>> I'm going to hand things over to our board chair for a motion. I believe. >> In order to comply with
Section 2, Dash, 3, 7, 1, 2, d of the code of Virginia is necessary for the board to certify that since the Fairfax County school board convened a closed meeting on April 8th 2025 to the best of each board member's knowledge. Only business public business
matters lawfully exempted from open meeting requirements and only such public business matters as were identified in the motion convening the closed meeting were heard discussed or considered by the board during the closed
meeting. All those in favor the motion Miss Anderson, to have a second on cutting all those in favor of the motion. Miss Sizemore Heizer Miss Anderson message on cutting Mr. McDaniel, Mr. Moon Mystics
myself. That is unanimous for board members present at the table and I will now turn it back over to our meeting managers. Thank you. This will be the second work session
that we've held on the annual update of student rights and responsibilities document. So. >> As we go through this presentation and we hear from staff. Please, keep in mind,
this is the second iteration. There have been some updates since our first work session on this. And with that, I'll hand things over to superintendent.
>> Thank you, Mr. McDaniel. So this AF or this morning, it just feels like after event this morning we have staff returning. They have made requisite adjustments based on
the prior work session that the board engaged with as well as they've gone back to meet with members of the staff. And so this morning, I know
they've done a tremendous amount of So it's my pleasure to welcome DR King and her team to present where we are currently with the student rights and responsibilities.
So Dr King, thank you, Doctor Eden. Good Morning. School board members division leadership. >> Colleagues, community members. Welcome to the second
work session for the 2025 2026 school year. Today we are building on discussions from our March 12 session. Our work continues to focus on ensuring that our in our regulation is
aligned with state guidance, community feedback and the divisions commitment to providing safe, supported and empowered, learning environments for every student in alignment with gold. 2 of our strategic plan. At this
time. I'd like to introduce members of the chief equity office who have been instrumental in leading this work. Kathleen Wealth, executive director of Equity in State Relations, Tiana
Shannon, senior manager to for Equity Student conduct Lisa Force, administrative hearings. Officer, we have several members of our team in the audience as well. Who will be here to answer any questions that might need to
be answered. Now I'm going to invite capping months to begin our presentation and guide us through the foundational elements of today's discussion. Good morning. Our desired outcomes today are to
review the final proposed discipline recommendations and the final propose cell phone policy and storage recommendations for the based on the guidance provided today, the REDLINE version of
regulation. 26, 0, 1, will be posted as new business for the April 25th 24th 2025 regular
school board meeting. Today's session is divided into 3 key areas. First, we will explore the final proposed discipline
related changes to the S R and R. Secondly will review the final propose changes to our cell phone policy and storage. All of the final proposed changes are in response to
school board and or principal feedback collected during the March. 11th work session or in further discussion with principles after reviewing these changes, our team will open the floor for collaborative discussion and
questions from the school board to solidify the final red line changes. I will now turn our presentation over to Dionna Shin who will review
the final proposed discipline changes. Our first focused area is the final proposed
discipline changes. These recommendations are based on feedback gathered in the March. 11th work session. As part of the U.S. on our revisions focusing on clarity enforcement. We initially
proposed changes that state for possession or use of statutory weapons possession or use of switchblades machetes and certain other knives and use of other weapon. Weapons administrators will be required to issue a
suspension for up to 10 days unless the referring administrative determined that mitigating factors. So just to students, age background, intent, previous infractions, disability status under other
circumstances should not. Morning suspension. The original proposal also required a referral to the school-based prevention team for further assessment and intervention in accordance
with regulation. 21 11. During the March 11th Work session, school board members provided feedback expressing concern that the allowance for administrative discretion in suspension, desist decisions
for weapon related violations could still result consistent discipline outcomes across schools. Members emphasized that even with guidance such discretion, my continued to undermine the division's
efforts to reduce disproportionality, particularly for students disabilities, black students, Hispanic students, multilingual learners, economically, disadvantaged students and male students. response to this feedback, the
final propose change now mandates that for any violations involving possession or use of statutory weapons, possession or use of switchblades machetes and certain other knives and use
of other weapon. The following 2 actions should be required without exception. suspension for up to 10 days and a referral to the school-based risk prevention team to
determine appropriateness for further risk assessment in accordance with regulation. 21 11 and any other appropriate intervention as designated by the referring Administrator. The final propose change
removes administrative discretion regarding the imposition of suspension for these often says this ensures that a consistent non-discretionary consequences applied across the division, thereby reinforcing the
uniform equitable application of sign are. By recalling both suspension and risk prevention for these weapon. Really incidents. The updated regulation balances, Student INC student and school safety
with a structured intervention framework ensuring both immediate and long-term supports are put in place for students involved. As part of the S on our revisions. We initially proposed adding a
monitoring requirement to regulation. 26 someone to provide oversight specifically to 2 critical areas. First, the application of administrative discretion, but
a suspension decisions for weapons violations. And second, the consistent use of acquired interventions for weapons, assault and assault and that a violations. The original proposed change recommended creating a new
section in the introductory portion of regulation. 26 to one titled Monitoring Enforcement. The language originally proposed stated the Chief Equity Office in collaboration with the Office
of the Chief of Schools. So conductor semester review of all discipline cases involving weapons assault and it's battery to determine the use of required intervention in factors considered prior to
issuing a suspension. The related violations, the intent of this proposal was to enhance oversight by ensuring that administrators both applied required interventions. And thoughtfully considered
student specific factors before suspending a student serious violations during the March 7th work Sessions school board members provided feedback that discretion in suspension decisions even if
monitored could still be to inconsistent us, put this up and outcomes and undermine efforts to reduce a personality. Board. Members expressed concern that allowing administrators to
consider factors part a suspension could continue to result in equal application of discipline practices across schools. In response to this feedback and because the final
disciplined proposal removes the administrative discretion provision for suspension decisions related to weapons violations, staff determined there's no longer a need for a separate form of monitoring process of discretionary
factors. But this question eliminated. It is sufficient to monitor the use of required interventions for weapons assault and assault and battery and compliance with suspension practices related to these infections can be
addressed through standard discipline audit and reporting processes already in place across the division. As a result of this feedback and internal review, the final propose change simplifies the
monitoring provision. The new proposed section of the regulation will state the chief equity office in collaboration with chief of Schools Shall Conduct a semester review of all this up in cases involving weapons
assault and assault and battery to determine use of required intervention. This adjustment shows a streamlined, consistent approach to oversight by reinforcing divisions, commitment to clear equitable
and uniform enforcement of sign on. Since the March. 11th work session, the governor signed Senate Bill 908, sign it. Which means policies and
procedures related to the prevention of and response to cyber bullying in schools. Specifically 9.80, requires that all local school boards establish policies that
address cyberbullying in alignment with model policies to be developed by the Virginia Department of Education. These model policies provide regulatory guidance on preventing responding to incidents of cyber bullying, including
incidents that occur off school property but have an impact on the school environment. Under SB 908, right 9.80, corruption. The new policies must also provide
protections to ensure that any student who was a victim or witness a cyber bullying is not deterred from reporting incidents seeking support. In addition, the policies must include a list of available support, services and
resources for students impacted by cyber bullying. At this time. We are awaiting the Virginia Department of Education's issuance of the required model policies wants
to be viewing model policies are finalized and released the SR and I will be revised accordingly to incorporate the mandated procedures and protections related to cyber bullying. We will continue to
monitor the development of the model policies closely and ensure that any necessary updates to regulation. 26, 0, 1, about forward in a timely manner to maintain compliance with state law and to enhance
protections for all students. To enhance clarity enforcement within sarin are several proposed changes to the discipline. Matrix are brought forward during the March 11th work session. The proposed
changes include the inclusion of okay, 6 icon with the discipline Matrix. The addition of matrix instructions to guide users through the appropriate disciplinary process. The addition of a corresponding
narrative column in The Matrix to reference where additional information can be found. Matrix key footnote directing users to the page containing the Matrix Key and a matrix.
But no clarifying that s barcode BSE. 27 related to weapons includes place less than 3 inches and the medic weapons following the March 11th Court session. No feedback received from the
school board regarding these proposed changes as such. That's the feedback is provided during today's session. The plan to move forward with redlining these revisions into the not. To
further strengthen clarity and enforcement within the S R and several proposed changes for the 2 drugs and assault violations represented during the last work session. The proposed changes include a
revision to B E S '06. Which would require administrator is to use the signs and symptoms of substance use within the fcps over those protocols before determining that a student is under the
influence. The definition of assault is proposed to be of updated to reflect the deal. definition clarifying that assault occurs without physical injury. Additionally, the proposed changes would
require interventions for all U.S. all violations it has also proposed that a new narrative section for assault and battery at it using to be the finish which distinguishes assault and battery as
occurring with physical injury. To further enhance clarity, the proposed changes would create a new BSO, one B, the group assault and battery violations. Finally, the
narrative provisions related to hazing would be separated into their own distinct narrative section recognizing that hazing is a unique violation with its bar code. Following the work session, the feedback received from the
school board regarding these proposed changes as such on this new feedback is provided today's session. The plan to move forward with redlining these divisions into the S and R. Several proposed changes
related to data entry. Parent notification administrator training and directed support represented during the last session. The proposed changes include requiring discipline data entry into says. For all
discipline violations, parent notification within 24 hours of a disciplinary incident required intervention for any S on our violation and annual integrated discipline training for all school-based
administrators, integrated discipline training would include training on updates. The S on our scenario based discipline processing title 9 bullying and harassment by some discrimination.
Discipline, data entry and requirements with turnkey training with school Bay staff. Finally, the proposed changes would remove the school counselor has required school team member for receiving discipline concerns
and directing this responsibility to the school-based administrative team. Following the work session of the back, received from the school board regarding these proposed changes as such listening feedback is provided during
today's session, we plan to move forward with redlining these divisions into the Proposed changes to enhance clarity around specific terms and definitions within the S and R represented during the
last recession. The proposed changes include revising the definition of hate speech to include religion as a protected class and symbols changing the term. Stealing to that for consistency, Insys
and removing the term stakeholder him and placing it with community partners or community organization. Following the work session of feedback was received in school board regarding these proposed changes us listening
feedback is provided during today's session. You plan to move forward it, lighting these divisions into the And finally proposed changes related to the following general terms and definitions
within the S on our regulation were presented during the previous session. The proposed changes include adding definitions for the following terms listed here. Following the work session of back which received from the school board
regarding these proposed changes on this. If your back is provided during today's session, the plan to move forward with threatening the should visions with the discipline. Divisions concluded. We will now shift
our focus to the second major topic of today's session, the cellphone policy and storage recommendations which will be presented by Kathleen wants. To initiate our conversation.
We will begin by reviewing data collected from the cell phone pilot program, focus groups, community forums and surveys conducted in response to school board. Follow-on
motions issued in May 2024. >> Extensive data related to these findings was pray previously provided to the board. Cellphone violation.
Data was evaluated at the schools, participating in the storage in the pilot between the first day of school. August 19th 2024 and September. 30th 2024, there
were 428 cellphone violations at the control or comparison. Middle schools compared to 164 cellphone violations at the storage middle schools during the same time period, there
were 1587 cellphone violations at the control comparison. High schools compared to 1170 violations at the storage high
schools between October first 2024 and January 31st. 2025, there were 809 cellphone violations at the control comparison. Middle schools
compared to 433 cellphone violations at the storage middle schools. During the same period, there were 2107 cellphone violations at the control or comparison high
schools compared to 1936 violations at the storage high schools. These findings indicate that the pilot schools implementing storage units had slightly fewer cell
phone policy violations and put it into c'est during both time periods captured. However, the difference was only slight, the possible positive impact of the storage units appears to be more
pronounced at the beginning of the school year from August 19 through September. 30th. Then when compared to the period from October, 1st through
January 31st. Participants of the focus groups were asked about their perceptions of the storage storage and has piloted at the 30 pilot Schools. >> For Pouch Storage, which
was piloted at the Middle Schools. Participants identified the following benefits. >> And enhance learning environment force consistency, reduce behavioral issues and a
reduction in teacher burden. The drawbacks are considerations associated with pouch storage included students circumventing the rules. The impact on teaching practices and inconvenience
and loss of instructional time. For door storage and totes storage options which were piloted at the high school's participants identified encouraging student
accountability and the formation of routines as a primary benefits, the drawbacks are considerations identified for these options included a lack of consistent enforcement and student
resistance. >> While the findings collected from the data points, including the pilot, focus groups. Community Foreman survey are 10 forming
next steps. The signing of Senate Bill 738. directly impacts any proceeding. Cell phone policy. And revising the cell phone policy recommendations. Findings from multiple data sources,
including the requirements outlined in SB 738, were consulted and directly informed the proposed revisions in addition to the earlier data points presented new data sources were reviewed
and considered. These include the cell phone violation data. A letter from the High School Principals Association and convening with high school principals together, additional recommendations and
feedback. These additional source of information, including the signing of SB 738, a rose after the March. 11th work session and have played an important role and shaping the final proposed
policy revisions being presented today. Based on the passage of Senate Bill 738, the following changes to CERN are regarding cell phone use in schools are proposed to go
into effect on July. First 2025. That's on our will be amended to ban student possession and use of cell phones. Personal tablets south
on accessory, and smart devices on school property Bell to Bell. Bell to Bell is defined as the period beginning when the first bell rings at the start of the school day to initiate
instructional time and ending when the dispensed dismissal. Bell rings at the conclusion of the school day. The belt about period includes lunch and the time between classes. Under the proposed changes,
students, cell phones, personal tablets, excess Rees and smart devices. They no longer be used as instructional tools during the school day. Schools must ensure that the implementation
and enforcement of this policy, it's the responsibility of the school administration and that enforcement minimizes to the extent possible any conflict with the instructional responsibilities of teachers
or any disturbance to instructional time, appropriate accommodations must be provided for students with IEP is 504, plans or medical conditions in accordance to pick up a loss-making nations. Students
may not be suspended or expelled solely as a consequence of violating the cell phone policy. However, violation of this policy that involves coincides with results in and instance of
disruptive behavior that is not solely related to a cell phone violation. She'll be addressed in accordance with the S and R. In regards to
storage following the passage of Senate Bill 738, several new implications and factors must be considered regarding cell phone storage practices. But that fcps there's a cost
associated with implementing storage pouches are units at all. If CPS schools while the pilot program showed success both in a totally and through quantitative data. With fewer cellphone violations, evident
and Stuart schools compared to non Stuart schools. It is important to note that these data points were based on implementation under the current fcps cell phone policy which will be significantly
different beginning July one under the new state law. Additionally, principals have expressed that any decision regarding cell phone storage must be approached with consistency in equity, cross
schools to support a fair and successful implementation. The Language SB 738 related to enforcement responsibilities will place pressure on administrators to ensure compliance with the policy
storunits are seen as a mitigating factor that can assist administrators by working in tandem with other resources to help students adapt to the new requirements under the law. Given these
factors, the superintendent recommends that all students be required to personally story. Their cell phones, press, not habits, cell phone accessories and smart devices, keeping them off in a way from
the arrival bow to the dismissal bell each day. And the next 3 slides. You will see the proposed discipline Matrix that governs violations of the cell phone policy.
After receiving feedback and convening with administrators to propose major changes, focus specifically on required interventions at each level of violation and the last of privilege upon a 4th
violation, interventions are required for every violation level which aligns with the deal. We model policy and with the proportion proposed S on our revision requiring interventions for every S are
not violations. However, administrators are not required to complete all interventions within the cell phone discipline, Matrix. This is reflected by the addition of the word or between intervention options, the use
of or clarifies that administrators may select one intervention from the list rather than competing every this intervention for each violation. Lastly, for a 4th violation, the loss of
privileges restored back to 20 days instead of the originally proposed 5 to 10 days, the change was made at the request of school administrators
included in the pilot program. As a result of the final propose cell phone policy. We recommend the inclusion of 2 additional terms and definitions to further enhanced clarity within the S
R and R the terms bell to Bell and smart device. Our proposed for edition. The definitions for these terms directly reflect the language and
definitions established in Senate Bill 738. Including these terms ensure consistency between state law in division policy and provide students, families and staff with clear and shared understanding of
key expectations under the new requirements. Today marks the conclusion of our final work session before we move forward with the redlining of the 25.
26 students Rights Responsibility, Regulation, tremendous amount work has gone into this process. Our team has greatly engage with feedback from students, families, staff,
administrators and community partners. >> We have closely monitor evolving state guidance to ensure our policies align with the law. Staying true to the needs and values of the Fairfax County community
throughout this process, we remain focused on achieving the goals outlined in our strategic plan and advancing Division priorities around equitable discipline practices for their proposed changes
reflected deliberate effort to address discipline. Disproportionality revising policies towards consistent enforcement and evidence-based strategy in the and the reduction of discipline
disparities the proposed changes where we present today reflect a collective commitment. One rooted in clarity, consistency and the care for every student we serve. thank you for your
collaboration. Your feedback in your share dedication to making fcps a place for all students can learn and grow and thrive. At this time. We welcome your questions and final reflections. Thank you.
I'd like to thank staff for the presentation and will there were first question Miss Sizemore. These are.
>> Thank you. And I appreciate the hard work and taking the feedback from the work session, although. >> I'll say this question for a little later on the feedback from the work session. The first question I have is I looked at appreciate you
sharing. Also the amended lot selves. We can take a look at the language. So I'm a little curious, Dre them and ask you this question. Why I see on slide. can see the numbers on
here. The slide that recommends a proposed changes based on the new law. That we're recommending a ban to ban a bell to bell ban.
However, the law only recommends a restriction and a restriction a ban or not the same thing. Some wondering why. And in fact, the law says an age appropriate that age
appropriate developmentally appropriate restrictions. But we are seem to be going beyond that by and without recommending anything on age, appropriate, developmentally
appropriate some money while we're going beyond the law. What the thinking was around that. >> So thank Sizemore Heizer. I think that it's a great
question. We've wrestled with us for some time. I think that current version of the governor's bill. Has been
characterized essentially banning cell phone use Bell the bell. And as you know, our prior. Regulation has require
that it be out of class use and we've had storage, but we allowed cell phone use between classes and at lunch for high school students. So I think
that the characterization of the band bell the bell is what led to the recommendation. But upon closer scrutiny. Bill
actually or the law, actually, to your point, does talk about developmentally appropriate restrictions. So that would leave the door open to have a
dialogue amongst the board about the developmentally appropriate allowance of cellphones, perhaps during the lunch hour or between classes.
