm just I'm trying to understand how the strategic
plan work is directing the board to make decisions about recurring and now growing problems that cause students to drop out or even be interested in school and have
a meaningful education and plans for their futures. You know, I heard yesterday I took a delegate count. He's come our to Western High school. She hadn't seen it yet. And there was a discussion, you
know, among us, the superintendent about Western High School being a traditional program. You know, talking about removing innovative physical structures to make more traditional
learning approaches. We have in Fairfax. Well, we're here hearing that kids, the flexibility. So I'm just not seeing where the rubber meets the road in our decision-making. How do we
take what you're providing and make things happen with that information? And I will continue. But go back. Thank you. welcome feedback from the
superintendent. Any of that? So I think that there are a number of questions you raised. I I think this information is helpful in
setting number one, checking in on the measurements that the board has said as part of the strategic plan. >> And wanting to make sure that we have annual reporting on that. And I think it.
Absolutely as responsive to the measurements and the strategic plan. I think this particular goal has a number of facets. We've focus on dropouts here for the first part of the presentation. And
there some aspects to that that are unique in this past year. That I think we've all acknowledged I think that as
we look for more alternative. Ways to provide instruction, we are going to need some leadership as well from the Commonwealth Department of Education. Chair from that
seat. It's clear. I think the work based learning options were actually cut back in this last administration. So we're hopeful that those are going to increase with the next
administration because it's clear that workforce learning as a priority, but not understood by all agencies that have an opportunity to informant and potentially support it. So I think we are
providing feedback. I've shared several of the correspondence documents with you as a board that we've provided to the Virginia Department of Education will
continue to provide. I think that the protections for all of our students continue to be something this board advocates for and need to continue advocating for I think in the
last Friday letter I recommended to bills that were up that we would consider supporting in particular the are supportive of our of our
students here in Fairfax and across the country, frankly, the able work. We're happy to come back. I think we're planning an annual update on that work. We just had another
meeting with principles and I know I met with Stephen a for over an hour the week before the Thanksgiving break week. So there's really outstanding
work occurring in that department in that area. So I think there are a number of positive pieces moving forward. I think the tutoring there's certainly data that supports that. But to your
point, Miss Mayor and I don't think there's going to be new budget allocations for tutoring. So Dr Ponce has provided no shirt. And a Friday letter. A plan for how
we could continue high-impact tutoring. And I think you can ask him to speak to that right now to close out what I think are response of Dr Ponce. If you want to talk about the
tutoring work that you're working on right now. >> Yes, thank you. indeed, at the that that provided A
possible solutions. And at this point, I really 2 as Mayor Landman scenes, her team and everything We worked together for a final plan. And
I know she's and she's too to answer that. >> Thank you so much. Dr Ponce. Yes, we have provided a few different scenarios for
funding tutoring moving forward, whether utilizing title one dollars just title one schools or utilizing operational funds for all schools and title one schools.
>> The data as we've shared before, has been very positive. We're seeing. At our multi tiered systems of some court students receiving
tutoring. They are increased at. Acceleration in there both reading and mathematics. We also provided data for S
allows and terms of students receiving tutoring passing and a higher increased rate for both mathematics and reading.
>> Thank you. Also the war flexibility we looking at. That's a must-do at sure that they and the a court that they definitely could it start a
lead of late in and late. So. Students can have school in
convention. Thank you. >> I'm going to go in reverse order of my notes just to be in tune with. most recent
conversations. So I as a board member in a previous school counselor and director of student services. I would not support a goal for increasing the number of Ant-Man studies diploma us. I love the able A
example of why so Dr, Anderson, I hope that and here's I just met with the student this past week who? Is
looking at senior courses is never going to do anything in science and math. Now I insist the kids take mask. But we had a conversation about whether to take a 4th, your science or
replace it. So with with with potentially what's coming is AP business in a PE con much more on the career path. Much further on the career path when a college evaluate a
transcript, they're not aware of what checkmarks get you to invest diploma. Yes. The final transcript breeds that at the top, but it's not further evaluation. They're evaluating
what the kid is taken. Yes, they want to have the core distribution requirements and our most liked of schools want to have an AP course. So as it ended up with the student, he was like, I'll take up
business rebuke on because I think it be physics to migrate. But we had a conversation. And, you know, I don't know what that person's going to do, but sometimes kids have a huge interest in social science. They want to
take a Pima jogger for the one to 8 p after a man history. They want be psychology. They want. Take a peek what a big big of they want to take. A p** world taken history. >> You can't fit some of the other things in there if you do that. So that's that's
Mike. My comments on why I don't want to have a metric. I do want to I would I like that like a go-around more standard and less applied. I'm very supportive of that and the
work that we need to be doing there. I just want to also just again mention to folks because the metrics well, under the previous administration here in the state changed in limiting the
number semesters, multi miners, loggers can acquire language. But the students that we get to, you know, level 5, 6, and especially all
those who exit. 96% graduation rate and a dropout rate that's below our average. So we do know we're doing great work with fidelity. When we have time with our students to
teach them and look and allow them the time to access education. The other thing in terms of based. I've said that I'm sure this before and I'm just I'm hoping this will be
some of the work that maybe we can challenge with the state. But to give an example is, let's look at Tech. We're over capacity every year. So why can't our level threes go to a job site? Well, the reason is
the state will give us credit if we'll have a teacher, a record. Those are the kind of things we need to navigate to make work based work. And that's just one example. So I
don't I have some other comments amount of time so public go back later and might have some specific questions. Thank you. Thank you. Miss
Lady Sizemore Heizer. Thank you. I I don't repeat some of the comments by colleagues mater on the multilingual students and the concerns I have. I'm glad to hear the
work that you're doing. >> I love Brian career center years ago, Chad Clayton at Davis said he rebranded Davis's Davis Career Center for a similar reason. So I love what you're doing there. And I know this. Concerns a
lot of work to be done. But I want folks in something that I haven't talked about yet. And that first question, this is part for you, Dre. But when we first had this goal, 5 report,
one of the things that brought up was wire this. >> H and a through H. You know, of the measures here and we're focusing on 2 and the answer made sense to me the
time, which is we need to folks on these 2 things, get them done and then. Could you can't do everything at once to a bill to do it? Well, I agreed with that. However, a couple years later. The
question I have first begin with and I think this is even more important as we talk about and getting our kids ready for a future that's different than ours. That may
be. I future be. But hey, Min of fcps courted for graduate competencies and digital in financial literacy. And I don't see anything. In this report or and I'm sure this
work being done. I would love to hear more about Expecially. Top of those ports are gradually competencies of communication, collaboration teamwork. These are the skills. I mean, I hear from
companies I hear from everybody that they're looking for in our graduates. That sets us apart in an AI world. But there's nothing in this report about it. And I would love to see us to know that we're starting something. I'm
sure we are, but I don't see it right same way. Same. You know, we talked a little bit of the multiple pathways and work based learning. I understand some of the state concerns, but students
innovating and preparing for the future. I know I've heard in a scene in Friday letters and a senior about different innovative think students are doing. But Howie, consistently in betting that for all
students. I love. I mean, I would love next year's report to talk about those. Yes, please do. I mean, but I would love to have it in the report next year. Yes, ma'am, I we
just started. Our partnership is, you know, with OpenAI and one of key pieces. >> We didn't include gotten because, again, this report when you have to back MAPFRE
timelines, the announcement and that were wasn't included. But that's going to be a key point of next year's report. And we can certainly we've provided some updates. Give
him an Friday letters, but absolutely we can add that we can probably even add that between now and the board meeting because now it's a they were able to talk about
it publicly. We weren't able to do that prior to the announcement date. Having said that, I don't Mr. Sethi here, but we have close to 1000
students from each of our high schools that are going to be participating in the opening. I challenge in terms of innovation, collaboration. Exactly the skills you're talking about. We're very
excited. Dr. Ponce, Mr. Sethi. In fact, we talked yesterday that making sure we have 3 high schools left that had not connected with the coach for that program, but it's my
understanding we do now we have all 25 supported. So there's a significant amount of work going on to your point. But the timelines around that announcement were
challenging. But I we will make sure we include that upcoming. We're very excited about it. Actually. >> You're thinking that's one of things I was thinking about in some excited to include that. I wanted to go back to the other points. But I really
do want to hit on that point, be Dr. Reid, what I loved about your report, you know, from the beginning is very detailed, very structured
very, you very well as channel. My previous Collier, IPs, Bragg member very well in the project management. Here's a goal. Where do his how we're going to get there? He's the steps he's with the data
shows. I don't see that same level of detail and project management on a B and H right. Like I love the Open AI work. Right? And that's a data point. But I don't see a plan.
Right for those 3. And these are part of the goals. So I would love to see that plan with the consistent hears the different data points. His are going measure them. Here's a year over year, especially on
those portion of Just because I cannot emphasize this enough and you have the place to start so many of our electives work on those skills. Right? So I just I would love to see
the report on all of the measures next year to go back. Thank you. Miss Sizemore
Heizer. Dr Anderson. Let's go back. Dr, Anderson, right? think would like to bring your attention to back to Page. 37,
the full report. >> And for those of you who don't have it in front of you all just kind of highlight certain things on the baseline. It showed that 68%
of all students receive an advanced diploma. 83% of Asian students receive that diploma. 75% of white students receive that diploma. Multi racial was
73. Black students. 55 Hispanic students. 46 students with disabilities. 22 multilingual students. 23. That's the same pattern that
continued all throughout the baseline. The 23 24 school year. The 24 25 school year. And I'm hearing that you're waiting for the board to make
a decision on targets. And I'm hearing what out resident counselor shared as to why she is not recommending that. So my question is what is the analysis that you can provide
to me as to why this is the advance? The studies diploma rate based on these different demographics. Can you share that analysis with me? Why
kids before in this way? In terms of what course specific taking patterns are leading to the eyes, define how come don't know in terms of what I want to know, why of these results are as they are
because when we want to move something forward, we do a deep dive in. We analyze the barriers, the factors that impact the outcome so that we have the right strategy to
impacts said outcome. So what I'm asking you is can you talk to me about the fact there's the barriers that result in this outcome? Sure. So I would
say in a hearing, Mr. Smith saying the same thing. That is the analysis of the work does. It's looking 8. So give me the quick summary here. If you are able to I hate to use the able
able to sure. I mean, will the differentiation between standard and advanced studies diploma, which is in the appendix of the full report is looking at students who essentially are taking an additional year math science.
The world language and social studies. So these are the differences you're seeing is is as a result of student choices around course is that they're pursuing and potentially for some of our
students who are transferring into fcps after the start of 9th grade opportunities, they may not have had. >> Prior to entering our school system. So what I'm hearing from you is our poor
students. It cannot be disadvantaged students. Our black students hour. >> Ml students also making different choices. I think this comes back to the evil
work, which is about what guidance students are being provided. What guidance families are being provided. I know this has been a topic that's been raised with the board over several reports that academic advisement process that happening.
