>> I want to introduce Dr. Stephen Gearing from a ball which may have a different name now, but I don't mean the board knows him out for the work with regarding able. Stephen joined us last year
for our goal for Work session and will be Co presenting the updates today. So we're very pleased to have him with us. We also, of course, missed
Neal, who is our system over strategy and planning in statues are executive director and strategic planning and Dr Ponce. Our chief of Schools
joining us today as well as for of our high school principals, who will be part of the presentation that of the Andy Berke from Edison Go
Eagles. Amy Goodloe, from Chantilly. Go Chargers era Keely from Centerville go Wildcats and Raymond Jones from McLean, Go Highland or so Dr. Anderson, we're excited to
present this report. There's some great data here. And I really look forward to the conversation. Thank you, Doctor 8 and we're very excited because I know the able work has been talked
about in relation to other goal reports. So there's a lot of anticipation to go through that work. >> And to better understand its impact on to student success. Just to kind of set
the stage a little bit. We have about 3 parts to this goal report. We have academic preparedness. We have academic intensity, which also includes the able work and we have the
strategic actions. Staff will present of 3 of these components and will then engage the principals to highlight the work that they're doing. That relates to
these areas. We hope to be able to take one round of questions. Before we break for lunch, a 10th at 12, 30. But if that does not happen, just please hold on to your questions until we return.
This session is anticipated to go until. >> 2.30, 2 o'clock. 2 o'clock. Thank you. So we'll have
plenty of time. And again, this is the cross of our work. >> Student academic success. This is why we exist. So I'm very excited to turn over to Miss Neil to begin. Thank you,
Doctor Anderson and >> this is exciting. It's our final goal report for the year. So I do also knowledge we have some of our goal champions and a goal for
members who are in the room today, including county to Bari who is one of our goal champion. But just if you can raise your hand, if you're one of our. 14 members want to acknowledge all their work that they've for the air. So
thank you. before musty old. want to mention the imports of gold champions. One of things we realized early on as a strategy is we were not going make the progress we needed to
make working in silos. So our goal teams cut across departments, startup or city Glazers here. >> From instructional services to the chief of Schools office
through title one through strategy and planning our region offices, our principles, our schools, right. Everybody had to be involved in on the same team. So I just think that was been
an important strategy. And it Mr. Smith has kept us working with our framework and keeping a coherent Aline strategy that utilizes our resources
efficiently and you'll see the results were achieving. So I'm very proud of the team and the many teams that have contributed. Thank you, doctor, so we will dive on in.
This is our he's our objectives for today. >> looking a great conversation. As a reminder to our public go for. Little
access, an opera and this work deep. Of the goals within. Our 5 measures in Gulf. Screen.
And today. Focus to come. BND. They to in the full run. Research indicates that bite.
He won a require some. Mary Education or we see this reflected. And tensions with 86% of last year's graduating seniors.
>> Planning to attend college immediately after high school. Advanced in CTE, courses can help our students gain skills needed to achieve post-secondary success.
Whether their next step is college career or military service. Fcps offers advanced options in a range of subjects, including in the core content and in a variety
of elected areas. This means our students can pursue coursework that helps them acquire the skills needed to be post-secondary ready while also pursuing interests and
passions through electives. Last year. 82 1% of our graduating seniors successfully completed advanced coursework or earn the CTE can plead or status. And this was also data we
looked at in our Vo 3 report, the overall rate declined by 2 percentage points from the baseline. And we did see several student groups also with declines. These declines
were due to decreases in successful and Vance course completion. While CTE, complete rates increased during the same time period. We also monitor advanced and
CT course taking in earlier grades. And last year we saw in 94% of our 11th graders had successfully completed at least one honors or CTE course in high school. Nearly all
student increases from the baseline and 5 met their target for the year. This data suggests that the vast majority of students are accessing honors and or CTE courses by 11th grade.
However, our students may need additional support accessing college level courses are earning CTE, complete or status before graduation? So it's important for us to look
at honors enrollment in earlier grades as we see patterns emerge. When we look at access. So this slide shows an example of how English course taking patterns. Look over time at one of our high
schools. On the left hand slap side of this slide. You can see how students who started in a standard level English in 9th grade progress through their English courses through
12th grade as opposed to those students who on the right hand side started in honors English in 9th grade. So our students who took honors in earlier grades were more likely to remain an honors and eventually access those
college level courses in high school. We also monitor the completion of honors course work in middle school and last year overall, 77% of students
successfully completed at least one honors course by the end of 8th grade, which is up from 73% of the baseline. All of our student groups made progress and while gaps are closing, they remain
substantial for some student groups. Our next section is going to look holistically at student's academic intensity across core subjects in to
examine academic intensity. We began contracting instructor each side with able last year unable pies, different business rules for who's included in their analysis
based on methodology. So you will see some differences and denominators across these data points. So I'm gonna now turn it over to doctor caring. He's going to share methodology. Walk us through some of the
data. >> I like to think of these 3 has momentum metric. So if you're trying to give students from Fairfax, more momentum
into their post-secondary pursuits. The 3 biggest indicators are the academic intensity. The GPA in the test scores out of the out of these 3 of the 2 that have the most significant or the intensity
and the tests and the GPA test scores are are not as predictive has put for post-secondary momentum as the other 2 we measure academic intensity through a holistic
transcript. Analysis. So we look at the overall body, of course, work that students in Fairfax are signing up for over there for years of high school. We look at things like how many years are students
taking above and beyond minimum Virginia, graduation requirements and your district requirements and division requirements. We look at things like advanced coursework honors AP IB dual credit. How many of those are
they taking? What combinations of those? And we look at 2 indicators in stem. What's the highest level math that students get to very productive, a post-secondary readiness and do they do
something in with a bio Kim and physics progression also very productive for stem majors. So all of that is measured on a continuum. We scored those transcripts on 25
points and our data science team as track students going on to trade school technical school. To your for your and we found of students can get to 10 points out of the 25 total possible points in math,
English, science, social studies and we're language that they have much more post-secondary momentum. So that's that that momentum benchmark in intensity, which will focus most of our time
today. We also have 2 other Metrics GPA is very close to academic intensity in terms of its predictive nature. We have 2 metrics in the data that we provided. But the one that's
the most productive is the 3.3, 3 unweighted GPA were waiting our courses in your intensity. So we're not waiting and twice. And then we also gathered from you while you're sat, HTTP SAT scores
and we included students highest scores. That's not as predictive is the other 2, but it is a really good triangulation point. So all of those together are the momentum metrics that we use to measure students from
Fairfax, the likelihood of moving on in rolling coming back for a second year and completing some sort of post-secondary study. The one that will spend most of our
time today that aligns with your goal for very closely as the academic intensity. We looked at again how many years they took, which is what we call persistence. Did they go
above and beyond the minimum requirements with that advanced courses, the combination we as I mentioned, 5 subjects and we looked at only students who had 18 or
more credit. So we're looking at big picture trends in your data and students had 18 or more credits, what their likelihood of being post-secondary ready.
>> This slide shows that combined baseline with data from both the to 2024 2025. Able cohorts and the stars that you can see on this slide indicate are targets for the
2026 Co court. So our high schools began piloting using using the abl analysis to guide course election for the 2025 school year. And all of our high schools are currently using it for next year's
course. Election because we do not anticipate an impact for the class of 2025, we have adjusted our targets to begin with the 2026 cohort, which is a more accurate reflection of
the annual growth that's needed to meet our 2030 targets. So 74% of our students at baseline meant the academic intensity threshold. And this does vary significantly by student
group, which indicates a need for more systemic response. >> Again, there's 2 ways we measure the intensity on the left. You're seeing the
advanced coursework. So this is combinations of honors. AP IB dual credit which students took at least one of those courses at some point in their 4 years of high school. And
you can see that the strength for Fairfax County is your humanities. And I I do want to comment. We measure these intensity metrics all across the United States your
division in general across all of your high school's has much more access to intense coursework than typical school You all are doing a great job on opening access across the
board. We benchmark all of your schools every one of the Fairfax High schools that we work with is outperforming similar high schools across the United States. In terms of giving students access to
intense coursework. So clearly a good to great situation with you all. You all have done some incredible job opening So the left is the advanced coursework on the right is the
4 years and of course work. One slight difference from what you all do is we don't include all courses that you might include as meeting your
graduation said another way. We're looking at post-secondary preparatory courses. So is that course considered a post-secondary preparatory English course. Our math course, even though it might need a graduation
requirement. What work, including in our analysis is a post-secondary preparatory. So if you see something like 95% of English, that's impossible. All students in Fairfax have to have 4 years of English. We're excluding some courses
that don't meet that post-secondary threshold. Number as part of our analysis. Here's an example. So the 2 areas, again, your strength is in your humanity.
So you all have done an incredible job. Opening access in your English and your social studies of the areas. We're going to focus on our places where you're good to great situation could move you
one step forward and we'll start with science. You'll see. I. A couple of big pieces here in the science data. First of all, it plays out
differently by student groups of families are navigating your course catalog. So one thing I can say about your course catalog. It is incredibly rich. Incredibly varied. And when we stand to
see that, we often see when we work with school district, lots of variation in how families can navigate that course catalog how interpret. What is that elective that I
might take my junior or senior year. Why would I sign up for chemistry course or physics course are in IB commissioner here? I'd be physically. Why would I why would I do that? So the more choices and
options you have. We tend to tell school divisions, one of 2 things, either pare down your options or increase your guidance under advisement and will talk about. We'll talk
about those are strategy. So you'll see it's playing out very differently in terms of families access, particularly for your multilingual students, students with disabilities, Hispanic
students and African-American students giving less access to advanced coursework and also showing less persistence in science. >> So this slide is looking at our data for the senior cohort
over time. And we also see similar rates of persistence and science overtime with a slight decline in recent years. >> The other subject where you
could have some him some games is in your math course taking again, very similar trends with this same student groups, multilingual students, students with
African-American, Hispanic families, less likely to get access to advanced math and persist into a 4th year of mathematics while enrolled in high school.
>> So our advanced math Corps seeking in high school appears to be linked to earlier and tree into an advanced math corps and these patterns suggest that to close gaps and increase access to higher
levels of math in high school, systemic changes will need to be made in earlier grades. So one of the ways we're addressing this is through the intentional focus of increasing equitable access to algebra, one by 8th grade as
this allows more students access a broader range of both advanced math and about science courses in high school. So while the majority of our students are graduating with one or more math credit
be on out too. We have seen a decline over time for a senior cohort. And that is part of the reason why more than half of our high schools have identified math. Persistence has been area of focus as a
part of their abo work. And we'll talk about that more with our principals today. >> Out of the 5 core subjects, the other subject or you all increase access in near
intensity as world languages >> you'll see some of the same trends in your in your data one of the big difference is is students not persisting as much as the other 4
disciplines. >> Beyond that second year. So typically students are stopping after that second year. That's one way that students could continue when we work across the country. We tend to see a couple a couple
different things that school divisions are doing in this area. One really focusing on native speakers and increasing access through competency-based assessments and trying to provide
opportunities for students to get more years of world language transcript ID into there transcript as they move on to represent their actual gifts in their native speaking. Also, some school
divisions are doing a great job across the country on taking native speakers and moving them into dual credit course work. And that's probably an under tapped area for Fairfax where you all can
do a better, a better job on on providing more native speaker access into dual credit. AP IB course sort as opposed to just using competency based testing as an
end point destination. >> So we also providing some data that looks set. Our students graduating with 3 or more years in any language.
And last year we saw 77% of our students in the senior cohort graduated with 3 or more credits in a world language. And this rate is higher than the abl analysis. Primarily because it includes
credits in were language that weren't in middle school, which are not going to count. And those persistent years as well as teens pursuing that 2. Plus, Shinzo 2 years into different languages. It also
includes our students to end their road language. Students at after 3 years of studies and don't go on and persist throughout 4th year. We have 3
strategies. didn't course taking that prepares them for post-secondary opportunities and success. >> Our first strategy is building the pipeline to rigorous course work in high school. We are focused on
exposing all students to consistent record through our honors framework. Regardless of the level, of course, that they are taking through programs like avid. We are equipping students with academic habits that students
need to succeed in advance courses this year. We are also expanding the a bulwark 2 middle schools to better prepare students for academic intensity in high school. A
focus of this work will continue to be access and out of Erwin in middle school. Let's report it for goal. 3 as seen on this slide. We have seen increased enrollment just this past year with large
gains for our multilingual learners. And as of yesterday, we are projecting around 84% of our next year's 8th graders will be rolled out over one or higher. This is a celebration
and the successes do the work of our amazing school teams. Finally, we continue to support students who are academically advanced but may face barriers to exit
accessing advanced courses, such as young scholars program and our work with our twice exceptional learners. Our second strategy addresses how students are enrolled in the
course is and how families and school staff guide those decisions. Key actions include academic, advising checklist and public-facing resources for families, strategic
scheduling practices. able work that monitors whether students are accessing rigorous pathways increase teacher capacity to serve students with disabilities and
inclusive standings. And a new parent you feature allowing families to review and acknowledge course requests. The timeline shown here maps out the able scheduling rollout all comprehensive high
schools are implementing this the spring and the class of 2027 being first experience one full year of impact building through 2030. As part
of the strategy. We have 4 of our principles with us to highlight some of the work they're doing at their individual schools related to scheduling an academic advising practices. I'm going to invite each one of them to
share some highlights with their work, starting with Dr. Good left. >> Well, hello and thank you
for having me today. I'm really excited to highlight the able work and the impact that we're seeing just in this first year. Our goal Chantilly. High School. Our main focus has been persistent and mathematics. And that
aligns with our appear medical in the Chantilly pyramid, where we're focusing on equitable access to advanced math course work starting in elementary and then leading to that persistence of 4 years of
math course work in high school. We did notice when we first looked at are able data that we were seeing gaps with multilingual learners as well as our students with
disabilities and persisting in math. But also that persistence was a common trend. We're saying students drop off a 12th grade. They were no longer taking math. And we do know that it's very
important indicator for post-secondary success to persist in mathematics and take at least one course past algebra 2. So that has been our main focus this year a few things that have been
strategic moves in terms of the impact for us have really been that focus on course advising as you heard in the presentation. We have a very robust course catalog and
Chantilly has some very significant choice and broad range opportunities in electives and so many students lean into our academy and CTE programs may not see the value in persisting at math. So
we've really focused in on looking at that data. We noticed this year that we have 100 seniors who were not taking mass. We looked strategically at our course rising structures to identify
the students who might be in terminal math courses. Algebra 2, for example, and and have strategic one-on-one conversations in that advising conversation where it's not just what do you want to take.
But here are some math options you should consider taking expanding our course. Pathways has been another very important strategic Gentile
offering data science offering a trade and stat combined year long course offering additional math pathways in dual enrollment and a peep recount and really helping all
learners. Understand those classes are accessible to them. That started with professional development with our math departments and also communication with our
families. So this year we instituted during are advising timeline, zoom meetings by grade level, the DSS and I conducted those meetings online with families and we had over 400 families access
those meetings this year. So we could talk about course pathways. Why is it important to persist and math and science? Why is What are the differences between dual enrollment courses and AP
courses? What is an honors course? Look like how come every learner access those courses. And what are we noticing so far? We have an increase in 7% of students
persisting in math for rising seniors. And so what that enrollment looks like is 91% of our seniors are currently opted into a math course for next year. But when we dove deep into our data and our
last session with Steven, we noticed that that percentage is actually closer to 98% of our 12th graders because within that number, we see our students who are graduating out of cohort are students who
are accessing our step programs in our extended special education programs. You may no longer be in mathematics courses and also our students who are so far advanced that they are taking
online courses through alternative programs and therefore do not register as currently having enough course. So want to be really clear about that. 98% of our seniors will be taking meth
and persisting in 4 years for next year. We have also seen increases in science, persistence and our students with disabilities and our multilingual learners
increasing their persistence in math and science. So this work is really exciting. I think that partnership with families and with teachers to talk to students about what
the pathways look like is as critical to ensuring that they maintain these course choices for the future. Thank you, Doctor Goodlow. Now like to
welcome Missus, Jones. >> From a clean high school. Like Dr Goodlow. I'm very excited to talk about able this is a tool that I wish I'd had when I was a school
counselor and ATS S we are finding it incredibly useful at McLane. So what we found when we started digging into are able data was that 87% of our students identified as the
the ready or highly ready for post-secondary work. However, only 19% of our multilingual learners are identified as ready or highly ready for post-secondary work. And only 45% of our students with disabilities were ready. That
was alarming for us at McLane High School. So that led us to focus on 2 goals. One persistence in English and access in more languages. That is where we found our gaps or
English. Abl data showed a pattern in students beginning advanced course working glitch classes, but persistence declining. This led to target conversations with students and reveal common things that lead students dropping out of
the courses in our school. What this led us to do as a school is look at why that was happening. So through those conversations with students and parents which had not always been happening for at
the level that today able data allowed us to have. We found that students were worried about several things. One teacher preparedness. 2
instructional delivery, the format of the courses and the workload and of course, difficulty as a result of that. We're now redesigning the format of classes and rethinking how we select the staff that teaches art Vance,
coursework McLean. English. Teachers are also participating in their first first vertical CT, which I'll talk about a little bit on Friday with both our elementary and middle school
from Patriots. Able data. We also found that a world languages is an area which students have more potential to access, rigorous course work, but they weren't able to because we didn't offer the courses that they needed at
our school. So this led to us after reviewing this information, we decided to run Spanish for her to speakers for at the honors level next year. And we're already seeing an increase in the number of our multilingual learners who
signing up for that course already. We also think that's going enhance our AP Spanish language enrollment in the future with Spanish for here to speakers for honors as a bridge to the AP course for
those students in talking with the families and the students that we've met with. And we've met with about 45 of them individually. They are excited about this option. They were waiting on this option and we would not have been able to
identify this without our abl data. House is change or will change our ways of working with staff students and families. One we're having more individual conversations
with parents and students because the abl data allows us to identify students by name. We're able to reach out to individual students, individual parents where we may not have had kind of that overview of who it was that
was taking the courses advanced coursework our school and why they were not taking them when they chose to drop out of those classes and not persist or why they chose to not sign up at all. We also
have more pull that proactive outreach historically and or identified students and families, which is leading to a broader range of students being identified to take coursework greater access, greater interest, greater excitement about the
coursework. We're able to generate that as a result of our abl data. We also have early identification of support for stark Lee underrepresented populations happening Longfellow Middle
School who is also partnering with us in this work is one of the middle schools who signed up to pilot this. They're also excited about this work. And so as a result of that, we reached out to our elementary school feeders and we started
a vertical CT Anne McClain pearman. The goal of that seat. He is to work on one early identification of students who are historically underrepresented for advanced coursework and to figure out
what supports those students need. Starting in elementary school to be able to carry them all the way through to graduation with advanced courses. The second goal of that is to make sure that students who are taking
algebra at the 6th grade level and the 8th grade level or 7th grade level and in the 9th grade level or receiving the same level of instructional delivery, the same instructional planning from their teachers no matter what
school or what grade level they're taking. That course work in. We found through our able data that have of a really is a foundational course. And when students Miss
key concepts of key. standards or key, don't come out of eligible with certain skill sets that they struggle when they take the higher level coursework. So by aligning vertically across the
elementary, the middle and the high school, we hope to be able to identify those key concepts are that students need to be able to be successful all the way from elementary school through graduation. Early impacts that
we're seeing are closer alignment across our pit pyramid in scheduling practices. These are conversations that we've not necessarily had with the elementary school because who thinks we should talk about high school courses with our elementary school friends.