So it certainly I think conversation to be had at this point. The recommendation is, you know, a bell to bell. Keep the phones out of sight. >> So if I'm understanding you, the recommendation for
the ban was based on the perception that the law banned it. I'm not hearing any other reasons for going beyond the law other than that was a
perception. And I'm really a little hesitant on making a more restricted than with only the only reason for being because we think that's what the law says, which is what I'm hearing. Yes, ma'am, I got sand. I mean, the laws right
here. It's only a page is not long to read. And that's not what the law says. So and the reason I bring this up and there is I think this is important is one we're putting in our slides based on the
law. We recommend a ban. We need to be carefully read it. Second of all, I really think it's important because when we put the cell phone restrictions and I think not 3 years ago we wrestled with
what to do in high school. And we banned cell phone usage in classrooms outside of teachers, for instructional purposes. And those bell to Bell for elementary middle hool before high school. We
talked about the fact that there are some of like I firmly believe that we need to think about all of our students, right? Not just the ones of the loudest voices, but all of our students. And what I talked to students and their families. I think about
the students who are parents themselves and have children. They may need to beach. I think about the students who may be working to help support their families, which may be more now given what's
happening with the economy and the federal government, given the fact that we have a high percentage of people who are newly immigrants are hi persons living under the poverty level week off and
free produce reduced meals. A lot of those students are working shift work. If you're working shift, work in your boss, text using, can you pick up the shift and you don't answer within that whole day, you might lose that income.
Those are the students that I think about. So I'm wondering why we are not recommending an age appropriate developmentally appropriate restriction that allows checking cell phones during
lunchtime. I think about the students who desperately want to be included in the lunch room with their friends but may not have a 5 before I p. And need some sensory
reduction may not qualify for a fiver for it because maybe that sensory need doesn't actually impact them in their educational environment because something noisy. But main the lunchroom. So I'm
wondering why those students wanting to count on the law seems allow age, appropriate development of public instruction. Thank you.
watching for those questions. When we took our recommendation to the superintendent for consideration, we looked
number one, word said, except provided in subdivision for >> Number one under be in the law. Aline. 24, I'm sorry.
Except as provided in subdivision for restrict cell phone and smart device possession and use on school property from Bell the bell.
So our interpretation of restrict means not allow use. You could be restricted to restrictions than and at the same word. I'm just putting that out, cannot win. And some of conflating was the word
restricting the would ban. >> So I'm going to. I'm going to take that one on. I think 8 we could read it more
conservatively or more liberally in the sense of. >> Are imposition of the regulation. And at this point, I think the recommendation
from staff is too take that more conservative approach. I do think you raise some good points and we certainly. Can adjust that to provide. I
think you could still keep within the law. To your question, you could keep within the law and restrict is developmentally appropriate. It's used during instructional
time in between classes but allow a phone check in that lunchtime and still be within the bounds of the law's long as we identify Does
developmentally appropriate use of that of the phone. So I think we could certainly interpret it that way and still be within the law of the
commonwealth at this time. And fish. Thanks so much. Assuming let's say we're taking a conservative approach.
>> What steps can the school division take to ensure? You know, one of the things that came up in our initial discussion several years ago. It seems like. Far longer than 3 years ago at this point. But
I think it has been 3 years we talked a lot about the stigmatization of students being able be identified as having a 5, a foreign IP based on them having a phone. If
that's the only reason, but they have then everybody knows automatically what steps can be taken as a school division to mitigate the outing of
students based on their IEP and 5 before status based on their access to those devices. >> So
>> I think that it. >> I think as we work to create. A culture that's inclusive of >> students and manners in
which they best learn. Clearly, that would be first and foremost, right? Respect the needs of one another come from a space that is well
coming regardless, right? You and I happen to be wearing glasses today. Not everybody is I'm okay with it. You're okay with it. But as a young child, sometimes the first time for glasses on, you're not okay with it. So we need
to create a an environment and a culture within our schools that regardless of the tools we need, that that's OK, right? So I I would also say,
though, that allowing or to miss Sizemore Heizer point about allowing a depmentally appropriate usage of phones at lunch would call less attention to a student who require that. On
the other hand, I know that from parents and staff and students just having that distraction not present in front of them also very important, right? This is not
a simple solution. And as complex impact. And we have to remember developmentally, we also have high school student center. >> 18 times 19.
>> are heading off to school work life and just how do we also talked about the responsible use and practice at high school. Small of those I think are part of this
conversation. So I appreciate having this morning. >> What steps can we take as the division to put more of
the onus on parents to police the proper use of these devices. And in 2 ways I'm thinking one ensuring that they know that times are changing and that direct
contact with their student via the device is not going to be as easy as it once was and that they should be going through the main office and secondarily arming them with the tools they need to properly police. The device
itself on there and threes or settings. >> But those are great At the end of the day, parents are providing. For most not all, but for many of our students
as parents that are providing and paying the data fees right? So I think that's a conversation our parents should have with our students about what is the appropriate
use of? A cell phone and it's not the phone itself that all right. It's the access to so much damaging a negative social media content and the
algorithmic. Obviously pull of the phone. I would say, though, that, you know, letting parents know that we certainly have in division ways to monitor a laptop. You
spent a lot of the cheddar we had hoped to. Lemonade, eliminate or limit has moved to different types of devices, right? So I know are school
staff and leaders are wrestling with. just sometimes our students appear to be a step ahead of us regardless of our rules, we implement. But I do think having that
conversation with parents is very important. My time has been going for like a minute and a half. Can you restore it back to 2 minutes? Please. >> And have to recognize that as we sit here, the students in our schools have never not
had cell phones. So they've grown up in a very different environment around these tools than we did. So I think there are lots of ways we can work
with parents. I think we'll explore those. So the the proposal seems to indicate that school principals would have the discretion of
choosing. >> How to enforce the policy, whether it's >> away in your backpack, your bag or what have you or storage device. Would those be implement hated implemented at
the school level or in the classroom level? So what a principal who decides to use storage receptacle of some kind, would that be implemented throughout the entire school or based on the classroom?
>> He would be a school by school decision, not a classroom by classroom decision. Great. Which leads me to my next question, which is obviously there's always going to be room for refinement on these policies.
So because it is school by school, we could reflect the superintendent could reflect on data gathered based on changes in the policy and how the schools implement the policy to see what the most
efficacious implementation has been over a period of time. Yes, sir, we could do that. Well, I'll be interested to see, you know, based on Miss
Sizemore Heizer is line of questioning where we end up on subject. I do think that there are 2 things that could be read out of this legislation. One, exactly how miss Sizemore Heizer has interpreted. What
is the word restrict mean at the same time line. 24 in subsection 4 would indicate that the only restriction allow beyond bell to Bell is
for an IEP or for which I have a general. problem with because of, you know, it potentially outing students, etcetera. But will be interesting to see how that progresses. I will be bringing
a follow-on motion for the U.S. are in our 2 of all the way that our engage is on the U.S. are in our to align it with our process so that we're not taking up such a
significant amount of board time every single year when it could be part of our standard evaluation process. >> Thank you, Mr. Fish Miss
Anderson. >> Our chair was in my brain. He asked most of my questions. I'm not going to repeat everything. I did want to reiterate that. I am also
concerned about protecting the rights of our of our kiddos with eye peas and 5 of force. The other aspect that I found very interesting when I was listening to what Miss Sizemore Heizer said is that
when you go back, we can't actually inate student possession of a cell phone. There's it's still technically they're going to be possessing it because it's still on their person, which actually gets me
to my next point. I have well, and then I'll go back one Mr. Fishes questions. Is there a possibility as a as a parent, I signed the every year to say
that I understand what's in it and that my children abide by it. Is there a way that we could put something in Cerner that actually acknowledge the fact that the cell phone is a private device that's being
brought into our schools. So it's a personal device that you are making a decision to bring in, which also would help. I think with some of this idea about possession, it would understand like
acknowledge the restriction. I just think it in the before time when we didn't have a device for each student. If a student brought a device in, they were required their
parent was required to sign a personal device. Notice. So I think that that is an appropriate thing for us to do here to acknowledge that these are devices that parents are allowing their students to bring to school. And so if
that's the case, then I think that it would make make sense for us to protect ourselves just a little bit that way. >> Miss Anderson, are you saying that just like the parents have to sign off on the U.S. on our there be another signature sheet. Are
you asking for another signature show? That's not asking it to be part of the U.S. are in our itself. So that way there when they're signing off, they understand that if they're sending a device to there. >> With their student, that
it's their responsibility to monitor device. Okay. Thank you. So that's one thing. The second thing is we have as a school system kind of moved
away. I went to school when it was absolutely the main office that were the subsequent or whatever that was collecting information to get to students related to all the different things and our e-mail devices,
our e-mail program quite appropriately doesn't allow parents to e-mail their students at school, which I absolutely agree with. Do we have the staff required to meet the new communication
expectations of parents during the day? Because I think that we're going to have to come up with a system that we actually talked to schools about. Related to the fact that how
are going to make sure that parent communication because we're we're in a much different time than when I was growing up where just the sheer volume of of communication that goes on between parents and students.
I don't think prepared for that as division. So I think that that would definitely be something that we would need to look toward. And the final thing I want to say is that looking from the findings of the pilots, what we're doing
is working. It's not perfect. It's never going to be perfect. I particularly look at the amount that the minimal amount of impact that the pilot had on the high school
level, which indicates to me that if we don't figure out some less restrictive way to manage this, it's going to continue to be a battle with high school students that I don't particularly want our
staff to be engaged with. I think that it's a waste of our time. Mystic Cent. For the
presentation I believe >> larger strict also doesn't mean ban is means You know, I guess access to the phones
ideally students also have rights and also taking it away from the from them during the entire I think we're doing some disservice to our high
school. Students will may be working after school. Our have other place of the commitments and taking care of their siblings. So that could be 100 other reasons why they could
need a full doing the says so I'm I don't like this ban have best about than just because I want them give give them a little bit of time in between
to just take their check their phone messages also in times emergency. And I God forbid, at have been happens and there's a school is under attack. A shooting. I I don't
I don't want veterans to be able to communicate that their students and some some possible ways. So I wanted to ask you in case, you know, they could office that what do
you what is your understanding? And and the time both students who may need phone during lunch breaks. What is the problem
that that? Before the law was passed, we had a different recommendation. >> To allow what you are asking our interpretation of the law was that we were
supposed to restrict use from Bell to bell. And that's why we brought the recommendation forward.
>> So again, the law begin more about the law's interpretation mind to petition is same as Sizemore Heizer said that it is to be
restricted some capacity, but not it's like you district, you know, doing something doesn't actually means you don't do it like I could be wrong. But I this is my
understanding also wanted to know about the implementation. I drew, so great and policies are great, but it's comes to intimidation. Some goods has
schools have better success school full phone than the others. >> assistance is the key. And I just feel like. >> If you put up teachers to in the middle off, grabbing
the phones from the teaches students. I think it just puts a lot of pressure on them to. I think they're like doing it so the devices, it's good to
be an automatic thing when student assigning us our and there they are supposed to. That should be kind of in built into them. So that I think the more the consistencies across the district with every school, I
think stories are going to be like, OK, this is what I'm supposed to do and take given them some respect. So this is, you know, you know, giving them some respect of them
being able to use that some time. I think we gain their respect back sit at the new some mutual respect. We have to do at this time. So stop
there. Thank you. Thank you, Mr. Except Miss Marion. Yeah, I'm so ready to be like, yes, let's just do what you're presenting us with the
president with the >> recommendation. But there's still quest. I'm trying to figure out few things. So before the board, it seems like we have some consensus to figure out. we going to build
a bell? Completely or allowing for lunch at high school. Okay. So that would be if the staff is going to propose what they're proposing. That means that we either need to ask for amendment now where we amend it. When we vote on it, the
implementation, the how. I think every pouch is a to B hangers, the front office cause. That's a great idea. Our families not going to be flooding the front office with with things relatedly the funds needed to implement. Do
we have to buy things and then the communications to families? But there's just I feel like there's overall philosophy to like just this week, my daughter said, hey,
can I have Instagram? Because my soccer team is posting updates and I don't know what's happening. I see the updates. So like we've got to
be consistent if we're going to not have them on devices if it's limit them from the social media that they're not useful for wall, then there's all the social media accounts by all these clubs. That
principals are posting too. So, you know, what do we do about that? Because they're still going to need to see those things unless it's totally duplicative content just delivered. But this
particular piece of content
was not duplicative.
>> The middle school, those middle schools who have the pouches and want to keep them. We're saying fine and other middle schools felt like they got good results with simply
enforcing a not purchasing that. So that's a choice they're going to be making. So no funds. Secondly, I think
the question really is the enforcement right, regardless of which way we end up. I do believe that that expectations been made clear both by Doctor King's Office and Dr Ponce is
office as well as our region staff that we have to be consistent. Our accountability across the division, regardless of where we land. So I think that's been improved this year just with
that heightened sense of awareness about, you know, enforcing expectations with
cell phones. Dr. Anderson. >> Thank you. I want to build a little bit of more understanding regarding the
the bill I think read it the way that Mister Fish Credit. There is an exception in subdivision for. >> That speaks a small cluster of students. >> Can doctor we can you
pointed to me the area that gives us flexibility in terms of interpretation, just the line. >> I don't have the line in front of me, but I can phone a friend. I think Miss Sizemore Heizer is the name of the
line. But I believe in the reading of it, there's a developmentally appropriate restriction characterization
that is not explicitly closing the door on the. Possible use in particular by developmentally
>> aged individual site. Let it would be line 16 17.
>> 21 22. Yeah. 21. 22 24, I believe. I do agree it could be clearer and I think that's
where you can sort of read it for. It's a little bit like statistics because we can use something tell the story we wish. But I think you can read it either way. I do think you
could make the argument, though, that developmentally appropriate restrictions might look different for a 12 year-old and an 18 year-old.
>> Okay. I'll circle back to that in just a little bit. >> Thank you for finding that for me. >> And I think what I'm hearing a little bit of started in the conversation,
the existing materials for schools that have Yondr pouches and the hanging things in receptacles. So if they want to keep using them, they can. And if they do not, what
will happen, I would hate for that financial investment to beef or not. >> So when speaking to the 7 schools that have purchased pouches, they want to continue to use those patches. Our
recommendation is to allow middle schools or high schools that desire to use their own school funding to help enforce it. We gave them that latitude in our recommendation. But
this 7 that did get made very clear to us in our meeting since March. 11th that they want to be able to use their patches. And additionally, there's about 4 or 5 other mi schools that would like
to purchase patches as well. We made it clear that the division would not be spending any funding, but if they want to utilize their own school budgets to do that, the recommendation allows for them to do that. Thank you. And if
I remember from our last discussion, that was a concern. >> Regarding using classroom. You know, pouches because of the in and out of students
taking out their backpack to included in a pouch and putting it back in 7 times throughout the day. He speak to that a little, please. Yes, our recommendation does not allow for those types of
storage units to be used, right? We said because of the bell, the bell that we interpreted in the law that we did not want students engaging in their phone every 90 minutes by taking it out and putting in something. So the
high schools in meeting with the high school principals, they agreed as well came to consensus around the language that we recommended, which was if you're going to use storage, the storage must be
bell to Bell. At that point. And high school said that they wanted to use the personal use or its schools have lockers and the kids can use the lockers. But it is not they're
not going to purchase pouches and less. A principal decides that they want to use that money to do so. Thank you. Is this a foster here? No, ma'am,
he's not OK. So I cannot ask him that question. One of the things that I talk to you all when I met during my 2 by 2. >> Is exactly having some more
acknowledgement of the different components of sign are particularly the pieces that are changing significantly around weapons, assault, cetera. I think it
will be a great thing. And we talked about this just not cover sheet, whether it be electronic, a physical where each section gets its own line for an initial Inc. I
understand, you assault weapons are that this will happen. And I understand, you know, X you will happen for the southern section because it brings the attention to it because that one full
signature, it's pretty but cherry. And we do find that arbitrary. That's not the word perfunctory. When we find that digging into the SR, not it's because there's a reason to because their kid is in
process. We want them to know it ahead of time. Similarly to what I raised for students the student education piece and the parent education piece
regarding what they can do to help mitigates student put it in my newsletter. I shared with all of my principles like these other steps to go in your kids iPhone into limit
what they can have access through throughout the day. It doesn't hurt how many people are doing it? I don't know. But the Anderson children are not happy because it's happening for them. So I'm
just going to say that. But I do. And unless I'd like to hear from Fosse, I know he's not here, but I don't think I am seeing the language being interpreted in the way that
our colleagues are seeing it. I do see it as Bell to Bell and I do wonder it night and again, this is not clean. This is not black or white. This is
a lot of grey. There are a lot of different circumstances, but I also wonder about how will it impact what principals and school staff need to do? Because one of my biggest
concerns is this becoming kind of a teacher heavy enforcement issue taking away time from
instruction. I'll take. >> Mr. Moon. I think you.
Common like question 2 and then perhaps inquest. This sort of last minute, the legislation from General
Assembly that really had us. At the same causing some confusion on our part. And so my contacts already stated
that district. To be interpreted, although then I can start to do that. That can be sure to in Turkey that so this is a so the question and
request. On a lot of times when you unable to. S it. What the legislation legislative history meant to say in the
legislation. get, let's history. That if that can be they can be found. And I was looking at this party to
legislation. or the nice easy began from September of 2020 And with. started in Senate.
That was House version and then there not discussion that too Senate and House. At one point they not could not reach a compromise and then ended up
Senate and a buck sitting to house PR and then came to the U.S.. If he can somehow find. That discussion, stay had to
come to this point. Then my give us some clues as to what they meant to say by restriction as opposed to any other lung disease. That's
that can be done because I'm not able to find right away whether they have any, any, any minutes. From committee meetings in the Senate. look
for those. That's an inquest. A question that I have deflecting on this House Bill.