>> Making sure that is consistent for all families and students. >> I'm gonna just boil it down a little bit more. I think we can all come to There are certain things information you
could provide regarding our multilingual students who don't yet have the language, perhaps accessing advance academics. You could make similar deductions regarding other groups. I don't know
what those deductions all regarding out black kids. Why is that data as such so Dre that some information I would like and I'd like to go back possible. Thank Dr. Anderson.
If I made some of that analysis will come as a part of the Gulf or report as well. >> Yes, thank Regarding that cities to plummet, serve Mr.
Abbott. Do we know why there is a decrease in the achievement of the dance diplomas. And studies you income terms of like what
specific courses are driving matter, student decision-making got what lies and happening. Why is that number going down? So we'll be able to see that. We look at the April data. Well,
Anderson, and mislead the appreciate your education on this and would welcome far more education to this board about what students need to go to college. >> The course selection
process and the college admissions process. This is something I don't understand how we can make decisions and we don't know. experience it as a parent right now with a 10th grade student. I could
tell you I have advantage. I have ability and resources and I am still unclear. >> I do for me. I do wonder about the advanced studies
diploma and language because that was a tough decision for my kiddo who took her first world language courts in 9th grade. When I look at the heat maps from I forget which
report this is. So I see that we have 2, 4, 6, 7 world languages offered an elementary. But as we know, half of our schools have no world language. Some have immersion. Some have just the flats. When I look at the
language is offered in middle school, we're adding in American sign language Korean for heritage, speakers of Spanish for her to speak. Chirs and Latin. And we have one dual language immersion
middle school program. When I go to high school were offering Russian in Vietnamese. When I look at middle school, the 2 schools, middle schools, I mean, we represent Hughes and throw
have 2 languages. Kilmer have 4. There's a school that has 5. What can we deduce from this folks? How are these
decisions being made? Now? I'm trying to connect it to advances point because my daughter said, no, I can't do it. And we're getting through her Spanish now. But how can
we have data like this and talk about equity and also resources. This conversation is going to come in the But when I hear the superintendent
say we're going to get an annual update on coursework mapping annual update. This is the work guys. This is how much does this cost? Why is it an equitable? I got kids going from FOX Mill Elementary but
of Carson says that's where the Japanese program is not at Langston Hughes and then we get into boundaries. So how do we have these higher level conversations where we can release us the stuff out and
solve these problems? That's where I'm at. >> Thank you. Miss Marin
Sizemore Heizer. >> A couple comments on the slides themselves. And again, trying to talk about some of the things my colleagues have talked about. >> I will say I think there's
a valuable conversation we had around the requirements of the studies diploma and around some of the things that we've been talking about in terms of importance of accessing OpenAI in our line, multiple pathways
success because I know for some students, the requirements that advanced diploma stops and knew it was going to things that might be where their strengths are interests. Our weather is taking extra computer classes,
certification classes, arts and music. So I think there's a valuable conversation here to be had around. What we want our students graduate with. And what kind of path was. We
want them to be able to have. That's having a longer conversation. But something out think would be interesting. I appreciate you bringing that up. This lady, a couple specific questions here. What I wanted to explain
a little bit, my conversation. Dr Reid and I may need to go go back. I'm sorry. About why I was talking about those other measures in the goal.
And, you know, I've I've often talk needs perspective versus tricks perspective. We need to get everybody to graduate on time. If it's appropriate for them Ashley, Estes disabilities or multilingual
students who could benefit from the extra time that they're allowed by law to have. But in general, we need to give in to graduate, want them to have post-secondary plans, right? So but that's
for. That's a baseline for any school system, right where Fairfax. These reports are aiming to floor. I want these reports came to our strengths. You can't get to everybody
strength. So that getting into the floor first that comes with the territory. We absolutely need to focus on the things that are in this report for some of the students were these gaps and the flexibility are talking about. We absolutely don't
want to take away from that. But these reports are aiming towards the floor. I want to see report is aiming towards ceiling and talking about how he everybody pass the floor in
the process. That's the big picture. I think that's Gulf. I was supposed to be about. So I'll leave it all. Think thank
you, Matt. I think the conversation around the 2 types of actually, we have 3 types of departments here in the Commonwealth. Is it really
timely conversation? Not all states have multiple diplomas. And I do think. That there are several points being made
around skilled. Professional and skilled trades positions as well. Right now that are in high demand and it. In many
ways, I think there's a movement afoot as well to provide those opportunities for students to. >> Explore those professional skilled trades programs. But you really don't have room in
a schedule to explore. Do much exploration if you are, you know, point towards an advanced studies program or diploma. On the flip side, the
advance studies diploma is an advantage for, you know, university application for sure, many schools. So it creates by its nature, a
competition of sorts or at least the I don't want to call it a conflict. But it does create a conversation for families and for staff with
students to say, what are your interests and how are we going to best prepare you for those and those distinguishing types of diplomas? I think just add
to the to the pressure that I think students talk about in terms of expectations that are provided to them versus expectations they may have. So
I think it's definitely topic to add to the conversation. And I think, you know, as we think about aspiration, UL reporting moving forward. Also
connects obviously to budget. And I think we've talked about that when we've you know, we have to manage with tighter resources that is going to create if you are
opportunities likely and fewer some ports for some of those opportunities. Having said that, that's why we're working very hard with partners and this year, I think alone we've
worked with a number of partners OpenAI, which is a no cost. We're working with the FAA right now on some aerospace pieces were working with the Department of Defense on some elementary stem pieces
because we're gonna need to bring in partners that can fund. Opportunities for our children that were not able to. So I think connecting those dots. And I think this
Marin also spoke to that right. One of the resource needs to provide the experiences we expect in Fairfax County and the team is working on that. I'm not sure if this is cool for 5. That will obviously it's not 5 in
terms of that. But I think Gulf or you're going to see some of the partnership work that is going to be providing that. So I think integrating
those 2 good feedback for us. Mr. Fresh for your first term. >> So I want to address something that's kind of underlying part of this
conversation. I appreciate as mayor and bringing it up. And that is the placement of programs, right? So like. 2 and a half years ago, 3 years ago, maybe longer. We asked
the school division as a board to do an assessment of program placement because frankly, the strategy behind program placement previously not
entirely but large extent. Was based on where we had room. Which is not a strategy for equity, right? It's a strategy
for expediency land something that needs to be stood up and that, of course, creates all kinds of Christian doing problems with transportation
with some communities having some and not others having. Nothing, perhaps monumental
undertaking to unravel that and much the same way that the workaround boundaries is. And so I think if we actually want to address that. Once we get beyond the boundary work. I
think the board has to indicate to the superintendent a clear desire. 2 develop a framework for how those considerations are made. That
is not reliant simply on the space that we have available. And if we do have certain programs that have to be located someplace because that's where the spaces, at least we're going into that
eyes wide open and not because it's where it was placed. 25 years ago. When there was room at that time. You know. The same could be said some of our
admin buildings that serve students. We've got people driving all the way across the county for some screeners and other things. Yeah, I think it would behoove us once we
finish tackling in January, the conversation around boundaries to take a step back and look at the other big ticket items. You know, we spent the last several years
tackling these issues that we're just kind of pernicious in out there. And this is one of those things. And that's not to say that people are going to lose out. I think our
goal is to ensure that more students have access to these programs and that the programs are not only equitable in their distribution, but also efficacious in their deal in
what they resultan. Right. We want to make sure that the programs were offering our high value so I would be very supportive of having that conversation after the
boundary conversation is concluded. And the first part of the year and continuing to do this work, that kind of resets where some of these
past decisions that are made decades ago. So we can better serve students. I appreciate you bringing it up, Mr. Next,
go back. Is Miss Lady. >> I really appreciate the conversation around the port of graduate competencies in the innovative learning for preparing for the future. And
to that end, I want to talk about and uplift. I believe it's that we have science Olympiad in every elementary school this year. Yes, for the first time, but certainly in
every title, one elementary school and all other elementary schools. I think that previously were in it. But we made a complete expansion to. >> All title. One schools. >> I bring that up just
because I had the point of privilege and that my wife is helping with hers or her own and school. And I was watching her prepare. And questions for kids. And I was like, wow, if
that's not critical, thinking collaboration, I mean, it is all of them and the enthusiasm for. But the unfortunate misses. I think there's only like, you know, certain number of kids that could be on a team. So we talked about is
there a B team that, you know or understudies? But it's there. And I and I point this out because there's never been this sort of deliberate. Like
I hear that we're not there yet. But we have made great strides in bringing programming to our kids and bringing, you know. Even even
extracurricular type programming to our kids and schools were wasn't traditionally happening site. I want to just bring that up and also on slide. 21, the clearinghouse data data and the reference to the multi
language learners reporting. 61% would go to college. Only 39% actually enrolled. I am wondering if we could do some any kind of follow-up data with kids to find out because
what that barrier was, because I know that when I worked to chant, hilly, when kids would, you know, we've a lot of times we knew were kids worked or whatever. It was tough. It was economics. And I want to point
this out because we had major crisis with FAFSA. Was very difficult for someone with all the resources, all the smarts, all the access to get that
done correctly. You know, year and a half ago and then, you know, it's been glitchy rate and and I think that that because what's happening with
our economy, there's a lot of families not able to go kids plan to go, but they can't because the economics of it and then the only thing else I want to say is this framework from programming, which I
really support from Dr Ponce, as I think we also have been nimble around online and are synchronized learning when it comes to something like Japanese. You know, if there's appetite for it, we did say
synchronize learning when we were. Canned, some kids access it via synchronized less than with a live teacher worth your online campus. And I can go on
and so maybe end up with another. Go back. Thank you. I think next is go go back starting with Dr Anderson. take care of that. First. Dr. Thank you, Miss latest. Want
to respond to the couple things. One. >> I think Mr. Frisch's Point it. We're trying to resolve some technical. I want to call
them technical first order issues, boundaries. >> Being paramount among them and but not a well. >> I think we at this point
when we look at anything new, we're adding we're being very strategic. science and math Olympiad is across all
regions. The aerospace grant that Dr Ponce and his team are working with the FAA were ripped writing a three-year grant with 2 high schools each year, 2 at the end of 3 years
have one high school in every region and so what we don't want to do with any of our new planning or program placement is exacerbate the current. And
if you will, a longstanding inequities of placement. So I think while we're making sure that same with our robotics rule out. We're rolling out
robotics across elementary schools in all regions as well. So what we want to do is make sure that anything new is
equitably accessible. Well, we begin to tap the placement of a number of programs that we don't currently have the budget. Capacity to add
everywhere at this time. So I guess it's a layered approach in the sense that anything new is being strategically located across the division. And as we
are able to will be adding hopefully be able to resolve some of the other accessibility issues. The same
time coming. So first all, I want to thank everyone for this robust through a bus discussion and I want to thank the >> team for a great report and also want to thank the people that are down on the ground
and in the trenches making this happen. mean, we're sitting here. We're looking at a lot of data. we know that really what makes this happened. Our staff and our teachers that are in the
building that are working with our kids that are facing all these challenges with children that come in with different needs and are getting them to where they should be. And although we say we're not
there yet. I think we've done a lot of great work. And I think that the numbers show that we've got to remember that kids are not numbers, though, that there are people
in their individual needs where situations that sometimes we can capture and the data, you know, we say why is this happening? Some of its not. Because of the school
system. Some of that is because of a family situation, different things that we have no control over. We can encourage. >> Kids to take advanced
courses. We can explain it to them. But sometimes parents and kids don't want to do that. And we have no control over that. And we have to recognize that. I want to talk about program placement and
talk about yes, I think in the past it was put what was supposed where there was room also think in the past some of these programs were put where there was a lot of community
advocacy or specific school board advocacy and things were not done in a holistic way and looking at everything as a division. I think we have to acknowledge that I've worked
in the system long enough and I know long enough that the repair projects for certain people and that's way got done when it might not have been the best for the entire system. We have to own that
and we have to fix it. also want to say that equitable access is important and we talk about it here on this level. But let's remember.