They are excited to do this work with us and they're excited to be on board with us doing this work. So we are very that the able data reveal some of these gaps for us because it's changing our
practices, not just at McLane High School, but across our permit period. And we also added increase election advanced courses in world languages for our students. Those are tangible outcomes due to the able data that we
had. We're still learning quite a bit about how able can support our work with students. And most recently were provided access to student data that demonstrates where students can level up. So these are children that we
might not identified for. advanced coursework. But looking at the profiles of similar students who take an advanced coursework and been successful in the past, we were able to identify a new group of students to reach out
to those families and those students to suggest that maybe you should take this math class, maybe you should take this English course. Let's try it. And we're excited to say that the majority of those students are willing to give
it a shot and they are changing their course elections for next year so they can go into higher levels of courses. And finally with implemented a small group for executive executive
functioning skills during our Highland or time. And we're looking to expand this next school year. As we build our master schedule. What this report does is offer students the ability to take a course other than strategies for
success and enhances their executive functioning skills for rigorous course work so they can be more successful when they go into these advanced courses. Thank you,
Missus Jones. Now you're from. This is burnt. >> The principal of Edison High School. On the
>> Thank you again, everybody. It's nice to see everybody today. ♪ okay. It's nice to see
everyone this afternoon. >> At Edison High School were currently focusing on persistence and our world languages and taking high or low world languages courses. When we looked at our data, we
saw that that was our lowest compared to the county data that you saw out there. One of our lower area. So we decided to tackle world languages might be a little different than my counterparts that are
tackling kind of our math and sciences. But world languages, some may just move the screen world languages is an area that not prepares them for high school but preferred
pairs and for the world that we're living in as well. So we found that as an important area to tackle and it's one that are multilingual learners or students with disabilities
had the biggest gains to be to be made and as well, not to say that we're also not monitoring areas such as math in English because we're also looking at that data and making adjustments on our
scheduling for that as well. >> But from our app, able data. >> My colleagues are also in the same document and my
screen keeps jumping. Dry. moving target sorry. so from our able that again, we found that students are not
completing 4 years of the world language, even our heritage speakers. We're not going through one levels. One through here to speaking. >> or accessing the higher level IV courses. So that was
our focus for us this year, especially during academic, advising having specific conversations with students about continuing on, even though it might not be needed for a graduation requirement
to go into that 4th level. How that can impact them once they leave school. We also targeted during our curriculum fair. Our world languages was up front and center so that they
were in the be seen as everybody walked in. So we gave them prime real estate and and our Latin program, which I know lat MS, it's growing. We have 80 contracts
inland. That's how much it's grown this So we are continuing to grow our our World languages program and that way. We also saw that we had a gap in math for our students who were taking IB
math. They didn't have higher level course for 10th grade to take. So a lot of them are taking profits after things like that. And our 12th graders who weren't in the IB curriculum didn't have a higher level math to take as a
12th grader. So this year we implemented our deep recount class that on our 10th and 12th graders can take and we currently have one full section and we're busting, I think into a second section of that as well. So something
that we're continuing to kind of keep track of and monitor. Things that have changed. We've really focused again on specific conversations with students and families during
course election and having conversations about even after graduation at what that means beyond. We've had targeted course. Election discussions
for a 10th graders because those are the students getting ready to access or IB curriculum. Sri the coordinators gone into every advisory and had specific conversations around the IB curriculum encouraging
students and then also having that that communication go home to family. So they're aware of the conversations that were had about the higher level courses. This is also
allowed us to have real-time analysis and looking at trends before a master schedule is actually fully created. I don't know if anybody is trying to create a master schedule, but a lot of these changes come in. Do you start
to place things and then things start to move about. This is allowing us to look at that data prior to that and make changes before we start setting courses into place and making sure that kids are in
the right place and those conversations are meaningful with families and not rushed in the summer like we Now we see this trend. It's allowing us to see it in real time and really have those good
conversations. Some impacts we've seen again, like I mentioned, we have some increased on Latin sections. Are French program has also ground. >> We've seen a 2% increase in
advance course work and persistence in our world languages. Since we've started target this area >> I already talked about the
GED. >> So continuing as we go on, we're going to continue to look at our students. We have use now where we can see where that it targets and says, hey, look at the student to see
they might need to level up. So we're continuing to look at that this time of year is the best time to do it again. We haven't built our master schedule yet. So we're allowed to kind of have that flexibility make those changes
that we need to make continue again to monitor enrollment and are different areas and it's also allowed us. an application for our career
Pathways program for I B. So we're not only looking at this higher level classes, but how can we Pierre that CTE, pathway with the IB higher level curriculum. So that is
really allowed us to kind of look and see that need and very excited about being able to start offering that program here in the near future. As
far as vertical articulation, we have an advance academic pyramid night. Coming up. >> 2 weeks from now where we are going to be talking K through 12 about advanced
academics and the Edison Pyramid. So we're very excited about parents being able to kind of see what what it looks like, an elementary, how that translates to meddle and what that looks like in high school. We already did one
advance specific math night. And like you said, talking with the with the 6th grade parents about multi of our math. They I think we're sitting there a little bit with the eyes open. But if you
start taking eligible on that, that young you are looking at some of that higher level math courses. So I think it was nice to start those conversations at the younger ages. And I know the parents appreciated that as well. And
again, just anything else. I kind of just summing it up a little bit. We've really been able to combine be able data, which is given us a very visual way of looking at it. A
lot of this information is insists, but unless I am not be look up, facts look up. You know, all those different lookups. This is giving me a very easy way to go in and find that information that
would have taken me a long time I would have had to use other people to to get that data. But that data combined with our inclusion work has allowed us to continue to support students accessing
that higher level coursework to provide strong tear one instructional strategies and pathways for all students. So
just again. Thank you so much. Missus Burton next tournament asked Dr Healy and please share what's happening at Centerville High School yet
>> I know. Yeah, yeah, that's That's my So again, like my colleagues, thank you for the opportunity and, you know, similar or even as a former
DEA SSI nerd out about this kind of stuff. So. At at Centerville, it's interesting, you know, coming into it because the process, the dirty Harry sort of started when I
came in and so is interesting kind of get a sense of diving into it with with the team. And so what we did is we really looked at there's the 2 areas that we decided to focus
on where math, persistence and then advance science course taking. Those are the 2 areas that that we saw at Centerville that we need to really be able to address and
what what's great about the data is that it really helps you to begin to ask the questions around. Root cause is right. It is it a course. Pathway issue isn't a prerequisite issue. Are we putting our re putting things
in our own way are in students way or is it a mindset issue? And so our data really show that our and similar to my colleagues, radar, ml students and our students with
disabilities. We're not persisting in math or taking those advance courses. And really when you think about especially, you know, Senator, when we have multilingual learners who are level one
students coming in 9th grade, right? Oftentimes those students are put in right double blocked for me. The old math classes, which makes it very difficult to persist right on on forward. So if we
started to be able to have some conversations about how we can creatively work getting the students, the skills that they need to be able to address it, recognizing that some multi year work that we
would have to do. The other thing that we notice and you saw the presentation that our students who are in standard level courses remain in standard level courses right throughout the duration of
their high school years. So right, how do we ensure that the level of thinking we're asking our students to do and standard level courses is at the same level that we would
ask our courses to do and just allow them some additional support to be able to get where they need to go. And also what are the mindsets of our teachers right in that working with the mindset that
we have going into this? Do we really believe that all students write can are capable of learning at high levels? So? How we how we change this year. We really utilize the
data kind of as as a baseline. We did some real intentional conversations with students during academic advising and even just slightly changing the language. I think, you know, Dr. Good spoke to this
change in the language from. Do you want to take this class to hear the options that you have, right, even to something as simple as that because perhaps students aren't even thinking about what what their
possibilities are. At Centerville. We have some that we call core days. So in December we spend a couple of days. Our teachers talk to the students about all the
potential options for where they can go from the course that they're currently sitting in and what we really tried to do is emphasize, not just like, hey, what are the core
sequences? But we had our teachers talk about what are the skills that students need in order to be successful raid in whatever the next classes so the kind of early impacts
that we're seeing is first. It definitely allows us to clearly identify students right who utilizing the data who are not persisting in math, who could Traore who aren't taking advanced science
could. We've had a real emphasis on classroom instruction or to instruction this idea of what is the level of thinking with the task. We're asking students to do so that we can make sure that all
students are capable of being able to reach that expected work in advanced coursework. We also identified our rising seniors who are not taking
right a I think colleagues talk about to write. That's kind of a place where we want to make sure that we want to look at are out 2 students, make sure that they can persist right beyond that. And
we cross referenced that work with also student's GPA. What was their core sequencing so that we can really be specific and targeted in the students that we having conversations
with. And what we saw a slight increase in our students taking advanced science courses for next school year. And what? We didn't see again in the math. Persistence we were hoping for for this year. What it does allow us to do is
be able to be really strategic for next year. So in terms of our implementation, it's early identification. Earlier conversations with students, it's increased family
engagement. So making sure that our our families are aware of what a four-year course pathway looks like and what the options are for students. And then it's also being really strategic about what are the courses were
offering. As you've heard, we have very robust options in Fairfax County. And when we talk about like specifically multilingual learners, how can we ensure that our lowest of the most able learners are
getting the background knowledge skills that they need to be able to access that advanced rain. And I think that there are core sequencing options that we have to be
able to allow them to really build that those skills. And at the beginning of this year, we implemented an AP workshop at the beginning of the school year for 9th graders who are
taking AP human geography. And we found it to be very successful because it was their first AP Class Wilson. Now, how can we expand that to any student who's taking their
first AP and be able to provide them? And that that course was really just focused on executive functioning skills, study skills, things of that nature and that in and
of itself gives students more more of a foundation to be able to be successful in the future. Thank you all for
being here. And for all that you do for our students. Our final strategy focuses on
expanding the credentials and course options that signal students are ready. >> For what comes after high school. This includes brining the number of advanced courses that counts towards diploma
requirements. Continuing to grow CTE, pathways and industry certifications. Partnering with our colleges to support transferable. Dual enrollment credits and
expanding access to the world languages, credit by exam. The results are encouraging. As industry certifications grew by nearly 1800 from last year to this year and total
credentials earned are up by nearly 2,500. You can see these data on page. 29 of the full report. This is meaningful growth and that
reflects expanded access to career connected, learning. To summarize our key findings from Gulf or report Vance and career preparatory coursework
support student success after graduation. Well, 82% of this year's senior Cole Heart completed advanced coursework or earn CTE, complete or status. That rate has declined
from our baseline. And we are not yet on track to meet or 2030 targets for most groups just under 3 fourths of seniors graduated with advanced coursework and
academic and 10 city in core subjects. The gaps between students groups are persistent and appeared to form before students reach high school, meaning our interventions focused on earlier grades are
essential. This work has both policy and budgetary implications as we will both need to continue to increase teacher endorsements to respond to expanding student
access and both math and earlier grades as well as teacher endorsements for college level courses, supporting expand access to CTE will also require thoughtful planning to address
staffing and building capacity. I will now turn the meeting back over to our meeting managers. Thank you very much for all that
wonderful work folks. We have about 8 minutes before lunch. >> So that is not a lot of time to get a comp to get a lot accomplished. However, we could perhaps have one board
member ask their question and we will then reconvene after
lunch at 1 o'clock. This marriage want go ahead and start.
>> All right. Appreciate frontal is being here. this will I guess inform them as well. So I just need to raise world language instruction again. I you know, if we are tracking it, we must
understand that. But one thing this board has brought up, I just put the whole roster together 2024 work session. 25 work session on secondary work. We had a form in January
saying we were going to schedule a work session on world language and this doesn't even touch the stuff earlier. So I just, you know, to keep giving us the state about world language, Dr Reid
and we have done nothing substantial into our ports here like we just keep talking about it. And we're certainly not doing anything to drive the change. So I'm not sure what the strategy is. The
staff are doing to ensure that world language intensity it is taken. I also must share the experience. I have my 7th grader this year. My 7th graders dyslexic 20% of the
population is dyslexic. He was encouraged again and again to world language because that is what the state says is in advanced diploma. However, research shows that unless there is differentiated instruction dyslexic high,
terrible time with world language. So finally, he said, OK, mom, I won't take world language. That means no ID diploma, which we was going to do anyway because you need 5 years for that. So if 8th graders don't know that in 5
years, they want to take their IB diploma. They're done and also just continuing to tell a student with a disability without up reading instruction that they should go for the advanced diploma. So he's not
gonna get an advanced diploma. But he's an advanced math and science. And that's going to serve him well. So until we change that narrative for kids around the world language and we're trying to get to 100%, I
don't think that's a good goal for kids. And until we talk about world language instruction, how we're doing it well, and who is going to be set up for success? I don't understand why we continue to
measure it. We are not setting kids up for success in this area. Thank you. >> I'm happy to Certainly
appreciate the principles being here and appreciate the work of the leadership in a school as we shift paradigms right for children. And I
couldn't be prouder this morning as I listened the work you're leading right now, it's transformational. It will. The changes lives and we have to remember that the work we do
in public education isn't just about those 12, 13 years. Children are with us. But it's the doors open and the trajectory of the rest of their lives are setting them on. So thank you. Thank you.
Thank you. The world language P several of you talked about that. And I know Stephen brings national data about why that's important to consider persistence. Several of you
did share strategies about And I think your point Miss Maren around students with disabilities being able to access that we're certainly able to contemplate the differentiation strategies for
that. But Stephen, would you take a minute just and talk about why world language is included in the topical areas that are part of the national research that we're taking
this work from. It definitely. >> The evidence shows that we're a language has a a big impact on students, post-secondary trajectory. So 1, one piece of data that we shared with the schools, it's
actually one of the most productive out of the Students who do take were language and persist. It's one of the most productive, particularly for for your lot of 4 year.
Universities require it does something in our brain. We're still learning it does something rewiring our brain and our neurons were finding. >> Elderly people who speak multiple languages for
example, tend not to have dementia at the same rates like would it literally does some some That's good news.
>> And it's a lot less. you media to the court hiking elderly people at this it does something to our brain like music does like, like mathematics literally. I don't
think we quite understand, but it connects neurons in ways that we don't know. So. >> I agree with the board members comments about making the course accessible. World languages actually can be one
of the most accessible courses out of all of the core subjects. If you use really good, instructional strategies and there's some great instructional strategies that can be done with world language that make it
incredibly hands-on incredibly engaging in is actually one of the subjects that students with disabilities or students could get access and have some of the most early success in.