1961. and, you Proposer 1961. Sims, Asking it to school district to defend the policy.
That implementation in first one of which. Should be the responsibility of the ministrations scream Ministration and minimizing
minimizing. You lost. Lee's friction are times minimizing the response of bin. That's he's put upon. Classroom teachers. But usually use of a
phones on Alder Smart devices. If they cart in classrooms. You don't see school ministry baseevery classroom time.
How willbe able enforce at the same time? Minimize loss of on time. Like to tease upon. Classroom instructors to
be able to enforce this. Mr. Moon during our pilot process, we had these conversations with our principles. >> And what they did is part of the pilot was a teacher
school said it up separately? Some of them have a Google Doc where the teacher goes into the Google Dakin says the student violated in the administrator handles it. Some call front office and have
administrator coming deal with it. But it this year, teachers were not to handle the cell phones. It was up on the administrator to handle the cellphone and the discipline
of the cell phone. I want back. >> At this time, I would ask for 6 members that don't want
to go back to put down their placards because I some of guys left them up. Thank you. And I think I captured everybody that did put them back up. go back in the order
of our first round. >> Sizemore Heizer. Thank A couple things I want go back to. I appreciate the comment about looking at the legislative history. However,
that's the second step. I believe the first step is look at the plain language, meaning of the word. So when you just Google the dictionary definition of restrict. It's first of the act of setting
boundaries limits or conditions on something. Indicates an active imposing rules are conditions how something can be used distributed. It does not say
ban. Usage of or prevents its clearly limits. Not ban. So I don't think we need to go look at the intent because the plain language, meaning of the
word is limit. So I think that gives us leeway in what we want to do. And I'd curious what the high school principals would say. If you
ask them that this was an option if you did or not, but like it seems like if the if the law was interpreted as band the what they said, but beyond that, I also wanted to kind of get back to I prefer
my colleague being at the stigma of eye piece 5 before. I don't see anything in these plans to really address that. What I talked to families of IP 5 of students. The number one reason they do not want
their kid included is because of bullying. I appreciate the glasses analogy. Big losses are not miss a coveted item. Cell phones are a coveted item. I know yours a beautiful. I do like them. But yeah, they're not as a cover
to died on the way cell phones are. >> And you give students a coveted access to coveted item because they need it for an accommodation with other students. Don't you're setting
them up to be this targets of bullying. And what are we doing around that? I've asked this question for 2 years since we did the first ban and I have yet to hear what we're
actually doing to make sure. And this is the reason And then I hear some, you know, staff that we can include kids. The parents don't want it. It's just like vicious cycle. So I do want to answer
to that that it for going to do this. What are we gonna do to make sure the kids who need access for medical disability, English language reasons are protected and we need to go
back my the point. I could if I answer that question that be great. Isn't that a king? that's I agree with you you know, see expectation that our
teachers do what we expect them to do if our students are allowed to use these devices as part of. >> And I hear 504, it is up on the teachers who service that
student to ensure, you know, a case manager would know and and alert the other teachers serve that student that they know that that's not fault of spectacle. Different question.
Okay. I'm sorry. The question that's a question whether the teachers are going to punish the students are using the cell phone. Okay. I'm asking what we do in front other students from bullying the student or pressuring them to let them use their cell phone
because they don't have access. And the student mean, we have lean expectations right now. expect that if a student is bullying a student with access to a tool that
their address to the SRA are like any other student violates our rules. With all due respect, talk to me I appreciate that statement. But one were setting kids up in this way. We need to do more than just saying what these
are bills I know times up. Yes, Convene staff and work on some additional >> strategies. Coming fresh.
>> Thank So this would not be the first time that the General Assembly passed imprecise legislation impacting our schools. So I
anticipate that if. You know, the legislation doesn't define the word restriction. Had it defined the word restriction. We wouldn't be having this kind of extended conversation
about it. It doesn't mean that they won't address this discrepancy and future revisions to section of the code as well. And so my my
general issue, as you know, I read when I read the legislation, I was reading it from the perception of me defining what the word restriction means right? And
so what I had decided myself, that it meant a complete ban. Because of the conversation out in the public. I was able
to find it was like 24 in Section 4 red in tandem would be that the only exception would be for 5, Oh, fours and iup. He's. But because nowhere
in the legislation does it define what the word restriction is? You know, restriction can be from the latest rebuke to the most
strenuous denial because it's not defined. It leaves it open to interpretation. I think and I would struggle to see how any school division in
Virginia's. Plan could not fit into this legislation, including the recommendations that the board received previous that's our in our
conversation about I guess 2 a month ago at the work session. So perhaps at some point the General Assembly will but not their approach to the legislation. And I can say
from my time working in Congress. On the rules committee that if Congress passed laws that were not
clear and specific, they courts, you know, rely on the plain language only when that plain language does not.
Ferret out clarity, do they go back and try to interpret what the intent behind the legislation was, which is not always clear based on the
conversation. Thank you. Chairman Vice Chair Anderson. >> Not to further elaborate on this point. The only other thing that I want to say is being someone who went to a
secondary school. I'm not as I'm not only worried about the kids are not only worried about the teachers. I'm worried about every teacher that someone passes in the hallway that yells at you for being on your cell phone. So it's not just and its other
ing in the hallways. It's all the things so we have significant members of our staff. We have as members of our staff that don't need to know what every student's IEP is and that's private information that needs to be
kept for the people who need to know it. So I just worry about how we're going to mitigate some of those things as we move forward so that we don't create environments that are unsafe for kids. The other
thing that I wanted to quickly mention is actually a procedural question that I have for some my colleagues is that things that were recommended in the last work session related to us on our
were not actually codified in any any consensus vote or consensus taking on our next sects. Document related to the changes and I know a
precocious 3rd grader that unintentionally created a knife out of a piece of silverware in order to cut his food at lunch. And I wonder whether or not that would have been dealt with the same way
as someone who's actually bringing a machete to school. And so I'm a little concerned about not having any variation. I understand that we don't want the disparity in at in discipline. However, my
concern is, is that the way we're actually going to get there is that things are just not going to be recorded, which is what we're trying to get away from. And so I am
concerned that if we don't have some mitigating language then it means that we're just not going to be recording what's going on. So then we don't really know when we have a problem because it's going to be further in the disparity
that we're actually trying to move away from. So I am not actually it wouldn't have been something that I would supported to take that out. And so I I'm wondering whether or not it was the it was your
office's decision to take it out based on our conversation because I don't think that it was necessarily an agreed on board direction. So I just
wanted to to bring that up. Sanderson. You're correct. Aaron, appreciate the question
is theirs. And because I was I'm OK with everything the staff has proposed about this honor language so far the cell phone piece. >> But I had wondered, Dr King, you know, when we're
saying we made it not not. It made it so that it wasn't up to discretion for the suspension of the 10 days and the factors prior to suspension will what are the criteria then? Are those
already in? That's on our to determine if a child gets suspended for one to 10 days.
slide 5, 6, But the board asked to not have it up to discretion of the staff member to assign the suspension time of one to 10 days. So that's
been removed. But what now are the criteria? How is that determined whether suspension is one day or 10 days like we've removed the subjectivity of the person, but like is it even more subjected now
because there's actually no guidance. >> Thank you for that question. So currently right now, the proposed change is
that it is a 10 day suspension for that particular violation. And it is not within the discretion to have less than that particular 10 days. I'm sorry. It's up to 10 days so
they can have anywhere from one to right. Who is deciding whether it's one or 10. It's at the discretion of the administrator. That is correct. That was removed from that document. So the
administrator can determine the duration of suspension but not other factors in determining whether to suspend. But what factors was boost reviews to determine the
duration. Yes, those are factors that are typically determinedsuspension. So we're right back where we started early that now instead of explicitly stating they're going to take all those factors in consideration now
are saying don't consider that, but they're clearly going to consider something. So without explicitly rather have it in their saying considering their past
experience their age than have nothing at all. And then it's more open to bias or subjectivity. So that's on that and feeling pressured because I want to share about cell phones. Yeah, it's a
sloppy. It's sloppy work by the General Assembly and the governor. we're supposed to have local control in the fact that the governor is trying is dictating what is happening in
our classrooms is why it's sloppy and unclear it's I came into this meeting before the legislation of a few months Mr. Moon pointed out thinking, okay, I'm good to go with the
have them out at lunch because we talked about that. So this board wanted. So I would love if we could, you know, raise hands are saying are turns who
is 4 with the staff. Is there petition and who is and for certification that allows for us to restricted in the way we see fit. And that would mean allowing a during lunch. I think if we can get to that,
it will really help us. Thanks.
>> Chairs that alone during a By a show of hands with the board like to take a vote to
show consensus which point >> Before we take that vote, may I ask to foster some questions? First. Sure, OK,
thank's. So actually Dr, Anderson, Mr. Trump said. Okay, Fossa just came in the conversation at the table is
regarding the the language and the cell phone policy. Whether it is I guess I'm following whether it is a restriction or a van and is that applicable
to student groups outside of those identified on 9.30? >> I'll give you some time to take a look because I do have other questions that related
to cell phones and one of the pages. And please number these just to make Friends. But the one of the pages talked about the removal of the school counselor from a team. Can you
give a little bit of background there? recently there were several portions throughout the SR in our that stated that counselors. >> Are the ones that could be
fielding potential concerns around disciplinary decisions. And so we wanted to redirect those concerns around disciplinary decisions to administrative teams and
councilors that isn't preclude a parent from discussing the concern around the outcome of its condition or how be able to support a student. But the concern itself and how to address it according to the S
are in our should be directed to the administrative team. >> So what you're saying is that counselors were making disciplinary decisions. >> No, but potentially with the language of the SR in our
it permitted parent to go to a counselor to discuss a very specific disciplinary concern around an outcome. First, he's taking that to the administrator. >> So now parents will be
prevented from having conversations with counselors, about outcomes of. Discipline Side. Getting it. But what we believe that my time, please
stop time. She's talking. He did not. Parents can talk to their students councils that anything that they wish the council does not have the authority to change the outcome of discipline
infraction. And that's the way it was interpreted. So we remove the counselor and put it back on the administrator who makes the decisions. If a parent is upset about it, there's an appeal process and it's with the administrator,
not the counselor. So that was the interpretation was in actuality, what councilors making these changes. Now counts as we're not making the changes know, we just wanted provide more clarity. Thank
you for that. And the other question is regarding the timeline of SB 980, I know one of the things that's always been talked about with. >> sign are we have a job that day for printing in all of the
things. How does that work with your timetable? If you don't have a final language until? Late potentially.
>> So the SR Internet have to find the precise language for you. But the S our does permit us change the regulation as needed based upon regulatory guidance were things that come up. So it does allow us to
change it and provide guidance to schools. happens to 3 months from now. It. Thank
you. It's a foster. >> So good afternoon. Want to make sure I understand the
question before it's because that is that better. don't want to make sure that I understand the question before answer. It's a as I understand the question. It is under
House bill. Number 1961, is this a ban cell phones does the language of that code section give the ability of a
local school division. 2 restrict or regulate but not have an outright ban. Is that the question? >> It's essentially and what needs to be happening from doubt about is that nothing
next ability their end? So I side of those student groups that laid out a name. I do. I do think that the >> language of the code section as it currently
exists, does give local school divisions, the flexibility. >> But I don't read it to require an outright ban because it talks about
restrict line. 24 and restrict not a You can restrict. Something and not ban it. And
then again at line 27, it talks about regulating so these keep going. So I think
those 2 points that I just referred to, I do think local school divisions, including this one. You have the authority under the current language. regulate but not
ban. >> So then. We don't have So essentially our regulation could end up being usage all throughout the day.
>> don't know if that would be regulation, but I I do think that it gives board flexibility or school systems flexibility. >> So we would have flexibility for again all
throughout the day. >> I think that you would have flexibility S. >> So what's the difference between what we have currently, how what is what's the teeth of this legislation? Men? If it's saying you can do
whatever you wish throughout the day. >> Yeah, I I don't read to be saying you can do whatever you wish throughout the day, but I do read it to say that school divisions, they don't have to
impose an outright ban that they can have something that is a restriction. But less than that. >> And it could have a restriction on must have a
restriction. Dr. I just asked to Mr. Foster to take a look at a few moments ago. I do want to say that it. >> Its I believe that they're
talking developmentally appropriate restrictions. So I don't believe that the intent was to allow anything to go. I believe there was an intent to provide some level of
monitoring a restriction that was developmentally appropriate. Thank you. And I think what I'm trying to get to if we were to decide that at the high school level, it
is developmentally appropriate to not have restrictions on the cell phones. With that meet. >> The tenor of what we would like. We were to say we'll
just restricted. Let's say it's at lunch and not about the rest of the day. With that meet the law, the law standards.
>> So, yeah, I think my immediate reaction is no. I think that what the coach section envision is restriction on news. But I as we've talked about, I do think that given that each local
school division in this commonwealth has local control over its school system that there is some flexibility in how that restriction is implemented. Thank you.
>> I don't think I clear, but I appreciate was completely last minute.
>> Okay. Thank so. Let's go back to taking the consensus after Doctor Anderson's questions. So I'm going to take an informal consensus of the board to help inform staff
in advance of the May 8. What about?
>> John, if I could say on it and before you do I I'm sorry. But I appreciate data. I appreciate survey data. I appreciate from Ation, but
without them knowing what question was asked on this without the new with you talk to the laws, I feel a little uncomfortable. >> I hate to say this here
say. So I I would just rather based on the information you provided so far unless they're here that we can ask them questions. That would be fine. If the if you had a paluch you've had before work.
Sessions of, you know, principles from association that we could then ask more questions. I think. I think the contents of the board is not a formal vote. I don't know why we need all that
information. OK, can we can Doctor King, go ahead and speak, please. Okay. Just wanted to say that prior to the bill being passed, our recommendation was to allow high school students. >> To use their phones during
lunch and between classes because the high school principal said that if we restrict in between classes, it's going to be very difficult for them to in
force. And so I wanted before you took the consensus. I wanted to provide that additional information because the principals did say that. >> So I'm gonna so I'm
interest of time. I know there's 2 more go backs here, but just in the interest of time, let's move forward with this. it's not a binding vote. It's a consensus and this lot did just come down. And
obviously there's a lot of questions. So all those who prefer the staffs, previous recommendation that would continue to allow high school students to use cell phones
strain much. And passing periods. I would show of hands. Is there a consensus?
For lunch in passing periods? Miss Miss mayor and yes, Mistick said yes, Mister Moon. Yes. Mister Sizemore heizer.
Yes, Mr. McDaniel. Yes. Miss Anderson. myself, yes, is all those opposed. I go to the
second OK? And so this is OK, so there is a consensus. All those who prefer the updated staff recommendations for Bell
to Bell fans at all levels, including high school. So we have a show of hands in terms of the consensus. And then I'm
going to go back to the next co backs. The process are okay. So miss eyesore highs Mr. Mean I'm sorry. I'm sorry,
Mister. When your second. Yeah, I. >> get get to ask my final questions ran out of time. How enforce this. He's so what is
it you expect Haitians and adopt. Us our you sent from policy of teachers in the classroom when teachers see by
donations. So that's our expectation that each principal determine how they're going to enforce the rules that their school, right. People are doing different things. >> Principal showed me card
that they have set up, that their security is going around from class to class when a teacher notifies the main office, the main office notify security, the security goes and confiscated found if they
need to. the 2 shared right to score. He's going its own one. >> Will be handling inforcement by starting from teachers. Is that it happens
in the classroom has to start with teachers, right? There's an animal, right? I think that the law is asking us not to have teachers intervene back and forth with students and principals know in the pilot
program, they proved that they could do that. And you don't have any intention to give I let's say he the strategy
guideline is how to handle it by or teachers, Mr. He just couldn't up to own and real different from one school to another. I think of our school leaders are to enforce all
infractions and the Avs in their schools. And we're expecting our principles to be able to do so. We will often offer. Office hours with our
with Dion U.S. team 2 support principles when they're having issues of enforcing any rules of SR NAR. And we're gonna expect the same thing with cell phones. Because this is I
still got some one thing that I am trying to avoid these this. a chilly just are not enough. nations forces teach I
p. Putting everything you know, Judy, for me. a scorcher being dispersants, corby's culture being different. That's what I'm trying to
avoid. Mr. Moon, I understand and respect what you're saying and the expectation is for our principles to uphold all holes in the You know, there's
violations of dress code. Some teachers see it. Some teachers don't. The expectation is that they all do. All right. We will continue to work with our principles who might have
challenges in enforcing any rule of like we've done. Mistakes were concerned. Thank
Just 2 quick points. First, I want to pick up my colleague Miss Anderson talking about the next steps for says board recommendation to Dr Reid. I just wanted to get clear because this is a slippery
s****. If we start making changes based on conversation at the table, the purses next steps is not going to be going forward for all work. Sessions
and all topics. Because my time, thank you. So a huge befriended a consensus vote. >> No. And and the
presentation there are certain changes that were recommended based on board conversation at the last us on And those weren't embedded in voted on in the next steps. Problem or
consensus was get on the next steps process. So is that going to a new change it from now on at work Sessions, we may make changes based on staff recommendations based on what conversations versus next steps until we should give it
a next steps know. And that was that was an air. We're not going to that will continue. Thank you. I appreciate the what willingness to be collaborative and take a few. totally appreciate that, sir.
Please don't just want to be clear what our processes. >> The other thing I wanted to mention is the findings from the pilot was a little confused because I appreciate the finding that clearly shows
is a bigger impact of the power to that middle school and high school. But the pilot was only August 19 to September. 30th. And then there's a statement later on that said that there was that
the and the next slide that there was. Less. So some of that said there less than 4 like it was less. Beneficial later on. But I don't see any
data about later said that pouches and implementation were more effective. Early become less effective later. But we only seem to have for a month and not a bit. I'm curious why we don't have data
for longer. Yes, ma'am. Detrick King, does the team have some data D a? >> Yes, certainly. So we provided findings from the pilot in terms of the data
just for a certain time period that coincided with the
reporting that went out.
However, the pilot.
Funds in the classroom. So I'm fully in support of that. But I just think we need to continue to work on a consistent enforcement with protections
for students who need them. Thank you. And I believe that's everybody's. So we're going to.