Equal not mean the same for every. For every community would. Some communities may really want in one part of the county because we're so big are not going to serve the
other part of the county. So just because we're saying we want Japanese everywhere. I can tell you in my part of the county, there's not an appetite for that. People just
not being the same. We just have to recognize the different needs in the different. Regions in our division. And that's the curse of our division and also the
beauty of our division is that we are so big, but equal is not the same. It's getting the programs to the community where they need them. So I
just wanted to put all of that out and just really think everyone for the work they're doing. I think everyone should be proud of what we're doing. And yes, there is always room for improvement. And I think
that this board is committed to improving and supporting our students to get what they need and supporting our staff. So that kids get what they need.
>> Thank you, miss on coming. Dr. Anderson. >> Thank Picking up in terms of what's happening by region. I think I'm gonna go out of order here and ask for your
analysis of this graduation data by region by pyramid. It's something that I raise up every time because it speaks of the different needs that are that a president and the different areas about county.
And yes, I do acknowledge all of the variables that exists, not all of within our control, but we still have to know what they are and just being in the dark about what those barriers
are does not serve us to move the needle forward. So speaking of areas, I think on Page 17 of the report. >> Figure 17. You talked about
factors linked to higher graduation rates. These factors could help me understand what these meant to be. All right after And can
you give page number 17, 17? Thank you yet. So this is what the research the National research on what factors contribute to student seeing success on graduating 6 cells.
So these are not specifically areas to blanket for me. How am I supposed utilize? becomes the fcps. I mean, we would make the assumptions that the national research would hold
true to what we're seeing in our local contacted not that in terms of our we successful in these areas that are impacting graduation. Do we have gaps that we what are the
barriers that exists here that are related to these factors? Yeah, I I think some of what Marmion sort of started out us out with in this conversation
of understanding individual student factors that might contributing to. Drop out or challenges with graduation is is some of what we've got in
Thinking about early warning systems that help us identify quickly when students either through assessment or attendance rate, how do we start to intervene? Those are some of the systems that we
have in place in our division some of those are going to be things that we can see within our data and some of those things are going to conversations that our schools are having with students and families to helps for their
success. With graduation. Okay. Thank you. Just 2 more quick things. Dr Reid, I appreciate the comments that you made regarding the advantages that are provided
to students when it comes to advanced diplomas. Hence my doggedness with the data that we have because we have some students who are inherently locked out of that advantage.
And it seems to be like, oh, there's nothing that we can do about that. Which leads to my kind of next point, which is become more of a frustration more than anything as we go through this conversation, the
reference to the able work. I appreciate that we're having this discussion today. And if they're connected, that work needs to come into this conversation today. The let's
wait for that update. Toomey it doesn't make any sense. We are in this conversation now. What we're trying to make sense of this day to bring in those able pieces that are
going to that pertain to this. Not doing that for me. Just doesn't make today's conversation complete. And if I can respond, I I want to
make sure I'm clear to think we're all recognizing that the data we're seeing is not the data that we want to see. And are sort of leaning into the idea of setting targets with
able is the understanding of recognizing and supporting that students may take different pathways to graduation that are all going prepare them for college and your your points are well taken. So I think there is
some analysis we can go back provide to the board that might be helpful in understanding some of the reasons that we're seeing behind the Again, I think that the board's lifted up their comp a number of factors that
contribute in terms of what programs students have access to but, you know, when students are coming into the division, the types of opportunities they have or
don't have academic advising individual family in student choices that or make being made. So there's a lot of different factors going into this, but we can certainly come back with some additional analysis to support the board's understanding of them Dr. Anderson, if I may, go go
back. I want to respond as well. You know, for the last 4 years I've been in the district now for 30 years and if served as many goals as
well. The able work to me putting the principals lands on that. Is going to be able to. Forest principles to pay attention to every student and
their opportunities in our district for many years, students come in to Fairfax County with some parents who have privilege in know, you know, the pathway to take to
get to advance academics and some parents who just show up in depend on the school system to encourage our students to take that. We have data now to
able that shows every single student how they're performing in our schools and why they're not sitting in those classes that get them to the advance academic studies. I think it's the most powerful tool in my
experience in the system. And I understand that we don't have data here today. But, you know, I believe it's going to be a game changer for many students. Also having more
students have access and opportunity to higher level math at a younger age is going to be able open at pathways for students to get to those courses that are going to better prepare them for
college for many years, taking algebra in the 9th grade was the norm. You know, I share this with Dr. Read often that when I was at Mount Vernon, I had 9 sections of out for one
part, one. So my students weren't even taking out your brother fully in the 9th grade. They had the first part of the 9th grade in the second part in the 10th grade. Those students were never going to get to the advanced diploma.
Those things are changing in last 3 years, we threw the strategic plan. We have seen strategies that are going to change the numbers. I know
impatient and I am as well. But I'm very, very hopeful. And looking at the April data, at in our meetings shows me that it takes away the excuses
of students who are comfortably sitting in classes when we can be encouraging them to challenge themselves. More. Thank you. if I could just add and good afternoon,
everyone, almost afternoon, everyone, the able work is more than just data that they're providing. We are actually getting hands-on help and support from able they're coming.
>> Working directly with our principals, with our counselors working directly with our region, assistant superintendents and Dr Ponce and helping with that analysis. So it's more than just providing the data and
asking us to interpret. They're also than helping us with that analysis so that we can target and provide supports individual students and families. Thank you, Dr.
Anderson. This >> Okay. So 3 things at appreciate a little extra. That's possible. CTE. As a next step. I'm going to
propose that we asked the superintendent to prepare language that the board could submit to proposed legislation to fix this recurring problem Mr. Molloy can identify the code in the state code
suggests the edits to the code working with our staff. We can send a memo from the board to our legislators. I can coordinate as legislative liaison and I could have a distributed by sea will be tomorrow. This is not a new
issue. So I would expect that we can get the few little lines coated. I just sent a memo yesterday on on something else about polling places that I have been developing. So
let's fix this. I don't want to be here next talk about that again. put it in next. Step language. But I would like this board to submit to our legislators ASAP, the language that needs to be
changed in the code so that we can open up outside school places for auto shop and all those things. So I hope to have your support, rather not wait until the next step
process, right? Because the bill line was yesterday, but I would like to do that. So that's one thing with my one minute. The second thing is, you know, isn't listening to
colleagues that I wonder if the vision is to be a school system and not a system of schools. We've talked about that, but maybe that's entre of our work to start budgeting
and making decisions on because, yes, it's not going to be equal, but it certainly is an equitable to me to have one middle school with 5 world languages and one with 2. And I'm not saying everyone's got
a site, but we need to look really what it costs to have one emerging middle school and to bus kids from the emerging Japanese school to the other. You know, like. But maybe it's
that one school system and we're going to have to have courage to make decisions that are difficult to go against our traditions. Because things are different now and our
students and our families and our residents need different things to be met and the future of the workforce needs to change. Might it be granted another minute? >> You can have another go
back out of that. I can give you another 10 seconds. >> Well, I just it's hard to to have a conversation. I think this way that's fine. We have a half hour left. Is that
correct? And we have Mr. Ackman has not spoken yet and we sure will. I just Sure. I will go back finish. Thanks.
We'll try to be quick. It's always so Page 16. I appreciate having this up here. Already. >> So it's portrayed us that the gap is has declined between those interested
planning to attend college and enrolling in college. But indeed, if get 2024, we actually have fewer planning to attend college. So I think that's going the opposite direction that we want. Do we
have reason for that? >> We do not have a reason for our students specifically. I know that, you know, we've sort of started to see in recent publications are students wondering about the
value of college. I don't know to what extent that that is in the hearts and minds of our students and their families. That's certainly something we can explore why we're seeing a shift. That's much appreciated. And then I know
I've asked this question before and I just I don't remember the answer for or if we got answers. But >> with the National Clearinghouse data, how disaggregated connect get, for
example, if we want to see who's going to colleges, which colleges from individual schools, you know, can you just give me a sense of how that be desegregated?
>> Well, I'm going to see, I don't if you have a better answer that I'm gonna provide on that. I mean, we we get. To get demographic data. I don't think we can get down to an
individual student level data. And you want to. >> Yes, clearing house can get down to a student level data
as far as how specific are subgroup data can be from clearing House. I need to look into their business rules more and get back to you to understand how they classify.
For example, a student who is a multilingual, what English learner. Performance levels are being considered in that. But we can get all the way down to a student level and even see what degree they
earned. Love to have a clearinghouse only presentation at some point just that because I don't think we make use of that data the way we could. And I think there's a lot there. I think
it be. >> Not only interesting but but useful for school level leaders as well. >> To Miss Maren's point on
the and the language disparities at schools. So you know, I've I've mentioned before and 2013, we convene an international station working group. It identified these
issues. Proposed solutions to eliminate the issues and vertical articulation and everything. And that reports been sitting there for 12 and the funding hasn't been there.