So the data shows that students who take rolling, which it's highly predictive. And if it's taught well and use some great, great instructional strategies, I've
been fortunate in my career to see some some world language classrooms that are so highly engaging that student could not not learn if it's done well with good, good
instructional strategies. So I think it's good to your service in that. Well, thank you. And have the time or I'm and I'm pretty sure didn't was 3 minutes. So just if I could finish. >> I feel like the promise of world languages being dangled
in front of us with no concrete steps. I'm well aware of the benefits. That's why I am advocating again. May 7, 2024. The board had consensus at a work session that we
wanted to focus on this December 5th. We talked about course election and secondary coursework January 13 work session we're going to schedule a topic to talk about where language and then here
today. So if it's so great, what is your plan? Doctor Reed to make it more accessible. And also we have a history of providing a lot of world languages in this budgetary
climate. What is the plan to provide meeting will language instruction differentiated as it needs to be and fix. This is 2 years not to mention the work in 21 their office either
either. And I did to analyze it. Nothing has changed. That's 5 years. Actually. I think you heard today that actually is changing because of the strategies employed. We
are increasing the number of students who are >> persisting in world languages. And I think it is if we're going to take a or at
scale approach, it's going to require some serious budget commitments which again is another. We're gonna have an opportunity to talk with our state education leaders around that being a priority for
Virginia as well as our Board of Supervisors and state delegation because the level of funding to provide that level of robust wrap-around support it's going to be
significant. So those are choices that will need to be able to make I appreciate that. But Dr Review have not brought us and choices. We have not seen what it would cost to thoughtfully, expand real language. And I will say
amazing examples and amazing work. >> But we we keep hearing piecemeal approaches. It's not everywhere. What is the comprehensive approach? That's what I'm seeking. Thank you,
Miss Mayor and I do want to take this last minute just to say thank you to for being here and we look forward to seeing you back at 1 o'clock.
board members, please hold on to your questions for 1 o'clock. So it is now.
>> 12, 12. 29. We are going to
recess for lunch.
There's nobody year. I'm going to then begin to ask all of my questions. Yes, here we go.
Question one witness, the a question to question 3. Okay, can Tom can you reckon all the
people we have only a now
left.
Started because time is not on our side. This section. This portion of the work session is too. And at 2 o'clock and we want to make
sure everybody gets at least one turn. It seems as if we had less time than we anticipated. She is not here with us. So I'm going to move on to the next Speaker, Mister
Moon. Please go ahead. >> Thank you, doctor and the Senate. I want to wait on to Someone like Alex. We time.
>> No. Go ahead, please. Let's start we we have Not a lot of time with the clerks. >> I don't know their discretion should go to law, decide to adopt a read on that
sign. Some actual total questions that I have included. Whatever we do. Whatever we What it lead You
know, a school How do we know that's making difference in our kids? Success in college and beyond.
>> So I think we're looking at the NCAA Clearinghouse data as a piece of that. But I would say that when we base our theory of action on research, best practices right, that our
national models for best practice that of tremendous amount of research behind it. I think we can be more confident that the outcomes are going to be positive for
young people. So I deferred to Dr Gehring to offer some amplification of that. I think 1, one piece of evidence that
you all do a really good job of tracking what graduates aspire to do when they're seniors and the end, their exit in the system. >> And to Dr Reid's 0.1 1, there are huge advocate for as you all should track your
students moving on to post-secondary the percent of students who do not just say they want to actually do move on who actually come back for a second year of a multiple
year program and who complete and get post-secondary degrees of those 3 metrics there lagging metrics. But I definitely think should be part of your long-term vision to actually see. Is this
making a difference are more Fairfax students enroll in somewhere. Coming on back for second year and completing us a program of study and
obtaining some sort of certificate, apprenticeship or degree. Those are those are key metrics that every school systems for is that is that a score districts somewhere out to our?
>> That eased are ready to. And that has been doing that, that we can use. Adopt as a mater. >> Yes, yes. There are school systems that are doing that
and regularly track that. So I definitely definitely and you all have that data. So you you're you've been collecting the data now, its aggregating, the data and actually using it to track in.
>> Adena to your future board goal reports. >> Mr. And I would just add that we do track some of that data report out some of that data. But I know the board had has asked. I think this year, the goal 5 work session for
some additional reporting on the National Student Clearinghouse. think look forward to that. Next question that I have too. Calling me if
I'm wrong. And I news we have. We're not showing that. I want to go rich. Even falling behind baseline. And does
that, includes our. Graduation rate who are? College entrance rates. Because I remember I remember, you know, going back
many about 90% of college students. When to college versus what we have right now.
86. As the 86 with last is generally national trend? Our college going rates exceed the national trends, but we could provide schooling declining,
whether that's a national trend. Yeah, I would have we'd have to fill up with some additional data but happy to do that, Mr. Thank you. Thank
you very much. Missed the moon and that will go St. John-Cunning. And if we could have the clerks began the time. Thank you. >> Okay. So I had some
prepared questions. But before I go to I just want have some questions for for the principles. And first of all, I want to thank all of you for the report and the work and I want to thank all of the principles that. Shared what
they're doing at the school because they know that, you know, down in the trenches work is really valuable. And that's how we operationalize it. Everything I know that's very valuable. And I thank
you. And I saw one of my to her head a lot and I'm very happy to see that there are 2 principles for that were former diocese. >> One of the things that you
said Mr. Neal, was that when you would when just want clarification, when you say that the lowest level month filing will students that come in? Are you talking about the lowest level in language
acquisition for content that was ishan. >> Yes. So what I was referring to is students with GOP level one so would be their English language proficiency that I was
referring to more often than not. Those students are coming in and being placed in great remedial math classes or, you know that remedial English classes, things of that
nature. >> So so that leads actually to one of the questions that I had. >> Regarding our multilingual
learners and how. >> We take in credits from. International transcripts and what their level of content
knowledge is because sometimes there are 2 different things. And I have concerns about that. Putting a highly. Academically successful
multilingual learner in the lower level course. >> And Amanda, maybe in Bay Ridge to come up and next to this glacier because there may be some additional questions
on this. But just just to clarify the comment, we're talking about students that have interrupted formal education. We do an in-depth transcript, analysis of every multilingual, learner, student
or any student transfers into the system. We do that through our central registration process. We assess them for math content skills as well as English language skills and then we get the wheat
assessment scores as well. We triangulate all of that data to figure out like where they have some learning gaps. So when we're talking about students that might be in remedial classes, those are students typically that have had a year or more of
interrupted formal education may be on their process to, you know, and rolling and fcps. So those are students that are typically several grade levels behind in terms
of content, knowledge. need some additional scaffolding to get to the point where they can make graduation requirements. So I don't that say. I know that you've been
working on this project also didn't know if you want to add
to Dr. Presidio response.
>> Yes, I wanted rcia if you can. It just. I was just
listening if you can actually has, again, that they specific question. >> So so my concern is that we might have some multilingual
learners that come in. From their countries and they are advanced academically. Are there certain place? I give them a cleat, but then because their language skills are not where they should be, where
they're placed. And so. Dr Presidio kind of help answer that. And so that Mr. Neal. But my question is follow-up question. Do we have that data
of? Of our multilingual learners to commend who are the ones that have interrupted learning and what do they need? And then the ones that don't. And then is there a place for them if already
taken advanced courses in your country and you know the content, you just don't know the language. I want just to add to that want to at. >> I believe that we can do a
better with that. I wouldn't do. I have seen a lot where on children because we don't I was said language barrier.
That we don't necessarily as says the prior knowledge like I have seen this season that they could be n. Calculus, probably that because English
language they had to be and remedial classes which put them in and really behind. And rather than be able to. We
have made in 4 years Get all that created that they bring with them. We actually put Them Inc. And that's the play Sunday. It will never meet this time. They're seeing for
years. >> no way. >> So I think that we could do a better job with that. Definitely. I'm 100% sure of
that. So I I think you've answered because I had a whole series of questions about this because I've experienced at the elementary level.
>> Which brings me to my next question, which is too. Will Reeve. And I'm sorry, I remember first time in Mr.
Jones I love your idea going entry schools. When you say who thought of that, like I thought about that all the time. I think that vertical articulation is critical. And I know that as when I worked
as a family liaison, I would explain, particularly to multilingual learner, families like they already have a language. If you use put them into, you know. The language courses in their language,
going to be more proficient in the language as they grow up and what it will do. Number one. How many elementary schools are you working with? Which would be a question for you, but broader question
would be can we expand this to a more systemic level? >> So we're working with 5 in our permanent 5 elementary's one. Middle and ice at the top of the pyramid is the high
school we started with 4 one of our elementary schools is kind of outlier when it comes to performance data, things like that with the rest of our schools. But we brought them in as well. Funding commonality around the algebra
for all cool. >> Can you explain how that looks? Because I think sometimes it's the operational part that a lot of people don't get. you can explain what that looks like. I would appreciate it.
>> Very interesting. It took us some time to figure out how to make it work and to find a through line for elementary, middle and high because instruction look so differently at each of those different grade levels. So
we've used our school planning days that we started with math and we're expanding out and adding in different content areas as we go. So this Friday school planning, they were rolling English into it as
well. It really started has kind been and idea between Ms Butts are the principal at Longfellow Middle School. And I we previously worked together and kind of pie in the sky ideas of what we would do if you're ever in a pyramid
together. And we got our chance. So she and I had conversations around some of the things that we were saying. This new principals coming into the pyramid and just started brainstorming. What it might look like if we can align vertically around
some of those things. Transitions between the elementary to middle to high school coursework, especially as we push more of the high school coursework down to lower levels that's something
that she and I both feel pretty passionately about, that we need to align with key standards. What standards and the through lines, no matter what grade level that you take these and what do you need to be successful and that looks
different. What we found was that when we talked to the elementary principles, what they would identify ski standards were very different from what middle school and identifies kids get standards, which were completely different from what we at a high school identified as key
standards in those skills. Same thing on the skill side. They we want identified the same things that were needed just because of the view that we had individual lenses that are grade levels. So we
started with monthly principles permit meetings, talking to the elementary principles, Chris. And I would go and say here, here's some things that were saying, what your mind around? And it really grew from that. We
started with just Chris and I are APS brought in some of the other principals. They sent some kind of delegates that represent them from the elementary level. And we were having zoom meetings is really
how it all started talking about standards skills. What needs to transfer for children to be successful in backwards planning, right? So starting 12th grade partaking defeat. Hugh, what mask goes? Do you
need in elementary school and what is that path Lee look like? What is that curriculum mapping? Look like to get you to where you need to be to be successful. But took great year. And if you queue, when we started having those conversations, we mentioned it
to other teachers and they got excited about it. So we looked in science and we lived in English and it kind of it kind of blew past what we thought it was going to be initially. I'm glad that it did because it's really become something
that we we want to make a hallmark of our pyramid. But now it is all of our core content areas. We're now looking at how we can also incorporate some of our
elective courses that transfer so engineering at the middle school level and the high school level in some of the elementary schools have some in engineering curriculum, not all of them but looking to see language is how do we incorporate that into the
vertical ctm? What does that look like so really we we don't get to do the work is often as we'd like to because we can only do it on a school planning days where everyone has some kind of chunk of time
of freedom. But we hosted at the high school are PTA is provide lunch for all the staff that come. Our AP sit down from each of the schools and build out what the contents going to be for.
Those see tease each each time that we meet. actually a proven that this afternoon for Friday. Some got to go back and with my if you to go through what Friday Sessions are going to like and their breakout sessions. So we start
whole group talking about what what covers us all upper teens to everyone. No matter what grade level you're in, no matter what content your and kuz. Good instructions, construction right? So what are those foundational tier-one skills that we all
need to know? And then after we kind of do a whole group session, we break out into individual sessions throughout our building. Some different classrooms will have different sessions. Different departments have meetings so
they can talk through English at all. 3 grade levels. They can talk their math at all. 3 grade levels. So it's a work in progress for us. We're still finding what works. This is our first year doing it.
We're noticing shifts as we bring in more of the elementary content right now. Ameri only joins us for the algebra peace. But one looking at the electives and looking at other coursework that we might be able to loop the man
on this group is also planning. This group is also planning outreach with family. So pyramid curriculum Night Spearman want mask tonight.
That's kind of the purview of this group as well. Thank you. I appreciate that. I see my time going down is I'm gonna need to go back. But >> my follow-up question to that was how can we
incorporate this at a systemic level? So St. John-Cunning just briefly, I think one of the ways we're going to do that is through the expansion of the able worked a middle school because all of our middle schools will be fully on board next year.
>> With the pilot school starting this year. And so that's the opportunity to really have that strong through land that's happening. Middle to high school. And as our high school principals, unidentified like that were cast to include our elementary
schools, a very intentionally system enticing. >> Thank As Anderson. I just have a few things that I had questions or comments about
the first one is I have heard from one of my constituents that not every middle school is offering 7th grade math like mathematics. 7 and the
concern is that many of them are offering math when ad, which I understand is the remedial course that is not credit during and my concern is I 100% know that we're trying to get all of our
kiddos to algebra by 8th grade, but we need to make sure. But if we have a credit varying option in 7th grade for a 7th grader that needs more help for whatever reason
we should be offering something. And so I get concerned about the fact that, well, I understand and appreciate the importance of the advanced coursework. I
don't want us to lose kids that aren't going to be interested in moving forward math because they don't have an option. That isn't AP or whatever. And so I would hate for us to lose those
opportunities to get the higher level math courses, even if it's not as fast pace or an AP class. And so that is something that I definitely want us to continue to look at
as we're as we're determining your coursework the other aspect of this. And it goes along the line. I thought we were just talking about
related to elementary is I work curriculum for a 5th grade STEM. For 15 years. And our goal was not proficiency.
We had more than 30 objectives that we didn't. 25 hours of instruction. And our goal is not proficiency, but it was a spark and we are missing that opportunity right now. In our
elementary schools, which is why getting stem consistently or steam consistently in every school is so important because that is the entry level engineering concepts that are
going to help make our kids successful. I fully understand that when Dr Read said at the AI event that we need to get those concepts in young. We're
not talking about putting kids in front of machines that have the capability of doing generative AI. We're talking about having the concepts related to those to that work.
And so having very robust steam programs and Oliver and elementary schools. In addition to everything else that we have to accomplish is is really important as an
opportunity. And I just want to say thank you. It's really awesome for us to be able to sit and listen to all the good things. But having you guys come and actually talk through what's happening at your
actual schools with our actual kiddos is very helpful for us to see how the work is being carried out. So I really appreciate you guys taking the time to come. Thank you. Miss
a denim. Thank you very Echo my colleague's comments thank you your staff, your educators, for with what you've done for >> to my colleagues question about extending these to
systemic level. I've heard a lot of great best practices and lessons learned so forth. Do you feel that you have an affinity 10 spot they want to ask is because want to know what can we provide if
anything else to help you cooperate? But do you feel you've got enough opportunities to collaborate and share these with your colleagues, other principals and administrators and so forth throughout the division.
if not, can we do that to support those opportunities? I'm hearing so many great stories and lessons learned here. He's talking individuals and then I sometimes hear that
their silos and so just cares how we can break those down. Thank you for asking that. So it just kind of to summarize we've had the opportunity to
engage with Steven and with all high school principals because all high schools have adopted. >> This tool to really engage in deep data, dives and workshops after all county principals meeting throughout the past year. And so some of
the structure, those structures that have been put in place have facilitated collaboration where we work and consultancy 3 channels and share our reflection, share
challenges and then share feedback with one another. So I think the high school principals are collaborating really closely using the state. And I think probably the best resource we can have its continued access and continued opportunities to
learn from the data. This is just the first year, right? So we're not seeing those impacts necessarily on this class of 26. But the impacts and 27 were already being able to protect what's going to
happen. So long-term access is going to be important time to collaborate across I school principals, but also now that it's expanding to middle school principals and you've already heard the plug for
working closely and vertical articulation with our elementary schools, more opportunities for us to connecting those ways using the data provided by that tool. >> Thank you, you feel like you're do. Teachers have
enough time as well. Whether it's too development days and so forth are again other and we can take this is a go back. But I'm curious for again, what can we do to help enable you ought to share this? The
cost of can speak for our leadership team at Chantilly. You know, we but a core team of teacher leaders who are working with the because that's really it. >> The level that they're accessing it, this is not a day to day teacher
instructional resource or tool, but our leadership team is analyzing the data to see what the instructional impacts may be and how we can. So to Ravens point collaborate with
our colleagues at multiple levels, too. Support instruction and support access you know, I don't if anyone else has anything's more
specific not. >> I think this is what this is giving us just like, you know, some are we talking with gold to its giving us that like almost a data dialogue type tool to have more
in-depth conversations around instead of hunting and pecking for information. It's all right there. So we're able to really hone in and have strategic conversations instead of maybe some why, you
know, bigger umbrella conversations, we can drill down and we can have those conversations. So a lot of this is admin teams or instructional leadership teams really looking at this data and then figuring out from
there now that we know it. How do we operation Operation allies at what we do with instruction? What do we do with? Our academic advising so I think that's really kind of
how are looking at? >> Maybe slightly off topic. But I heard it's OK to go off topic. Sometimes anyone
traveled on the road can tell you that a lot of countries do world languages different right. They start them off. It 4, 5, 6 years old. And so it's ironic the American system by and large where we start
language instruction. Once kids hit the critical position. We know it was a passenger in puberty. And so it it's kind of ironic that I recognize that may be the goal isn't to achieve fluency.