>> Unless there's any other comments last call. So. >> Just one last comment just as in Fy because we know one
of the authors of this bill is Senator Pekarsky not just been texting with her just to say. Is this a restriction as a sub and just trying to get some other some understanding. And
she sacan you just share this actually texted her? I said, no, just email it to us. But since you asked last comment. Here it is. Please
tell Dre you spoke with me in the intention is the same as the executive order and 140 and the legislator, many top lawyers and it took what that meant. We don't want to see cell phones during the school
day anymore. And there's some more stuff. But it's not as Jimmy. Okay. Words matter. Anyway with that. Thank you.
Staff will be back after
lunch.
and we want to squeeze out every last man it possible for us to. Digest all of this. Good information. So, do you
have an introduction for go 5? That's what we do. Have an introduction. We're starting my apologies. Anderson. >> So it's my pleasure this
afternoon as we explore goal 5 of our strategic plan to introduce members of our senior leadership team who will presenting our goal. 5
report. I want to be clear that. The goal, 5 report in particular really involves. The 4 offices that are in
front of you are equity. Officer academic officer are schools offices. Well, as our strategy Office work on these schools. I think one of the
reasons you see the data that you see is because we're working across departments and that's a critical strategy in terms of moving the dial on the data that we're moving,
dial on salt. Turn it over to Miss Neil at this point to have folks introduce themselves and then make the presentation. So thank you, Doctor Anderson. >> Well, I am joined with by
DR King Dr. Presidio Miss Hunt said Dr Ponce and I'm going to have this one said us off this afternoon. Good afternoon. Members of the board today is
our final go report for this school year. >> All right. Check this for today are seen on the screen. We look forward to talking about our progress around
goal. 5 and the actions we are taking the meat or 2030 goals. Today's presentation as our leading for tomorrow's in of a single. There are 8 measures.
Engel, 5 and today will be focused on measure C G. This presentation will be looking at graduation equity as part
of our initial priority areas. We're defining graduation equity is all students graduating from Fcps with the plan and a way to demonstrate their qualifications for
post-secondary success to understand graduation equity. We looked at several factors, including rates of on-time graduation and student dropped out. The diplomas are
graduates earning our students plan for additional education or work after graduation and college enrollment. We also share student performance in 9th grade as an indicator
whether students are on track to graduate. Starting with the big Big picture first overall about 95% of our students
graduated on time last year, which is the sum of its heel, yellow and dark blue bars. Our rates of on-time graduation are slightly higher than the
state. a nearly identical to other districts in northern Virginia. Approximately 62% of our students in the class of 2024. graduated with the
defense studies diploma. That Hill Bar. An additional 31% graduated with a standard diploma. The Yellow Bar. And less than The applied studies
diploma, the dark Blue bar. Our students are in the advanced studies diploma higher rates when compared to the state overall and other northern Virginia divisions.
Compared to baseline, we saw increases of on-time graduation and improvements and dropout rates with the greatest improvements in these areas where the gaps where the largess we met our overall
targets this year and on track for overall 2030, goals. However, we will need to provide additional support to ensure all student groups meet the 23rd Eagle. To achieve our
2030 goals. We are pursuing a number of strategies which really is a skus in detail following review of the data. Before we dive into the data,
this presentation I wanted to take a few moments to talk about why graduation equity is a key priority for our division. And what factors have been shown to affect
success in other districts. Graduation equity is the culmination of many of our earlier efforts, including supporting continuous growth students and they're learning
in earlier grades ensuring students are engaged in school and attending record early and facilitating student access to and success and advanced courses, successful completion
of high school is required for approximately 94% of jobs and necessary the mission and to most colleges, universities, trade schools and apprenticeship programs.
Researchers have identified several factors across school districts, staff graduation, including those division school and family level. First
we're going to look at on-time graduation data. On-time graduation rates are calculated based on the percent of students in the graduating class who have
earned the standard of an study or applied studies diploma for most students. This means graduating within 4 years of entering 9th grade students with disabilities and
our multilingual learners able to extend time to graduation and are moved into their intended graduating class for the purpose of calculating this data. On this slide, you
can see that our rate of on-time graduation was slightly higher than the state average and then line with other districts and northern Virginia, our class of 2024.
achieved a higher rate of on-time graduation. Then the 2 prior classes, which was a similar trend in other divisions. Overall, on-time
graduation increase about half a percentage point from baseline. And we met our overall target for the year. Multilingual learners and Hispanic students have lower
on-time graduation rates. However, both groups saw the most growth from baseline which suggests we are also closing the gap in graduation rates across our student
groups. As a reminder, our annual targets are based on growth that we need to achieve each year to remain on course for 2030 goals. The growth rate for all of our students
is shown by the dark blue line. Rates of on-time graduation increased by 10 percentage points for students
classified as LP levels. One and 2. These groups now have rates much closer to the division average. And we ticipate that sustained focus will continue to improve
their rates. Students who are classified as LP level 4 had a rate of on-time graduation that was similar to the overall division rates. And
formal multilingual learners have a rate of on-time graduation that exceeded the division average at over 97%.
Students with disabilities categorized as level 2 had on-time graduation rate that was slightly below the rates for students with disabilities
overall and about 7 percentage points below students with disabilities categorized as level one. The data points we
have used to ensure students are on track for graduation. The students earning 5 or more credits by the end. The 9th grade. Based on national research and our own analysis
of this data, this indicator is a reliable predictor for on-time graduation, but is less reliable for some student groups ticular for
multilingual learners. plan to refine our model for future reports to account for these differences. When examining earlier risk factors for on-time graduation. Well, I'm
not part of our strategic plan metrics. We are also monitoring changes to the state Accountability system, including how graduation will be measured and reported within the system. We want to
spend a few minutes looking at the 4 year and 6 year federal graduation indicator or F G I which is part of our new state school performance and support
framework. The four-year FBI looks at the percent of students who earned a standard for advanced studies diploma with them. For years of entering high school. It does
not adjust for students who moved to a different graduating class to accommodate extended time to graduate. It also does not include students who graduate with the applied Studies diploma. Beginning with this
school year. The 4G before your F G I will be used by Virginia as part of calculating the school's accountability score. It account for 15% of the high
school's final score and 10% of a secondary schools. The state will also report on the six-year FDI. This measure
looks at the percent of students who aren't any of the 3 diplomas within 6 years of entering high school. This six-year FDI does not move students into different
graduating classes to accommodate extended time to graduate. This measure will account for 5% of U.S. high schools or secondary school score and the accountability
framework. On this slide. You can see the impact of using for your FDI rate compared to on-time graduation rate. The
rate is 3 to 4 percentage points lower when using the FBI compared to the on-time graduation rate for Fcps, Virginia and other districts
in northern Virginia. The six-year FDI is closer to our on-time graduation rate. While we do not yet have the 6 year rate for 23. 24 and 21. 22 the
most recent year for which we have complete data, our six-year FBI was 93% compared to our on-time graduation rate
of 94%. This change in reporting will be most visible at schools and divisions were more students who take an extended time to graduate earned applied studies
diploma. I will now turn the presentation over Mister Neal. As a part to Asian equity. We
are also going to look at students who dropped out and generally this includes our students who withdrew from the school without transferring to another school. Our students who had unconfirmed status at
the end of the cohort year. So unlike the previous where we were looking for the lines to go up in Israel, looking for reduction in the rates, declines to show improvement.
Overall, there was a decline in student dropout rate at the state level for fcps and for other divisions in Northern Virginia, which mirrors changes that we saw on this on-time graduation rate. >> And in our student dropout
rates are similar to other divisions in northern Virginia and slightly better than the state. Last year, we saw improvements and dropout rates across multiple student groups
with the largest improvements observed for student groups who have the higher rates of dropouts. So similar to on-time graduation rates were starting to see that gap close. Again. This slide shows
are intended to check jury in order to hit our 2030 goals. And similar to what we saw in the on-time graduation rates as we see the elp levels increase. We see fewer
dropouts so we can see some very large improvements for our students who are classified as Elp one level last year. And in spite of these large improvements over half of the students with this categorization did drop out
last year, whereas when we look at students classified as LP level 4, they had a dropout rate that was similar to the overall division average and our former multilingual learners had a rate of dropout
that was lower than the division average. This slide provides some additional context around the 567 student who dropped out from the class
of 2024. approximately 3 fourths of the student who dropped out were categorized as current multilingual learners. About two-thirds are 18 or older at the time of
withdraw. And the state are indicates a need to continue to focus on transition in support of our high school, multilingual learners, especially those students who are classified as level one at
age 18 and beyond. So in our next action, we're going to take a look at the Loma types that are graduates are earning. So overall, roughly two-thirds of our graduates
earning standard diploma and about a 3rd are in AP's excuse me. 2 thirds are in the advanced studies diploma and about a 3rd are in the standard diploma. Fewer than 2% of our students are in the
applied studies diploma. And this represents about 13% of our students with disabilities in the graduating cohort. And this pattern of distribution is pretty consistent with the
baseline as well. We don't see these big shifts in the when we look a little deeper, we do see differences in diplomat outcomes. When we look by student groups and this was very similar to the baseline.
And that data is also in the a report you may recall in last year's work session, we did not set targets on deployment types as we wanted to ensure students were pursuing the diploma that most closely
aligned with their interest and their post-secondary goals for some of our students. That is the advanced studies for other students. That may be a standard a plumber, an applied
studies diploma. It is important to note that we have many students who make an intentional choice to pursue the standard diploma over in Indian studies diploma. When there is alignment with this
post-secondary goals and that the advanced diploma is not a requirement for college admissions. We did set a target as a part of our goal for measure around
academically intense course taking to allow us to track whether students are prepared for post-secondary education, independent of the specific diploma that they earn. If there was an interest,
however, in setting targets and diploma types, one option that we've explored is to measure the extent to which are students who plan to attend a four-year college.
Earning the advance study supplement. So you can see on this slide last year. 85% of our seniors who plan to go to a four-year college also are in the advanced studies
diploma. And we do see differences between student groups. When we look at this data, there are some benefits and limitations to setting a target on this one potential
benefit to a target on this. e be able to identify and address potential gaps between students plans and the preparation adopting this measure. Potential drawback
could unintentionally signal to our students and families that the advanced studies diploma is an expectation for 4 year college. If we do at this measure and set targets, we would expect that our
students who are planning to attend a four-year college would be earning an advanced studies diploma and then alternative to setting a target. Here would be to continue to focus on the targets that we set is a part
of our goal for which would be ensuring that all of our students have that academic rigor that makes them ready for post-secondary education. Regardless of the specific deployment type. And so this is something we look forward
to getting some feedback from the board on today. Finally, we're going to take a look at the outcomes of our students after they leave fcps. So we
know for our students to be successful after graduation, the benefit from having a clear idea and a plan of what they want to do immediately after graduation. And among
our students who completed the senior survey last year, 99% had a post-secondary plan, which is a rate that was similar across all of our student groups. The majority of our seniors responding to
the senior survey indicated their plan was to enroll in college and our students self-reported plans remain relatively unchanged from you. Look here every year compared to the baseline as well. But we did see a slight uptick in
the percent of students who plan to pursue education outside of that traditional to her 4 year pathway such training or apprenticeship programs.
>> Shouldn't the modern the plan? Students are reporting. We also have access to data on college enrollment through clearinghouse and clearinghouse provides data on
college enrollment for the vast majority of students who are enrolled into in for Rams. It does not track it doesn't have the ability to to track mileage, enlistment work, apprenticeship programs or
other educational outcomes on this slide. You can see on state reported clearinghouse data that provides information on enrollment in college
within 16 months, earning a federally recognized palm of this estate state. Rex here there, as you can see in the slide, 79% of our student who graduated from the class of
2023 the most recent set of data. this a 16 month lockout? criteria. can. There are to the state and other divisions Virginia. Our overall
college-going rates were higher. And and especially high rates of college going amongst multi-racial students. Black students, boys relative to these other We also
recognize that the college, it's very across student groups with unique and multilingual learners having lower rates of college enrollment. So finally, we're going to take a look at the
work we're doing focused on our strategic efforts to improve graduation equity for all of our students. Last year we saw significant improvements and we attribute these to a couple of things.
First of all, having consistent structures and systems in place in our schools that used data to identify students who are at risk and to provide personalized support to ensure
that students are successful. Second having division-wide structures and systems in place that provide additional oversight and support to our schools where we see higher levels of need. 3rd, we had
our division-wide efforts that we focused on with student attendance last year. That resulted in large improvements in our rates of chronic absenteeism and if you remember our goal report to report in particular, we saw
those improvements for our seniors and then 4th, our growth for multilingual learners. Again, where we saw those double-digit gains that we reported as a part of
Article one record this So try something new with the slides. We've tried to separate out calling out our strategies that are new and some of our continued actions. And we certainly continue to modify
efforts based on the areas of need that we see in the state and other data. We examined and I'm going to highlight a few of the actions within the strategies and there's more details in the full report. So
our first strategy is focused on schools using tools and dashboards to identify and track risk, which is allows us to respond with interventions based on the individual
student needs. So one example, our schools years are on-time graduation dashboard to look at those students who are at risk of not graduating that then work with students and families to develop personalized graduation plans
to help get them back on track. So one option that's available to help students get back on track is our credit recovery programs which may be offered during non-school hours like in evenings online
or in the summer. Our second strategy again is focusing on continuing to provide additional targeted support at schools where we've identified greater need. So one example of this is our on-time
graduation resource. Teachers that we have placed at 9 high schools throughout fcps and they support students who are at risk or have dropped out of school to make sure that those
students re-engage either with that school or enroll in another school and the data over time, which is page. 31 of them. report does show the impact of placing these
resources in schools with higher need. 3rd. Over the past few years, we've had unintentional focus on strategies to keep students engaged with school and
focused on what they want to do after they graduate. goal to, for example, we highlighted the importance of developing individualized plans in collaboration with
families to ensure consistent attendance and to address any barriers to students coming to school. Another action that sits under this strategy is the collective efforts expose him prepare students to the
full range of post-secondary opportunities available and some of the strategies are in place for all of our students such as our work with able where we're going to be looking at identifying
opportunities, too. Expand academic readiness, post post-secondary readiness while others are more targeted, such are such as our work with our career and transition services that support our students with
piece in their transition to post-secondary. Our 4 strategy focuses on the appropriate use of credit accommodations for students with eye peas or 504
plans, including increased awareness and access to these credit accommodations. These accommodations provide greater access to the standard and advanced studies diploma. And
this year we saw this school year. We saw an increase in submissions for these accommodations as a result of the outreach efforts that were done in the fall. The school teams. Our fist at a G is
focused on scheduling and academic advisement practices and is a part of the broader work to strengthen academic advisement practices. We are making sure that the process for conducting in using course
audit is consistent across schools and these course audits ensure students are enrolling in the appropriate courses each year which may be particularly impactful for students who are at risk of
not graduating on time. And then finally, we've identified a number of opportunities to improve outcomes that our goal, innovation teams will further explore, including refining predicted data sets
so that we make sure that we're flagging earlier, which students might be at risk increasing the use of graduation plans. As we know. This is a strategy that's working strengthening our
transition supports for students who are new to fcps and those who are transitioning to some of our non-traditional school programs, ensuring that we have alignment of our resources and further
investigating and removing any non-academic barriers to graduating on time. And then as we conclude our final goal report to the board this year, I think it's important to note
the interconnectedness of the 5 goals and our strategic plan. Graduation equity many ways relies on success of our other goals, including stints
having a strong start no matter when they begin their journey with us, CPS. Our students having a sense of belonging in their schools that leads to that positive school engagement. That
foundation of early learning that supports subsequent academic success and the ability to access a broad range of opportunities that support Pre-K to 12 success. Prepare students for the
rapidly changing future. So this concludes our goal 5 report. Now we'll turn it over to our meeting managers. Thank you very much. I we see one placard up, but I know you all
digesting the information and so we will start with fresh. Thank you. Go to slides. 1921 of the concerns that I think
many of sport of had since the new. >> State accountability accreditation standards have come forward is the idea that students who exercise their rights, multilingual learners.
Special education student says it's the right under federal law to have more time before graduation. Would be penalized with their schools would be penalized for respecting those rights. This seems to imply the language found on slide.
19 seems to imply that students who are getting an applied studies diploma or taking longer than 4 years would not. In the states.
Counting of this. Are they excluded permanently from that or when? Let's say that the complete their advanced or standard diploma at a point
later, are they then added into school's calculation? I'm gonna well. I'm going to for the better. So so start and then veterans can.
>> Helped a little bit because betters is are resident expert of all things accountability immediately. But I think what the main thing think is what you've already summarize,
which is we're no longer going to have that same flexibility in our graduation calculations for those students that we know. >> Have a legal right to take longer to graduate. And they've got an educational
need to do so and they're not going to count. And the for your rate they potentially would count in the 6 year rate. But that's only for readiness component, correct. So bettors, did you want to
add anything to that? >> No, you you captured the main points that Mr. Bush just said it is the readiness component. Only 5% of the
points are in that six-year 8 on-time graduation rate that we looked at as well. That does include applied studies. We'll continue to be reported as the transparency measure across the state to allow comparisons. But again, won't
be part of accountability. So there's a bit of a mixed message. And at that we're seeing. >> So at least we'll know how many families are being screwed over by the state. We just won't be able to count
their success as as our school success. So just to be clear, one more time. Federal law guarantees as they write for multilingual learners and
certain special education students to take longer to complete high school take longer in high school and the new state standard. Is only counting standard in advanced
studies diplomas within 4 years. So even students who do complete that work in the time they allowed by federal law. They will never count towards
the benefit of the school division accomplishing its task of helping the students achieve that accomplishment.
That's correct. And somebody maybe speak to how that penalizes a school system for the work it does on behalf of
those students never be able to present the breadth of its work. Well, I think you know,
what we're going to continue to do is make sure that every student and family that falls into that category that would have that right to stay with us longer. And through the year that they turned. 22.