But we already have the recommendations there. We just have to go back to that report and and follow it. Frankly, obviously, things have changed in that time, right? And things have gotten worse. So
we need to probably reexamined that. And then miss Ladies point, it's great that we have science Olympiad in every school. My daughter still on the waiting list. So some not
not that not that accessible for everyone. Thanks. Thank you, Mr. McElveen before we continue UNMISS parents previous share she indicated
an interest in having the board consensus around. Taking steps to fix the CTE issue legislatively. That would not be something that we put on
next steps because it's not something that is required for voting on the go report. So this is not directing staff but to show a consensus of the board that there's interest in
proceeding with this so that we can get it done short, you know, short and sweet. Can we have a consensus is aboard on proceeding to close that legislative loophole. All
right. That's unanimous for all board members present, not a vote, Mariners are legislative liaison can work with staff and making sure that that is done and gets
around all of us. Sizemore Heizer. Thank you. Continue from. So my specific
questions, I want to focus a little bit around. >> The goal around transition, Dr it I know in slide. 27. We
talked about workforce connections and please like 27 pulling it up. We talked about workforce connections as a new class. I believe is the conversation here about
ensuring the IP discussions start at age 14. New guidelines to make sure that the starting age 14, I'm a little I love to do new Class. I'd love to learn more about
that as you're developing a standard offering around. Are we doing? We've been talking for a couple years now about transition programming. The lack of programming for the
middle kids. A lack of 18 to 22 year-old programming for the middle kids great at age 14. That's what's supposed to start. So we've talked about middle school conversations
and this to etr is at the middle school. So I'm just curious. What's going on with all of that work that I know we've had lots of conversations at. We talked Dr
Admins heard. I don't see any that reflected here. >> So I will ask Presidio to respond to that because I know that's been a priority topic because I know we've met
multiple times on that. >> And I you may have. Receive some of that information. Your conversations with doctor haven't heard on the slide. What we were trying to do is provide just some of the.
>> The highlights, right? So one of the big highlights is to standardize course opportunities and every one of our schools for students with disabilities to the workforce, connections. So that classes actually we're going discuss
that a little bit in the next work session after this. But that would replace the education for employment class that was only offered at some schools. And this will be a standard course offering at every school so that every
student with an IEP that wanted that support would be able to get that support in. Obviously, it's teaching workplace behaviors but also supporting students and families and finding employment opportunities work based learning experiences and
all of those types of things. >> And then on the academic planning and transitions. >> Component, what we were trying to highlight is that we've really put in place a
lot comprehensive sequential planning going all the way back to grade 7 to make sure that students are thinking about their future. High school course taking options as early as possible. Right?
Because one of our problems was we were getting students that, you know, weren't getting the appropriate support and guidance and they would get in high school and then they would find that they were on a particular diploma track. That was very difficult
for them to get off of. So we're trying to explain all of that to students and families as early as possible as part of our new academic and career plan sequence. And we're reviewing those goals with
students at every grade level grades 7 through 12 and informing them of the options that they have because again, the student. Maybe they started on an applied studies
track and they didn't understand all of the opportunities that they had after age 18 to be able to stay in the system. Get workforce support through a career centers, but also possibly earn a standard
diploma. So we've put in place a very comprehensive new plan to do that. And we've tried to incorporate a lot of that work into the IEP process so that those are part of a new IP conversations as well as part
of the annual academic advising process. >> This is a much longer conversation. So I'm goodness asked that. If you sign a
middle school conversations, age 14 is not middle school. So I'm confused with the slide says versus what you're saying and I appreciate those conversations. But again, what
gets reported on gets measured gets done consistently across the county. And what I'm seeing is where we're having these and we're doing this.
I'm not seen. The reporting on it. And that to be honest is what I've been hearing for 15 years.
>> What are we doing mean? We have the numbers we've talked about this for Davis Pulliam step. It's less than 500 students access those programs. >> What are we doing for the rest of the students outside
of asking them to give up an elective? Where is that information?
>> I mean, I apologize that it's not robust in the report. can certainly work trying to strengthen that. Are
mentioning some of the strategies that that I just referred to in the report. We did not provide data to your point on enrollment and career. Centers. That could be
something that we could do. But we don't have that this particular report. So we didn't. But met Rick, do you have? >> What metric to have run access to transition
programming. I don't know that there is a specific metric in the report beyond just making sure that all students have the opportunities and are preparing for what Mr. Do you
have on access on whose accessing on what's missing? There are no metrics in this report around transition for students disabilities. Missing
John >> So actually, I just want to clarify question on page. 26 of the report. Action. 3.3 where we have 10 high schools
that have an extra counselor that is dedicated to multilingual learners. Do we have the data that reflects how those 10 high schools are doing as opposed to the other high schools and of that
practice, a successful. What does it look like for? Maybe expanding it? 2 other schools. Do we have that data? I
believe we can pull that data. Saint John County. Okay. And again, this what? Increase, you know, output. So we need
funding for it. But I would be interesting interested to see what the data looks like. I would Dutch upon said thank you, oversee that >> group. So what? You are
every city you have. >> Even anecdotal data on the extra investment of the councilor supporting a multilingual students attend
high schools. >> Yes, And I was just looking at the numbers. I can give you all of that. Laid on an if you
have extra, I will send it all of you and I was numbers as well. So how did by by region
by schools and everything. So you can see it mean just based on my experience with the kind of work that our high school counselors. >> Do I think that we're going to see very positive results?
And we do. I would love to see how we can expand it. Thank you. Miss on cutting lady. I
appreciate all the comments of my colleagues. I want to say when it comes to Beyonce's diploma. >> But I think the biggest barrier, but the most important part of that is world language we've talked about where language. But I
find that for too often the people reason people don't get the van studies is they don't take the 3rd year. They don't take the 2. Plus 2. I'm a college perspective. You need to take 3 of language. I wish
the 2 plus 2 wasn't even an option because college is the majority. Want you to take in 3 years, a red line which to be considered for admission. Where I'm say and I would
support the reality that I that not what my fear. And based Dr King sharing of her time in Mount Vernon, I'm in Versailles had no idea. This was the case when I was a director in the system that
there is disparity around mathematics. But I think that we have under match tickets unfairly. I think we still do it with the college's we put in front of kids who should be
applied to something more selective and people just want make sure they get in. So I think we're under matching sometimes and we're working on that. I want to uplift the able work. So to your point,
the able work is amazing because it's making every kid by name by need. That's where sometimes by name, by need. Advanced studies isn't ideal, even though this is a college
town kid. But for the majority of our college bound students Davis's diploma is the is the Pathway. Okay. It's it's that's the way it created by the state of Virginia. I also want to make sure we
understand our Democratic changed dramatically in our school system. Very, but And that's families have, you know, different values. We
have 4 more students starting NOVA than we had historically in the past for economic reasons and for families that are let you know, multiple families in one house and they like they they they stay close. They don't want to go far away. So and I also
tossing with say, is we need to believe in every learner in front of us. And then with the benchmarking work that happened in elementary school, there was a lot of our kids can't do this or kids can't do this in a quarter in there
like, oh, my gosh, look at our kids. Go. I think that's going to trickle up and we need to be challenging every student in front of us to maximize their academic potential. So
want to make sure people understand where I live. But when I'm sitting with a student or when I used to be its by name by need for that kid, but the majority were kids. Absolutely. If they're college town and we're trying
to get more kids to be college bound because the economic impact of being a college town. The best these is is an ideal path. Thanks. Thank you.
Miss Lady Dr Anderson. Thank you. I want to make sure I get to all of my points here. One of the things that I do want to share is I agree with Aaron, we're either one school
or not. >> We may have different divisions, but we can't have different rules for all of the different places. That's the equity work that brings us to to have a floor. We need to
make sure that we are not getting caught up in all So much different from each other that we have different expectations of those schools. I was in schools my entire career. They're more similar
than people think everybody think their schools so niche, but they're really not as different as we perceive them to be. What I would also like
is for you to share with me the data for 4 AP, an elementary schools because we know kids start very early. Is it consistent? we seeing the
same kind of reflection with our kids who are in full-time AP as we are with advance academic studies. I would like to see that analysis because I have some AP information in front of me. But again, I'm
looking for your analysis here. We use data everywhere. That's why we use data. We use AI ready. Data datlife, so it has to matter and all
places org matters and none of the places. They're now, which is when they take the we do. But yet we hang our hat on it. They're not, which is when they take the I ready. But yeah, we hang our hat on it. So we have to make sure that
we understand. >> Education is a science is not just an art. It's not just an art because if we continue to have the approach that instruction. >> Is all sizes, all art and
not science. We're not going to move the needle. That's what we have the science of reading this whole thing that everybody's bought into the science of education exist in a lot of different places and
it exists and how we use and analyzed the data and looking for things going to inform our decisions and strategies. I did have one question, though.
This is my last page. 9. This is the target for graduation. The target for the upcoming year seems to be below what it was in. 23. 24, can you
explain that and how do you arrive at these targets? >> Dr, Anderson, you're saying on figure 6 that overall target. Yes, the lower the
performances of this year. No, it's what it was in. 23. 24. >> Yeah. So if you recall, our targets are set to keep us on the growth line to get all of
our students to success by 2030. And so what we did in 23. 24, as we outpaced our s**** and then we dip back below or s**** the next year. So our target is we're now at
the needing to gain to get back to that s****. So you saying the ml data that we have, the upper levels went through 6, this target of >> 9 is going to get us there
by 2030. That is how the targets are set their second annual basis to get us to our 2030 goals. I'll ask you this question offline. Thank you. Thank you, Doctor. Anderson,
as mayor. Okay. So about addressing world language. I agree that it could be part of the bounty working. In fact, it is one of our 4 principles of the policy which is accessed. >> Programming which I've been frustrated that this
additional round hasn't talked to at all. But I understand it now. So I'm wondering this as part of the strategic goal report vote. Could we ask for a proposal addressing world
language instruction, which would include what is best practice? What's best for kids with the data that we have in front of us. What's possible? You can tell me voting on Thursday. I'm not going to
tell you that we're voting Thursday, but I am going to tell you that we have a topic coming up already that's been submitted about world language that will look a perfect place to get us started on the outcome will think of in a
skip ahead to my next question is. >> Mr. McElveen said this report a decade old Russian and I did 2021 report. I don't see why we need topic. And
this gets to how the directives coming go. So, you know, it was said that, well, if the board wants to limit the superintendent, you know, he's happy to do this or respond. The superintendent
recently has brought course coursework coursework mapping Baldrige applying for the FAA grants for airspace. The Montessori program, 6th grade algebra pilot and AI Partnership. Love them all. We
did not have any input on any of that. We did not direct or in any of that. Now we've had conversations many about were language. Why do we need to
bring it up again? It seems like to put a fine pin on it. We need to make some kind of directive whether that is for this goal, 5 report or maybe it's part of the budget vote
and we say any advance of the budget Vo another option other than the Gulf 5 report would be bring isn't as part of your budget proposal. A menu item that says this is how we expand. This is how we're going to look at expanding
world language instruction equitably. You can start with middle school and high school because we already have programs there. But it has to include reduction somewhere else. Do the work that says
2021, the last board put on the table in this gets back to again. How is it decided that the super he's going to pick up something like AP Middle School centers from a foreign from 2020 and yet not pick up
the row language work that we've directed. And now and have another form topic. There's a process problem here, folks. I want to bring
directive to put 8 red line under it. That says we got a look at this because that seems to be what it takes.
