>> 4 o'clock. Let's get this governance, meaning of March, 17th. I now call it to order.
4 o'clock March 17th. So we have our agenda posted. Lots of things to do today. The first thing is the approval of the Excuse me. The first thing
is invite in our colleague, Mr. Fresh who is joining us virtually today. You know, you
sent me the note's MS Brown. I seem it seems that they do. I
know you sent it. I saw it. I thank you.
OK, Mr. First had submitted a request to attend today's meeting remotely due to personal reasons as he has a were conflict and is located in Washington, D.C., I have performed initial review of Mr Fishes request and having
found it to be in compliance with the school board's participation resolution either approve the request, Mr. Fish, please check your audio and video. We now ask
board members who are physically present to vote on the following. All those in favor of confirming the chairs, approval of Mr. Fishes request. Myself and this dy, all those opposed Dr.
Anderson. Passes 2 to one. All right. Now we will vote to approve the minutes of last meeting, February 17th. I move that the governance committee
approved the minutes from the February 17th 2026. Meeting with leave for the clerk to make or medical technical and formatting at its. So moved. Thank you, Mr. Fresh second
was that you Dr, Anderson seconded any further comments, Mr. Fish. I'll take that as and Dr. All those in favor of
approving the minutes that is unanimous 3 in the room and one on screen. All right. We have agenda item. 1.0, 0, 3,
the artificial intelligence policy discussion. So I wanted Just regroup on where we ended last time on February 17th. So
very 17th meeting. We had reviewed the version that the superintendent provided documenting was version 7. We would review the version shared. We talked about at the
last meeting we would further rush review it. And per the minutes the committee members committed to discussing the policy with their fellow school board members and bringing back their feedback to a future governance
committee meeting. I also had asked if there were any additional thoughts about reviewing adjacent policies. Haven't really heard that. We're going to talk about one today in the Six-thousand
series, but it seems that that's not a primary interest. So with that, I would like to go ahead and do what we committed to last time health facility that which was
discussing the policy sharing what we heard from our those school board members and then share feedback. So. Let's a lot, you know, a good chunk of
time. I had Plant Hill 4, 54, 5, 0, to give ourselves a good. You know, on hour. let's kick it off. Who would like to
begin our discussion? Dr Anderson. I will start think you so much. I had
>> for good fortune to attend many. I sessions during the cause a conference that I attended Friday Saturday and Sunday and it was nice to have
kind of all that new learning and to be able to tie it to some of the work that we have here. And I have to say much of what? Well, not much a lot
of the things that were raise and those sessions and I probably went to probably about 5 different AI sessions from different folks around the country. I'm pleased to
see that some of them are reflected in the policy. But I want to kind of step back a little bit. One of the presenters that I thought was particularly impactful, talked about. What is it that you all
want it before you step out into, you know, this world develop your philosophy around what this what this means and how is it already embedded in your work and your strategic
goals? So I thought that was a good way of really centering. How I wanted to view this. And some of the terms and I even went through our proposal here
to check off some of some of the things that were raised and I see are reflected here such as ensuring that it is a human centered operation.
People have to be at the center. It has to be monitored by people. It has to be driven by people. It has to be checked by people. So I see
that that's embedded in our philosophy. Another point where that was raised and I even have the quote from that speaker was it is too and
hands and not to replace it is to make what we do. You know, better faster, stronger not to replace the teacher, not replace the human element, not
to a place traditional practices, which we know are they for kids? You know, we've said here, we've talked whether it be Montessori or
elsewhere. Tactile modes of learning work for our kids, though, should not be abandoned. Let's see what else
do I want to share? I'm going to share a little bit more of my learning a little bit later, but I did want to jump into some of the things here
just to kind of get this conversation going instead of just me giving us a little of what I have learned. I appreciate the definitions that have been provided. I
think one piece where I would like to see some greater clarity as we talk about generative AI. There's not a definition of non generative
AI because we do have tools that have non generative AI applications and so would make sense for us to include that in these definitions because all public also needs to be
clear. In terms of what those tools are and well, what the term means and the tools in which they are located. So I
will pause here for now, You said what the term means and where the tools are located and the tools in which they can be, applications in which they can be found. If I recall
properly. And I don't think I am perhaps after review, no little bit better than I I thought that doctor Presidio had shared that S-t map has
not generative AI components to it. Is that accurate? >> I'm going to try and get on his behalf. But I believe that are some. >> Tutoring support our
question, Nats of support in there. >> And the definition of knowledge and or div. We can think through that. >> And that's exactly why because it already existed now
system. Let's ensure that we're elevating it to offer full clarity and I'll take them at Thank you, Mr. Fresh.