>> Understands what rights they have and the benefits that they have to be able to do that. So we're going to communicate that very vigorously and continue to work and support those families. But what it does is
it gives an unfair public perception of the work that we're doing right. So the public is never going to see the benefits and the successes that our school system is provided to those students and
families. The only thing I don't know, but the only thing but, you know, we can continue to do our own internal calculations and share that
information publicly. We can continue to advocate at the state and federal levels part of our legislative package that that's something that we think needs to be changed in terms of the graduation rate. But other than that, we're
really on our own in terms of carrying the message forward about the work that we're doing. We're not going to get support from from the state with that when I would advocate that when we do these reports going forward that we are informing the public about
where we actually stand as it relates to all of our students. to be clear, are the schools penalize then for the percentage students they have
in a school that do not complete graduation for years with those diplomas. Well, they're going to analyzed in the sense that their
graduation rates are not going to be as high and that's going to be part of the school. So they're still part of the Iran right? All around. We're being disadvantaged, correct? And
the >> Benefit for accreditation standards. In helping these students a chief, applied
studies and then eventual standard or advanced diploma and their 6 year or, you know, other up to 22 wood. Would be that we get it on the back end
of the readiness component, which is a much which is only a 3rd as large as the graduation component that sir. So that's probably pretty complicated for a lot of
people today. Just I hope that as we present this at board meeting in the future that we can contextualize this specific thing because it's a big and it's going to impact
different schools and different ways. and in our school system. I think we've gone thanks to the advocacy by some board members. We've gone to great lengths to explain
the differences in the types of diplomas that are being achieved and what the benefits and disadvantages are there and how we can continue to grow those students. And we need tell the public that we're being penalized as a
result by the state. >> Thank you, Mr. Freshness, Anderson. I want to flip over, although I definitely want us to have to unpack for that conversation a little bit. I
wanted to flip over to slide. 36, if we could, I had a conversation with Miss lady before she went out of town and I definitely how have a
similar question. So within my about placement. quite different amount for the graduates that >> So understand, first of all, the problems with getting
the information related to placement. But the other question I have is, is this a at 16 months to see whether or not students are still enrolled or is this is a look to in 16 months that they've
been enrolled in school at any time. >> I believe it is the with an but I will double check on that. Dr is a d***. >> Well, triple check on him.
But my is for sure that this is the look at 6 teams that that initial enrolled. But we also have the continuation of enrollment and how many students actually graduate. So there's more information in the national Student
Clearinghouse. We were just looking at the enrollment and post-secondary education in a kind particular slide. >> Because my cause, my question really is whether or not this is a snapshot view at
16 months because as of former college instructor, I can tell you you lose a lot of kids in that first year in the college's team to do that to weed out certain students that aren't paired or maybe come
back at a later date to go to school. There are lots of reasons why even to be at 79% within 16 months is still very high for a CPS students. And I want us to actually talk about
that a little bit more so. >> Now you're raising some really good point, I would say. And we could get the additional data in terms of graduation on time. We're a little bit above national averages were not
significantly above national averages for graduating within 4 to 6 years. One of the biggest factors in addition to the ones that you mentioned, though, for students to graduate on time, this financial burden and a lot of
families, a lot of students are unable to complete for financial reasons and so that's difficult. And that's another reason to track that data. >> And this is pulling, I assume, pulling students
community colleges and outside state. Yeah, OK, can private Thank you. >> It's not 100% of all, 2, 4, year colleges across the country is 98%. So there's some that are missing because
they don't participate in the National Student Clearinghouse. But it's like 98% of 2 and four-year colleges public and private that are in the participating in the states.
>> Okay. So then my second question is, are we doing anything as division other than utilizing data that we're receiving. Are we doing anything at it as a division to track our students after
they leave us? >> We have yes, Jennifer, you could help me with that. I don't know that we have any other follow-up surveys after the senior survey and the
senior year Dooley. >> We have the required indicators from the D O E. But other than that, we did not have additional ways to track our students after graduation.
Okay. Thank you. Sizemore Heizer. Thank you. And I have a lot to unpack here. I appreciate your time and effort of this report. I'm not probably like 6 go back. So
just. Put me down for those the first I want to start was kind of big-picture comment on the report and I have to say, I love I love this theory of
graduation equity. I think this is most. But I look at slide 6 because it's something I think I and others on the board of talking about. It's not just getting kids out the door, make sure actually set up for success when they
leave. And so that's what this graduation equity seems to go to have a plan and a way to demonstrate qualifications for post-secondary success. I love
this. I don't see this report. Actually given me. Sufficient data or most data. On this.
Because the report and I understand that the data may not be there. They have to gather and that would be fine. So I don't see that narrative in here. We recognize these are the pieces we still need to report on. Here's how we're
getting there, right? But one thing I've talked about for a long time is. I understand the importance of on-time graduation, state requirement. Federal requirement. However.
It doesn't really show us for students are ready for post-secondary success. And when you look at the data of how students start college is and leave college, it kind of shows it may be some sun is financial. Some aren't. So I
would love to see Dr Reid a little more intentionality around. Students graduating with a plan. I know we do. The student success. Irvine. One of the questions I have on the
slide on the successor Villa, just some of in 36. And 38. A toss asking the students, but it doesn't give a percentage of how many students responded because that percentage is a percentage of the students who
responded to the survey, not a percent of all seniors, because we have to take out the ones that didn't respond. So I would be curious to know, maybe it's not much. Maybe a lot of them responded, but I'd
be curious to know what the actual percentage of plans are of those who responded. As opposed to thank you. Those are all seniors. Right like
Just like percentages news reporting post-secondary plans. But how many percent to seniors did the report and out of those that did the report. How many reported post-secondary plans?
>> So >> thank you for that question. It. I think what we tried to the team try to do is put the N. For example, a baseline and then for the 23.
24, because that's most recent data we have. 99% of seniors reported having a plan that would be 13,005, 77 out of
13,065. So that's the number who My question, those a number of graduating seniors are the numbers are reported. think it's both. Well, that's my question. I'm just not clear, right? Which one is it?
Okay. So miss Nield it. We had about 460 students who did not complete. The senior survey to your question about about 14,000. Okay. Well, that's helpful to know. That was one my first questions. But I
still I think us to this point of I don't see a lot of indicators here and students are ready to be successful in the lead. Like on-time graduation isn't necessarily
an indication of success when you especially when Putin the PI cities diploma and all the state requirements. So I would just love to see. We've talked about executive function, concerns we've talked about
like I would just love to see some of those things infused into this report. So we're really looking more holistically at what is it that we're measuring to see that our students are ready to be successful? I think these
are really important data points. But I feel like we were causing talking about absenteeism in on-time graduation. Important. We need to get to the next piece of it, which is the data around
ready to be successful. And I'll take to go back for him at the points. But just someone to put that out there, some that think about. Thank
you. same time coming. Thank Thank you. I kind of wanted to piggyback on this. When we talk about. >> The definition of what
post-secondary plans or and have or track. Secondary plans that do not include going to college, but maybe some are
students that are our CTE programs that are get that are in internships are being employed because I didn't see
any of that data here. Yeah, we do it on Page. 24 of the full report. It gives a little bire of a breakdown of what the specific plans are that students had.
>> And so the categories we have our intend to go to college plan to work or enlist plan to pursue other education and the full the full survey. We can break it down further to say was a two-year college
was a four-year college. >> I'm just I just want to shed light on our great career and technical education programs were a lot of our kids are going into
internships are getting jobs straight out of high school where they're earning $80,000 a year. And this is really important for some of our. Students and families that
come from, you know, financially disadvantaged homes where they may need that, John, that position. And then from what I understand and a lot of these programs eventually the employer will
pay for higher education. Do we have any of that data? I just think was shortchanging the work that we actually do with some of our students that don't immediately pursue. The
university or college degree. And I know that some of these kids are doing amazing work because of the amazing work that they're getting from the career and technical education programs that we have in our
schools. And I really think we need to highlight got and focused not on that and show that success as well. I don't
know that we currently have data that we can report on that. But it sounds like understanding for students who are going straight to the workforce. >> Who's going in there with a credential that right? Some of the things that you're raising
up that have come through our CTE programs. >> think what I would offer to that is, you know, we can always amend the questions that we the senior survey,
right, because we're dependent on the students telling us what they actually did after they leave us other than the National Student clearinghouse of that, too. And for your data, we're really relying on student self reporting. So if
there were other data points that we wanted to collect, we could write additional questions. So we'll definitely take that feedback into consideration and perhaps write some additional questions. So we have other. Are more robust set of data
that we could provide and future reports. >> Thank you. Because I think we're missing a really important and valuable story. >> appreciate your advocacy
for that. >> Thank you. Miss the moon.
>> I'm not sure that I can find about. Up one. They to.
>> The slide. about question that think. I think it's like I'm showing. I make that
clear. You know what caught my attention. These. Such rate of graduation for even you want,
is that the codes? I mean, these all. he won as a senior. You know, again, it's a
troubling data point, but it's not surprising given the fact that those students do have pretty limited. >> Demick English skills. So on one of the one of the strategies to ye have to
support them. >> 2. Continue pursuing high school diploma as opposed to dropping out. Yeah. So again,
a great questions of the things that we do >> Include, you know, a lot of individual case management at the schools that have larger numbers of students that would
be at the lower levels of English proficiency. So a couple of years ago, we did staff and additional counselor 10 of our see their 9 or 10 of our high schools that have larger percentages of students
at the low levels of English proficiency because they typically are enrolling students that are many newer to the country are definitely knew where to our school system. So they do provide a
lot of individual case management support and work with the students to understand that they do have more time so they can stay with us again until the year
that they turned. 22. They can also look at other alternative educational options that we so they can look at enrollment in the non-traditional schools or alternative schools.
Oftentimes students. Well, I mean, one of the big reasons the students drop out is because they have other responsibilities. So we looked at the slide in here that showed the dropout rates by age and the older the student is the more likely they are to
drop out because they've got additional responsibilities are to their immediate family their extended family. So enrollment and non-traditional programs or the adult high schools so that they might be able to have more flexible
scheduling and intend part-time. We worked on credit acceleration opportunities for them. So trying to make technology available so that
students can complete credits try to accelerate their credit accumulation towards graduation through independent study. So, you know, those are the things that we've
typically done. I do think the biggest advantage for students that we really try to encourage them to take advantage of is not giving up and staying with us, even if it's on a part-time basis for as long as they can, because
these are students that do make pretty rapid growth when they, you know, when they continue to stay enrolled in school. So trying to figure out, you know how to help them balance the flexibility
towards financial and other personal responsibilities and their educational needs. >> So one Identified as the
Emp one has her 2. I assume that. >> The reason that place to see 90's, they have older. High school credits, whether
from so many in the U.S. wants. they came from, you know, to be placed in senior great.
>> Lever or is them it's pro app-based up and down. H yeah, we're really talking about based on the student's a chair not grade level because you might come into the system at age 18. >> Right. And then roll at one
of our base high schools and have no credits. >> Because you're coming from another country or you've had interrupted significant interruptions to your educational experience and being LP level one student. So
those are students that we provide a lot of support to them and their families to really understand their options and try to build an educational program that's going to work best for them
because that is a student he's going to need to put in for at a minimum of 4 years of time. Probably right to be able to complete all their graduation. >> Yes, my question is then
why are they putting a CD why it identified a senior at if they do not have, you know, credits to be seen here. >> So >> I don't think that's
happening. I think when I was trying to explain this, we're looking at the students that would be of age in that cohort. I could be wrong about
that. Maybe the status that is actually. And I'm going to ask Richard Veterans to know yet this students that are >> el-p level one that are in grade 12. In this data set.
Many of them have been with us for a number of years and they're still a level one student. So these are not students who enter as 12th
graders as a level one. So their this for these for these students. Most students like the majority of our students make progress throughout. But
this this group of students may be with us for 2 years or 3 years. And they're still they still level ones who have work to do on English language development side with this
particular group of students. And thing just to add to that, too, as rich and I talking about slide earlier when we
look at that LP, one that 22%, we don't have the exact number right now. But a lot of those students most likely are duly identified students and they're also students with
disabilities and are probably graduating with an applied studies diploma where they have more credit accommodation, flex it possible us to get more to between lead more.
>> Okay with that with in mind, I want show with my comics and superintendent and staff something that Ron from one school district when I
attended a conference then it just a few days ago, obviously they did heck of a job. That is why the of the presenter and to of us one attending
there. And it spread they may have different quieter months. It's a different state. Different demographic.
However, this particular high score in California, California. 76.3% Hispanic.
88%. Poverty. 30% of parents, not a high graduate. 97.4%
graduation rate. 91% going to college. 4.5%. Italian work after graduation. Who's the statistics, you know price me.
How they were able to achieve that. I send your name high school. >> I appreciate them are men.
And I think Doctor Ponce is done. Some really Seminole work in this area with our multilingual learners. you can maybe comment about some of
the changes we're making here to better meet the needs of our multilingual learners. All Thank you. If you can see
Mister Des Moines, everybody else, we We on the right track. I Mr. Sloan, let's say
in. We had to be a little think out of the box. And we do have some is to use that are. Multilingual as they have
been in to see stem. And because in that has in name of that, we we're like d*** it and we keep them. In the same
OL teaching them Sunday. The maybe. West know what they supposed to be. So right now we have we having a late in
every single line and we are going to will be more aggressive up in more oportunities for with the league was to an INS, something is long was saying
that he's reality is athletics ability. We some students that they are all that at 18. And
they have to start or start helping families. So rather than have it's time schools.
From 8 say 7.30, to 308 to 4. We're going to make sure that we. I'm going to be able that they will have no time to
finalize their diploma. And we're going to be there to be more flexible. We have bean, we have ice with late in the season that we have a right
now. And we will be very soon. Doing some changes that will students and especially those that are all be won. That some credit that they can take on
their own language. And this is that one that we have been thinking, you know, had to be taken in Enlace to get some credit. And also. We had to be looking somewhat opportunity.
Some students when they come, they bring some credit that because that are Spanish, maybe or any other language.
Then. I wouldn't say that they had taken. That is very difficult for them to translate. So we're going to be morning think Janell, how
we our late. Does day at bring in any kind credit? And where we're going to be placing them. And we, too, in which we had going to what can with kuz. There are some system
that can provide us multi many, many different too, to provide them with the right credit. So those numbers I know that very soon. We're going to be talking the same
that you want to come California. Fairfax. This Yes.
So the National Student Clearinghouse. Is that something that the Federal Department of Education? >> Hedren. That's a great question. I don't. So I'm going to ask. Janet she knows
of the top her head. I think that's independent from the U.S. Department of it. But I'm I'm wondering this gets back to the comments I made during go 3, which you're all
familiar with, which is about communicating the pathways to get folks to get the kids and the families yet since graduation. And this relates to the coursework pathway in the work with able. And this
also goes to Mr. Winds question about the strategies like what what strategy is is this board funding? Where should we fund more of that will get more students to
graduate meaningfully and it's not just to get that number to get them out of our building is to get them out of our building successfully. So, for instance, the course navigating work, high-impact
hearing do for Torres work. Dual enrollment in online courses. Counselors required lessons. So I also want to see the lake. So now we're a year into this rate. We had the
baseline this is exciting because last year it will be. Did this really go? My gosh, you know, we want to see the data will hear. It is like this is really great. And now making us think about other things. But from perspective,
you know, I'm wondering what do we fund and what skills to the staff me and in order to make this stuff happen. And again, with the communications, I'm human during things like, do we
offer some kind of AI tools so that if a student says how do I enroll in dual enrollment class? You know, like when go online and you order and like talk to an expert and it's could there not be some things
like that? I mean, I think a person is the is really great and having that consistent person every year, really from the start of middle school on word. But, you know, again, like me trying to help my
daughter sign up for drivers at and summer health. I no idea any time. You know, I can't figure it out. I really wonder about other people live and breathe this. so I guess
I'd like to know more about the strategy is and maybe that's not for this, you know, but when we think about developing the budget in the future, how does this translate into us ensuring that we're spending our money
and the things that make our students successful when they graduate to go to that thing, that's to get them over the finish line. But actually have that plan so that when they leave their successful. I would say this man, probably
one of the 8 he strategies is retaining excellent educators. And we know that the single most important influence on student success is the quality.
>> Of the instruction they receive. So I think that you are putting a stake in the ground, the budget that you recently past saying that we
want to adequately compensate our educators, our teachers in the classroom are principles are support staff so that we're able to continue to do this work. Well, so I think
that's that that's an everybody of research. So I really appreciate the question
and the opportunity to answer. been okay, I go next to it. I in the Stags is a strategist
light. 39. It mentions. >> Targeted follow-ups. And for the students for on-time graduation, RV. How does this targeted follow-ups? Word can
and how does it impact the outcome? >> Well, I can start any of my colleagues want jump in. again, I just want to stress
is Doctor Reed said at the beginning. I mean, this is cross departmental effort to really try to provide the supports to our schools and students that they need. I think the first thing that we did in school year. 23, 24
that you're seeing some results and the data is from that data tracking that we've done as a school system looking at whether or not every individual student is on track to graduate on time or
not being able to identify the percentages of students that may be on track or off track in a particular school following up with that school and then having that school have the data down to the
individual student. One of the things that we put in place in. 23. 24 was a requirement for schools to develop individualized graduation plans for students that might be off track. So the first
thing with creating that plan is to have the counselor, whomever is the lead person working with that student providing that case management support meet with the student
meet with the family. Do a credit cruel determination. Find out where they might be deficient in credits what some of their obstacles and barriers might be. If it's an
attendance. Perry are getting to school on time. Finding a way to solve that problem. If it's a health issue or a mental health issue, finding a way to address that, that situation and that challenge that that students facing. And
that is produce really good results that super time intensive work. But that's really what you have to do is that personalized approach that case? Management student by student approach to get
them what they need and to address the root causes of the challenges that they're having. Then finding additional ways to accelerate credits for them. One of the things that Dr Reid supported
us with when she came in was the development of our Twilight program and creating some flexible opportunities for students to work outside of the traditional school hours to make up credit. So we
were able to provide resources to a number of our high schools to implement after school hours, credit recovery twilight programs and also
purchase some additional technology to help students crew credit more quickly. Then they would if they had those see time requirements of taking the course during the school day. Those are the types of things that I think
are making a really big difference for our students. And we just need to continue those efforts as much as possible. >> Yeah, that's Lexington
points. And because we're talking about graduation, the gritty here I want to do is just check in House. They Kwity office working in this targeted. Follow-up solar. You would want we have a team of
equity specialists that work directly with our region's our regions are able to monitor the work that's happening in our schools. >> And with our principles as they do their goals and have
those sit meeting. So my team is engaged all year with schools and the region's to help support this work. >> My next question is about the the schools have doing
better. Is there any area or I should say impairment, which has showing a results in the end. Maybe we can see what they're doing better than other inmates can, you know,
learn from and and also it is also get a quick double right to one. Somebody is doing something good. Then all can benefit out of that. So any comments on that?