Ford topic is specifically related to one board members advocacy related to. >> Immersion program. And so it was brought through this
path because that board member was requested to bring it through the path. And so it gives us the larger opportunity to to to have this greater discussion related languages that I think many of
us are interested having. And so I think that was the reason that we ended up where we are.
Sizemore Heizer. >> Thank you. On slide 22. This is where my questions we're going to go before
realizes such little information on here. We talk about students disabilities outcomes. Within a year leaving a CPS. 52% higher
education. 76 center out of how many. Which is a percentage without knowing it. If there's 1052% of the 1000
and higher education, 76% of the these percentages without knowing the numbers don't really tell me anything. Right. And then how are we defining training? Is that
Davis Pulliam step? How are we employee compared employee? Does it fully employed? I full-time part-time. How are we defining employed in 14 C and maybe it's in the report.
I missed it. But I just think the number's like to know. 80% of because these are these add up to 100, right? So it's hard to understand what we're
talking about. So that would be helpful to have that information. Sure. Miss Sizemore Heizer. We can add in that the total numbers. >> And the state is the one
who defines the 3 did the A B and C and we can share those definitions as well with that would be helpful. Just like, you know, 52%. Plus 76 was have was 84% is higher than 100%. So it's hard to know
like. What does that mean? Our the overlapping is very confusing. This chart that you are correct. Sizemore Heizer they are overlapping. So it's the first is just the universe
of post-secondary. And then you're adding in higher education. Plus, those students who are competitively employed. I'm going to say Sumter, big picture stuff here
I understand that the state requires a lot of reporting. I've said this before. I'll say it again. We don't need to just report what the state requires. >> This is our goal report. These are our goals. Which
report the numbers that make sense for us. We know what we're targeting. I also say this again, I don't think we should just be any for compliance knowing what to do. And I at age 14 is compliance.
That's what's required by state by the law. I'll say. >> See, says successful transitions that is Measure C is bolded.
>> Why don't even haven't from tss here in the room to talk about that? This is one of the worst examples of seiling special education students I've ever seen in ago import.
>> Thank you. Miss Sizemore Heizer. With that. We will
break for lunch and return. At
1 o'clock.
>> We are going to get started at this point with our secondary course offerings. >> portion of our work session. Turn it over to Dr Reid.
>> Thank you, Miss lady. And this afternoon we're going to review our secondary course offerings Dr. Presidio is going to lead the discussion and be a team of staff
supporting that. So Dr Presidio. >> All right. Well, thank you, Dr. Iain, good afternoon. I appreciate the opportunity to share some information today on this annual secondary course approval process. I
would suspect that this is probably going to be a little bit of a continuation of some of the equity of access types of conversations that we had and goal 5 reports. I think the timing is good. And just
as a reminder, this is an action item at week's board meeting on Thursday. So we're excited to share some background information with you on the annual process. And then, of course, answer any
questions that you've got with anything in the presentation. So we'll try to keep the presentation briefed today, but it is organized into a couple different parts because this is somewhat of a complex
process. We think it's important to start out and that everybody has an understanding about the background on our existing secondary course offerings. We also want to make sure that
we're discussing the options. The students, half are accessing different courses as well as reviewing the procedures and the process for the annual review. And then finally, we want to share some information about some of the
courses that are actually proposed for next school year. So for context. All of our middle schools and high schools have a catalog, of
course, offerings that include a mix of standard and optional courses. And it's very important to understand the distinction between the 2 a standard corps is a course that's available to all
students at the base school that they attend. So we have a standard course, course, catalog that's required to be. Part of student course
selection process. An optional course on the other hand is, of course, that school has a local bay school has some discretion to determine whether or not they want to offer it and they would make that decision based on
community interest, student interest staff availability staff licensure and then any technical considerations like specialized equipment or facility space that might be
required to run that class. So there's a the important distinction between standard and optional courses. I'd also point out that, you know, we do have, as you'll see in this presentation, a wide breadth,
of course, offerings across fcps. Traditionally that's been viewed as a strength because we have a lot of different choices and options for students to keep them
engaged hopefully connect them some of their current or future interests as well. >> to start out how or course offerings determined at the
school level. Every school is going to start by evaluating factors like student interest staffing availability, teacher licensure. As I mentioned, facilities, availability as
well. But that process, then it's going to start with the student course selection process and some schools you might hear that referred to as academic, advising and other schools you might hear that referred to as forecasting
what are termed the school uses. The student course selection process is the process where students indicate the classes that they would like to take in the upcoming school year. All
standard course offerings in the division have to be advertised to every bay school. But again, those decisions about running a standard course can be determined by other factors like student interest,
staffing and scheduling. So, for example, there might be a standard course offering. But us maybe only 5 students register interest in taking that course. That's not going to be a course that we could
afford to staff with only 5 student center. In contrast, then schools are going to determine the optional courses that they want to have as part
of the student course selection process. And again, here you're thinking about those unique factors like facilities, materials and supplies, teacher licensure. So, for example, like an optional course like
Automotive Tech, which might be a very popular class. And there might be students that would want to take a class like that in the Bay School. The school might not have the ability to have an auto repair garage with all the equipment
and supplies and teacher licensure that would be required to offer that at that particular school. So standard and course offerings do have some nuance in terms of what's
actually ultimately offered at the school. The other thing that I would point out in gets a little technical, but sometimes it's difficult for
students to access. Of course, even when it's offered in the school. And this lady will appreciate this and certainly could explain it better than I can. But if you think about all the teachers and the school and all the courses that they teach. There might
just be one section of a particular class week. We would call that a Singleton or they might just be 2 sections of a class. We would call that a double ton. And a student
that has a lot of highly specialized classes, which many of our students do might have multiple Singleton's are multiple double tons and they might not be able to get every course that they are
requesting. So even want to courses offered. Sometimes students won't actually be able to access it. So for all of those reasons, I do think it's important to acknowledge that there is going to be some
variation and course offerings from school to The next thing we wanted to share was kind of our current state of standard course offerings that are based schools. So you can see
on the chart here that for middle school, we've got about 60 standard courses in about 100 standard courses at the high school level. Again, the chart tells you what the standard courses are. But, you
know, just as you look at that, a middle school for all of our core content, language, arts, social studies, math and science. You're gonna have a standard level of that class as well as an honors level of
that class and then it middle school were also having a standard course offerings obviously and health and PE Spanish and French. And then some of our core electives art
and chorus, some CTE orchestra theater. At high school. We've got more standard course offerings similar to middle school. We've got multiple levels of many of these
courses. Honors standard honors AP IB. The 4 core we have the same standard course offerings for electives. But high schools even have more than the middle schools do. So
that's the major distinction there. So quite a few standard course. Offerings. Of course, we've got a lot of optional course offerings as well.
We've got over 500 high school optional courses. Now that does include all of the highly specialized courses that are academies, as well as the specialized courses at Thomas Jefferson High School. And
we've got over 100 middle school optional courses. And those again are available across the content areas. And the option, course, is provide a lot of unique opportunities for students to pursue things
that are either current or future interest. I think the other thing, though, with optional courses and we mentioned this a little bit and our goal, 5 presentation, our courses still have to be approved by the DOT. So we
can't just make up, of course, with that video, approval we need to receive that in order for students to earn the credit towards graduation requirement. Okay. So the next
part, the presentation that we wanted to discuss is how the students actually go about accessing courses in high school. And the first option and the best option, of course, is the courses offered at their base high school and
they just take it at their local base. High school. So those options are going to include standard and optional course is that school is able to offer. But we also have some schools that have some
uniquely and highly specialized career and technical education program. So things like automotive culinary early childhood as part of their base school offerings. Those are things that, you know, we've
developed over decades, as we mentioned earlier today. And those are primarily going to be available to students at the base school sometimes when their seat space available, we can open it up for students to
Cohen role to take a particular specialized course. But typically those courses are going to be offered to students at the base school. Additionally, of course, we have to specialty programs are school within a school models
right now, the Edison Global STEM Academy in the Lewis leadership program. Both of those programs do except student transfers on a space
available basis. Now, in addition to accessing course is that your local bay School, we've got some additional opportunities for students and fcps to access highly
specialized courses through our career academies. And that gives students an additional opportunity to take coursework through part-time enrollment at the Academy. Any one of the
6 academies that we offer in Fairfax. And those classes are often times classes that require a lot of highly. Specialized equipment industry. Standard tools, labs
and technologies. That provides students with those hands on learning options. we try to obviously be as efficient as possible and how we offer those classes
geographically across the school division to maximize opportunities for students to take those courses. In addition to the academy's students can also access
courses through our online campus. Students can enroll in 2 courses to online campus courses, free of charge each year as part of their standard schedule or they could choose
to access more than 2, that there's tuition payment for students taking more than 2 courses. All right. The next piece. That I think is
important is really kind of trying to understand how this whole process works. And regulation. 32 0, 2, lays out the process for the court's
approval process. Obviously, the school board has final approval to add or change, modify or delete any courses from the Division course catalog. But prior to board action, there's a
division-wide committee that has school Bay staff central office staff as part of the committee that reviews every new course proposal either submitted from Central Office or submitted from a local
school. And the committee hears detailed presentations reviews, all the written materials about the rationale for the course. And ultimately committee members vote to decide whether or not to
approve any changes to the the courses that are proposed. And after the committee has reached a consensus on courses. They move those forward to the board for action. And that is again
scheduled for this Thursday night meeting for next school year's new courses. All right. The next piece that I think is important is really providing you know, some information
about the courses that are being proposed for your consideration for next school year. These are just some examples. The full list is posted on board docks for
Thursday evening's board meeting. But overall with this year's proposals, you'll notice that there are a few trends. One was to diversify, career and technical education
experiences across our schools. So you see new course offerings in artificial intelligence, air traffic, aviation maintenance, for example. So we're excited
about those new opportunities. Additionally, we're expanding some access to higher level world language offerings. So you see the career applications course listed
there. That is, of course, that a student would take as a 4th or 5th year or even 60 year or be on language course. And the reason that we're
offering this course, we've had it in Spanish for a number of years as an alternative way for students to take additional world language offerings. And this lady pointed out in the last
session how important it is for students that are applying to the university to take at least 3 years of world language. This is a practical world language class that really focuses on
communication skills, oral and written in the workplace and has been very successful in Spanish. So we're expanding it to our other languages as well. And then you can also see the trend was to add some
new AP offering. So we're proposing cybersecurity AP and AP business and finance as well as some new science offerings to expand pathways to access additional topics in
science and math. All right. The next piece. Of this process is thinking about any recommendations where we might move a course that was
previously an optional course. Meaning a school could choose whether or not to offer it to a standard course. Meaning a school is required to advertise for that course. And
here you can see a number, of course, is that we're proposing to move from optional to standard again. Largely focused in career and technical education because we know that that's been a
priority is to create more equitable access to CTE. Classes across the division. So we're proposing to expand access to advanced programming career investigations.