>> First time doing virtual in a minute. I appreciate Let me start by saying that. appreciate my conversation with Aaron about the draft
policy. I agree with Dr Anderson on, including in definition for. And I don't necessarily think it's called non generative AI. But whatever it is that is not
generative AI. And even if it's just articulating that the definition AI just for clarity sake, we can assume that people will know all these things mean even an
abstract one area of feedback I had was on the policies philosophy. This is about 100 million times longer than any philosophy for any policy we've done to date, most of
which have been one sentence and I think we're trying to accomplish in the the philosophy. Some of what. Would be tackled in other areas of the policy. So where
where the Perhaps even before, but definitely where the underlining begins. I shall be used Through the end of that paragraph. I feel like that.
Is better placed obviously needs to be augmented either in purpose or embedded in the responsibilities. Right? So. I
I understand the intent of that section is to put meat on the bones of what the board's philosophy for this policy is. But I would rather put the meat on the bones as it relates to the responsibilities of executing
that philosophy. So that's my first piece of feedback. My second piece of feedback is that. I still think that even with this basis like as a
starting point, that we would benefit from having. You technology py that applies to all technology that we bring in the classroom,
including AI. And this is certainly has a lot of the starting points that I think we would probably all expect for any of this right, that.
Just as AI, we do replacing the human-centered nature of teaching. We don't want power points doing that either. That kind of thing. So that's my initial thinking. I think the
definition section is good. I think the responsibility section is good and I think the policy is currently brought enough that that it can be one thing that ever is
what I was talking to Aaron, was that. The idea that we revisit the policy every other here. I think it's fine. But and if the concern is that we
want to do that because second technology moves so quickly. I think. We need you know, leave
some bandwidth for the superintendent to respond accordingly and staff to respond accordingly. So having a broad policy that puts like a stake in the ground around generally how we feel about AI and technology as a whole, I
think does that, especially if it's coupled with and every other year review of of this. That's my first line of thinking. I heard the buzzer.
Thanks. Thank you, Mr. Fresh. >> Okay. Any other members in the groom for in the room for
first turn. >> You know, I like and my colleague Dr Anderson had an amazing experience and south
by Southwest Conference. I mean, I think that, you know, we've talked about this several times. But, you know, I think the things we have to keep in mind safety and privacy protection student at
or anything identifying we have to make sure equities at the center in terms of access for all students and and staff. Integrity of of. Are
learning environments and what our students are doing. So if they, you know, unlike I think we need some. I think our students, you some clarity around when they can use AI.
As part of an assignment and how to properly site. But that's part of teaching. I think the AI accountability is the human center. You know, we will never replace. You here's
the thing, right? Like that. The teachers are the magic. The technologies of the tools. That will never change. You can never teach. With Fidelity
integrity, without a human. In front of the room. Teaching within Garner is when you create. And then we need to understand the flexibility with an AI, which is why want
this to be a? Technology? Policy in AI policy because of the pace, which with these things are moving in the changing tools. So if we get
too narrow in the policy, that's why won't the policy I quite frankly, to be a little more narrow than than what's in regulation. Because like I think we can an ideal world, you could say that the board would revisit this every year,
but it's time consuming to do these things. And I think you know, staff needs to be in regulation. Certainly
reviewing the regulation every year as these things evolve. You know, and then the other thing I'll say is, you know, it's interesting if you think back to sort of, you know, Plato's time. When he said
when we learn how to write, it would run or memories. You know, and then when the computer came into play was sort of like, well, we're going to forget how to. You
know, actually do penmanship or whatever. And there's always fears. I think that the fear of atrophy, Israel, and I think that we need to make sure we understand is that whatever tools we're using to help students access, learning
to help enhance the learning that that we don't want. But we don't want atrophy in terms of critical thinking skills. Problem solving you know,
physically writing reading, cetera. So I mean, you know, that cell leave it at that for now. I mean, this is important policy. I hope we can get to a place where all in agreement.
I think we're we're all. In more agreement them or not. But I think it's going to come down to what we want in regulation versus policy. I think when it comes to some of
the details. Saint John-Cunning. >> mine Ean played here. recent mine. Again, Really
intentionally went to a lot of an eye sessions when we were at south by Southwest was just money. What people are doing I
think one of the things that a couple of things bubbled up. And I think one of them is fear, which justifiable. But we can't let fear paralyze us.