Nice. Thank you. Spoke to some of the benefits of rolling with instruction. So what is our goal of Rolling And is it sending kids on the path for fluency? Is it cross-cultural understanding of what are we with our goal with this? No,
it's it's an excellent question. And, you know, are >> the central lines form of education in the United States varies quite significantly for most countries. And that
complicates things right. From a national perspective from a local perspective, Fairfax, for many, many years, was really at the forefront I think of innovation as it
comes to world languages. And depending on the programs were talking about their different goals, right? So when you think about the elementary programs that we have, we have basically 2 types of programs,
foreign language experience less program. That's a part-time program. 60 minutes a week. The goals are not proficiency. They're not even basic communication skills at that point, right? It's really
about exposure, cultural exposure and developing interest in the language so that hopefully students are going to develop some of those skills but also continue when they go to middle school and high school, then we have the immersion program. And we have
2 different models of the immersion program and I want the waste all of our time on this. But those programs do focus on fluency, right. And we have assessment measures to
measure student progress towards those goals. The same thing is true. When you think about the comprehensive language programs that we have at the secondary level which start in 7th grade. So students are able to take more
than 4 years of world language experience. And then, you know, we have external assessments to measure the effectiveness, AP and IB exams for secondary program. So it depends on the program. There's different goals based
on program. >> Setting aside the the benefits of a One of the constraints are in the realm of possibility for shifting to model where we teach reading, which is a lot earlier. And a
lot more in depth for says Justin, a Introducing them. >> Yeah. So I mean it I I think that the board that the board will be scheduling a future work session on this
topic because number of different board members brought that form request a couple months ago. So staff has been working to kind of think about what are some expansion opportunities. >> At the elementary and at the secondary level is Dre.
Kind of mentioned in an earlier response, though, when you think about some of the expansion options, they are very expensive because you're talking about different
instructional delivery models which typically requires more staff. So even in our immersion programs, those are staffed a little bit differently than we staff are traditional classrooms.
There's more flexibility built in for students that may exit the program, which basically means there's increased costs associated with those. But we're working to provide options that every level elementary, middle and high
with some cost estimates for the board to consider when that's scheduled for a work session. >> I refer all so her to live.
I've heard from parents about excitement, right? Having access to this. a lot of teachers and educators, especially on algebra, 8th grade. Can you speak a little bit to the benefits of this
and why there's this, this push to have kids accessing this. >> I You're gonna hear me talk about it. Thursday high. I
think I'll have very patient. now. I think that the Office of Civil Rights actually tracks a data point because we know that when children complete algebra 8th grade, they're twice as likely to be successful in post-secondary
education. Regardless of what that is right. professional trades university military. It's just math right now limits. 84 percent of career choices. Thank you. Heard Dr
Gehring talk about math being such a key predictor. You heard several reference talking about that in our world is only becoming more mass dependents. Really with
quantum AI and so forth. So we just want to make sure there's a level playing field for students and we know the 8th grade is across the world. Not just United States across the
world is sort of a it's a data point that children need. I think that. Our educators from to be fair, many of them we're
having to work too, provides certification because not all of our middle school teachers have been credentialed to teach algebra, right? So it's creating I think another level
of work for the adults in the system. And I understand that and I appreciate the efforts many, many of our staff of onto to get those certifications. Also the math
team and instructional services is very well aware of those data points and how important that work It's not her children that aren't ready, right? It's the system
that hasn't been ready for our children. And so what we're trying to retool that to be better ready. But Stephen, out, if you want to talk about it just for a minute on a more
national. Research scale, the other thing I'll just add before Steven talks about it is in many school divisions around the country. 6th grade is in the middle school. So
you see 6, 7, 8, is a great band. And we have that, of course, and several of our middle schools, but not really have 3 out of our 25. But when 6 grades in elementary and 141
sites, it's harder to find 141 net credentialed out teachers to offer that as an option. The children who attend the middle school. That's a 6, 7, 8, We're going to more easily be able to access that. And
it's very common across the country have several sections in 6th grade. So we just want to make sure that's also available for 6th graders and that's requiring a whole
different model. Look at which Dr Ponce, Doctor City, a four-time. But Stephen, talk for a minute about that. >> Al Jubeir as a benchmark is particularly important for
stem pathways. any student moving on into the stem with if you don't hit out of her grade, then it limits your what you're taking your senior year, which then limit your opportunity. So there's 2
really good routes. It looks like in the research there's the calculus are out. And then there's also a great AP stats are out for students going on to the manatees in both. Look
like there from the national studies. Look like they're equally viable and long-term earnings for students going either out. The key part is you want to make sure if you have algebra 8th grade, you're
opening up stem pathways for all students who want to pursue that. Having a really stats route strong stats road.
So not not stats. Light. A really strong stats route for students wanting to go on a team and these that seems to set students up for the best post-secondary opportunities and where most school systems are trying to get to. So that
that 8th grade algebra as just that, if you don't provide access for that, then the evidence shows is families and that taking it on their own
and pain for access and and paying for their own Some families with means we'll find ways to get kids the access to the summer courses to get them to those 10 rounds and then families who don't have those
means don't have the same opportunities in the same post-secondary That's why Al-Jubeir has been a big gate keeper across the country. >> I will also asked Dr King the way in for a moment in
terms of equitable access to eldron 8th grade because what we've seen is students with the same academic profile. Not be in algebra 8th grade of
students who are and I we I think that was a turning point for us is a system of the divisions Dr King you want share. Doctor, Aidan, thank you. I think that this is probably in my 30 years in
Fairfax, my. My most exciting thing that's happening for our students. There are many of us who sit around the table when we're talking about this and sharing our own experiences with our own children who went
through the system who are blocked because outdoor one was and Ali course when I was principal at Mount Vernon, I had 9 sections of pre algebra in the 9th grade. Our students
were naming getting access at the greater level. 2 algebra in the 9th grade and in and that's not the same today. So the mindset and the access that we've opened up to
students. Is it going to be? I think our greatest when in Fairfax County, public schools, it's opening doors for many, many students who did not have those doors open
for them. And when you think about the 734 students, 6th graders that we have city and out today, they're in the 6th grade. Those probably a lot of our gifted kids, but park, if
the kids can have access in the 6th grade, why can't our general education kids have access in the 8th grade? That's a question that you have to ask yourself over and over again right? We have made
out for one and course. It's not only course if you pass 7th grade math, then you're as a prerequisite. Then you're ready for algebra. One we somehow put another math
course in there for a very long time. And everybody was OK with it for a very long time. There's many of us around the who are not okay with it and at the fight to get access for our kids who
are very successful as general students. They weren't in gifted programs. My son was in the gifted program, but he did very well and outer in the 8th grade because they had a mother who would fight for him to get that access. We
shouldn't have to fight for. Our kids have access to a math course. That's going to set them up to meet their dreams. That's that's phenomenal I promise. Isn't some kind of a
of a gotcha question it. But I have heard from. >> From middle school math teachers saying that I've got kids that are that are frustrated by this, that they don't feel like they can do this. I mean, it is this your sentiment on the ground and are we overcoming it? And
again, what else you need from us to help overcome that? Because I I agree. I think this is phenomenal to have this access. I think eager and pushing kids is great. Kids should be should be making mistakes and trying and failing and learning from
that. But because it's a very difficult thing to navigate. So again, you know you need from us to help achieve that. >> I think just your leadership, right? This board has been very committed quit
access and opportunity. And I think we're making incremental progress until we began to look at the student profiles. And when you start to put those academic profiles up on the screen. And then you
realize that we're looking at profiles and a green green green, which meant good to go getting a good go. Hundreds of kids and realize they're not in the caucus. In fact,
they're profe their academic profiles look better in some cases than kids who were. It was a very quiet moment in the room because we couldn't answer. Why is that? then
we're not. We're not doing. We're not keeping the promise that we made to our community, which is, you know, that we're going to make sure equitable
access to excellence for every child. Thank you, Mr. Lady,
thank you. This is fun for me. I first want to start by thanking school counseling office who has been doing vertical articulation. >> For longer than anyone even
thought about it. I know when I was a director and I push for that articulation. Okay. The science because for some reason all these kids who came to Chantilly in by owners who are in some kind on our science could hack in by
owners. What can we particularly do it with special Ed with IP transitions week. Always begging for that. So I'm glad to see that. That's happening. More with Fidelity. I was also say as a
director that, you know, I worked with counselors in they are whipped at the end of an active advise because of trying to get kids to take things. They don't believe
they're good enough that. I will say that what I'm here with the able work is now peas are actively engaged in this
reality was hands off in my time. You know, I felt like I a director was fighting for access and then I had to put out every year. I Eric, you
least said this the best when you're talking about certain barriers, one is mindset, their student mindset. There's parent mindset. There's teacher mindset. I knew the teachers who are going to have a line of kids tell me they
what we're good enough for Obama to honors. They need to go back down 2 and I was fighting at that time in a piece saying this has to stop. Every child walks in your room
can do the work. And we will evaluate. Yes, we'll have to assess. Yester might be some changes but that that that instructional belief in it in
people it has to be admin wide. I'd always bothered me that I would go twice a month once with the association directors and once with school counseling office. But AP was supervising sped. Denver went
spent meeting. The AP supervising were language never want to was meeting. How are you doing this? How do you know what's coming down from central and when they would go
to a department meeting? They'd sit in the back of the room and the chair the meeting. >> And they did not answer any questions because they didn't know Briley was golden. That particular discipline. So this
able work and what I'm hearing over here is just fantastic. And I kept hearing from people, intentional conversations and more one-on-one conversations and
again, all say this and I'm gonna end up need to go back. But the bottom line is. We have not Thank you. I do want to see this advising sheets
when I was a director we developed are advising sheet and it wasn't just about coursework. It's like, what are your extracurriculars, what back at? What your post-grad asking a 9th grader.
Log it, write it on the sheet. mean, some of my people were a fan of me because we took 2 weeks per grade level and we met one-on-one with every kid. And if you kid, walked in and
handed you a sheet and you kind of the 7 and says year on track to graduation and it was a 3 minute conversation did not meet with me what you want go back. But let me just finish this 1, one comment
because this has to happen, you know, and similarly to go back, it just thank you. Have more in there. Ms. Dixit.
>> So there's lot of different points here. I would like to hit but start language is actually why we are like agree that some of my colleagues
that to said that language introduce much later as a proper curriculum that Spanish 1, 2, it starts like in middle school and other parts of the law rather you know, I have
from India I can give example the study 2 languages from kindergarten back to back. It's like you are you doing? You are rab home language and
doing English. He graduated those skills venue coming out of up high school, some schools, even 2 more than 2 languages, 3 or 4 languages.
So this is starts at kindergarten that the schools could starting their schools of very different. And if that language of importing, then I than in did need to start that
or you are a key step and I love interest school and the importance which is given to our languages in elementary
school is not a lot. If the coursework is 80. Yeah, just depends. School to school is just like a checkbox most of
time with schools but better writing. But Iowa State is still there. Not that he had or language is not as other parts of the word. Our. Regarding Matt. I also don't understand why Matt is not
introduce it harder math like I you know, kids who have gone to from us to other parts of the word. All this said that the failed those glasses, math classes and other part of the country of the word, I should
say, because our map is still back and I'm saying FC basis during the I still a lot better than other places in the in the country. But I we
have a and some of the slides actually seemed, you know, kind you know, sad to see an on-site 17. It said only 6% off our and population is
doing one. Plus advance courses. You know, it is this just add much you know, keep our division that end in a
quick double, I guess so. Listen on Each kid of one of those kids who are in the 6% right and then that girl fighting has this on like a
that off. Matt or any extracurriculars, course, taking that they can do. It's created. I don't know able has that. you know, knowledge to
do that like can you could could be could individualized kind of pop for each student. Dig them from that point to the next point. Maybe want to
achieve because this is very hard stats to a to bring Yeah. Just to just to get chain this right now. >> And know nobody is fog.
this. I'm not saying it's something we can immediately to fix it. But B, we can work towards it. >> Anyone want to offer a
response? I think we 100%, which is why we're doing this work. I think you heard some intentional conversations happening with principles, particularly around a
multi-lingual. Students touch upon said no even added the pilot this year with the Spanish text for mathematics. you say I think, yeah, go
ahead. >> We have to. We started in Brian for algebra. only one standing now pass and the
Shia. It is another one a crate and Glasgow. And he's going well. I feel it will be a comfortable the sub to dive,
especially the multilingual. And the way that we are. I spray seen about it. I really feel a little bit uncomfortable guys. we have been a spot and sometimes just
because we don't understand the language. mean that we don't understand the content area. And I think when open
one day, we will hoping we can these them in our own language. A lot of it will change. And I really would like to see that happening and
so many others have June only math, the science history at the end. And that will be a really good opportunity for us. If we can do that now.
Other state his students contests on their own language. This union doesn't do it by the end of the state.
And which make very, very difficult because it be on pause as deviation. It is state that has some of the
state from Central United States to that West, you will see the loudest a day. It has the students in their own language. Thank you so much.
Act upon say I'll go ahead and take my turn. >> And I will start here. If you could put up side 23, that would be helpful. I have to
acknowledge that I've heard something in this room that I have not heard the entire time. We've been talking about these goal reports because it typically on the one who raises it and I'm not the first want to raise it here.
And I want to show my appreciation for recommend recognition multiple times. It's not written anywhere, but he was in. I want it to be. But it was said multiple times
by people up on the panel that we have a systemic issue. We have a systemic issue where certain subgroups a persistently underperforming. And you also said it's the event. That acknowledgment I
think is key. If we don't know the data, we will not move the data if we don't identify and highlight what is exactly happening, we will find ourselves in the same position
and this is the first time that I'm hearing this from staff as a persistent issue, a systemic issue. That is not the fault of those who underperforming. It is of the
system to do something about it. So I appreciate that tremendously. I want to bring up some of the key actions because that's how we move things forward. We see the
data. We have to do something about the data. There's been particularly call outs on multiple slides for the for subgroups that you've talked about consistently, Stephen, I
see some call outs for students with disabilities. I see some call outs for multi language learners. What I don't see a call out for the other 2 groups that up. Consistently underperforming
knowing that what we have kids who fall into more than one group so that we can you speak to that for me regarding the other 2 groups that are missing in these key actions and activities? So thank you,
Dr. Anderson. I know the team has been working on this because we obviously women, no group left behind on this. So I'm going to turn to Miss Neil and have someone on the panel
who has very specific information reply with. Yeah, we can share with the word sort of where our schools are targeting. So this is obviously a sample of the conversation today. Worse. Our
schools looked at their data and starting points. I think you heard some of the principals talk about though. >> You know, these are greatest areas of growth, but they're going back and having very intentional conversations with all of their students
where they're not seeing that where they're under a rolling essentially in courses that could help support their post-secondary readiness so well that may not have intentionally showed up in this conversation in the way
that work is still happening in an intentional But also add just a snail's point. We asked high school principals the first time around, right? This is the very first year where
working with this particular data and I've had the experience of having multi years within a different system. But we wanted to take one data point, right? Pick
one group and just be laser-focused on one group of students that they pick at their school, which you heard was different. Honestly, for each school. >> And at this point, all the high school principals have groups. But we also know that
if you have too many. Data points, you want to move, you won't move right? So we want to build up the the skill set around a particular group and
then expand that focus. So we believe that we're seeing good progress. And as we expand that work will see even more. Much appreciated. I'm gonna push a little bit to ask you to show your homework.
>> And if the work is happening, show the homework miss again, I'd like to ask you question regarding the data that you shared here. I think particularly on slides
9.17. >> Do you see a consistent data set of results? >> Across all of the schools or does been flow a little bit with particularly schools that
are identified that as title one? >> There's definitely Ross. The systems on systemic. There's definitely trends across the system, but it does
vary by school site. So you can see a fairly wide variation even inside. That's when we're reporting these averages. There's a range on both sides where some schools,
some student groups at few of the after the schools >> looks very similar to the rest of the population. But in general in general, the it's
systemic and it ranges quite a bit across school sites. >> Thank you. I'd like to ask for that data to perhaps be broken down by at least title one schools and non title one schools I love and appreciate
everything that you all have brought here. So thank you for this work that you're doing. Thank you for digging down deep and to this very hard work to move people and I have to highlight what you've shared about mindset because
when we have individuals who do not believe that our students can no matter what you have in place, you're going to get the same results that you've always received. >> So that's a softer scale to move.
>> And I'm going to just pause for that from Michael back because they want to do ask my question regarding. What are some of the practices that we're seeing in our title one schools? Because I don't think
any of this principles here had title one schools. I think that when we're going to have to get back to Dr. Anderson, OK, thank you. quick question
for you, Gary. We talked about access. You talk about availability. >> Or >> just kids in the group's. How are you eating it? So I
understand how to understand your comments. When you talked about access. Is that availability, of course, actually participation in courses. So we're talking
successful completion. So most school systems I mean, with across the country's said, well, we've already saw The course is open. >> And anybody can sign up. So then we look at the data and
say, well, OK, if the course is truly open and anybody can sign up. Is the evidence showing up that you actually it looks like your student body population. And if it doesn't look like your student
body population, then what are the barriers that are stopping them that some of that root cause analysis is in a mindset issues and information issues of the a teacher issue like what's what's stopping when the data is not following up?