Construction technology, entrepreneurship, and the workforce. Connections class that we mentioned in the earlier work session. And then the final components of the
court's review process is looking at any course designation changes. So these are largely changes to grade waiting. So recommendation
that we have is to add an additional GPA weight. 2, 2, of our cybersecurity courses that are listed here as well as adding a one point await
GPA way to IB World language in its listed. Here is I S L AB initio and what that means is that's a class for students that are full IB diploma. Students. But they started
their world language studies later than 9th grade. So they can't fulfill the four-year requirements of the language. So it has this carve out of the way you can earn the full
diploma through this AB Initio course and AB INITIO exam. So it's a way for students again that have fulfilled all the other. I'd be diploma requirements to still pursue
the full deployment here. You could think of a student may be transferred in from another school system or a student who maybe didn't think they were going to go for the full IB diploma. Didn't start world language until 10th grade.
This is a way for them to still or in the full diploma. And then we've got some new dual enrollment course. Designations. So these are courses that are aligned with
Northern Virginia community college courses and give students dual enrollment credit high school credit and community college credit. We have new offerings and physics and art and then finally,
there is some flexibility we received from the Deo E to have kind of concurrent or dual across credit offerings in certain courses. So we did get. Approval from the DOT for
the 3. I be course, is listed here that would give students additional credit or earning opportunities. So the point out as the eye of the global politics class, the state is
allowing that class account for world History Credit as well. So we take that as a good sign with continued advocacy that we can get more of these kind of cross credit.
Courses approved by the DOT. And Jen and her team have been working on a comprehensive list, of course, is that we want to get additional flexibility for it will be submitting that immediately
pretty soon. So in closing, we just wrap up by saying, you know, we're excited about this process. We appreciate the opportunity to dialogue with you about it today. We think these course offerings are
going provide some increase rigor as well as relevance and engagement. Opportunities for students across all of our schools and we'll turn it. Back over to the board for discussion.
>> Thank We'll start with Doctor Anderson. Thank you. I'm still trying to build some understanding here. So please bear with me. First of all, thank you for this. Because we've never had kind of a
presentation around this justice. >> The opportunity to the courses and it's helpful to have this background to really build understanding. So in
that vein, here are my questions. You mentioned video. needing to approve all of the courses with option of a standard. What's the process that they take? What was the
criteria utilized in order to determine whether or not these courses are? >> Well, that's a great question. And I think I failed to introduce the beginning of
this presentation. So my apologies, Jen Glazer is our director of counseling college and career readiness and she supports a lot of this work and facilitates this annual process. A legend give you a
little bit more details about the be Deeley approval process. >> Great question. Thank you.
So the video establishes, which courses can count for graduation requirements and then each school division may choose from them to provide. Those is offerings in their
division. If a school division where to offer a new elective as we do sometimes for pilot courses, then that could be done. But it wouldn't count towards the student's graduation requirement. So
then they're not approving that per se because we fall outside. So there's no way for us to submit questions for them to really approve either. >> We pick from that list.
From list or we pick from their list or we just offer it optionally on the side. That's correct. But our curriculum and content leaders across all
the areas try stay connected through ivd least specialists and ensure that we can provide advocacy for additional options to be included. Some, for example, were very active. >> As the CTE team and working
with the CTE leads that video lead to ensure that our interests are being communicated. Very good. Thank you. Next question. The optional courses
>> how do they come to be? Obviously staff comes up with some of them. But is there an opportunity for a school or students too advocate 4 courses that ultimately become part of the fabric of fcps.
>> Yeah, absolutely. So those courses can be initiated really and 2 ways. One from the local school. Obviously the principal would need to support that recommendation.
But oftentimes they come from a faculty member who has unique interests, talents and skills that they're really passionate excited about from students in terms, of course, that they might want to take. You might remember the impetus
for African-American history class really came from our students and the division so they can come from the school level from school Bay staff and students. Or they can come from the central office level
where we look at something like artificial intelligence, which is on this list. It's something that strategically we know that we've got really accelerate learning opportunities for students in that was something that came
from the central office level. So either school or central. >> So if a school comes up with the option, of course, it's only at that school, at least for some period of time. How do we grow from that
school to across the division? >> optional course. Again, as a course that would go into the division catalog that could be offered it any school. But for example, if I bring a course forward from my
school. And it's approved, I'm going offer it right. No artist may or may not have the interest. She might not have the facility capacity. She may not have the teacher that has the licensure for that. She
she might she could offer it but she might choose not to. So it's available, but not. >> And they're also school site courses that may start as
a unique offering at one high school. And then it they. Grow as has been the case with some of our are friends, then we can them to the optional cattle on. >> So I think that's why was
probably heading school site course is that we have a listing of those courses that only offered at specific school sites. >> We haven't posted that today, but we can certainly
follow up and provide that. I would love to see that. To find that page. How a course
is removed from the selections Everson said is it because >> nobody's taking this course of years or once they make it to the catalog, they remain in the catalog.
>> Yes, it does happen that their son said, though, with 500 optional course offerings. Obviously a lot of them stay in play. And the optional catalog. They certainly the Canton area teams are looking
at enrollment patterns centrally and then at school level decisions are made at optional course offering hasn't been run and several years because a student and chance they can submit a
request remove that from their optional course. Offerings. So there is a process that goes annually with the timeline that requires schools to work with their instructional councils and then also
proceeding that the central teams review the data make determinations about what they'll recommend as well. Okay. Thank you. >> Can you also speak to waiting? What is the criteria
to determine whether it's going to be one point? No 0.5. >> So we've tried to use basically college credit equivalent for the one point.
Oh, wait. So an AP IB dual enrollment classes earn college credit would be a one point. Oh, wait. And then an advanced or honors level course at 0.5 weight. Okay. Thank you.
>> Being that this is kind of a massive undertaking. There's lots of questions. Lots of options, lots of things that even, you know, educate us and I'm sure students have the opportunity to become aware of
these courses through their work with their counselors. What is the parent engagement? Just so parents can be aware because sometimes kids well, you know, take it on. Sometimes parents will need to
be the pushers. How does that happen? >> Though there is a course catalog available at every school. It's unique to each of our middle and high schools.
There's also curriculum night opportunities for family engagement within the school building for parents to come. Additionally, we have established consistent
requirements for every middle and high school Web site. So you saw that for the first time last year. And now we've enhance even more. So there's a lot of information available on Web site so parents can
engage in that way. And then, of course, the school counselors continue to be a resource that parents have unique or person leaves questions engage in that way.
>> Last question and comment some months ago, it's part of the men over a year. She may not even remember that. You mentioned this, but this lady had talked about in her work in Chantilly, which I think she worked there for a little
while. She had mentioned that she took the approach of signing kids and to certain courses in lieu of having them sign themselves to the conversations around why you
don't want to do this rather than, you know, somebody having to be convinced to do it. Is that an approach that can be considered more widely? Because I see this as an
opportunity to bridge the gaps that we talked about in the previous conversation in terms of access to kids who, as you mentioned, Doctor King earlier, these sitting and ready, just not being
accessed. How does that work in the approach? Of course, election and maybe this is not even question. I don't know. >> No, I think it's a great question. I almost hesitate to
the able work again. But I mean, this is kind of part of the able work is identifying those students that we know have the capacity based on their previous academic record. To be enrolled in more
rigorous courses maybe than there. Signing up for on their student course election. She right. So the idea would be to be more proactive about that process through our counseling
department. Obviously, at the end of the day student and students. Legal guardian is going make the decision about the final course offerings. But by taking that more
proactive affirmative step of saying, hey, we want you enrolled in these these rigorous course as we know that you can do it. That's a better way to start the process and trying to convince somebody hey, you should sign
up for this right? So we definitely are trying to be more proactive like that. this lady, I think, gave some good examples of what that looked like its utility. >> Thank you to my last
question was regarding equitable access. Go
>> Thank you. And thank Chair Anderson Vice Chair Lee D for putting this on the agenda for today. So this topic is at the intersection of so many critical parts of how we
deliver education. And I actually just listed them out and I'm say them Central office budgeting, staffing, academic, advising timeline, for course, election family
engagement, which includes curriculum 9 with that may include different slides, different things. The newsletter overall communication plans and the website. Coursework mapping work in trajectories of
students, including grading policy and implementation boundaries and geographic access to programs, facilities, capabilities. Strategic plan, work, state requirements, skills,
knowledge, experiences that prepare students to be competitive in college and the workforce. My observations understanding experience analysis is that there is far
too much subjectivity in the process for how courses are selected and offered in schools. And there is not enough data being considered qualitative or quantitative. So given that almost a list of
a dozen items. I want to reiterate. I'm interested in strengthening the school system perpetuating a system of schools. I'm glad that the
board is having this conversation for what I understand is the first time in 15 years of approving the addition, of course, is by consent because we're now in a different president. So
colleagues, what I'd like to do today with my time. To hear from you about how we can change this process. So we are more involved with this much
more intimately and much more regularly. I'm wondering if we can movea model where likely use for approving Basil materials. Where it's a set
process. We have that Our policy is not surprisingly over 10 years old. I've already read lined it and look forward to sharing that with
folks to at a minimum, put some of the values that I know we are interested and that we talked about. And then also that will allow the superintendent to update the
regulation, which is I believe 2019. you know things I wonder about that perhaps the superintendent can advise us. That is what are other school divisions do when it comes to
board involvement in reviewing coursework? How are we analyzing courses that are highly specialized compared to the courses that we don't have enough of or we have too many
kids, I think of Dr King's example of all that algebra. One. And then we've got. Highly specialized classes like that is an equity. And then the schedule and electives because we know that
kids have to do things like drop and drop corps to get the courses that they need as electives. So in summary, I would love to hear your
thoughts on moving towards a more robust course. Review and discussion like this every year and a process that is more akin to what we do when we review the basil
curriculums. Thank you. Mr. Fresh. Thank you. It's always interesting to have this conversation, especially
sitting next to >> this lady. Some thoughts. In general. I am in favor of
an approach that. Age is the board so that we are aware of why decisions are being made and measuring the efficacy of those decisions after they're
made. You know, for the basil system, we appoint people and eventually the recommendations get to us. We review materials and we approve. Generally
speaking sometime people back when there's not enough money. And I don't know. And this is probably part of that conversation. If we get to
point, I don't know how the timelines with gel for that type of deliberative process and how quickly something like that could be implemented. It's I think it's worth exploring what that or other
alternatives. To Miss. Mary's question about what other school divisions boards do. Jump out on a ledge and say nothing or very little. That
doesn't mean that we shouldn't be doing anything. But we do a lot more than most boards do. Not better. Not worse. Just different. And so it's always,
you know, something driven by the desire of the board. If I'm guessing the reason that always done it this way are the way that we currently do
it. It's because that's what has been expected from past boards and I'm not opposed to continuing that path provided. Have a conversation about
what's the end result of those choices right? Because in theory, if the superintendent's team is proceeding in this way, we have yells to govern this work. And as long as we are
being kept in the loop about what the result is. You know what and the result should be tied to the reason that we did in the first place. Right?