>> I'm going get us started and have Dr Ponce, and I think and will provide some additional data to the board as well. But I think when we've looked and seen growth. For the schools where we've seen those efforts really
paying off is having deeply embedded systems as Dr City was talking about. Practice is where those schools are really focusen on using that data identifying the students who need then, you know, have who
have a need for additional support and having systems and structures in place to provide that support for student. I this is shows up in the s and research as well as a strong
culture of collaboration. So teams, teacher teams strong culture of collaboration because we're looking at, you know, the success in the classroom is leading to the says success and graduation as
well. So some of those are the types of systems we're seeing in place when schools are doing well with moving the needle on this Dr. Ponce wanted to add as well. Yes,
and and thank you, Ty. as long was we had patient ACA and away It's a a very tedious
work that we have being working constantly. However, I know that and I don't want to to penalize and Sadie's region is vetted in. These are the school is better because we
have to see that the whole picture and something that I wanted to to check in right now. For example. And when they just look my my right
now. When we talk about some period mate. Like a just ease justice 51%. A multilingual.
At the same time at economic disadvge you see at 53.5. So we talking about really high numbers and so on. That can talk about some of the
most difficult that would say that have more. High-need full charge. Just ease in Annandale
with the high numbers multilingual cold as well. Then you have a a mom. They're known. was but Tomic and Eddie
Sutton. And then followed her done and Wentz feel. And then FAC has sent a deal. Then you have the schools that do n
very well. However, you have to understand and that number out, students come for example, multilingual and that no labeling them ultimately was about some time. You have
some students school newcomers, which I totally different story like Islam was saying then my com, when I had already 18, when few credit.
And that innovation for them is going take a longer. And we Adelaide them that sometimes you will not count. Don't this school when they got to wait because they take a longer
time, especially now with all these changes. So it will take a little be a longer that I I believe that we had him good
track. That I don't want to with the same names. I know you asked for for schools that do win because I don't want call names now a I would just
say with those schools that have risk factors that call it factors. I higher than all others. And we had to consider
when we talk about that. About I think what I was not asking was that which is not doing that, I was saying which is doing well. So scan take that
success story in use that as a benchmark and implementing other schools that was what I was going with that. So. If I
do whether what I wanted to say is that we're talking about totally different population with the different Rees factors. So I can, though, say the school is
doing well because I'm saying then the school is not doing well. That remember those risk factors. And I just wanted to say these at. Okay, that's
understood. >> Is setting up a mentoring in play here because students kind of some time talk to somebody their age group and
somebody like them and giving them the mentoring and buys them more receptive to that. So is that is a part of the did the follow-ups and
targeted. Approach. >> I don't know. I saw doctor actually know if you wanted to add anything on this. Everything that I've really mention so far as adults
working with students. But I don't know if there's anybody on the team that wants to mention anything about peer mentoring. >> There are so as part a mentor program and we do have some payment during the college student mentoring
because it's not always a direct peer could be a high schooler for an elementary school. Are. so the 23 24 school year, we had over 4,000 fcps students participate in
our mental Rex program. A subset of those students had student mentors. The majority of them had adult mentors. We actually expanded this programming in the spring of last year and up through this
year. But something called the belonging Project that is expansion of our mentor works program specifically targeting students with high rates of chronic absenteeism so that we can use that as a way to provide connections to the
school and increase regular attendance and connections in that school building. That's amazing to hear actually. >> I'm going go back. Go for
go back. I have Dr Anderson, Yes. Thank you. And I'm going to try to focus my first set of questions around slide 11.
>> So if we could put that up, please. None 31. 31, I'm I apologize. 31. The one that speaks about diploma types.
And looking at this chart, I guess my first wondering, I'm trying for the life of me to find last year's chart. And I cannot find it. But I have a good sense of what the data is
because we talked about it last time at meeting managers. But in looking at the slide, I'm just wondering when when staff reviews it, what shows
up? What what's the response? What resonates tough to read. Yeah, thank you, Doctor
Anderson. I mean, I think in this slide, we obviously some see some differences between student outcomes in terms of who's earning our advanced supplement versus the standard
diploma. >> I think this is something that we looked at and our before report when we're looking at the continuum of rigor, one of the ways enable
talked about in their presentation that students increase trigger is not only taking the AP or IB year you know, advanced coursework, but also persisting through a 4th
year of math. A 4th year science. So I think that's where you're seeing some of those differences show up. Obviously, if students are not taking advantage of those additional years of math and
science as part of the able work in say thank you, son, get the shot and world languages will get put him on there that are also alignment with the advances diploma.
Yes, I appreciate all of that. And I also appreciate that last year's data, this slide look pretty similar. >> What raises concern for me is that we don't have any
targets in this area at all. And this is not to communicate that having an advanced diploma is what every child should have. But this disproportionality is stunning
and even when we were talking about meeting managers like, do we not want to do anything about this? And not seeing that be part of the presentation, frankly,
concerns me. So I want to say that. Secondly, I would love to hear if we could just go back to slide. I would like to
get a sense of is this presentation consistent across our schools? I'm not asking for the schools that have the lowest performance. I am asking if we were to pull this
data. 25 times, what does it look like? Is it consistent all over the place? I would say it's similar. I mean, there's a Ranger, obviously same but similar cross school
to school. So then that means it's a division problem, not a school problem, its like in a classroom. If all the kids fail the test, the teacher has work to do. It's one of 2 kids spend, you know, they have
work to do if it's similar across the entire division, then we have work to do. And I would like to get a sense of what is that work? We did hear
from Doctor Bell a month so ago regarding the ques taking patterns. I'd like to know what is this now going to look like given that new information? What can I tell
my parents that we are going to do that is going to impact this data. Sure. So I'm going do 2 things. I want to come back to this because this is
something that we wanted to talk about as a follow to me managers. >> I think we can explore this 2 ways. And if you look at goal for what this is saying is there is a continuum of
rigor and students can continue to move move along that continuum of regardless of where they are in terms of their diploma types. So we have kids who are earning the advanced studies diploma. Who
could who may not AF their senior year, right? Because they finish all 4 of their math credits by the time their junior they can continue to move and accelerate their rig or by taking a math. Their senior year. So that's
independent of a deployment type. have students who are earning a standard diploma who are also earning a score of 10 or higher on that able that can can you continue to deep
in additional courses in math or science without necessarily earning the advanced studies diploma. So I think we have that goal that's going to really focus on those individual conversations with
students to make sure they are taking coursework that is preparing them for post-secondary. What we tried to do in this slide is to honor that students are making
some decisions about coursework. They're taking that aligns with their post-secondary goals. So we looked only at our students who said they want to go on to
a four-year college and see differences in this data between the percentages of students who are saying they want to go on to a four-year college and those students who are earning an advanced studies diploma. So our
recommendation is if the board wants to set a target on this to focus in here because that's honoring trying to align students intended plans with coursework. That would be
most aligned with that post-secondary readiness. Thank Even with that subset of students that we're looking at, the disparities still studying, we have what the
lowest says. 48%, the highest is 92%. >> I don't think this is the representation that we want a half hour division. The other the other question that I have is regarding the
intersectionality. When we have I imagine you by we I mean, you when you have looked at this data because it's not part of this, it wasn't the baseline. We have more into
intersectionality data, but I don't see it as president. And this year's reports. What are the findings since? I don't know. I'd like to ask with
regard to diploma I think the group that we tend to that we tend to see the outcomes be most different from overall, not specific to this side, but
just in general, our students who are dually identified students with a 09:00PM student or multilingual learners. We also black students who are not doing
well and not all of them have the language issues. And so those tend to be less. So when you have that into such an alley, I'm just going to focus on that group for right now because it's the one that I
can take out some of the variables. What does it look like when we have to put myself on the go back? What does it look like for those students and on this specific
date to to set, let's just let's just take that. So I don't think we've explored for this specific date is set because we put the together for the relati quickly to have a board night before.
>> The side before. >> I need to look and see if we have that information in that report. Doctor Anderson, sure, we pulled it. I'm just not sure if we put in the full report that. And so if you
like go back, yes, I would. I just a little bit to that discussion. And I know this isn't perfect. And we're only in our second year required
implementation. But through the advisory program, we are working to require every student to have a four-year academic and career plan. >> And that plan has annual
goals and activities for the advisors to work with the students and their advisory to have these kinds of conversations to really, you know, push students to achieve their best. And I think when
we look at some of these datasets for me, one of the things I worry about as different expectations for different groups of students. One of the things I worry about is, you know, counselors
that have case loads of 450 students being able to provide that personalized support and attention, the lack of the ability to maybe have as much time with with students as they would like to have that
advisory section, I think plays a really important role because now you've got one teacher who is working with 20 kids who can have those individual conversations. Have
those connections, get the information home that maybe hasn't been coming home. And we've tried to do some of these things in different ways before. So I do think that's a strategy that we're really trying to lean into its not
perfect. teachers are still trying to figure out how to do that in addition to all of their other instructional responsibilities but I do think it's something that's going to make a difference. >> I'm at a disadvantage because I can't respond
because my time is up. But I'll make a note. also share like to share, I think that the the most exciting thing to me about are able work is that
it pulls the curtains out and give schools direct data about their students. I also think that in also with what some saying about people talking to our students, that we need to
take it back to the middle schools, to start having those conversations about what are your hopes and dreams for our students? All right. So that they can start when they have less pressure around guiding
our students right when they get to high school. There's a lot of things happening. But the middle school counselors can help in this process by starting to have those conversations about what does it look like to go to college?
I remember when I left Fairfax for a couple of years and joined another system. I had a conversation with the student about college and she was in 11th grade and she told me that this is the first time
somebody ever talked to her about going to college when she's in the 11th grade and sometimes our students just don't know what they don't know. I and we have assumptions about our parents
that are not true. And I think that it's upon us as the educators, right when we have the students, 6, 7 hours a day that early as we can start introducing the concept of college for for all of our
students. The concept that doesn't mean they're all going to go but to talk to them about it, the greater chance we have of changing these numbers. Thank Miss set low. We will continue with 3
minutes being that. It is just a little bit after 2. >> As the fresh, thank you. >> I was one of those kids. By the way, people would have assumed that my parents talked to me about college all the time. They didn't. They didn't
go to college. Their parents didn't go to college, wasn't part of the dialogue and my family. They wanted the best for me for sure. They wanted me to do well in life. But that wasn't part of the
conversation. My family and do want to talk a little bit about one of the points that was raised on 36 about how
access to resources impacts completion of college. years and back to my previous round of questions about outside Taj. Running counter purposes
with division's efforts right now in Washington. Not far from here, the Department of Education's work is being and
I'm particularly worried about the work staff's and just in the ability patients to be submitted in a clear and
consistent way. But the cutting of staff for people who need assistance in navigating this complicated process, especially for families where this is a new
experience. I'm also worried about the repayment programs that are being cut or changed or changed in such a way to disqualify swaths of students before they even got none into
school, particularly income based repayment programs in public service loan forgiveness as a piece of context in the previous administration of this president more than 97% of
educators who applied for public service loan forgiveness. One of the very specific occupations that the program is designed for were rejected from public service
loan forgiveness. Thankfully that was righted in the following administration. I worry that we will be reached reading in that in that ground. And so when Sallie Mae is estimating that 30%
students who don't complete college after enrolling do so because of financial reasons. Other estimates as high as 25%. I began to worry about the undermining that's
happening. You transitioning all of that work, all that complicated work and the oversight of that important works of the people are not being ripped off by student
loan processors. Now being transferred to a department that has never I think the small business administration, which has never worked in this
space ever at all. It's highly concerning. So I wonder if there's anything we can begin doing with our 11th and 12th graders to prepare them for
this new reality. you know, as likes to say, we're not responsible for every problem out there, but I worry that we will be telling a story in 3 years from now when these numbers start going down.
Because all the more difficult to and this doesn't even get into, by the way, the fact that universities are going to have to skyrocket their their fees because of program cuts from the federal government. You already have people having
their acceptances for grad school and postdoctoral programs being pulled back in the sciences. So there's a compounding problem here with the financing of college. I'm wondering what we can do about it is a division to ensure
that these numbers don't begin to bottom out. Thank you. Miss a fresh after Reid. Did you want to respond >> lot of that. That Yes. And
you have 30 seconds. Thank you, Doctor Anderson. That's the context we're living in right And think we're going to have to be thoughtful about.
While we are addressing the challenges in front of us we're going to be better at anticipating the challenges down the road because of a concern that solving today's challenges may create bigger
problems for us down the road, which I think is what you're pointing to. Finally. And as I've mentioned before, I think for facts county, we need to be very clear about how we
define success for our students and our system because the narrative that we're able to tell is most important behalf of our
educators, our students and families. And it's incumbent on us not to give that narrative up to other people to tell. Thank you, Miss Sizemore Heizer Doctor
Anderson, knowledge eyes, I wasn't looking in that direction just because I think we do have a number of resources that I would want families to be aware of in Fairfax County that we're
going to continue to support. >> And we probably even need to do a better job advertising, though. So just real briefly, I would mention, first of all, we do have our college success program in
Fairfax County, which has a number of different components. So there's the early identification program, for example, that support students that are first generation college students and all of our high schools.
We partner with our local universities, 2 and four-year universities to support and provide opportunities for students. There. We've got a direct admissions program and we just started 2 years ago with George Mason University that if a student has a
certain GPA and is like a 3 point, oh, GPA, they don't have to take the SAT. They help them with financially. They give them mentorship and coaching, but they're automatically admitted to George Mason. And when they
get admitted through that program, they get ongoing support we have our partnership with college Access, Fairfax, that support students free of charge. And,
you know, applying for federal financial aid and other scholarships. And that's outside of what we do with our college and career centers that exist in every high school. So we have a lot of things that I think we should
be really proud of. And I definitely want our families and Fairfax County to know that because given all the uncertainty at the state and federal level, it's going to be left us at the local level to provide that support every
one of our family. So just want to mention, we do have some assets to continue to build on. >> Thank you very much. Missus Thank you. I think I want
start by building on that comment. I think that you made about need to tell our own story here. And I think this is the more point than other ever. So to pick up on what my colleague talked about with the slides, 1920 on the
four-year graduation indicator versus 6 year worst on-time graduation indicate. I just want to confirm for the four-year federal graduation indication which the state is now going to also use as part
of its assessment accountability system for students. Multilingual students to disabilities who are federally legally. Allowed
to stay for 8 years after 12th grade. Whether to earn a standard advanced diploma or just to get post-secondary skills, life skills, training those students when it says on
the slide, do not count. You're saying they do not count towards graduation, but they do count in the denothat clear. Yeah, because it's not clear from the slide, right? Because of that, they do not count in their love to have
the edge of town hurting us at the very different story. Then they still count in the number of students in that cohort. But the fact that their their federal, they're exercised the
federally the rights protected rights under federal law federal laws is gonna hurt the schools? I think that is part of that story we need to tell and I just wanted really get that clarity out there and I think that's important to say
that the state. You know, and I've heard many estates leaders say they really support our special educational telling will students are actually putting in indicators that directly
make it much harder for schools to support those students accessing their federal rights. I think that's a really important point that
we need to make. But I think po rampage. 41 in the report and I want to point this out because in one we have the graduations, the grading policy debate governance. We
talked about measuring porch of a graduate skills, right? And I was kind of surprised to see low percentages of students who've access to pot hole, which is a porch or
graduate presentation of learning. I just want to help understand the numbers. I'm seeing 2%, 3%, 3%. You know,
the basin denominator is 78,007 100 sites and and 70,000 91. But the Numerators 4,557. So are we saying only
4,557, all of our students have done a pod poll. So that's 3% of all of our students. Which I think this goes to show why this was important. I mean, I know
that's not the only place we have put your graduate skills, but if that's I scroll back up You know, side 40 eyesight. Page 40 and the report. It's
similar numbers for taming of Porter graduate, competencies and digital financial literacy. I would love to see this broken out more. What do you mean? What are using to measure? And how's it being measured and who's having access to this? Because these
numbers, we not, which is what I said. Grating was not have put your graduate if it's 2% and one percent. And I'm not I've been full believer in it. We've got to figure out how to measure better. And that's
part of this valuation equity. I know my time's up will take another go back. If that doctor, if want to comment on that Rdr Presidio. So I think
it's clearly a data point that we were asked to Dr Ponce. You want to comment poll and the number of students are
priority placed on that because 2% less than, you know, single percent is certainly low. Doctor Ponce, please. >> Yeah, I will long. He has
been working with them and then I will lead okay. Yeah. >> Yeah, not Iseman has think it's a next excellent question and point that you raise and
the reason that and sizes. So sir is because we haven't required the completion of presentations of learning right? So we require the incorporation of pog skills
into our curriculum and into our instruction. The pot pole itself is meant to be a culminating project, if you will, almost an exhibition of learning that students complete to demonstrate the
evidence of completion of of those attributes, the development of those attributes. But as a school system because, you know, when we brought this on, it's only been a couple years we've been
involved in so much change in so many things that are new, a new strategic plan coming out of COVID. A new, you know, new sets of expectations. We have not required pot pole to be completed for all of our
students. So that's why that and size is really small. And that is something that, you know, I I think if we were to required, obviously we see very different data there. But that's that's the reason
that's so small right now. >> And so I just want to add. So I on Page a at the news, 41
that you were reading at. Yeah, we are right now. Actually, we have been working with the high school principals and addresses
should add it will not be a requirement for graduation. That something that's going to be implemented. So everybody will have that could wait.