I use this analogy last time when we're having this discussion, which was it's it's a tool like fire. And, you know, we fear fire. Then we can't control it for all the good things that can do. And try to understand it. And
we need it. Teacher. You know, the kids are gonna be playing with matches. We need to teach them what's appropriate. What isn't so we can't with fierce prevent us from moving
forward. I do think it should be an overall technology policy. Which does guarantee the safety and privacy of our kids that, you know, we
maintain all of those guardrails with Fidelity. I think one of the quotes that I left with and I believe my colleague was with me at south by Southwest that one of the
presenter said was that Mark Cuban had I was going to be here. It's going to it's here to stay. It's a tool that for
some. Will open their learning and make them learn so much. And for some they won't learn anything. Because they're just going to use it, get the information and not learn. And I think that's where
human-centered approach comes in. That part of our job. From time immemorial is to teach children to love, learning. And I just love that, quote,
I'm not you know, I don't have it exactly. But that was just a moment for me. But I do like the idea of it being the technology policy because we
don't even know what else going to be coming light. There might be something else other than an eye. But it is important and it is. It's here
and it's here to stay its how we manage it and how we ensure the safety of our children ensure the privacy her children insure that they know that it's a tool. That is best
used when the use of critical thinkers. >> I believe the exact quote was that one group will use AI to learn as much as possible.
And then they'll be others who use learn a thing. >> Okay. I will go ahead and take a turn and then Mr. Fresh
Air your back on. >> So the way I made sense of this was to eventually write everything down because I have ller. I've talked with many
people listened to people, principals, parents, students. I had a wonderful conversation with our student Rat River. Kareem, who is now UVA studying data science and helped create the Brookings
report so think listening to her expertise. And I do want to get a hold of the work that launched her into that about peer to peer I prompt
mentoring. I been reading books podcast, just kind of listening to anyone who wants to give me an opinion. So what I did is I put together and I sent electronically to board
members just now. And if you wouldn't mind helping me pass this out, please and went Mr. Set the if there's one. Thank you so much, Doctor Anderson, and this But look at us for
that site. Okay. Thank you. I just like to walk through the sections of the policy is it seems are needed by all of these different inputs. Okay.
So I also wanted a title it something innovative because I've heard about 80% caution, 20% excitement. But I know we want to be inspirational, aspirational. I want to
conversation with Mr. Moon was, you know, be aspiration on like I get it. But the things I hear people, parents, especially telling me is concern so that's a you got
it. We get so right? So calling. It's unlike innovation in instructional technology. So it's broader than a I the purpose. You know, I kept the one that the
superintendent proposed the definitions. I kept what was proposed, but I did and more about AI literacy. I also added about chatbot because
and I was at a recent meeting, Mr. Sethi to find a chatbot. It was different than what I thought. surely there are other people who need to know what the definition of a chat bot is. 1, 2, one device use
that were saying what this is presumed use. That's come up a lot. Just presuming that kids will be on devices. The philosophy section I kept intact from the previous version and then under
responsibility is I really put the meat of things in here. So again, safety we've said this is a big priority. I put together the list of all the policies. I know it's not very
exciting. Looking, but these are the places where worth considering students safety. So even if it's just for the purpose of this review in creation, it's there presumes
use. I think the board having a statement on that is is necessary one to one device use. Do we want to say yes, we approve this many people and parents teachers and staff has
said, you know, we were never told how to use these one to one devices and there is great variation. So having an intentional conversation again, not saying whether it is or is not but putting in
the policy that there is to be an intentional decision around one to one news and I will go a little bit longer since we have time I want to finish
this. Please. Identifying technology tools for instruction. This is what parents want to know. They want to know what technology their kids are on. Currently
the thing to sign for digital resources is 700 applications listed. How does a parent know which applications their kids are on? So putting in here? How are we going identify
those? Another component is evaluating the use of technology on instructional progress. Disseminating innovative and promising practices. That's that
innovative part like Harry making sure like I saw Saratoga Elementary. We've got this amazing staff member. How do we extract that learning and spread it? Protecting
academic integrity? Planning time public reporting. I'll stop here because I do want to deeper into the school board's governance matters. But for that point, that's really the gist of what I've heard from a
wide swath of our community. Mr. Fresh. And then Dr.