Then we have worked to Judge. I think the conversations we're having and look forward to the conversations and governance about what the policy might look like and I
know some of the meteor pieces of it would probably be addressed by staff there before comes back to the full board. But it certainly interesting, I'm very eager to hear what this lady has to
say. Because she did work in Chantilly High School for many years as Dr. Anderson worked in Loudoun County Public Schools for many years. Thank
you, Mr. Fresh, I guess you're teaming up. >> I have a couple thoughts >> the first thing I want to the clarification on I D S L Avnish an is it only for
transfer students. >> No, it's not it's. >> Part of the IB World Organization. So it's open to any student.
>> So hypothetically, anyway, I was just using the appreciate example. hypothetically, if I started Spanish in 8th grade, but I don't like my Spanish is strong enough for me to get through. Traditional, which
would be 5 years. Can I jump into this track? And you know, you can a I believe that's not what's intended that that's that's been planted for the
student. Understand heartedly. Greta finished early, correct? Correct. Or or just struggles to acquire so but I think like
Dr Anderson's question about optional courses that get sunset. I don't know what type research we're doing on that. But it seems to me that's a pretty robust offering of optional courses that there
have to be some that are outdated. I do know that when I was the director. That that the sun setting of optional for our catalog. You know, I
was kind of a sticker for Wolf roaming. So I did all the paperwork, but I don't know that that's done with felony. I think some people just take him off the sheet. I don't know. Maybe it's tight now,
but I think that we probably can find some to sunset altogether. to miss merits
point around. Understanding this process as it moves in real time. If memory serves well, we had to propose that we're going add an optional
course in like September October, very early in the academic year. And then as video he rolls out or as we decide, we want to look at certain courses could be possibly use the Friday letter
to just roll those steps out so that once we get to this, if we do this annually we've been following along in a Friday letter. here's the classes that central office
staff think we're going to add or whatever I just think is that possible to use the for letters that? Yes, ma'm muscle. In. The biggest thing I want to say is one other
idea. But but I want to say this. One of the things I was told repeatedly when got on the board was we don't do operations. policy, you know,
to operations. This is an operations. This is a lot of operations and that's why Mr. Frisch's Point other school boards don't get these weeds because it's called operations. I mean, I think it's healthy to have
conversations. But when it comes certain things, it's never been the role of the board to metal that deeply. But we care deeply. I want to be briefed. The other thing I
to to I don't know who I think Dr Anderson's point. Maybe part of senior survey. We could add a question. Please list the top 5 courses that
were most impactful in your post-grad plan. Because we're most of the questions that we require state reporting. And I know every director can add additional questions that are
kept and analyzed in house. I would say the number one that we did was what would you do differently? And almost 90% of the seniors say I wouldn't have taken as many advanced
courses and I would have enjoyed high school mourned in metal in some of the fun electives that I didn't allow room for in my schedule. So that's just 90 receive your survey and I see him run on
time. So I think. We doctor Anderson, for go back. Now, just the first go. The next
piece that I had was regarding equitable access has a couple of portions because one, the curator nice and not all created equal have parents who? >> some shopping around these
curriculum nights and some are super robust and they get lots of information and some not as much. Dewey Standard we have a basic set of criteria that should be included in the 2
week nights presentation because that's primarily the first time that pairs a hearing about much of this. So that's question one. Question.
2 is availability of courses. We have parents who the grass is always greener because there's that course over there where I am not and I'm a school there to access it. How
do we prevent that? Because, again, some of it is well intentioned because, yes, my kid has been taking, you know, whatever for a number of years and wants to continue in my
school is not. And some of it, frankly, is not as well intentioned. It's an opportunity to flee the school for which is owned. So how do we make sure that there is
availability of those courses when there are students were interested, not enough a class per se, but not saying if we don't have 25, we can't do anything at all. policy before get to my 3rd point.
>> So although first and then general Ant. Give a little bit on the first question. The equitable access. You know, it's something we've talked a
lot about as a board. I know that that's a priority. So, you know, again, some of these new course recommendations are intended to create more equitable access in areas that the board has had discussion
around, particularly. Some of the CTE courses, for example. But I do want to point out that we have a lot, of course options on the online campus,
right? So many world language courses, many CTE courses that don't require the hands-on components. So we've tried to use the online campus and the academy's as ways to provide equitable access to highly
specialized courses that typically couldn't be offered in every bay school because of the cost facilities. Again, use the auto tech example. You know, be very costly to put a
repair garage and every single one of our base, high schools having that through the academy. That's something that students can access more more equitably. So those are the types of strategies that we've used. But we recognize that there's a lot more work to do
and we're not in the perfect place right now, but we're working towards creating more opportunities for students and one of the things that we discussed in the October work
session was we're working on CT expansion plan that we should have ready pretty soon. That would look at some additional strategies may be more schools within the school model where students can
access some of these programs either on a full-time or part-time We're looking at a number of different things. it's it's going to take a lot
of multifaceted strategy is there's not going to be like a one size fits all not every school is going to be able to offer every course. >> And thank you for the
question about the curriculum nights. I am really excited to share that building out the the first step last year, which was to standardize what's on the public Web sites this year. We have worked very clever Tivoli with the directors, the student
services at both the middle and high schools establish a checklist of what they should have included generally in their academic advising, but also more specifically in the curriculum night. So we have a
checklist of considerations for their curriculum nights and they've been wonderful in providing feedback. I'm getting norms around, making sure that the most important topics from graduation requirements to course
sequence and then the specialty programs are all included uncovered. >> Thank you. Can you speak to a little bit the academic advising that you just raise?
What's the Adele component? Therefore, guardians and families. Because it's possible that a kid goes pick, saw these classes and the parents don't know anything about it.
>> That's that the primary focus is to ensure that students have personalized planning sessions with their school counselors. And that means that we've come, use to communicate with parents have
primarily been pair of you or millions, depending on the school. So every parent should have access to see what their student has selected before that final day to make changes
before the end of the school year. >> Has access is one thing. Everybody has access to a lot of things that you can't necessarily put your finger on. I guess what I'm asking for is a little bit greater
accountability like a parent checkoff. You know, because that does not exist. And I do worry because having my kids go through, Michael, what did you get? Well, La Di da, Mike.
No, we're not doing that. the parents are not involved in any way, I think that's a gap that I would love for you all to reconsider. How do we bring in the parent has a final check because it's also an opportunity for education. It's not just it's on
Schoology. Go look at it. Gosh. Darn it. Besides Miser. Let me just follow on what Dr
Anderson said last year. It was very clear that we needed and required parents check off for moving forward. So we will talk about that because parents absolutely should have.
>> A sign off on a student's schedule. So we'll talk about how corporate that for this year. Now, that's an essential part of the process. So work
with Dr Presidio this closer to it. Make sure that that's incorporated and implemented this year. All right. So I
agree with my got better at this is very operational. Well, it's it's good information to have. I think this could have been present in. This is not a new I understand this is a request by boards of this is not a negative on you, but I think
this could be in presentation. >> Perhaps board me want vote on this. You know, it's it's good to have the conversation. I think. And again, I appreciate you all try to meet
responsive board risk request. I would I would recommend for this. This board to look at if we're going to look at things like this and say, look pieces. Elaine and I started
program review. topic on reviewing our programs, Mr. Faces talked about looking summer programming, perhaps down the road, a larger more broad setting, the direction
for programming looking at policies around programming at board level. The government's policy board level could then help provide additional direction to you. Now, as we recognizing that things are
changing just as a thought, right unison. You guys are the responses to this is not in a given anybody but I think it's hard to have these conversations in isolation from the other conversation about programming access to
programming. The really great things. A lot of my colleagues have brought up today. So just food for thought in terms of scheduling. I think it's important.
>> 8 in the reading I've done recently and we've had a break and it had a chance to get caught up on articles that have been sent. One of the things that is permanent to think about around the world right now on reading articles
from around the world, not just colleagues in our country. We're at a time right now in K 12 education. That's a very unstable time in terms of planning for the future
because it's early days. We're not really sure about the future planning for for our children and our grandchildren. So I think the having program conversations
and courses that will address those potentials is a critical juncture. I also think that we want to make sure that while we have safeguards, we're going to need to be more nimble given the shifts right
now that are happening rapidly in the workforce, like no longer is it several decades ahead. It's within the next decade that we're going to see significant shifts in the
skills required to be effective. Moving forward site. I think these are timely conversations and I know the staff's working hard. I see
Whitney back here and Jen and Dr Presidio Narcos to Bonnie Marie. Everybody's working hard to think about what is the best match. So you have seen some new courses this year for a future that our
children are going inherit. That's going to look very, very much different than what it has looked like. >> I imagine these made in the conversations happening
perhaps in the 80's. Computing may began as technology got faster and the Internet. I think these prior similar conversations that we're having now in this moment.
>> Yes, similar around process. But I think that is the technology is moving so rapidly right now and the number of jobs that have not come back since the last recession in 2008, which is
over 8.2 million that only require high school diploma. Focus on our ability to be responsive here in Fairfax County to the changing workforce needs are critical
right now. So I just also put into the space that it's not a conversation that has a lot of ground rules right now. Either. And that's why we're going to have to be
comfortable with. At times something that doesn't feel completely settled because knockdown, this is not and it's not going to be. Plug and
play answers It's going to be they're going to be topics we need to wrestle with as a leadership team. Just why suggest, you know, there's this the reading throughout
the strategic plan is innovation and they did. You know, students read, Innovate, Innovate, education. I would maybe suggest. >> A conversation around that fog around what we're doing, you know, could be framed in
are sure to current strategic plan, but you have the board could. But obviously, when we did that plan. Things are rapidly changed even since then to now. So I just think
that there's a broader conversation to be had that could this could subsumed into in terms what we currently offer instead of just talking over, offering I think is is my suggestion maybe on policy.