We're actually talking the ultimate evidence gets back to the earlier question should be successful completion and the course is looking like the overall student body population.
>> Thank you very much. I put myself in a go back and we'll do 2 minutes. Mister Brown and we will start with St. John-Cunning. Thank you so I
want to go back to like the question that I have in terms of >> the persistence of academic intensity and the report highlights a significant gap
in the academic intensity between current multilingual learners, 12% and their peers, 82%. That's on Page 16 of the report. It also shows that despite using the able platform to track course
requests, there's still a clear unmet need. 22% of multilingual learners and 18% economically disadvantaged students report being interested in courses like
world languages or team or CT, but they are not able to access them. And so I'm going back to again when you guys were discussing this. One of
you said that this is a systemic problem that you're seen. And so my question is, what would be the systemic response to meet this need?
>> I think we're talking generally speaking, not in a specific content areas. That correct? Miss Dennis. Yes. Do you want to? >> Couple systemic response is that I see across the country
that school districts are One is some automatic enrollment. So it gets back to what some of the principals were talking about. Some of those strategies, even he talked about the slight change in the
language. I see some school divisions actually going a step further and actually like shows up on their registration form. So you actually get your math course prefilled out for
you and you have to opt out. So there's one thing against the continuum of. Do you want to take any math at all? And then you heard principles talking about changing the tone and changing the
conversation to say all right, we're going to take math. Here's your options. And then you see some school divisions across the country with the semi. It actually like fill it in and you actually have your math course on there and your
family would have to opt out to not take it that's that's kind of the full continuum that you see across the country is wide open. We're open access and we're going to
actively recruit you. So those those are great steps. And then you see some school divisions like literally filling it out for you. And making it difficult to not take the course.
>> OK, so my my next question is that is a follow-up to this. Like using this data that we have from able, how are we making staffing and recruitment decisions for the next school year and then how
are we ensuring that when a student demand is identified, particularly in math or C T t E that we're putting the necessary staffing in place. So students are not continuing, not continue to be
turned away due to scheduling conflicts or lack of available teachers or lack of, you know, being put on all talk a little bit about the work that we've
been doing math starting last year. We did some targeted efforts to expand middle school teachers who had the outer one map endorsement. >> We have continued and expanded that opportunity.
This year. We're running additional code words where teachers get access to preparation so that they can take the practice is to add that as an endorsement to that teacher endorsement doesn't become a barrier to student
access. >> So my concern is like, what are some of our CT her score says? I think about our underrepresented students economically underrepresented, multilingual learners and some of the background experience
that they have, which might sometimes. Predispose them to getting some really nice CT certification. That puts him on a nice path, too great
employment like. What are we seeing that? Look, I know it all comes down to money. I mean, so I mean, systemically went quick. Could we do? We
don't think about money. >> I really don't think the course taking is about money because we have the courses available and students half
the time in their schedule. If you think about it right? So you've got 28 credit opportunities in your schedule. Even if you're getting an advanced studies diploma and taking 4 core of everything you still have additional elective
opportunities. In your schedule. So I think it's a lot of the work that we heard from the principles, right? It's that problem solving with the student in the family to really try to determine what are their interests. What are
their goals, not treat the academic, advising processes just, you know, once once a year event. That's Mr. Glazers team the Town Centre College
Career Readiness offices developed multi-year academic, advising plans that start in middle school so that we can really help students and families figure out what their interests and goals are try to build a 4 year plan and then
update that every year to make sure that we're helping students get access to the courses that they want. And it just takes an awful lot of time. And you hear from the staff that are here, the principles that are here, how
invested they are in that work and and I think that's what it takes to be able to change some of these trajectories for students. It's not doing academic. Advising is what it might look like in the past.
It's really doing it much more intentionally. Much more personalized and much more collaboratively with students and families over a longer period of time.
>> I take that point. But they're so like I know, electrical program that we have a huge waiting list.
>> So again, I mean, I think in certain situations, yes, I mean, we don't have maybe as many sections of certain courses as we would like to have. I take your point to that. But if we're building those for your plans for
students that can inform us in terms of where that projected student interest is and we can think plan ahead to be able to staff and create more students in the future. Right. But when we do it on a just
one once a year basis, we're never getting ahead. We're not thinking down the road to building the programs that we want our students and and that that they want to, you know, be enrolled in as well. >> It's like an old saying you
don't Dre pleasing. I had Anderson. I if I can also respond 8, I think the math conversation is really connected to the trades, the
skilled trades was at one time in a division that was very close to the naval shipyards and many of our graduates went to work in the Naval shipyards, very proud work and
early on some of the staff at the high school said that while our kids don't need to know algebra Trig, right? Because to go work in the shipyards, I said really. So I went over to introduce myself to a calming down of the
shipyards, came over, met with ours staff and said, you know, actually. They absolutely need retreating. The level of mathematics acquired to do the
welding, the underwater welding, shipbuilding work and the ship repair work. The math was critically important, actually. And the reading
level required for entry level skilled trades in the naval shipyards exceeded the entry level reading requirement for university because professional text and
technical tax are very challenging and they're like silo. Well, so I think when we talk about college and Career-ready which I know Jen overseas academically, that's
the same quite honestly. So we just want to make sure that we have as many doors open as humanly possible when our children leave us. So they come back and take jobs here.
And to the point around offering more engineering electrical engineering, HVAC, some of the skilled trades, I think one of the push aside made with our state delegation, Israeli saying we need to be able to cross
credit some of those courses and give math credit, for example, for some of those courses and then students can fit them in their schedule, right? But if we're not able to do some of those things yet and Virginia, it makes it
hard. Also for students to get those courses in their schedule that I just want to remind everyone that the math in reading levels are critical for our young people going into skilled trades, too. It's
not just a college prep kind of a topic. Thank you. Ms. Lady. Thank you.
>> So in regards to the checklist, I see it was a DSS checklist. I'm very interested in a checklist with every child. When we do advising there's got to be something
archived. And from my perspective that offer second were language. I appreciate Mandy sharing about adding Native speakers. I believe that was one of the things that Edison or was that a
McClain. Thank you, McLean. Absolutely. We need to do that. I also want comment on the fact that the state's advanced studies to plum a requirement of 2 years of 2 different languages. Is a
joke. I mean, I hate to be so frank about it. But that's not college prepared college readiness. So I would challenge favors county, too. Require our advanced a stick. It studies students to get
through 3 years of one and then you'll see more people thriving and 4. I also want to talk about campus right now. There are certain subjects taught online. I think it's
air but Korean and Chinese sign language Spanish, Spanish is the only language with no Spanish for online. If one to 3 or you have AP let a peeling and we've got kids and I the
schools to get through 3 years of Spanish and they don't want to do I be Spanish. For a variety of reasons and they'd like to take it online and it's not available in the summer. The only Spanish
available is 3. Now, I understand we don't want some starting language, perhaps in an online environment. Although dual Ingles kind of proved people they can actually learn. I'm just
challenging access from an online campus perspective. I definitely want to see Spanish for summer and during the year. And then I'll jump to
this idea of of I you know, we're languages at younger grades is incredibly important, but plus is not working. So we we may be in out in the front of things
years ago, but we've been on it right now this is what I hear from parents and kids. I don't I didn't wasn't participating in that as a child. I'm going go back. But
we need to evaluate what is or is not working because it's not a language acquisition and sort of exposure and all taken aback. Thank you. I'll take my turn at this point, Mr.
Garrett, this question is for you. When you talked about the availability, of course, this in Fairfax County that it's rich in. >> Deeper and wider than any other place across all of our schools. Is it your thinking
that maybe we offer too many things in order to be a little bit more laser-focused on this kind of work. >> I can say. Probably faster
route towards solving systemic barriers is offering fewer options. I would guess >> knowing what I know about your school division in your county, that that's probably
not a viable option with a lot of families is paring down the course offerings. So I'd say what every place I go in the country say one of 2 things pare down your offerings or
expand your guidance and advisement. And the principals here talked about how they're expanding the guidance or advisement. So those are the 2, the 2 routes that I preach all across the country. One of
those 2. >> And no, it's interesting. Thank you so much for sure for sharing that again, going back to some of the things that the principals have shared, which is the vertical articulation, which is always tremendous
because we cannot get in front of kids early enough because by the time you get to where you are, it's too late to prep for that place. You need to have prepped earlier. So 2 things come to mind regarding
that doctor, read one. We are system with some systemic issues. We have individual schools doing some really awesome things. How do we take some of those really great practices and make them
mandatory across the system? Yes, ma'am, will. That's I mean, that's the scalability right? first of all, we hire great people. Right? Which are
principles. Amazing are senior staff that are presenting today. Dr Ponce is office oversees our region's who
oversee our schools. And I think that clearly having everybody on the same page and having those cross conversations are really
important I think I'm gonna ask Doctor Ponce to comment on that here in a minute. A night. I was just making a side comment earlier. That's
had Katherine Johnson attended Fairfax County Public schools 10 years ago. And she's one of my heroes, hidden figures. We might never have successfully launched in got an astronaut
back from space because she might not have been allowed to be an algebra in 8th grade or might not of been seen for the talent. She was. And I think
about the incredible intellectual. >> Power and gifts each of our children bring right and why it's so important that every
school that in our county and every neighborhood, their children that have those dreams, right? That we and their families of those dreams for their futures. And we do for this country, right? We
need every single child to expand their gifts. So I think you're asking a critical question how we bring it to scale and Dr Ponce currently that's on your shoulders. So
let's share some of the magic. I want to say that. Thank you for that question. And also, I want to that's not This is a
at the we work that. keen and the culprit proceeding as well. To make sure that all 6 Reagan's I supported in the
same way. want to make sure that we understand also that even though we are trying to keep the 6 regions pace, he
now beyond that same. I would say. go. He said nays, We have to keep that on identity as well. This is the friend when
you. Talked with families in some areas where they had that 3 meals. They have a mom waiting the home. And the you
have extended family so supportive as well. You have some of the families, you know, the areas where nobody's at home waiting for or they
had to. To how that that family as well have work and mom have 2 or 3 jobs. So I don't want to lose that
perspective as well. I know the all 6 regions, all 6 passes. There were really high tide allies to make sure that every single school receded
appropriate occasion. And I can tell you that they have been some days where midnight we had communication with that with says. And as someone is a
40 o'clock also making sure that the students receive not only academic support the mental poor emotional. And in
some cases. Physical that can it MC food and some of their services as well. UCB it. We
are making sure that. All children receive quality education, even though these some are more difficult than other because the factors, not
because they cannot. All children can learn in this As of that. That are some of extent factors that hinder that.
>> Yes, thank you. I'm not sure if that was my question. Actually, I was looking more specifically for the strategies that you looked at a mandatory across the board. I'll give you one. One is looking at the able work.
Everybody's doing that is another vertical articulation is a 3rd something else. That's what it is. School improvement plan. I think that this is something you like the
topic U.S.. Well, but the school improvement plan. We work collectively. We revised them. And region this well
meet with the principles and they work together to make sure that that >> the strategy that they going to have. Their work and
they share together. I want to give you sample right now. I remember being in one where all. Nice body percent to he school in from implants with 2
other colleagues to share. He's goals and also strategies reach those goals. So I think that that was powerful. I'd like to share as well because
we work so closely together. You know, I recognize that our region's work very closely together. >> They meet weekly to share best practices. And I think that our standard starts with our strategic plan. All right.
When they'd strategic plan went into place, we know exactly what the goals were as a system and so to reach those goals, we work together. The 3
departments along with Marsy's Team to ensure with whatever strategies showing success is what we implement across the board. When able came we start
with the pilot, the principals who are the pilot principals were so excited about it and immediately went to other principals. It's something that I said that if I was a principle that would have been the best thing that happened
to me because when you're a school administrator and you're sharing with your staff over and over again. Why don't we have more students of color? Why do we have more students who are diagnosed
with a special needs and train our higher level courses. You have for people trying to impact entire staff. But when the data is shown to everybody
that you take away the excuses. So Dr Reid often says that we are one school system and not a system of schools. And we use that as our montrell. When we talk about best practices, that's
actually a great segue to my second question as we're talking about pipeline heard lots of conversations about what's happened to middle schools. >> Let's push down a little bit to the elementary schools, a place where I could see
really start to germinate. Some of these ideas, especially talk about 6th grade math, our our local level for programs. They also vastly different. That is an
opportunity that I believe is super low hanging fruit pairing that down to a very narrow process because right now there's a wide menu and
you have elementary schools that would want to teach. We're going regroup for math this year next year. We don't want to. So we're not going to. So you get all these
inconsistent results. Where can we start taking advantage of those local level for programs? So I think that
making sure we have civil at every elementary school and hats off to Dr King Dr Ponce de Trooper >> Murray Lemon, the team
that's been working on that just ensuring it is available right? The common assessment work that the team is provided. Is important. That's
Presidio thoughts on the local level for calibration. I know we've got snow and ice here for that. Yeah, we're going to talk in our next work session about middle school program standards. But I would say and
I understand your. >> Your point on this, but just just as a reminder for what it's worth. We use the same curriculum and our local level for programs as we do in
our centers, you are 100% right. That schools have different grouping strategies. And that's what really differentiates the local level for program from a center because depending on how many
students are found eligible schools have to make decisions about how they're going to group students of you have a full cohort of 25 students to run class of just level for students. And that's pretty
easy to do with the local level. But if you only have 17 0rd graders, you have to make some strategic decisions about how you staff and group students and I think that's where some of the inconsistencies come into
play. So I do think we need to continue to work on that. I think when we talk about the program standards for middle school that might give you some sense of where we're trying to go to tighten, tighten some things up.
>> Thank you. Just my last question is my last 6 seconds on 14. When we see the differences in terms of advanced courses, is it of
inaccurate assumption that the reason why the English is so high? It's because that is a required 4 course four-year course. And if we had similarly similar requirements
across other grade levels that we might see some increase participation and completion. Yes, m'am. That's true. Thank you. We have a couple of go
backs 90 seconds. Please miss Brown. At pointing something St. John-Cunning and then Lady. Okay. So now I want to
>> turn over multilingual learners not multilingual learners. Language were language >> I want to ask Edison, Mr.
Burke, what you're doing in terms of expanding the world language offerings and because you do have a school in your pyramid that does have a Spanish immersion program. How many of those kids are going
on to world language? Addison and you do that continuum.
He's a teacher always. I've heard in the halls approaching I can hear me upstairs and >> Sorry, so I don't have the specific numbers about the students coming out of the
immersion program and their continuation. That's something I can look at seeing if I could also get for you. But what I do know is Spanish is one of our biggest world languages at Edison right now.
What we're currently working on building up a little bit. >> Moore is some of our other languages and the building as well. Like I said, our Latin program, we're fantastic
teacher. I again, it comes down to the teaching strategies. I think somebody had mentioned that the teaching strategies that are going on in the classroom to go in lot and seen them freezing and they're like
describing what ever seen. I can understand they're talking about to see them engaged in a language that people don't think is is out there anymore. It's just amazing. So I think
it's working on finding those teachers with those great instructional strategies and building that up in our classrooms is really the key to building our programs. I think if we build it, they
will come and a sense. And I think finding teachers that will ignite that passion. I had a parent do a thank you to a teacher. And she said I've never had a kid come bring a
permission form to take a test because you have to take a test for some program. They were going to be doing. kid was running home to take a test. And mom, you have to sign this form so I can take a test. And the mom wrote Mic
drop at the end of it. So I think we just need more teachers that are doing that. But I can get to those numbers on the immersion. >> my other question is how many courses offer for
speakers of a native language. That is the language programming right now. It's just we have our Spanish chair to speakers courses. So we offer levels 1, 2, 3, and 4.