Anderson. And hold on a second. I did not submit my policy public posting because it's just mind up. That's it
up there. Okay. Yeah. We love to see our colleague. Yeah. Thank you. Looked comic might think Mr. For sure. The doctors. >> Well,
>> I was going to ask what the desired time plan was for the other. Version. I don't have a lot to offer yet on your suggested edits because that
the first time some of it. We've talked about. So many time to just that and probably not during a meeting but I am
curious about what you think the timeline is generally Is he not to hold you to it? >> I'm sorry, Mister Fish. I
was just clarifying that. I just sent my version around this morning and this afternoon because I I got right. I'm just saying like repeatedly I apologize. Oh,
sure. Yeah, no worries. Generally speaking not to hold you to a timeline, but when are you hoping? But the committee will be sending something on to the full board? Well, yeah, the
timeline has been, you know, to do it by our last governors meeting, which is in May. send it forward to the regular meeting. I have it written down somewhere. But whatever our last governance committee
meeting is. All right. It was just trying to map out my head. How much kind of have to yes right? So we have one meeting in April and one
meeting in May. Well, I'll be interested digging into what you brought in more detail. I see some good stuff in there, but I want to. Double little
deeper and see how. Like on first blush having only like read the first page where we were sitting here I think it's good that we're framing like
the framing of it. Innovation and instructional technology and it's I centric currently.
But I think that's because that's the topic at hand. I I'd be interested looking at it more closely to see how we can broaden it to. Be
intentionally more inclusive of other technology. So that's just an initial reaction having only red and skimmed today. So I'll be interested
having more conversation with you about it. Thank you, Mr. Fresh Dr Anderson. Thank you. >> I want just continue with
my notes and I think some of it aligns with what I'm skimming right now as well. And I've said this before. So not a surprise. The regulation, I believe Does't.
I'm policy does 2 things. It conveys to the public. What is it that we're intending to do and it gives direction to the superintendent. I not everything should be in the policy, but there has to be
enough there to drive the regulation. And I think there's some things here that have not yet made it into this policy. And I see some of that
on here. But I can't speak to this because I don't feel like like looked at it sufficiently. But 2 things that will also lead to a
broader policy which is out, popped out opportunities because I know every year and now that it's all digital. Thank you so much for that. I'm sitting in front of the
long list of things that I'm going to allow my kids to. Participate in that are available in Fairfax County. That has to be embedded in our
policy that that is available and allowed because it will. I think calm some folks who some
parents. We already have that level and now practice. So I think it has to show up some
place policy. The other piece that I I'd be very curious to see and vetted and our policy and I don't think I see it right now is that there's a
continuum of appropriateness. What would be available for a high schooler will not be what is available for. >> A kindergarten or and I
think just noting that we are looking at age appropriateness and developmental appropriateness, whether it lives in the philosophy or in some other place. Structurally.
>> I think just having that information would be helpful. And I do want to kind of highlight what was said by
lady just a little while ago regarding the critical thinking. I want some of the things we have to name because if we don't name people of thinking that they're not included. So ensuring that we
have very strong language that speaks to the fact that this tool is not going to we're not going to not have high expectations of critical
thinking and other more traditional educational pedagogy, I think would be really helpful because one it puts us takes its. It puts a stake in the ground and it fills a vacuum because if it's
not said, >> people are wondering, well, what do you stand on this? And it must be the most. It could be the most unreasonable
place. But if we articulated, I think it just low as a temperature over certain things. Thank you, Anderson. One for a second round game.
We'll take one foot. I would go last if others want to. Later in OK, great. I will go
ahead and take a second round. I was just looking up. So I asked everyone on the board to meet with me the first week of March and was able to meet with some people and then the next week I have my cleaning
agents on that which included about AI and that was on Tuesday. >> The 10th and on Wednesday, the 11th I started writing. So, you know, I've got a mix of interest. You know, I'm
thrilled that someone wants to see it ahead of time. Others, I've heard nothing from so, you know, please treat this with some grace here throwing something out as a discussion
point you know what, anyone could do this? I'm just trying to synthesize us so we could keep moving forward. I'll go through the rest of this draft that I put together. So, you
know, regarding the money public reporting on budget expenditures, I believe that there needs to be something. But like, I don't know that we see the technology line items the way they need to be. Also,
I am really, really I feel very strongly that the board must review legal contractual agreements regarding use of technology for instruction. Technically we review
contracts when there is a cost exchange of half a million dollars or more. So we did not review the contracts that brought in OpenAI and play lab. However, we know that
they are worth more than half million dollars and things were signed in our name. We never reviewed or received until very recently that cannot happen. I've included
in the draft policy for my colleagues for Rusal something that Google Gemini generated, which for-profit risks. And 3
subsections of how to ensure that your districts for Ian to AI is both safe and successful. Here are vetting questions during board meetings to challenge proposals from for-profit
vendors. the next section is integration in draft policy. It's from the original from the superintendent integration of AI into instruction. And I added some subsections. It's
become very apparent to me that the only way this is going to move forward with equity in quality is through professional development. I have seen a wide range of how things are happening in the
schools. Differences of expertise of time of ability. And I know with our commitment to equity, Dre, that you would want to ensure that all of our teachers know how to use the tools, even if it's just on
the back in for their own operational work and certainly if and when it comes time to use it straight up with with children. So I've put in here some parameters on what that could look like because
professional development is the key to making this all work. We're already talking to parents about what's happening. We're not talking consistently to our staff. The
AI literacy plan again, it's just one sentence that says the superintendent will provide an heir literacy plan. 2 sentences. Okay. And it will be communicated. I don't think
that that is so robust has to be limiting. I think that it sets up those guardrails. We keep hearing about just finished up the last 2 segmented usage enter of AI by
grade levels. Another huge theme I'm hearing elementary school kids are different in the upper grades. How's it going to be different? And then family and community engagement and actually look at our boundary policy as a
model for that and again, put things in there that I know exist and parents are talking about. So I welcome further
feedback including some of these are adding more.