That was kind of my so big picture suggestion. And I think just something for the board to think about. I did have a timing suggestion around the timing of the the
curriculum nights and choosing classes and IEP meetings. Because I've heard from so many families of students with IPS of tears when their kids
with these quick you'll nights and get excited about taking theater or computers or whatever. And then being told they have to give up the selected for strategies and the selective for literacy and
the selective for workplace development. So what are you doing to make sure the timing of this work? So we're not setting kids up for these moments of of real sadness.
And I've heard from so many families. Timing necessarily because the timing is kind of backwards map from. >> When schools need to
prepare the materials to put in front students and families. Right. So I think we probably need to take another look at the timeline and see if there's some adjustments we could make on that. The most
recent enhancement that we've made to our process for students with disabilities. Tho is the strategies for success class. That's part of the advisory program for students that would choose to
take that opening up a period free period. And there's in their scheduled. We've got now. So that's the most recent enhancement we've made to try to free up more flexibility in
student schedules. >> I think it's a 5th lax ability part right. But that's been a long-term project. I'm glad to hear that the strategies, as you know, has been us. It's a longtime advocacy mind to treat that. So I'm really I'm really glad
to hear that. But in the meantime, what are we doing to best that our students up for? Not that level of disappointment seen and heard some so many people.
>> I appreciate that will will take another look at that. And we can talk to offline, too. If you've got some suggestions or ideas for us to consider and appreciate it. Thank you.
Thank you, Mr. Coming. >> Thank you to us to slow in Jenin. The team for this presentation as has been stated, this is the first time we've ever done this. And I really appreciate just seeing it in this format and having a
party to discuss it at a work session one question that came out of this for me was, you know, I I don't know if this is still the case, but I
believe for many years we were. One of 5 districts of cyber excellence in terms of our cyber education. And so I you know, there have been
several changes when it comes to cyber on here. Right? So first was. Adding the way to Cyber Cisco and the system's tech courses and also adding a
beef, AP cybersecurity. Can you? I understand the first of those 2 are credential oriented. But can you explain why we would add AP
cybersecurity or why we RD, have that given, you are cyber excellence and what this would add to our. Great question.
And we have been increasing as cyber access over the past few years with in the past. >> 3 years we've made cybersecurity fundamentals, which is the standard level course a standard offering. So
it doesn't have an additional weight, but it is a standard course offering for each of our high schools. So any student can sign up to take that course. And then the next level courses have been available through our
academies. Primarily those courses, some of which are available as dual enrollment options. And that is based on the map. And that can be done with Northern Virginia community college courses.
Some of those Kerry one point and wait, if we don't have an instructor who can teach that course. That's where we need to make it an honors level. Even though its axis in the steam content we had to add
that additional 0.5 to ensure that our students who are accessing that and then honors rather than a enrollment can also get the benefit of an additional weight. So standard cyber fundamentals is that
every high schooler available in the catalog, every high school students can then go on to the academy. The AP cybersecurity is brand-new from college board. It was an
pilot this year. We had one of our schools pilot. It the as soon as it was available. We jumped on that to ensure we had some experience developing the curriculum and the pace seen within our school. And
now this year, we don't want to miss the opportunity to have another AP offering, which does not have the same staffing requirements is a dual enrollment classes that are teachers who are in our base. Schools could also teach
that Advanced Placement course. >> now just know that Gentile was one of those schools of cyber excellence. So congratulations for that then.
there was talk, I think last year and we're I don't think we have a really discusses aboard that we're adding coursework on drones. Can you speak to that? So that was
approved a couple of cycles ago. It's remote pilot vehicles that approved optional offering in our division. But it has not run yet. >> That is part of our package of what could be offered in
the new era space pathways that will be developed. So. With that comes some requirements for air space and other equipment that will need follow through on. But we're
excited that that's already approved offering. It just hasn't been offered yet. We look forward making that part of our package. >> Great. And then finally, there's been a lot of discussion and excitement
around Mariachi >> can you speak to the current status as a fixture, extracurricular co-curricular option as opposed to a course
offering? >> Yes, I'm excited for that, too. And that is that I idea.
Actually 2 is establish a program that we gonna have a curriculum and we have being
having a conversation with and to see if Ashley Weekend Trump for that at 2 up to that university as the another
state that they do have a so that said idea has been a little bit trouble because we have we have no being able to
secure Professor. Yes, been really, really hard. Yes, we have tried several times. I know that when a follower the
of our member have been very supportive of that. has been given height. And so we have to try 3 times. And the 3
times. The the N-word. Because we don't just want to bring someone he's going to be just the chin. genius just one time. Hate. Has to be someone
that will elevate and make that a program. And after the program, not only here Fairfax, but also been get to the university level. Okay. So
we might see that in the future. So you're saying? >> No, is going to be these coming semester. We some
candidate we expand. We have been talking with Sheehy who from Fairfax.
>> He is aware let's say. >> Mentor and helping We have a Seminole County that right now we from every song that picks as and California. So we
will see how this going work and make sure that that will work is going to be a. When that high school was the one school and then expand. Oh,
great. And I appreciate all these updates. >> The last thing I ask is that I think it would be helpful for us and I don't know what form it would take.
But this to get some sense of how many are actually taking these these classes as we roll them out. So I don't know if you can think through a way that that could be communicated to the board. I
think that the very helpful. >> Yeah, we definitely can do that. There's different ways we can do it. So was think about that a little bit. Maybe start with some update in the Friday letter. And if you need
something more than that, we can we can do that as well. Centre County. >> Thank I think it back to.
The requirement for parents to sign off on. >> Schedules. I remember I had to sign off on all of my daughter schedules when they took it. And I remembers a family liaison having to track
down parents to make sure that the schedules were signed in. Kids say mom has inside the schedule. Can you tell Because I want to take this course. >> So has that not always been the case?
>> So I think. It has been the case at some schools, but not all schools. And that's the part that we have to close the loop on. Because I have the same requirement. It might
children's school as well. But then obviously we have some schools where that's not happening. So that's what we need to close book. >> And I remembers parent liaison tracking down parents.
I want to concur that I agree that. This is a great conversation to have, but it is very, very operational. And to that extent, I think we need to trust the experts on
that. And then have you give presentations, give us the feedback. And then you know us getting a little bit more information in terms of how it's being taken, how it's not or was getting getting taken.
The other thing I want to recommend a we're talking about CT programming in space. I know that there has been some conversation with some of our Board of Supervisors where they might be able to provide
space in some areas. And I think that, you know, we're going to be having that conversation this afternoon and having that kind of partnership would be really
important to No, no. But having the space for 4. For some of these classes. I think there's an appetite with some
of our board of supervisors. I think that would be a great partnership to have. So I just wanted to mention those those
things and that maybe we should pursue those partnerships. I think with some of our members on the supervisor sports, there's an
appetite. To provide some work skills, training in specific designated spaces at night may not be the schools. Going to
be really fast. You're going to get 2 of my my sayings in one. First of all, I think that we are in a plastic moment and this happens throughout time, right where you have moments that are set
in concrete your moments that are plastic and they're easier to move things. We are in a plastic moment and that's a bet there's a benefit to that. >> Is that we can be nimble and we can move quickly. But it's unsettling when you're in
it. And so I think that if we are going to be responsive to what our kids need, we need Moved through the plastic moment and allow things to to
be plastic and allow us to be able to be nimble. And so I am very comfortable being in the not knowing on this. I want to know I want you to come in. Tell us what we're doing. I
want us to have the conversations about what's working and I want us celebrate the successes with you guys. I want us. You know, I want to hear about the option, of course, is that are working. I have said many
times. The work I do professionally is related to a pilot program that was run 30 years ago. That now is a standard course offering in all of our high schools. And
so there are kids out there that are getting skills here. And that's the only formal training ever had. >> And so it was expensive. It was crazy. Expensive back So I
just want us to stay here and realize that we are teaching kids things that are going to be hugely important for them in the future. One thing along
with strategies like this The strategy stuff is that I want to mention that we need to make sure that we're doing that middle school, too. And the reason I say that is we have so many middle school offerings that are like a
preview of what other electives could be is that I almost think it's more important to have it at the middle school level than it is. I mean, the high school level, of course, is important, too, getting that elective back in a middle
school level where they are taking the surveys figuring out what their interest areas are. I think he's really hugely important and utilizing those advisory times as much as humanly possible for other
interventions that are available. So I would absolutely advocate for getting those in our middle schools, too. Thank you, Mr. >> Thank for what its worth
since to know. What pass to talk about. are these the first time board? Had just kind of the discussion was
with before? time, even before any of the 8 members time. When we used to have subcommittees, we had committee card Instruction
committee. You know, they would engage in this kind conversation and death. With that said that cannot have a structured committee. We work
as a board is I want take rest, it quite a bit. I know you're talking about. Second, the crucial for things. But in
end interest scores. Do you have any we are not hold any and tips to for by? Scores?
>> Well, the elementary program is a lot more standardized, obviously than the secondary program. But there's still differences, right? Some schools offer world language immersion
program. Some schools offer world language programs. Some schools have a steam program. Other schools have more environmental. So typically what happens at the elementary
level is all of those specials. We would call him elected at the secondary level. That's what provides for the teacher planning time. That's where the teacher planning time comes from when
students are in their special class teachers get their planning time. And there has been some discretion on the part of school principals to determine what their special schedule looks like. We still
standardize art music, PE library. All of those things the world languages, steam, environmental, you'll see some differences for elementary
schools. clues could be. >> Creative in coming up. don't own. You have to programs for. Yes, students needs. >> Yes, but within a relatively small, smaller, I
get that because you know the answer to months. From us by state and the Senate and have to meet those requirements.
>> So we are technically out of time. happy to give a minute to someone who really feels like there's something
they really need to. Address. >> So, you know, I wonder the conversation I hear is seems to be more about academic advising, in course, election
and that's a very worthwhile topic and I can't enter the policy of the top. My head, but for me, this is about budgetary limits in seeing what we can afford. We no
longer may be able to afford really specialized courses. As was mention, I'd like to know how much it was cost. And as it was said today, programs have been added here and there
over time by advocacy, not data for me. It's also about equitable access that there were 2 language courses being offered only in high school currently when half of our elementary schools have 0
world language instruction is a budgetary decision. Okay. And the board does have a role. In course development. We have an academic matters about added the superintendent
is bringing for the policy to governance to talk about AI. I'm hard pressed vote on a policy or help create it when I don't even know how it's going to be used in instruction. I'm eager to
share my suggestions on the policy thank you for the time. Alright for members. Thank you. Thank you. Team for your part robust and wonderful
presentation and all you do and we are adjourned.