And that. >> So I will say that I do think that we do have a great war language program and we have in the past and my daughters who have long graduated benefited from that
starting from immersion all the way on up. So I don't think that we're lacking and not. But I do want to ask the question when we're looking at Heritage Lerner's, do we look
at the populations that we have an offer, those languages? I know Spanish is obviously a big one, but we also see influx of immigrants from other countries. I know Arabic countries recently have been coming do we have those
course offerings as we see our democratic change in terms of our immigrant populations that are coming in and then we see increased numbers of native learners and are those available if we want to
enhance this world language capacity for? Communities that already speak those languages. >> And I think it's it's a
good suggestion. We don't have Heritage Speaker programs and all 12 languages that were offering at the secondary level. I think that's an opportunity for us to expand the majority of our multilingual students. The
vast majority, of course, our native Spanish speakers. But I mean, to your point, we have students speaking, you know, over 100 speak, which is obviously in There's more work that we can do to increase
access. And some of those heritage languages, just because of my work I've done in the schools like I. >> We'll see a whole influx like a whole community come in and they're all speaking one language. So we have like a
certain percentage of our incoming immigrants are speaking that language. Then we're looking at data. It's like should we start offering these programs? I can one
national perspective. Your native language sequence that you all offer. >> Is a longer runway. Then most school systems across the division across the nation that I see. So that school
divisions that icy making bigger gains, have an Indian point to try to get those native speakers into 2 language courses faster. Then what your current system is set up to do so. A lot of
school divisions in Texas. I will I work with. They have like a one year. course, I just sat down with a group of 5 kids on Spanish speakers and they all took one of native
speaker horse and then the second year they took pull Spanish laying in Spanish, live Every one of those kids got fours and fives. You all have a Spanish. 1, 2, 3, 4, sequence, native speakers
sequence that's longer than most school divisions across the country. So I think like 2 things that would just recommend is one having a dual language. You guys have a proficiency goal. What's your
destination at the high school for those 2 language speakers and then what your destination for native speakers to get them dual language credit, which are some of the most transferable credit in the country. And can you shorten
that timeline up and get them into those dual language courses faster than maybe currently And just as a point of clarification, because I definitely agree we don't have like a 2 track program those students can enter and exit
and we do it. >> Differently in different situations. But to your point, there's a lot more that we could do to ensure just like we're talking about with enrollment and all of these advanced classes to really
make sure that our multilingual students and families really understand the options really understand the differences and understand the benefits of taking an AP class or an ID class. And I think that's a big growth area for
us as well. >> Thank you, Dr. Presidio, Ms. Lady. Okay. Much it elementary steam every school
and the high schools being too robust in terms of offerings facts. It's it's absolutely true. But here's my because here's what happens right? And we're hearing it now with middle school theater. And I
want to talk more about the next session about we'll in middle school. But the bottom line is, counselors are often blamed if somebody selective loses enrollment. And that crews can look as so many
course choice. Isn't it? It's that's just not fair, right? But I do think that we offer this buffet that's kind of ridiculous. It's very hard as a counselor to convince a child to take another year of
math when they're like, but I'm interest in doing acts you know, in college and studying and I'm like great you, Kate pursue it. There math
pathways. I mean, take your core, right? Like I'll be the first one advocate for we need for years. Math. 4 years of science for years. World language pay me enough for his were math and science.
Definitely math. We need to make it 4 years like English math, pathways and IB schools. Again, if you don't stand it track, you're thrown into the online campus. They lose
pathways. If you if you start it in and I'd be some ID mask and junior year, dumbfounded by this. It's a problem. And so I'm grateful for data
science. I'm grateful to hear Dr Goodlow talk about additional pathways. A chance. because I had friends who taught math other places. They had more pathways for their kids than we had. It was our math department seem to be
controlling it. Can I finish? Thank you. Dual enrollment in the arts. We have to pursue this in our music and in our fine are performing arts. This will have to do with our
accreditation that we have a lot of students. Again, the barrier in our state as you have to test in your native language and some of our kids are struggling, but they could get dual enrollment credit in other areas central office.
You know, we my colleague asked some questions about transcript analysis. I know once here from central office, but my concern when I was a counselor was. Do we test kids
in their native language? Its central office? >> rich, do you want to provide some more of your
words reassessment? >> Yes, we do mathematics tests in that can be taken multiple languages as well as science tests that can be
taken multiple inches. >> reason as the question is because on more than one occasion because internationally people do interdisciplinary learning more than we do here at home mathematically and
scientifically. It seemed like if the kid age wise was a 10th grader, no matter what science they had learned previously in their their country, they were given so are we still doing that or we actually giving
them what they took because we would sometimes get them in and the teachers would come down and say. They know they know are. Are they being chemistry in there like they know all the chemistry because they were in some integrate
course. >> Yeah. again, I >> I don't know what all those experiences look like. What we do, the transcript analysis and that they've earned the credit in the country that they're coming from than they
get credit in that course. I think if they didn't have science credits in the past, we were really feeling like by a was a good place for them to begin that science course taking journey.
>> Okay. And I know we got to go. It's it happened. Same interstates. They seem to gotten world one if they were 15. Okay. Thank you. >> Thank you, Miss Saint John County. You have one last quick question. And just going
back to world languages in terms of when we're looking at immersion and going back to that whole vertical articulation. I mean, I was the main mother that made my kids take Spanish in middle school and not have any other
electives. But that was because I made them do it. But we had that burglar tick elation. I think you would see more success world languages. Which we don't necessarily.
Matches to the immersion program in those comments. Thank you. I guess all share personal stories. I don't do that very often because the schedule is what it is. My kid is taking his T O K after
school. >> So he could do other things throughout the day because otherwise he would have no electives. And so it's a real problem. And for those of us who know how to work around it
were able to. But a lot of us are not able to because we don't know that that exists. I do want to share a little bit when Dr Reid was speaking earlier when she said we have
kids with the same academic profile and yet they're not slotted into classes. And what I wrote here to myself as well. What are the differences? I what that is a question that I was going to
ask her and then I answered it myself before she got her turn to talk about Katherine Johnson in says that I have here in terms of the difference in those academic profiles, this is just
Cardenas in spots. Race, class and gender. And then I added language. Those are the difference is those are the things that we have to address in order to move out kids where they need to be because
we have we know those 3 things that we need to get our kids moving good teaching staff will believe in them and using data for intervention. They're not all easy things, but
they're the 3 things that we need to do. Thank you all of you for your time. Thank you, principles. Thank you, Steph. I do want to remind the board members that the clerk has
sent out the link for the next steps for this work session. So please see your e-mails add your items. And I think the date by which they're do will be shared in that e-mail. We
will take a five-minute break and we have concluded go for
at 2.23. So we'll be back at
2.28. It's a real.
On to the middle school. AP Colin Dr Reid for presentation. >> Thank Ms. It's my pleasure. This afternoon as we think
about the expansion of middle school, advanced academic programming to have Dr Presidio and Miss Maloney talk about the expansion plans and what our thoughts are around
this topic. So Dr Presidio. >> thank you, Doctor. E good afternoon, everybody. We're excited to have this opportunity to talk about the staff proposal for expanding advanced academic program
centers are AP centers to all middle schools and I am joined by Doctor Kirsten Maloney, our senior manager for advanced academic programs. But we've actually been collaborating
with quite a few folks on this proposal. It's not AP proposal. We've been working with the middle school principals association at length. We've collaborated a lot with our regions and then
our facilities team has really been instrumental in trying to help us put this all together. So we're excited to share the plan with today. We think that we've got a good proposal that will continue to ensure
academic rigor and address some of our operational challenges as well. So with that will go to the next slide and kind of jump in here. So the board clerks will help me
with advancing the slides. Basically, this is just our work session objective for today. You can see that really what we're focusing on getting
your feedback and input into the proposed draft proposal that we've developed to expand AP Middle School centers. I do want to remind the community, though, that proposals in direct response to the school
board motion in September of 2025. that directed the superintendent to develop a comprehensive expansion plan to bring AP centers to all middle schools. So again, we're looking forward to your input and feedback on the plan
today. The next slide. We wanted to share a little bit of the rationale for why we're bringing this plan to you today. We do believe that we've developed a proposal that will create greater
equitable access and operational efficiencies and how we deliver middle school. AP services. And first, I do think it's important to note that there are a number of middle school students that
are eligible for full-time AP at each of our individual based middle schools. Now there's a sufficient number of students at those schools to be able to offer AP centers at
all of our middle schools and that would really provide an opportunity to expand access without requiring students to leave their base school for AP services. So that's that's the most important component of
the rash. Now, additionally opening middle school centers that each bay School would support that pure group continuity by allowing students to remain with their neighborhood classmates at their base neighborhood school
all the way through middle school and into high school. And then finally serving 8, the students and their base, middle schools would also reduce transportation costs and simplify some of our
long-range facility planning. So in the next slide. I wanted to just kind of share the current state of where we're at with access to AP services,
the middle school. And I think as everyone knows around the table, we do not have a consistent access model right now. Different things are happening in different schools. So currently we have
14 middle schools that serve as AP centers. So 14 service AP centers today, 10 of those schools serve students from multiple middle schools and 4
of those 14 schools are already only serving students from their base school. So that's the model that we're proposing where Bay Schools would offer centers and serves students from their base school. So we have 4 schools
that are doing that already. Additionally, we just approved the board approved opening Pole. Middle School is a new center to serve 6 grade students starting in school year. 26 27. And then when you
look down the rest of the list, we have 6 additional schools that offer local full-time services. And that's where AP students are grouped are cohorting together classes
that are designed to be separate classes just for AP students and then finally, we have schools left that don't currently cohort students, but they do offer open enrollment
access to honors classes. So as a result, you can really see that the current student experience and access to AP services, a middle school really does vary by geography. But with this proposal, we be
able to create a consistent division-wide model. So in the next slide. I just wanted to point out that, you know, in addition to working with the
middle school principals, we've also worked with the school Board Advisory Committee, a PAC Advance Academic Program Advisory Committee to get their input and both Dr Reid night
attended Sessions to solicit their feedback and they were extremely helpful. Their main recommendation in regards to expansion. Is that anything that we do really needs to be
paired with explicit program standards or expectations to ensure that we really have equitable programming experiences for all their feedback to that and really kind of centered on 3 specific
recommendations. One systemwide accountability for to ensure academic rigour and all of our programs and all of our schools, teacher readiness, that training and professional development to teachers need to be able to
deliver the instruction effectively in the curriculum effectively and then having a sufficient cohort size just again, group of students to really maintain continuity of
programs that each grade level at the middle school, 6th through 8th grade. So in the next slide, you're going to see how we've translated those recommendations into explicit program standards and
implementation expectations. And you can see on this chart, pack kind of feedback and standards on the left-hand side. And then on the right hand side, you can see how we've updated our program
standards in red to really make sure that we were addressing the input that they provided. So first here, when we look at our updated program standards, we would expect
every school to have at least 2 full class cohorts are 2 classes of element elgible students per grade level. And each of the courses, second instruction and assessment
must be based on the extended learning standards. So that goes beyond the standard level curriculum. And then 3rd schools would need to have a variety of academically focused, after-school
enrichment opportunities. So you can think about speech that made those types of activities for students. Then our school leaders are principals, directors of student services, counselors,
department chairs would all need to receive training so that they really do understand the needs of advanced learners and how to use the tools and resources from the AP office to be able to really effectively evaluate
instruction and program implementation. Fidelity. We would also be requiring schools to submit annual data to the AP office so that we can review program
implementation, fidelity. And then finally, we've developed some expectations regarding teacher readiness. Then I'd like to unpack kind of all of these a little bit more on the following slides on the next
slide. Basically, what we're looking at here is what we refer to as critical mass or the student enrollment that we really need to have to be able to offer the program
consistently from school to school. And when we talk about critical mass, again, we're talking about having a minimum of 2 full class cohorts per grade level at each school and
we're and the student enrollment data of eligible students as if they were attending their base neighborhood schools. That's what you're looking at on the slide of all of the students that are AP eligible, attended their base, middle school
today. What would the numbers per grade level and you can see here on the slide that there be sufficient enrollment at each of the middle schools to have at least 2 full classes per grade level per
cohort. So that's the current data. And then on the next slide, probably the next biggest thing that we need to think about is really the professional learning to
ensure that teachers are ready because teacher reading this is really probably the most important factor and program implementation. Fidelity inconsistency. So we're proposing to 2 years of
training expectations basically based on whether teachers teaching full time in the advanced academic program or an honors courses because honors courses are advanced classes as well. So teacher
teaching a full load of advanced courses would have a set requirements and then there would be a tear to for teachers that are teaching part time. So they're full
load is not advanced classes. So first, when we think about those teachers teach part-time because that's much more common than teachers having a full load of advanced classes. The majority would just teach
part-time. We would have the expectation that those teachers would participate in 3 days of training related to instruction and assessment and curriculum and advanced academic honors courses and
then after each training, the teacher would receive some job and that it coaching from the advanced academic resource teacher. So they would actually be able to practice
what they had learned in central office training in the classroom with guided support from the advanced academic resource teacher. And then. For teachers that we're teaching full-time, the
expectation would be the same as it is today. They would need to earn either their Virginia endorsement. They would have to do that through a private college or university or they could
actually earned the local endorsement offered through Fairfax County so they be able to choose if they'd like to pursue it independently or if they would like to do it through Fairfax County and all
of those course requirements would count towards advancement on the salary scale. So the next slide. We talk about, well, how much would it cost to train all
these teachers to do all these things? And luckily, I don't think it's an exorbitant amount of money. These are one-time costs that you see these are ongoing cost. So you
can see basically that the costs are around $110,000 per year for 3 years to be able to train all the teachers in our middle schools that we would have teaching in these
courses. The cause is here is illustrated here basically the biggest cost drivers for substitutes because we want to be able to provide this training opportunity during the contract day. One of the
problems we've had in the past is that we haven't had a budget to do that. And we've had training offered for free. But outside of the contract and when a teacher's done teaching 8 plus our day,
there's not a lot of enthusiasm always to go to an even evening training. So we'd like to be able to do this during the day so that we can ensure that everybody actually completes the training. So again, these are one-time
costs. And I think that really represent a targeted investment and professional development. And it's not an ongoing recurring cost. On the next slide. This is where I
really want to thank the facilities. Team got a couple folks from facilities here with us today who did a ton of work really conducting an impact analysis to try to determine what would impact of
this proposal be on the program capacity and designed capacity and each of the middle school. So you can see that data is represented on this slide. And it shows
basically the facility capacity utilization. If all the AP students were attending their neighborhood base, middle school. So the data in the case, basically the number of students that the school is
either going to game or lose depending the situation. And I also want to point out that this data has been reflected titian to be adjusted towards the new boundary changes,
right? So this is. Kind of hot off the presses data right? So you can see just to take one example here, maybe taking Carson. You could see that
they would lose 265 students back to their base schools. In this instance, it's primarily going to be Franklin that those students would go to. But on the other hand, you'd see that Franklin would
receive 284 eligible students, mostly from Carson. But there's a few others, I think mostly from Rocky run. So you can do that same kind of analysis for each of the schools on here and see what
the facility capacity impact would be in. There is some, of course, the most facility capacity impacts going to be at Franklin Irving thrown Cooper. Cooper, though,
interestingly, is not being driven by any of these program changes. That's a long term, really kind of boundary neighborhood issue. It's not something that would be an
impact as of moving to. AP centers at all middle school. So on the next slides, what I want to do is just share some of the plans that we've developed with the facilities team to try to address any
capacity concerns that might exist in. So you can see here, for example, we've really tried to provide those strategies as well as the preliminary cost estimates for dealing with the most crowded
situations. So starting with Franklin, luckily, we don't believe that there would be any cost or any new costs there because Franklin's already scheduled for renovation. So their facility capacity issues could be addressed through the
renovation Q and that's why we put it in the final phase of implementation that will look at here in just a second. For being in row. Then the types of options that we would be
looking at would be maybe some minor boundary adjustments where wherever feasible we could reassign space within the building. Sometimes buildings do have more space when we work with them to try
to consolidate things that we can open up. New instructional spaces, there might be some minor interior modifications that we could support to help
with that. Sometimes there's regional programs, particularly special education regional programs that might be able to be moved to a site that has more facility capacity. And then we could employ temporary classrooms or
trailers if we needed to. So that's kind of the list of strategies that we would be looking at. I do want to say, though, this is only for planning purposes. We have not fully vetted these any
recommended solution as to any of the strategies I just mentioned would go through more detailed analysis, community engagement and we have all the required approvals before we move Just wanted you to kind of know the
types of strategies thinking about. And then when you look at the costs associated here, one of the things that I want to point out is that we have to kind of consider these along with operational
savings. So we also work with the Transportation Department who gave us a proposed estimate of about $850,000. A transportation savings from not having to bus students
throughout the county to access AP centers at Non based neighborhood schools. So I think the offset of the transportation savings should really cover the investments that we would need to make on
facilities teacher training. So moving to the next slide, just real quickly. The last 2 slides here we wanted to share with you kind of the phased, recommendation for a phased
rollout instead of a division-wide implementation of all of our schools, that one so you can see on this slide that every one of the implementation phases of development here. And that's
the first year you can almost think of that as year 0, because that's the year that we would complete the teacher training for the teachers in those schools and then after the development year, there
would be and implementation of the first grade level of that school. So if it's a school that's just 7, 8, would start with 7th grade one year. Then we go to 8th grade the next year for the school's 6th rate. There would be 3 years
of implementation. So you can see phase one is Poland that's already been approved. And that's already in the They're going to open with 6 grade students next year. And then for phase 2 where including
Hayfield Key Whitman and homes and those schools again would use next year. 26 27 to prepare staff with training. And then the first grade level of students would start in 27. 28 and then similarly on the
last slide, you can see the schools that would be in phase 3 as well as space for and what that timeline would look like. So by school year 30 31, every middle school, according
to this plan, would be serving all of their AP students and their neighborhood Bay Schools and middle school centers and we do think that this approach, this phased approach would really give the time that we need to make sure that
we can address the staff training needs as well as facility readiness. And with that, we're happy to conclude the presentation and open it up for board questions,
discussion and feedback. >> All right. Thank you for that presentation. We're start with Dr. Anderson.