Dennis O you gonna see those numbers changing? My time's up so he could go back further comment on. Sanderson. I just
wanted to put one more plug in. I've been saying this since I heard about the accountability and accreditation stuff. >> We have to make sure that we're telling the story of what's actually happening in our schools and we need to do it early and often because our
parents are going to start seeing numbers come out that show that our schools are felt failing at a particularly delicate moment. The only thing that I want to say is well, of course, as the as a
former college instructor, I absolutely want our kids to go to college and I also know that not every kid needs or should go to college. And so I
want as we're having those discussions with our kids younger and younger, I want them to understand the breadth of opportunity that there is out there becathe return on investment for college right now is diminishing, unfortunately, because of lots
of reasons, including increased prices and all the things. And so I just want to make sure that we're opening up the full opportunity. We've we've all seen the slides that
have been shared related to that high school diploma just doesn't do it anymore. We got to have more training more something after. And so I think having kids fully understand what the after
could look like, it helps them understand what they're working towards. And so I want to make sure that that is part of the story as we are talking to kids younger and younger about what actually helps them
understand why this school is so important. So I think that that's what I'm hearing personally quite a bit lately is that they don't see the point. And so I would very much like us to encourage that
conversation where more so that we can how kids see and keep that curiosity for a
little bit longer. Okay. it's a miss Saint John's gunning.
>> So going back to. The slide, the six-year slide, but which will protect failed to mention when talked about. When I was talking about Rct
program, also huge proponent of our special education program, particularly for young adults that are in are senators where they're staying beyond, you know, staying for those extra years. And again,
we've got to control the narrative and show the narrative with these kids are being trained to be active and productive in our communities and are getting jobs right
after the exit. Even if it's 6 years that it took for them to graduate. So I think that that story has to be told. And I think that's up. He said, I just I know that I worked a
lot with police center throughout my career for different reasons and have seen the amazing work that goes on there and seeing pride of our students and seeing how
happy they are to learn certain skills that they then take to the community. And so I think, again, we need to be telling those stories and we do need to have alternative
data, which I think throughout some of the things that we've come across this year's like this is the data that's needed. But let's tell the real story in this is the alternative data and we need
to present dot. And so I want to just echo Doctor King said it when you start at elementary school talking to kids about what they need. And
I know that when I worked as a family liaison and my kids were in the Spanish immersion program and I started talking about it. Then as a parent liaison, I would tell our multilingual learned, might learn or families keep them in
that language because by the time they graduate from the school, they are going to have the equivalent of language credits in high school. And this is something that parents to understand the already have
a skill. And we're just gonna home it. And so speaking from elementary and just to give excellent example, which I'm very proud of, although the student did not end up graduating from Fairfax County
Public School because they moved. But worked with this family since they were in. Preschool. That young lady has gotten a pass. The scholarship
is now going to be a full ride with additional scholarships because that story was told from elementary school and she started here shoot an end to hear that that I know that that message and that's Curry
was there since elementary school. And we're partly responsible for that success. Again, going back to controlling that narrative is critical. So I would like to
see that not it's easy for us after you do all this amazing work that you bring to And then it's easy for us to say what is this a wish says. >> And I really want to give you kudos for all the work that you've done because I do
know and recognize it's a lot of >> real briefly, an ominous Jennifer. She wants to contribute anything to or not.
Just so families are aware we are doing academic and career planning earlier than high school. I was focusing my comments because we were talking about graduation at high school and building that
four-year plan. Once you walk in the door in 9th grade. But we're doing similar activities and middle school even down into the elementary grade level. So, Jenna, I don't know if you want to comment just briefly on
>> Well, one point that I wanted to make that we have an upcoming academic matters plan to talk to you about are avid expansion. I think he'll be really excited to hear about what's happening in our
elementary schools and those schools that have taken on added, especially our title one programs that are expanding. So I really appreciate all the emphasis on. Let's start early. And that's another example that
look at to celebrate with you soon. As the moon.
>> I know that he. Fulmer to that student services when my kids attended high school, he's a audience and I don't
want to embarrass because she was a good actor. With that request. Set with this it with such.
>> The larger case will each of all it it council. Millions How we are today really get to know or students. Constantly
on my mind. >> And especially. >> When I heard, you know, Doctor King mentioning about own experiences in another one of the school district when a
student can find it to That nobody mentioned about me going to college on to your high school I'm glad to hear we are starting, you know, the
kind conversation much or June really are. at the same time, I still wonder not given the large workload case mold, you know howh individual
attention they can give each and every student, especially those who may need more her. I
I wish feel now Dr. Full year plan. We set aside time for them to do it in score versus outside the school. We do it in score.
>> Yeah. So I again, you're raising a really good point. I mean, our counselors work so hard to support students and families and so many different ways. Oftentimes the academic piece they don't have as much time to spend on that as they
would like, right, because they're working on some of the other things. That's why we feel that the advisory program that leave required middle schools and high schools to have for the last 2 years with
a really intentional curriculum is so important because that's a teacher working now with a group of about 20 students or an administrator because administrators have sections
of advisory as well focused on a couple different things. One is academic support. One social, emotional learning. But the big bucket that really focused on is academic and career planning. So that's
somebody who can spend a lot more time individual time and attention build relationships with students understand their career goals, maybe understand some of the challenges that they might face and realizing
those goals and help them understand the resources and assets that they have to be able to accomplish their goals and overcome challenges. So it's still I know some of our teachers have struggled a
little bit with the new expectations. And I appreciate that. But it's so important that we provide that one personalized trusted adults in the building who is going to be able to give that focused
attention to our students because counselors cannot do it on their own. >> You know, that appreciation interest, individual or a dart in the village importance of
that. And one of the things that going back to presentations. So the push and changes I attend include, but a presentation about finding out what the student feels
that he was. She just trusted and the BRT. I think that they can Saint since I still got about a minute left. I know we
not you not to be. He's not the time to discuss about particular strategies to by 2 going on. another thing that
picked from this conference was about use of AI hurt pain in assisting my Because, you as much as we do want to
provide individualize one to one. Sharp on every single student that's not possible keeping the budget constraint. You know how AI can be that he
is fermented. And Dana Fisher to that. I would love to that off. conversation with Superintendent Andrew Anderson, department, that was
until we got >> Thank you, Mr. out. Go ahead and take my turn. It's still going back to the slide that I had earlier, which is slight. 31 and what I believe
that I heard on Neil, is that one of the root causes that staff developed rather concluded was that the cost taking contributed to to this.
So that's where the work is going to be happening. And similarly, we heard the same conversation Dr about that has existed in research for the past. 25 years, which is the
expectations of those around the students really determined what they have access to. So that brings me to the equity work because you can have the expectations. But this too, whe
parents of students of color have to fight in order to access advanced courses. That their children away more capable of handling, but yet is still being den those
weather gate keepers. What are the strategies and the equity world to bring staff along to help impact the course taking which we which been told will
be the primary impact to this data set. Candice just like I shared earlier, having embedded equity specialist in the region. All right there at the table where the discussion
is happening. We have a great tool that allows us to monitor graduation rates and how students are enrolling, particularly I'll give an example of our goal of getting all students to take out one
by the 8th grade. Right when we monitor it and we see it not happening, that we can go back and have those conversations. A lot of it is still the mindset work that we have with our staff. you know,
my team is responsible for making sure that we have culturally appropriate training for our teachers and of school-based administrators and counselors to ensure that
implicit bias doesn't show up when we have expectations for all of our students. So when you say specific strategies, you know, we have been training around equity for a very long time in this
district are modules and it's ongoing expectations and refreshers around what that looks like in the data tells us our story and compels us as the equity voices at the
table, whether it's me at senior leadership, it members that the areas that they leave to continue to have those conversations, right, the data always compels me. Mike
colleagues can show you and Dre that that we speak up when we see something everybody in this room who works fact, Fairfax County's trained in this work and they understand
that we have to even check our own biases. We're putting strategies or even talking about strategies. The impact that a that looks like this. Thank you. You know, picture
this Sicily 1965. Nobody understands what that Yeah, but picture this. You have a parent who? >> Once these things for their child and their child may not
be receiving it and they don't know what or even a parent who doesn't even know what it's available. And I want to connect this to the Doctor Presidio had regarding the the
four-year career plan, how we have brought this down to the lower level and I tend not to be a school board member who thinks that my experience is the experience. But I have yet
to see this happening at the middle school level communicated to me. So I wonder if there's an opportunity the same way that we're sending out. These attendants reports now. So you
get your tennis report card. I would love as a parent to be receiving some of these career plans like this is what's available. Minimally will compel 2 things. It will lead
give me information in terms of what's going on like, oh, yes, my kid is on track. I don't have to have this conversation at home or it might compel I didn't know this is available for my child. That's a conversation
because I too have spoken with parents who are parents of juniors, even seniors who have had 0 conversations regarding post. Secondary plans and that
does not align with the conversations we've had here. Right? And I tried to. Trying to give a is accurate of the
pictures I can with some of those challenges were still new in the requirements were in year 2. >> Of requiring the academic and career plan through advisory in this fashion. So I
know it's not happening consistently from classroom to classroom like we envision happening, right? We haven't gotten the full It is the expectation right in the places where it's not happening. I really would
encourage families to reach out and share that information with us. Share that information with the principal and the school. We're working to get the full implementation
and we do to your point, need more proactive communication from the school to the home about what's actually happening. So that is something we're working on to try to figure out if there's
better technology solutions to that so that we can reduce the workload of advisors in the advisory programming, you know, having to provide that information. So continuing to look at enhance months to our
current system. We're actually in the process of an RFP for a new system are easing not be on smell. Some of us have talked about concerns with Nabil on some the past. I don't know what vendors going to be awarded the new
contract, but that's in process right now. And the expectation is whatever tool we use in the future that we do have better communication and better, you know, family transparency. So the families
can really see what's happening in, you know, as a parent myself in the system I'm sometimes wondering what's happening it.
>> So I have learn tight. but you know, if you think about it, those of us who are in the system and have kids, I mean, we're inundated with information to write. So I don't always do my best job of
reading everything that comes you know, from school to me for, you know, the details about when the parent information night is going to be. And I'm sure that I miss things that, you know, I shouldn't miss. So we've got we've got to streamline our
communication. It's got to be more strategic and he's got a better meet parents needs because I feel like right now a lot of things are getting lost. If you will. And I don't think it's for lack of effort to try to communicate is just
as not as effective as it needs to be. >> Thank you. And the reason I spent 2 of my bounds just speaking about the slide. It's because we know what is not monitored. What is not
measured doesn't get it doesn't change. It doesn't get the attention. So I would love to see those monitoring points. I know right now they're identified as TBD, but
we have to otherwise next year we'll be sitting right here having the same conversation and me giving you the same feedback because this wa feedback last year. Dr. Anderson, if I may, I wanted to just kind of follow up on a
point that Dr King was talking about. >> When you're asking the question about, you know, saying these inequities play out. I think one of the the exciting next phases of our able work has the ability to
use data to identify student who missed in the academic advisement process who have that success potential to go in and be successful in these courses. So part of that able
work is flagging with objective data. Here is a list of students who you should be talking to about going into these advanced coursework opportunities. And that's one of the strategies we just used
to really focus in on algebra. One enrollment for next year. Using that objective data identifying list with schools, having go back and have intentional conversations with students and families to say
you ready for algebra one, you know, you will be successful. And sometimes that's a little bit more of a conversation with the family to say, you know, we we believe in your child and they're ready and we're going to provide the support that they need. So to
your question, I think that that intentional use of objective data at to help support scheduling is one of the strategies and the password Dr. Anderson, we talk about our equity.
>> All right. I want to say that, you know, I've been in this district for almost 30 years. I've had 2 children that went through this. I was one of those parents that had to fight to get my kids and out of our many years ago. I
can tell you now that we are more focused than we've ever been around letting day to the numbers. I guarantee you and I might not be here, but I
guarantee you is that we might kill me for saying this, but that those numbers are not gonna look like that next year. Those numbers are not gonna look like that next year. more focused. We have more like Aaron, to you. I
will be looking at these numbers now, right? So it's gonna be me a new city across the state with activate I got you. most interesting
conversation. >> It's one of interesting it is. I the best out you. And so I wanted to ask about the
students will have have a Marci move. you tell me about this up. How for hire graduates are coming out the credits? Far like associate
degree because we talked about the college expenses and how we can support those students. I we're going to have to go back on now and this takes it
to see if we can collect that information. As a follow-up because if 66% of our students of coming out vents diploma, should like definitely have to
have a lot of college credits and I give this read. I don't say this for every student, but you know, my son graduate from of CBS last year, he
almost had one and a half years of college graduates with him. So which reduces the burden financial burden on the families. Fire paying for
college. And then off. Was a dual enrollment courses. A great option for that. And I feel like the students who are the dropout levels visit of ad friend. If this trend snow
that they don't have to pay for so many years of college. And also they know that there are other of blackface for them. We know that is one data
point that we're looking at as as doctor is talked about, communicating our message, being able to talk about the percentage of our graduates relieving here with college credits and how many college credits or students are leaving here with.
>> So that is something we're in the process of pulling. I want to add that we haven't actually walking with its loan
debt by minute now. >> median >> looking >> for it to this time, given that we have a lot of schools where probably one
lives only just. And then they made to be different. And this team will be at an and that such a degree which means money for that opponent. And
something that I think that I have being discussing. This is my second year and we are very close to make sure that that we bring that did the
children. I know we were talking about haven't, how of 2. And they associate degree
Sophia's 20 and yeah, she's a full time teacher. And this is exactly what I was looking at right now. Ease we students is
starting with who will write to be teachers. And then looking for grants in and they finished that associate degree in the on the Could and then going war with some of
universities 2 more years that some grant and then they finished. The Bachelor impeaching and then we have teachers. So we had to be thinking on that. We have been
working. I'm very excited have. What are the next steps? And I want to say thank you teams and this Gray, sir. We
started that working and they have been some hiccups. But I know they had about to be removed. And so I'm very excited that this going to be
an option for with children. >> Thank you. That is a really good I'm good go back to our meetings, managers meeting and have I'm not a member. You
said something. Give it stuck with me. You sets. Students are in school for 7 hours a day or $2 a day. It's absolutely our job to make
sure the meet the needs and be are making them ready for the graduation are future. So I just spent a little
frustration and you that that day that maybe even missing a mock somewhere and maybe you meant for this particular data sheet by behind us. Could you speak to that of it? does. I think board that would benefit
from that. >> I think what I was referring to is we know that there's outside noise and all that we do. But while we have responsibility for the students that we serve, we
can't depend on outside noises or outside voices. 2 share with our students what their opportunities are as students in Fairfax County, Public Schools. So I deeply believe
that we as the educators, while we have the students in our service them, everything that we have. All right. And so sometimes when people say, well, their parents have to
work 2 jobs their parents are not engage. None of that should matter because we have our students in our care for 7 hours. It's great when students have that additional support. But whether they do or not, it's our
responsibility of the school system to provide access and opportunities to every student who walks in the door. Thank you for that.
>> And I see the Lot of this numbers dislike videos shows how much and I'm not. I'm just going to say as an behrend how much the start talking to a kids from elementary and I
think is lot of an Asian can just go do that and integrate just start talking about post-secondary education. It comes the cultures, wrong, but not. That's how it is. Might
my only point was that that those storms come but the vape reset mindset. It's not before even the D just talk to them or even before the guided by
the guidance counselor. They know what they want to do in the light because the parents putting those seeds in their mind. How do we take? dig that out of the picture. How can leveled the feat in type of
situation? I think if you remember that conversation I shared with you that if I had a chance to go back in my career, I want to be an elementary school principal and meet with every student that walks into my door and
talk to the parents about what your hopes and dreams for your child and that that out with them before they even walk into the school so that every parent has an understanding of what access and opportunity
means. And I think compels us as a school district to strike down systematic barriers that we've had in place for ever, right. That students who are not privy to the cultural
things that you speak of but still have the same access, opportunity whether their parents start to talk to them about that. A very young age that we as a school system communicate that. So we have to find ways. I remember it
and other district that I work for shortly. We did put maps together for parents to start. What are your hopes and dreams? But the map also gave several opportunities, right weather. The child wanted to go the vote. Tech rout,
whether the child wanted to go to a four-year two-year military. It was a map that started in kindergarten and it just showed parents ways of which their kids could treat what their hopes and dreams
are until their students develop their own hopes and dreams. I think that we have a responsibility of the school system to communicate that to our parents. used But I think
the final word, I would say that instead of talking to kids, their parents in high school about college because stock talking an elementary school about that, I would say
for a second grade, but that the 4th 56 studies putting that seed in their mind. My time is up. those perfect MS
set low. We will to 2 minutes for the next round. >> Except for Miss Mary and who this will be her second so
she will get 3 minutes. I see Mike, what can happen when the superintendent's puts forth something that's really tangible like benchmark literacy. >> And this such a clear plan,
right? Everyone is what they're doing. The schedule set. And, you know, there's been many conversations here and certainly myself with the superintendent and others about the communications piece
to family. And when I hear about we're looking at a new system, other be honest, I really haven't used it even though I have a freshman. But I wonder if it's kind of like Schoology where it had not ever been intentionally. Todd
and the teachers had never been intentionally trained on it. I really think I'm saying very similar said last time and we have great things. But if you don't know where to find them, and I I do wonder
at times, you know what decisions the board makes that creates the work that may be to track staff. I don't know me. This little piece of it. But you know, how do we make
the commitment to the communications and the kind of mapping the doctor? King talked about the way we've made the commitment about literacy. Because I wonder if we didn't spend another dollar anything extra. Could we just
change the behaviors? So that's we can start to do this like a, you know, again, being a high school parent. I get a lot of input and I've had instances where, you know,
students are struggling to manage schoology or their calendar and the students being told, well, you're in high school now we expect you to have more ownership well, no one ever taught that kid
had to do schoology. I mean, if we acquitted like dyslexia, it's like why would we expect a dyslexic kid to understand how to learn to read? The typical way like? I think it'll be really change it.