>> Thank you. Yes, this is better. Thank you. >> I'm very excited to see this because this was human member, this staff to
Presidio. This was my fun topic from 2020 and to see that 6 years later, we're finally here is kind of exciting, not realizing it needed yet. Another board
action because the board did agree to move it forward back in 2020 and I'm glad this has been resurrected and we're here. So here's a few
questions that I have. For you just running through here. One. I do appreciate the opportunity that you're giving us to give feedback and input and to ask questions and to
kind of kick the tires a little bit. The accountability and program standards that a pack has shared. I could not be in. Better agreement with
them. The program standards have to be tight. We have to not have the grass is a green is greener, a kind of mentality that we have with the local level for us. It's kind of the same conversation
here. So it's going to be this is the model. And this is what everybody's doing. >> That that's correct. being much more explicit with the
program standards as well as having some built-in internal accountability with the program. Audits that we would put in place on an annual basis. >> And I would encourage to
perhaps up to me to take this very good program accountability to the local level for us. It's a good time to kind of check in on that to see how we can use. >> A more consistent approach
on the local level for that elementary to achieve some of goals. If we're going to do it for these grades, I think it makes sense for the other grades I'd like to speak.
>> To the data that is on slide 7. The critical mass. I'm very glad to see this because I know this has been a point of contention since I got on the board because back in 2020.
>> When fun topic was shared, there was some feedback from community that we don't have enough of our kids and each of these middle schools to achieve this. Clearly, that is not the case. We have hundreds
of kids across all of the schools. So thank you so much for including that. >> On its side. I think 11,
10, 10, you talked about capacity utilization. >> These numbers with or without modular. Thanks.
That's with modular this man. Could we perhaps received these numbers without modular as well? The reason why raise
this because I see an opportunity and it's not one that I want to articulate. If these are, if the only numbers that we have to look at our with modular Dr, read some of
these capacity utilization have really decreased if when and if this goes through will have some schools that show up at EIGHTY-FOUR percent. I imagine whatever the modular
show, it will still have some room. I wonder if we could begin that conversation of bringing, you know, I'm going with this bringing up 6 grade into the spaces that have room
again. It doesn't have to be everybody on it. Months like that movie. It what it could be in some of the places. Yes, ma'am. think left prioritize
jewelers versus bringing up 6th grade and maybe, you know, it'll be a conversation to we want to leave the modular some places where we would need them to bring 6 grade or is removing the modular is more important than having the 6th grade.
>> But I do think it opens the door. At least it more sites in the division, the ability to move 6. Great up. That's yes. It which is why will be really important to have the information without the go
back Anderson. My apologies. But I believe Mr. Gordon has a clarification >> but clarifies with doesn't
include without Myles, not included. Trailers trailers, not part of that. The temporary classrooms. So we know we never compare the 2. >> Right? I'm aware it's just that in the cip. We typically have with modular legalization
without if you could just provide that just for the comparison to see whereas really, really room instead of just doing more outdoor
activity with all students. Mr. Muse. Thank you. Madam Chair. >> Thanks for the presentation. Talk to push
deal. You probably remember this. And time talked about. You know, school to modernize.
With the debate. Around quickly mass. To thing. The AP AC advisory committees, Green. >> With the 2 classes, poor
grade. As satisfying the requirements for could could mask. Things. I've I haven't heard to toughen numbers from some members. Sully, a PC.
That is why ask me that question. >> No, I think it's a good question. And I think you're right. There are certain members a pack that would
prefer more than 2. But who was kind of the minimum threshold to be said. And that's the standard that, you know, even before care Centre for in this role and Dr. Carol Horne was here. That was the standard that we had said many
years ago. But there certainly has been a lot of conversation in the advanced academic community that some people would prefer even more students per grade level. But we feel confident that having to a sufficient because it
does give you the ability in a situation where you might have to teachers working together that they can collaborate work is a collaborative team and support each other words. If the numbers get smaller than
that, you wouldn't want to have just one teacher without a support system in place in the school. So we're comfortable with 2. >> Since that, this is a middle school setting. It's
going require than just to teach that he showed when I say to classes per grade level on talking to classes per grade level per subject. So you myself to sections of
seventh-grade English, for example, that would be the 2 classes that I'm referring to the need of the same thing and algebra one and geometry. Social studies and science. >> So you some of the numbers
I heard was anywhere between. >> 100 150. To be quiet and critical mass with 100 and the
that 150, you might have. You know, 5 AP teachers. To be able to work as a team as opposed to 2. That's right to is that is that the main
differences? That's the that's the only So what difference? >> 2. 2 versus 5. Those 2 versus 5 make in terms of
being able to provide. I really don't think it makes a difference. >> I mean that again, that the when you talk about where this idea of critical mass even develop it was from kind of
the research around having the ability to have multiple teachers working and collaborating together because we know from the research that that creates better learning instructional environments for
teachers as well. So as long as you have at least a teaching partner. We feel that that's sufficient. >> Because let me let me go Some of those I think a full
schools, the poli. >> part cleverest center programs for it. just a dealer. Students are known
Cooper Johnson, Ron Pillow in South County, looking at the numbers, grow it on slide. Number 7. South Kona sums to
have fewest, you know, students in the program. Of those for Among those for example, for the 7th graders with South County, we have 80
students. One says Cooper's 181. Do since to be below. What some of the EPA see members described as a
required couldn't come 100 150 students longer. Cooper Pixies. Then number to see any differences between the program is provided at South
County and Cooper. >> There's no there's no difference. the same curriculum. The same program standards, the same teaching requirements, the same expectations for after-school extracurricular programs.
>> You're able to sort of fight that. Yes. And what about the how the student shot doing in those classes? >> So we haven't compared
students across schools in a while. But when you look at how students in advanced academic courses are performing. Performing very well in terms of grade point
average test scores, right? Like all of the data points that typically have for students there far exceeding division averages. And that's true of the general level. Now, I haven't done a recent
comparison of South County to Cooper, for example. That's something we could do. But we haven't found any outliers in terms of schools that were lagging and arson. >> Would you want to able to
show board and what you find almost you specially. I don't want on. This is pick to So I just want to be able to
compare screws with ease 150. Shouldn't with the vs. Those less than that because since seems to be >> differences opinion, what
the size of critical mass should be. Yeah. >> Now we definitely can do that. Okay. Think might take a little while, but we can build it. Okay. Thank you. Appreciate it. Thank you. Miss
Anderson. >> Okay, just have a few questions. And this is something it's an interesting area of mine. So I'm gonna I'm gonna temper my questions carefully. Looking at this
slide. One of the things that I want us to remember is that these this is all made up. Like we have decided which kids are able to access the
level 4 curriculum and which kids can't. Because we have kids and I would love to know the numbers on this. How many of our level 3 kids are serving right now in level 4
coat, local level for programs that are not given access at the middle school level for no reason. They are successful in an AP class. They have done
all of the same work as their co hurt classmates have. And oftentimes what I think is actually going on here is it's related to dei are teas and what's being done and the
elementary level that gives kids access the middle school. And if we want to see advanced coursework at the high school, which is what we were just talking about. This is the
path. It's one of the very first conversations I had with Dr Reid. When I came on the board is that I see this is a barrier to success. And quite frankly, I would love to see the numbers over time to see
whether or not if we have a change in an A R t at a certain school and I'm not many schools. But if we have a change in and out of school, what happens to the numbers? Because it's purely and
completely dependent on the person. That is the person that's putting the packets together. And so I think there are lots of things that we could do to fix this immediately. And I will be completely transparent here
that my kids fall in this category but any level 3 kid that is serving in a local level for right now. There's no reason that we shouldn't automatically just move them
into level 4. I mean, us going through the packet process at that point is a barrier to success for many parents. The don't have the time. So I just
I would love to see S fix that at some point I would like to find out whether or not. We are going to keep them Cold War did in all schools and whether or not that's going to
be the choir Mont because, again, I think we have an access possibility here is that you could move kids that were just designated as level
3 in 2. The AP classes, if you don't require cohort at the middle school level. So that's one aspect. And a lot of these kids have been courted in one class with one group of kids
for years and keeping them cohort the middle school level is a barrier to success on other social skills as well. So I would just like to keep an eye on that. And I think.
Well, that's that's where all stopped for now. I may have some other things, but I just I really want us to look because I have a hard time believing guess I understand that some of these schools are in more impacted areas in
terms of. Lots of things going on. But I just have I don't want to see any of our kids put in a category where they're not going to be successful. And so we need to figure out a path that opens
this up rather than keep sick cohort and the way that it is. Is their response to that. do you look like a response I took. I took that as advocacy,
not >> St. John-Cunning. First of all, thank you for this work. And I do know that sometimes as one of my colleagues said this was brought up a long
time ago and it's taken 6 years. Sometimes change takes time. I know things I've advocated for within our district of taking more than that. But the fact is we're moving in the right direction. I'm really pleased to see
this. And I'm really pleased to see that this is really going to solve a huge overcrowding issue in my district because only one of my permits has an a P middle school center. So to
everything. My other colleague just said, depending on what your future schools are at the elementary level. That's going to depend on the numbers that you see a terminal school. But going back to our previous
conversation and go for it, we're going to start looking at vertical articulation and then we're going to move down. To the elementary level. My hope is that we are going to have more kids that are going
be able to be in these programs and that. The idea is that every kid is possible to reach this and that that's why my advocacy is always for more
local level for years because it aligns with our boundary work in keeping students within their community. And he did answer the one question that I was going to ask when you were talking about the
cost, you know, to give me the cost savings in terms of busing. And I think that that, you know, that's just a no-brainer. $110 a year to to
implement this versus 850 K in savings. I think we're headed in the right direction. And I do agree that sometimes depending on who it is and what those packets what the
barriers are. Not just 4. There are specific families that know how to work the system and advocate for their kids. And there are some that don't even other kids would
very much fall into this. And that's really glad to see some of the able work that is identifying some of those kids whose parents might not be able to do the advocacy for them. So I think we're going in the right direction. This
makes me really happy and just thank you for all the work. Thank you, Mr. Dan. Thank you very Just to kind of pick up
on hike sanderson's comments about equity and and of DR King to see want go to this I really appreciate day comes to shun our so go around excess challenged so forth. Can you
speak a bit to the work that you and your team are doing to ensure equity? Because I'll say this is a parent to get of child in level 4 program. I was surprised it. Vinci, the barriers but amount of work it
took to get in, do it. I can only imagine for parents who don't have that time commit to doing that. So he may be speak to you and vision changes to how kids are brought into
this. And if so, is that infected into this? >> Thank you, Mr. Dylan, Dr came to respond. I think that.
There's a fundamental difference about algebra in 8th grade because that's actually general education. There's nothing gifted and talented or advanced academic to be an algebra in 8th grade.
Whereas AP program Office of Civil Rights Protected Program and in many states, AP student has the same IP rights as a
student with disabilities. So it's very it's it's somewhat different question. But Dr King, you want to talk a little bit about respond to Mr. Downes question, please.
Are you asking specifically how we get more students into a PR? What my team is doing to work? >> Yeah, really appreciate your coming tonight. I'm forgetting that the technical
term that use looking at the students, you know, course, history and so forth to say, hey, there's nothing different from this child, this child this child is being recommended for algebra. One. This one wasn't is the same being done Pierre. How does
that process recognize that happens at an earlier age and it may not be as much to go off of. >> I think that Kristen is best to answer that question. My team works closely loans
team and all the work that we do. But specifically I think he would be best to answer that. >> Just a couple like Dr Maloney to weigh in. I think
first thing I would say is that follow Dr Reid's comments. We have state legal requirements about what we need to do to consider access to advanced academics. Right? So there things that are
required at the state level like cognitive abilities, test rate and then what we try to do is we know that some of those things could be barriers. So we tried really hard to figure out how can we round out that process to have
a holistic view of the student to really make sure that we're not missing We've done multilingual testing. We've done, you know, the printing process where files are read
by multiple readers, not by an individual reader. So multiple people are looking at the file. We've provided opportunities for work sample so that we can really see like what is the students work? Look like not just what is a
test score on one day. Look like great. And then we've had 3 external program reviews people since I've been in the division and 15 years. seems like every 5 years on mostly tee up another one. The most
recent one was in 2020. And one of the things that they recommended was when we think about the norms that are established on those test scores instead of using a
division-wide normally should use local norms. So we apply local norms of each individual elementary school to find the students that are outliers within their elementary school, meaning that they're
ready to be accelerated more than what the current population in that school is. And that might look real different in one part of our county versus a different part of the county. So those local
norms allows to identify those students and qualify students that maybe wouldn't be qualified if we were just looking at division norms as a whole. And that has helped our representation be much more
equivalent to the demographics of the division overall. Then they were before we did that. And that was one of the big strategies that came out of the most recent program evaluation. But I can only do want to add anything.
>> I mean, only other thing that I will share all those are excellent is that we really want the opportunities that are happening full-time advance academics to be
available to all students. So that's a big part of the advanced academic resource teacher role is to be working in the SEAL. Tease. Working with the teachers to say, hey, this is this units coming up.
Here's some curriculum. 3rd. Definitely gonna be using in full-time program. And which parts of this or will use all of this? We have a lot of schools that just automatically go ahead and say that for social studies and
science, we're just going to use the AP curriculum and social studies and science. So I think even though students might not be in the numbers says has identified for full-time, they are getting
access to the things that will have them be ready to take the advanced courses when they get a secondary so that you want access to rig are used to be in the strategic in the last year. T Plan. And we keep collecting that information because we want to make sure
that that's something that students regardless of identification still are getting the opportunity to do. Thank you, Miss Dixon.
>> tackle this time. 2 parts. One is the again. then the capacity. So while I'm seeing there school like a one of the
franking farm Franklin not good farm Fenty, humid middle school is getting to a higher capacities would be 109%. And
do it fast. 112%. And also you know, getting a less students. I think want lot of those goods who want we're going to cause are staying in Franklin,
which is an excellent school, by the way. And I I just enjoy going school, but my kids, my issue was while the did the
year their stores are moving this plan is action. This with the construction also start. So this school. So logistically I wanted to know the other. You know, it'd be difficult to have these 200
plus kids more coming to a school which is going to a construction that point. I mean, I'm certainly >> happy to going to be from facilities if they want to
contribute to the answer. But the first thing to remember is they would not come in the same year. So that implementation year that first year when the renovation would be starting with teacher
training following year, you would start working with students and 7th grade and then the following year, students in 8th grade. So be over a three-year period of time. It would not happen at once I know that, you know,
we've done renovations, obviously in Fairfax and buildings that are, you know, technically overcapacity. you know, when you look our cip and we've been able to manage that pretty well. So I don't
think this is anything new. >> Yes, ma'm. So I look at it from a couple different lenses and perspective. So, you know, we do first thing we always do is we look at sea, the
capacity program capacity versus, you know, actual student capacity. Can we come in look to see how the building's utilize help different set eyes from the plant in Tennessee. How the
school could support the requirement. Then we'll look to see what requirements are needed in the construction peace. And right now through the process, we've identified 3 schools, which Franklin Irving and throw it. We need some sort of construction
specifically for Franklin. We will look to time that out the later years that when it's going through the normal construction process, but for any other school, it needed some sort of minimal rework
inside. You know, as as Sloan said, we pretty good at doing face construction as we're working on one part of the building might have temporary classrooms that will bring in just for that. Can with that limited small amount of construction process. I don't
think it would be a thing that would and the rest because we do this on a a daily basis. That is the question. >> Yes, yes, it does. And also the gun, the capacity is also
going to increse right of and that frankly, in in the modeling. >> I think capacity for isn't inclusive of that. And don't
think an issue with. Bringing them additional students. Okay. Yeah. >> I think every innovation we see. And if think reason capacity anyways. And my
second question was eyes well, mentioned that that the access to programming and I agree with the with one person is in charge of pulling kids out in an elementary school. fact,
they are D's are anybody who was single-handedly doing it? The chances off subjective. I guess there Pena and are, you know, Bridget to sometimes don't know. Do people don't
know? They have it? It can be against students. Soul. Instead of doing a person, should be a team and just like we do for a be like I know a B
is it is a team of student off different fresh judging the files and and then decide which kids going be level 4 that could help of a diss
individual deciding that's good should be pulled out for, you know, different classes Texas tool, more students and maybe I thing and VCR doing
this tremendous cooler and plan to do more egregious academic planning in high school. I think we could invite more certain in middle school for AP because I mean,
those kids need to be busy at that age, really, like I mean, give them more work. So even though I know they have to get up, were you sober? Do This is
helpful because they are going to a neighbor heard school, not that and driving. My son used be in the bus 40 minutes to go to rocky run liberty of
us 10 minutes away from us. But do as be a vote for. extracurriculars will be very helpful to have it. All these schools of day be, I think
that's there are program. Do we have it all schools right now at that level of competition like So I think overall I like the program,
things. All right. Thank I'm going to take a turn. >> I can't even find the words to talk about how. Packed full this is going to be and I'm
going to try to it. We talk about critical mass to be critical. Mass is about is about money. Okay. We can afford to do it. Every school. We do it. And I believe that 2
cohorts are is fine. I believe that there's that all children can learn. I believe that some children are more interested and perhaps more have greater
attitude some subjects than others, which is the cohorting is always bothered me because if I've got a math and science like can set the world on fire, but maybe that person is
more appropriate for, you know, just local level 4 or something else. And humanities, why can't they be in the AP cohort for the math and science? It's like a bit. It's a we're getting rid of barriers were either doing it
or not. So from my perspective, the Cohorting has got to stop. But in doing so quickly, can change. Came quick message. Stay the same I mean, I just look at this. I
think about accreditation. And I think about the boundary review work that we did in the ugly things that came out of people's mouths about schools. And I mean, I'm looking just
at between Hughes in Herndon. Herndon, we'll have AP eligible kids if we went to this than Hughes will. But yet, Hughes has the much better for some cockamamie
reason. The perception is uses the better middle school. This is so unfair to all of our populations. All of our differences. And that's why
this work really excites me. And I was excited to well, it's one again, one of the first I also have a doctor. Reed this is how we treat people with humanity. This is
how we see potential in all students. The separating in the lead that those days that they've got to be sunset in this county. The other thing
is the 850,000 transportation savings that annual. Yeah. That was calculated an annual basis. I I've asked for a correction on that piece of lead that high.