It's not. We can tell all these great things called success program. You know things are not advertise a one middle school. They do an amazing job day where they
bring in adults to come in, you know, job fair. Should that be standard? Should every school have a job fair or a college fair or? I think to
that gets of the equity. We have some great things happening, but only in some schools and sometimes it's the PTA is are running at are the star volunteer like can we be more standard about this stuff starting next school year? I
know we need a little movement with the website and stuff, but I still cannot tell you how to enroll my kitten. A dual enrollment class she's taking drivers at over the summer. And I still don't know if that means she's going to
be driving my August. I'm and I'm not ready for that. >> But I don't so I just can
we just yeah, that's what I want to share. >> So Presidio, the communication comes your department Jen Glazer know we've met a couple times. What
are our plans to address that differently this year? >> Well, I think I heard a number of different things in this man's comment. I mean, what I tried to say about communications or Blair is.
And I shared kind of my own story about that. Like sometimes I'm missingngs because there's so many things that the school is communicating about. I do think we need to get more streamlined and more strategic about that. And I think that's
a division-wide effort to try to figure out how to do that. That's why I mentioned the Nabi on stool because that is a communications tool on what we're talking about now.
Academic and career planning, but not everybody knows how to use it, right. So there's questions about it and challenges with it. We are working tightening up the way
that we communicate. Academic and career planning information division-wide. So I think we've shared with the board some initial plans, maybe in a Friday letter, if I'm not mistaken of some of the things that we did this
year to try to standardize things. Right. So common set of information on school websites, right? So that everybody's getting the same information. We're going to be
standardizing the content family is receiving those information sessions next year. Jens team's going to be working to create the content in schools can add to it. But there's going to be a core set
of content. The key message is the key things that families need to understand about academic and career planning. again, the academic and career plan itself figuring out how
to get the information back to families in a way that's accessible to them. So that's part of our kind of ongoing project planned. The 4 of us up here. I guess the 5 of us up here that you see are
working on when we talk about addressing some of these gaps that we see our goal report. So there's things process right now. And there's things that I think are going to make
a difference. But it is it is a challenge because I think people are inundated with information right now. I really do. And we've tried to also provide things Miss mayor. And to the point that you made about something might
be happening in one school, but not another as it relates to college and career planning. We've tried to standardize some things by saying, OK, what can we do with the division level for everybody that anybody can
take advantage of that you don't have to have at your local school. So the career fairs, one of those things that we do and we bring in colleges from around the country and families from all of our comprehensive base.
High schools can attend those instead of saying colleges or excuse me instead of saying high school should do that themselves. We do that centrally on the workforce side, we run instruction to
industry event to help students understand internship opportunities, summer employment opportunities, future career opportunities. We do that centrally so that every high school doesn't have to try to replicate that and some do it better than others.
So it's a balance between the things that we try to offer at the division level. Thank for all schools. The things that we try to develop at the division level to provide to schools so that schools and
families are getting information in consistent ways. And then continuing to refine the ways from the school that we communicate more strategically to the home and I do think the advisory I
know I've talked about that a lot today, but I think that advisory is really important because that's one teacher with a small group of kids I think communication can be. It can be a strategy that might
work better coming in a smaller setting. Then when you're communicating something to, you know, thousands of families in the school. >> Well, thank you in your area with the division white
events. There's some great, you know, things and the additional things you said and also think with Dr King just said we have them during those hours of the When I think of this, like I'm going to be on this panel at Langston Hughes, Middle School to talk about my
job and its during the school day How do we keep capitalizing on? We have the students where we have them. It's also the delivery method.
I was just looking at my phone because I got a text that, you know, there was a boundary review committee update in a text because my kids in a certain club, an event going to feel Chip Lake. And I was talking think Dr Ponce like our families are using this.
They're not on laptops rate. So how is this gonna relay and graphics people aren't reading? So how do we crack of You want to go back I I I
don't hear that the response, the actual delivery method. Dr Presidio or 10, the and then I mean, I think it's a good
point. Again, you know, I think that's a vision. Why? >> Challenge for us, right? We've got to work across departments. The communication office has expertise communication technologies
that may be my team doesn't have rights. All of us have to work together to enhance those systems. We are doing to your point a lot more direct, you know, text messaging. I could
just, you know, give me an example. We're trying to do immunizations and get information to families about innovations, but that that but I know, but my point is the reason we were able to do that
is because that was the Department of Special Services are health team collaborating with the communications office to figure out how to put the messaging in the technology and deliver it in a more strategic way. And I think
we've got to figure out how to do that on the academic side is as well as the operational side. thank you. I think we only have 3 people for go
backs. So we'll just stick with the 3 minutes. >> Set low because doesn't make sense to have go, go, go, go Sizemore Heizer and then
Miss Anderson. Thank A couple things I want to mention. I want to go back to talking about communicating our story Dre. One of the questions I have is we're doing these the second year. These new accreditation are we planning
on maybe releasing? And we have a little bit here. The on-time graduation rate versus the four-year federal. But are we planning on and pro plan to get a communications strategy
plan. The kind of goes beyond that and packages a little bit in some of the ways I think we're doing around our budget and pressuring a budget story. I think it would be important to show that to say here is that the data would look on
the old Sanders here, how it looks in the new stance. Here's the challenge is, for example, we talked about with the students disabilities and multilingual students. I think that would be an important thing to put together because
I want transparency for acute for community to understand the difference impacts of the changes that we have. So I think that's an important piece. I'd like to maybe see
more of those, maybe not related to the goal report, but just something going forward. thing I did have a couple question want to go back to my comments on Page 40 41 of the report around the porch of a graduate skills.
And the reason I bring this up Page 40 actually doesn't talk about pot pole, which I understand you're saying and of combination and I get that's a combination project.
But Page 40 just talks Rober. This mentioned about Porter graduates skills, financial literacy skills and digital literacy skills. And I bring this back up because these
skills are when I talked to when we were at the South by Southwest Conference, when I talk to employers, what I see in colleges in a world that is dominated by technology in an increasingly AI world. The
skills people need are those embedded port of a graduate communication, creativity. You know, teamwork, critical thinking. That's what those skills are. Financial
literacy, digital literacy. And so when I see numbers that one percent and page 40, the numbers are pretty some of the pot pole. One percent, 2%, 3%. I do think this is critical
area because you know, I have lots information right here in my hand, the skills or students are going need in these jobs that you keep saying don't exist yet. The
ability to analyze apply connect and use and know what information they should use in which they shouldn't use. And all of those pieces. So I do think figuring though the data
points on Page 14, 41 with a those are the measurements. Others is super important in this era. So key going back to that. Did they want to mention
really quickly page? 54 23 24 school year. 31% of students disabilities level to got the applied studies diploma seniors. 31%. I know it's just it's level to students for
personal level. One. I would love to see how many of those 31% were originally on so we'll track at some point and then removed. And when how many of those students achieved a standard advanced
diploma in those additional 8 years? And how many those students are we able to give that path to end? Do we have the right transition programming for them? The last thing with the special
permission, I just finish my sentence locally verify credit. I so appreciate that would do more of an effort to educate families on that because that is existence of 2018. And I know because I'm
the one who lobbied for it. We also need to make sure families also know that if they utilize that and the student receives a standard up home on time, they cannot access the post-secondary
transition program. Davis, Pulliam step, which is why that middle school 6 to 8 year 4 8, you're planning is so important. I'll leave it at that in my time is up. Miss
Anderson. >> One thing I want to say is I didn't know that we're doing a career fair count or division wide enough. I don't know the nuts. Chances are real good that other people
don't know. So if you can keep those division level invites coming to us so that we can make sure that we push it out so that we can increase visibility for those events. That's awesome. The second thing is I was sitting here
thinking about like the accreditation system and everything and either it is there any good news related to like things that are highlighted as things that actually help a show off? How
awesome we are like what happens if a graduates early because they technically wouldn't be on time. So does that mean that they're the denominator for the year that they would have graduated not
counted or how does that work? Anybody know? >> So veterans, I don't know if you can help us here and I'm I'm just going to be totally honest. I'm not trying
to be question right? No, I think it's a good question Metro says a lot less cynical about some of the stuff than I am otters. I may be cynical, but all try to stick to the
facts and the way that the calculation works is it's. >> The student has graduated at any point within those 4 years. So they might graduate after 2 years or 3 years or 4,
they would not come to the denominator until that 4th year, their 4th year of high school after entering 9th grade. That first time. And then at that 4th, your marker again, regardless of when at
that point they achieve their diploma. They would be in the denominator. And if that diploma was there in the new murder as well. >> Well, that's good news, at least. But I do want to make sure also that we're highlighting when we're when
we're talking about the things that would craft around our story. I do want to make sure that we're talking about how many kids are taking to linger classes? How many kids? Because I do understand that that's a part of the
accreditation system. Is that the more kids that we can get through those enrollment, particularly if they actually receive an entire associate's degree weather in school, which is a whole said that's
not actually our job. But I do appreciate the fact that we are making headway in some of those things. I just I want to keep cheerleading for things that should be included in that story that we need to
tell and and highlighting those particularly awesome moments for us. Our is really important. >> If I could, because I really appreciate that. Anderson. One maybe I
shouldn't say this, but the dual enrollment like the biggest barrier to the dual enrollment. Is the requirements that our state has for the certification of
teacher needs to have to give those credits. That's different from state to state depending on the state's accreditation or accrediting agency. And we've had that is part of our legislative
package here for a number of years. But that is our biggest obstacle is being able to have our teachers offer. The classes right? We know that they can teach them. That's not the issue. It's the the
Higher Education Commission saying that they're not qualified to do so. So we've made good growth in terms of expansion of dual enrollment credits. We've tried to incentivize teachers to get
those additional endorsements when they can. We've worked tirelessly with not just Northern Virginia community College with George Mason, other four-year universities like James Madison to get
agreements for dual enrollment. But that continues to be a real barrier for us. And if we could remove that barrier, then you would see, I think a pretty big expansion and those are the kinds of things when the state imposes a new accountability framework
like this, that they ought be helping us remove those types of barriers and challenges. And they've been completely absent from that conversation. So anyway, I just share that is a point of frustration.
>> I kinda thing and tell you that we're not likely anybody who gets the dual enrollment possibility is we're not likely to lose them to higher education because we pay
significantly better than most folks at the college level. But what I will also say is that this is something that we definitely should be talking to our state partners about about seeing what we can do about legislation because this
is the moment that they're thinking about those things. So I appreciate that. Miss Saint John coming. >> So just to tell a good
story as we were talking about this and we're talking about elementary. And talking about maybe going across some of our silos. We do know that when I
was a family liaison, we did teach classes for parents where they did talk about hopes and dreams parenting classes and one of the classes that we taught was where the
parent created a box and put hopes and dreams and for their kids and within at the and share it and also asked the kid to share hopes and dreams in. This was supposed to be a living document or a box where the kids and the parents could
keep adding as they went along. And so we talk about our educators and all the great work that they do. But I also wanted to highlight that our family liaison searching great work within our communities, particularly our
underserved communities. these programs can be duplicated and we have to walk, you know, work across silos because catching the kids early is important and having those
ideas of hopes and dreams that they can be reached regardless of where you come from is really important. And I think not just empowering our kids but compelling. Our parents is critical. So I just want to
show that positive story and maybe we can figure out how we can expand >> All right. I think take my
last turn. And then we will have a close this. I did have a question that I didn't get a chance to ask. This is on that. I guess. Page 12, I
don't know if its slide 12. I know it's page 12. When you talk about the targets, it is table 3. When I took a look at the base mind targets from
last year's that when we set the baseline, the target for the 23 20's for school year was 78. But and this comes off a multilingual students. The
target was 78. But on in this document, it is. 76 similarly for our Hispanic students, the target was 87. But on this one, it's 84 who can speak to
those changes, please. And I'm happy to speak to those changes. Doctor Anderson, this year we created those growth lines that the line that we need to continue to stay on as
the system for each of our data points. >> To be able to meet our 2030 goals in some cases, those growth lines are much more steep where we need to make gains will be on the 5
percentage points each year. In some cases, those lines are not as steep and we do not need to make as much as 5 percentage points each year. We may exceed the targets in any given year. So when in
some of these cases, when we've exceeded the target, it means we're on track meet our goal potentially earlier than anticipated. If we're not meeting those targets on that growth. Lynette signaling to
us as an organization that we need to pay additional attention to bring additional resources, adjust our strategies that we are not on track for either overall or a particular student group. So
we applied that adjustment across all of our metrics so we could see the actual growth that was needed year every year to head our 2030 targets. >> I hear you, but I I don't
understand stale or perhaps it's because they don't agree why we needed to reduce the goal just so we can get there because that's the group, particularly looking at Mao. That's the group that is though far this behind. So I'm
not really understanding why we had to reduce the growth in order distant target in order to make the growth over the next 6 years. But we could just pause there. But I do
want to talk about the 24 25 targets for that same group for our ml students. Right now. The results from last year was 76 point '03. And the
next target is 79. So that's a plus 3 for Hispanic students. Right now. It's 85.8, 4 and the target is 85.9, 8. I'd
love to understand that goal of that target a little bit better. It just seems to be so minimal. Yeah, we can go back and double check the number, but it should be if you take
our growth that if you take the time between the baseline. >> And the 2030 goal, it's dividing the growth evenly amongst those years. So I'd love follow because go back.
It's a to get us than K. It wouldn't be. And even because we're still at 85% and we still know there's still good number of disparity across the
other groups. One of the question that I had regarding the graduation rates. And I know that you've kind of left it together. Where do we amongst the Northern Virginia
schools? >> We first that we second we. >> Yeah, we're pulling some additional analysis and we'll have that the board on Friday. OK, thank you. By next things
about career Day. I know you talk about the Des Walker day, but I really want to talk about the committees that happened at the schools. >> Similarly, to things like math, Olympiad, cetera. The
things that I happening at the school, which now we've standardize and making it happen when kids see a doctor, a lawyer, an FBI agent, all of it in their classrooms talking to them. That just creates an
opportunity to dream. And so it creates an opportunity to set that that quest taking pattern to lead to perhaps what is was in front of them. You know, a week ago, a month
ago, a year ago, I'm just wondering, where do we have the space to now school day to make a better part of the culture. That is not necessarily PT a dependent
because we know those little and tangible things really can impact goal setting factor. Dr. Read. I'd love to hear from you about that. I think
that would follow under Musk laser. career fairs, the college and career readiness. Do we? >> Have a blueprint making sure those are consistent
across all schools. Microphones. >> So we offer the central instruction industry, which is
during the school day and schools may sign up to bring students on a field trip for that. And that was w attended this year. We did not have 100% of high schools attend. However, we did have really positive turnout at
that event which continues to grow as far as blueprints for what happens in the high schools during the school day for career events. We don't
have a set of requirements for them. But there are a variety of of good examples that are happening and the field. We do have a more standardized process for the college and
Career Center specialists that the high schools hosting colleges some of them host upwards of 50, 60, 80 or more college visit every year. So it is something that we can
take into account again, look to add to our plan for creating more customers standardized consistent practices across schools
career days do happen at every level. It's just not a requirement and there's not set templet that every school is falling. So I do know that I would be remiss if I didn't
comment on my sack. >> Group's report on the career Center. And I think a number of you heard that my super intended visor, you counsel the kids really want mandatory visits to the
college and career Center in high school. I think starting as early as 9th grade because I think it's a bit inconsistent about how those are you side, Billy, I'm
looking forward to. A consistent plan on that. But I think elementary, middle and high think as we think about the importance of career fairs
we're going to need to have maybe a Templet developed. So it's just It's always super low hanging fruit. And when you have an elementary school kid just be excited about.
>> Whomever is in front of them again, that could set the course for a long time. Just as my last question on make my last statement. Now move on I do know that there's lots that
we don't have control over. There's a lot. But there's a lot that we do have control over. And I do think there's a space for us to tell a story and to be mindful to articulate the work that is being done. Having said that,
I think those that has to be a balance because when we look at our data, we see that it was school division may be grateful. Lot of kids. It is not great for all about kids. And so we have to be mindful
of making sure we are keeping that perspective because it tends to be the same demographic subgroup over over and over again. So that probably won't land well with those parts of the community. When we just touting how great
we are. But we are doing a lot of good things that need to be on record. But I'd like west to be mindful of who it is. That's going to see and hear that narrative and what their
experience looks like. miss married. Please go ahead. Yeah, I'm actually sending forward example from Langston Hughes. So I think we're compelling data would be how
many high schools participated. >> How many students participated? I don't think it's too subjective to say we had a great turnout until it's
25 high schools and I will also say are assertive schools. I helped Cedar Lane School. teen speakers for career day at many of last
year. And you know what was the of who do invite our own fcps recruiters? >> They should be at every career day. Heck, we could
just haven't fcps recruiting. I mean, again, this is very tangible to me. I don't get why. And you know, this time you're getting so many invites. >> I have invited my inbox for events 2 days from now. And I
have ones for 6 weeks from now. I would like we do. We need to direct the superintendent to say, you know, the school year must include. A middle school
career day high school career day. Like I just. I've been talking about this for a while. And, you know, I've been on the career Tech advisory is there for 2 years.
And I've not seen much more consistent implementation. The quality might be high, but the consistency remains the same. And again, I think we could figure out what do we send?
Text messages to parents for? Is it for academics or is it because a reminder for the 10th time that it's a half-day Monday. Is it to say this is the time to week? I'll send
around also like the feedback. But this seems very tangible and doable. And I really don't want another year to go by and we can't make these little tweaks that will make such.
They like no budget seems or budget neutral. So I just I don't know. Do we need to direct the superintendent to do this or is it part of Thursday's executive limitation? We talk about engaging the families and
communities. Maybe that's a way to do it. We I think we got to get the better habit of codifying things because we have such great conversations and sometimes they don't
always make it to be implementation line. They said don't gunning. >> I just want to make one comment. And I do love the
idea of career days in elementary and middle schools. I will say that the issue is staffing. I've helped plan those its who's going to plan it. If you don't have a robust PTA, it's very difficult.
Someone talking about equity in who's going to plan those. It takes a lot of time. It takes a lot of energy and it may be cost neutral in the sense that we're not paying any one extra people are
working extra hours. So I love the idea that I want to also calibrate in terms of the reality of it because I've been involved in planning these and I know what it takes. And I know that it's
taking a lot of staff time. That was after hours to do it. I just want let you guys know
that. So has Al 03:25PM. The meeting is adjourned. Thank
you, everyone.