>> Okay. the number that Mr Mute provided a year ago. So we're going get a correction on that. Some of will double. Check that one for. Yeah. >> Which is a license. Have
got I'll be honest with you if it's 500,000 in perpetuity, that's money. It was. and we're bringing programs to children instead of taking children are programs because
the other thing I would like from Mr, Buick, is he we look at healthy start times if we literally service all of our children in their in their base school.
>> With that allow us, your bosses that passing schools without allows to healthy start times for middle school because that's the remains a priority of mine >> you know, thing I'm gonna
say is in terms of the comments around the eligibility. >> I agree it should be a team approach or if I were cat, you know, Robyn Lady Elementary
and Tom Cannon Elementary is, you know, across town. Maybe I is there t evaluate his kids. I don't know. And there's a bias and vice versa because
I've seen yes, you and I champion my own daughter who was elementary kindergarten teacher at one point. And Louise Archer. And she would push for kids who are. Didn't
have parents pushing for them. Okay. Underrepresented status and I didn't always appreciate the pushback she got because that person wasn't read to
didn't mean that once exposed to the couldn't drive. So I might taken to go back. But for now, we'll go to Doctor Anderson. Can comment just to >> clarify, I miss understanding that I might
cause apologize if I did. >> So the screening process. >> a multi reader process. You can hear me.
>> Oh, sorry. Okay. So the screening process is already a multi reader process, right? It's not done by the A R t and the local school. It's done centrally the files are read
by is at 6. So the files are read by 6 different readers that to go through in a radar, reliability training and everything else. They read the files blind so they don't know the kid is they're not screening their kids. So we've
already addressed that issue. What I was trying to say with Ortiz and went Dr Mullany was kind of getting at is one of the equity strategies that we have used. Is it exactly what you just described, having
Ortiz look for the students that may be have been overlooked to the school and work with that student in that family to submit a file so that that student can be considered. So we're already
trying to do that right now. It's on to make sure everybody understood the distinction there and apologize for any confusion. >> Know, appreciate. And I think that maybe they are tea has a little more power.
Overlook local level 3 and being pushed up and things like that. And that is a little bit isolation. So I think that that's also. Going back to the dye my daughter's
ideas may be that kid tested a level 3. But what she's seeing in the classroom is a kid. That's yeah. Dr. Anderson.
These things today >> I was actually going to ask you to go through the screening process because I was a little familiar with it some of the things that I heard I thought were inconsistent with what was happening. But the one that
I'm not as clear on if you could speak to that, local level threes, can you speak to what is our tease kind of influence into that world in
terms of access. 2. To programming. >> So similar to the full time screening their it a lot. A lot of the schools actually to
screen everybody. They have multiple ways that they can sort the multiple data points that they have to look at. It's still a holistic review, all the same data points are used. The main difference is
it doesn't come to the central level to do it. It's done at the local school. So there would be a team of teachers. Typically the CLT with one administrator and the advance
academic resource teacher in the spring time, they look at every student in that grade level as they're moving into the next grade Look at all the same data points may have different ways to sort that see who are whose bubbling up
in the different ways. So it's it's similar. Data is just one of the local school. >> Thank you. I think it would be kind of important to offer some information to the board in terms of where in these
places, particularly given the plank. A report the parents can have that sometimes outsize influence having their
students be place AP because I know we we have the test and you have some kids that they make. are above that threshold. So they're in the you have some others that are in a different threshold. Then
you have the parent appeals. There's a lot of places where there's different. Point to pressure and I think will be helpful for everybody to know
that. So let me go to my questions here on slide 8. You talked about teachers certifications either the Virginia gifted
>> endorsement or the local endorsement from Fcps. How many about teachers from the 14 centers that currently have one or one or the other these
endorsements that are teaching full time. Do you have that data? It will have to. We'll we'll get that to you as step. >> But the short answer is the majority do not have the full
certification now. >> Okay. So if the majority do not have the certification now, what does this mean when we're expanding? >> So that's why we're recommending that we try to do a lot of this training during
the contract day because of what has happened is per regulation. Teachers have 5 years to complete the training and often what happens is the best of intentions life gets
in the way and it's difficult for them to complete those requirements outside of the contract day. And then we're left in a position of somebody's got to teach the class anyway. So we're going
to take the person who's got the most That's why we need a different training plan where we can control really the training experience more put it inside the contract.
>> So will this trading plan then be inclusive of current center teachers? Yes, okay. Wonderful. And I see an opportunity. Dr Reid, I'm quite and support of doing the
training during the day. Get a sub, get the training because after a long day's worth of work, no one has there. Full energy for you. If we're able
to have a daytime training for all of these teachers, which I'm sure is reflective of the cost that you have here. Could we then? Adjust the regulation from 5 years to something less
because I could see this as if a teacher is not at a school for for 5 years, they're going and the kid can routinely or that school can routinely not
have those certify teachers just because of mobility. >> I don't know. mean, with anything is possible. I also
want to say that we know that interrupted learning with substitutes isn't necessarily our best move for children. So I think we want to always balance the amount of time
staff are out of the classroom. Teaching and learning pieces. But I I would have to do some research and why the 5 years was picked and
while that cycle, but we certainly can look at that. Thank you. And if there's some way to do one of the days at the beginning of the year and maybe just to throughout the year. >> But just something has to be done. So it's not an after
school requirement or not that we could make it then. The other question that I have is regarding the phasing I thought that was a pretty. Reasonable phasing to have
that year. 0. >> Did pole middle school have a year 0 for endorsement and training? >> This is this is their year 0. So we've been working with
them. So they're having in now. >> The for school, the 4 phases. I'm sorry. The face for schools. I noticed our
Franklin, Irving and thorough and the road, these other schools that would after it's all said and done have the highest compound utilization. Was that purposeful to kind of give some time? >> To adjust that I'd go back.
Please. >> Yeah, but that was intentional so that we've got more time to resolve those issues. >> Thank you. Miss on coming.
So yes, I wanted Going back to in terms of advocacy our T's and I think the issue that we're all going to lie. I know how the packets are evaluated.
It's how the kids are recommended. And I think that's the point we were getting to in terms of potential bias. I also am interested in knowing and I don't know if you keep this but, you know, the number of
students who are placed into AP programs after parents appeal and they get outside testing. >> And off the top of our heads. But we could try to
find some data on that. We've had that in the past. >> Yeah, I think that that goes to equity in terms of people that can afford that and people that can't so
that's just something that I wanted to fly. when I talked about this taking a long time, I did just want to thank Dr. Anderson, for initially bringing this up and staying
through it. And 6, 6, years later, here we are. But. >> But it's just I know that it takes time. So I just want to thank the staff the fact that it was even brought up and that we're here but the
other thing I wanted to just mention just for the public is I think one of the hardest things is that we want this and all of our schools this right now looks very cost effective. But then we start
moving to doesn't include modular or trailers that were talking about construction cost. And then we're talking about 6 great. And I think the hardest thing for our board is a priority is to say, do we want to have this and all our
middle schools and okay with this modular. Do we want to bring great up to 2 middle school and is it OK to have modular? Because when we start talking about construction that we're talking about costs and I think that the hardest
thing for us is a board is ideally, we would like for there not to be much and trailer. So then we have to set our priorities like, do we want a piece centers and all our middle schools and said, OK, that's fine. Jewelers, 2,
6 graders and one of schools. And is it OK sponsor? Was I just wanted to put that out there because I know ideally what we want is for there not to be much dollars. But how do we balance those qualities?
Because building costs a lot of money. Thank you, Miss Anderson. >> So first, I have a housekeeping question and it's kind of a question for the board. And I think the clerks
will be happy that I asked this question are we expecting that we're going to have boundary meetings for all of the schools because that is going to be a pretty heavy lift. If you're considering
public hearings for everything. And so can you speak to that a little bit? >> No, that wasn't the intent. >> I think per policy we have
to do the analysis but policy. It's 15% of the student population would require if more than 15% of the population is affected. I think that's what triggers the hearings and everything most instances don't think that's
going to be the case. But that's the additional analysis that we're going to have to do in terms of where that's necessary. >> And I think that we we do need to do that analysis because one of the things is we're actually not changing
the boundary of their school. They're actually going to be going to their base school. So in theory were not actually changing anything, actually just having them go to the school that would be appropriate to go to, which
would be a. I think that we need we need to do legal analysis on it. But I'm just putting a marker down that that's necessary. I'm also going to speak to Dr Anderson's point about the
fact that we need more consistency related to our local level force and actually just our level floors across the board because there's there's a pretty significant
difference between the way. It is that a center school receive instruction compared to local level fours depending on which school they go to.
And while I understand that this screening process is a is a group process, I completely understand how that all works. Identifying the kiddos that are going to be going to that screening process is not a
group process right now. And there are some barriers to success that happen often related to behavior and things like that where I know for a fact that sometimes that
behavior is communication, that okay, do is born. And so I definitely would like us to see to continue just working on that consistency. I'd also like to look at trends over
time to determine. If a school has significantly decreased their number of a P students in air or even their level 3 students over a certain period of time. Knowing that I mean,
and I will be completely honest. I didn't understand that level threes weren't designated outside the school because and I didn't figure that out until I became a board member. So I'm telling
you, parents don't know that. So I think that there are some opportunities for better. we've talked about this before, and I'm just going to go over just a little bit. We talked about this before I
know that a significant number of our kids are identified for services. and I and I understand I'm just I will I don't want us to look at the covert information and, you
know, in looking at middle school and see it as somehow detrimental. And we have all these kids that are levels
that could do the work. So. Kl to go back. >> basically and going back to the question about the
boundary work, you know, slide 10, which shows a few schools being over capacity at that is in no way would stop me from moving 100% of this work.
We're doing boundary work every 5 years. When I look at some of these locations and some of the mobility of Carson's going to suddenly rocky run, you look at these numbers shift. Franklin does
need to stay over capacity. These can be boundary adjustments. And so want to put that out there. You know, I'd also think it's an interesting thing that once we
keep students in their base schools that will really understand capacity and potential, maybe dad, 6th grade, which might mean that we convert an elementary school to middle school are or
several to make it work where we can add 6 great. I don't know. I just want to always put at the forefront of overdoing education. Best practice. And I do think that
it's a beautiful thing. The middle schools 6th grade. Those kids can opt in certain electives by choice. unlike theater, for example, and the earlier we can expose kids to
choice I think is is great. The other thing I think our community doesn't understand because when I talk to parents who are appealing as if they think I have anything to do, I
for the people out there. I have no control over how your student performs on these assessments of whether they are recognized as AP eligible. But when I talk with him about the fact that when you get to
7th grader, get to middle school, you can choose honors. By choice and we had high school. You can choose honors. AP, I D and they're just dumbfounded. There's way too
many people in our community. And again, this is the vertical work who don't understand. think if their kid doesn't AP and truly is are identified that they're doomed
for life and they can't then take advanced coursework. Miller High School and we just need to do a better job of communicating that with parents. I mean, every parent I talked to except for one
when an older child, no idea that that was that was a viable option. So I see Dr. Anderson, again, for gonna go back. But one question that
just came to mind and another that was kind of planned theirs. Again, the conversation regarding the inconsistencies across schools that has been since I've been on the board and now it just
continues to elevate. We are about Doctor E 2 and Barak on something that is very exciting. Both what we're talking about here and what we talked about just a little bit
earlier. I wonder. How can you give us some information regarding the consistency of programs across the local level local level for years? >> Whether it the elementary
local level fours. The middle school centers. How can we get some data about their consistency? Is there an audit that could be
>> You know, we and that with packed committee, that money was there. I talked about how. And now you ate the effectiveness. Right of the
programs. And I think that's a topic the committee is going to work on because there isn't a clear current. Data set that even the advisory committee is using to evaluate the
effectiveness. So I think that we have to be clear what we expect from it and then expect the same thing from each program. And so I think that's an ongoing conversation right
now in the advisory committee. I think that it, you know, looking at assessments across all schools with programs as one way to evaluate.
Consistency of outcomes again, as an instructional curricular program, how curriculum is delivered, eyelid asked Ah, cheaper city on his team to be thoughtful about how you would
might look at a curriculum audit or how how that currently is evaluating schools and provide some some type documentation props to
the board on that topic. So I don't know if you have thoughts on that. I know what the program was audited and 20 2020. I think I'm ready reach out why reporter you routinely, right? So I know
that that provide some feedback. But Dr Presidio. >> Yeah, I mean, can do that. I was just going to start barring with Dr Maloney to
think a little bit about that. We do do annual kind of fidelity. Check with the schools where they submit information about program models and their site so we can see what we can pull. I
would be very much interested in that. Not only the effectiveness, which I think lands on many of these go reports that you can attach to it. >> But also what is happening
in each of the sites having clarity to that will be very helpful. The other thing that I don't think I heard here in terms of how this could end
and form the number of students that participate in programming, which we use to talk about in the form of former board quite a bit. A young scholars. Can you bring that into the discussion?
>> Yeah, absolutely. I mean, I'm gonna ask Dr Mullany to give you some more details. But that's our talent development program to make sure that students are receiving access. So we're working with students that
have been either may be formally identified, but are historically underrepresented. We want to make sure that they're going to access to students that haven't been formally identified. But with some additional enrichment and
support, we believe in the next evaluation and identification cycle, they could be formally identified. So I don't know if you want to. That's more details. >> I think the only thing that
I would add on, I mean, the elementary level, the young scholars, and I think the external reviewers talked quite a bit about this. The front loading, just lots of opportunities. So having the summer learning opportunities,
the board a couple of years ago get that for people allocation, which is allowed for robotics and steam programs that aren't exclusively for young scholars. But the young scholars are definitely
priority invited to those opportunities. All of those ideas as the students get older, they maintain the young scholars status and their
needs changes. They get older. So maybe there are different approaches to college application process is or study skills that the students might need. So as they get
older, there needs change. But at the elementary level, specifically, it's just front load. Frontline front load and the external reviewers tight talked quite a lot about that. That's what all the literature says. We need to be doing. He's just as much opportunity
to use those advanced curriculum and resources as we can possibly give. If you're in just to be So you've heard this before. Dr Presidio. >> I've always struggled with young scholars because I feel
that the whole goal of it is to gifts, students, access academic programming. But it seems to be kind of a stop instead of just putting them in the advance academic programming and scaffolding
that for them, I feel like it's and and this is unnecessary barrier. Very similar to Stephen talked about earlier, which is we have too long of a runway with
certain things. >> That prevent kids from the actual access of the thing that we are saying that they should be accessing. So I will pause there. The other thing,
Dr read that I wanted to just throw in. If we're going to do a review of audit, whatever it is, we're going to college. If we could also include a look
at the other things that these centers provide a consistent across like the after school programming robotics programs, etc. He's consistently
available. And I was schools again, just having a really good comprehensive look before we embark on to the next step would be really important for us to shore up what already
exists before we add new ones. Thank you. I'll take one. Go
at I appreciate the work. And I as I said, the outset, this is very exciting to me because I think this is true equity work and access work and
removing barriers 100%. I do also agree with my colleagues regarding evaluation of programming, but I also just want to reiterate when we look at how we're doing across all
kinds of Metro's sand goal that. Under Dr Rees leadership and her team of experts Dr Presidio, Dr, Ponce, Everybody. I'm not gonna name
of the entire LT but everyone is working. >> It's making an impact. You know, our teachers, RT, RT, are becoming better teachers there. They're better
utilizing ugl. They're better more appropriately using technology to enhance learning all these things are happening. So even want to write still be consistencies. I believe 100%. The bar has
been raised in every one of our schools, higher. And I just want to make sure that that I acknowledge that to the people doing the work also to
the pair community. So nobody else has to go back. Then we go check my script here this
work session is adjourned. As of 3.46, thank you. All.