Yeah Kind appreciate that. You put this together like my other colleagues said, I mean, >> we're looking at this. We're producing that. We really I don't feel well discussing some of these
things right now because I just got this. And, you know, definitely see some things that that resonate that are positive based on some of the sessions. I went to but
definitely things that I have to dig into. You I in schools for profit risks. I mean, I think that. I understand I think what you're getting at
this, but every vendor we deal with is a for-profit b*****. So are we gonna distinguish that for just technology versus other vendors? I mean, that's just one of those
things that I just find that wording a little bit awkward just for just immediately when I saw that, means like every vendor we deal with this for profit. I wish they weren't because we wouldn't have so
many budget issues. But I just think we have to be consistent with how we're going to bet all vendors and they're all for profit. That's just the
reality. That's just something that jumped out at me immediately that maybe raise a question in my head. Cmr fresh has his hand and indicators
and that you want to respond or did you okay? Thanks for the nice lady. A okay. Just couldn't tell. Okay.
>> All right. But the reason I asked about timeline was because I want to know how long I have basically 2 ponder things before our next conversation. You know, if the goal was to get something out
of committee today, that be a different conversation, whether we want to be in a position you know, make more progress. Next meeting. So I
appreciate the conversation that we that led to some of this. and I will come ready at the next meeting to engage and maybe have some other ideas about things that could be
included or remains that were placed a refined based on this and the other version as well. I'm not, you know, my feedback about. Broadening things a bit
to be more inclusive of other technologies. He's not feedback to miss mayor and to go redraft her version because I want X included or why
included. It's it's like a note to myself that that's something I'm interested in pursuing. So my intention is to have notes. Around to
colleagues. Roughly a week before an ex governors meeting so that people can they just to me, we can have a conversation about that kind of stuff we'll see where we are at the end of that
meeting, too. >> This lady and then doctor Anderson. Yeah, I'm just
curious. To know from. Mr. Sethi are Dr. Read this particular page related to the >> risks. know the data privacy, legal compliance said
it's I've been told and I trust that the vendors not using student debt or props to gain their global AI. As my colleague just mentioned, all vendors are for profit and then in terms the educational
efficacy piece of this. you know, obviously I wasn't in the conversations that led to the relationships with. OpenAI and play lab. But can you
speak to this particular page? I guess that just seeing for the first time. I'm not sure which page you're referring of the very last page of what would miss mayor and has handed out today. Just
received i well. So I'm not I don't know that I a can comment on this at the moment. But what I can say is that all contracts are reviewed by Division Council.
>> I would probably expect a Division Council would want to review that page as well. But data privacy agreements, as you know, are sacrosanct here.
They're critical and Division Council reviews. Those for all vendors, not just, you know, tech vendors, but all vendors that do business with the school division. I believe
that's an integral part of the procurement process. >> Thank you for that. Mister Sethi. Do anything to add to that. >> Now Dr Reid mentioned we
have BPA agreements which just ended in a signed by Mendez. The other clauses in these would certainly be all so far been caught by those are also pretty standard causes, which he's already begun become the
policies. >> I believe used Mr. Sethi with regard to OpenAI. We use the Virginia Commonwealth. The So we is the state
Commonwealth Agreement for VP. >> Thank you for And I will you know, my ATT in my reading disability having make this a
struggle for me. But I do. I see a lot of great things potentially within what's that within this draft's. I do appreciate the time that was put into this. I guess the one
thing is and I just don't know and I because I just need more time to sit with it and ask more questions. I just don't know. When I think about. You know, professional development. And, you know, we
said here and we debated schoology during grading policy and staff development for grading policy, right? So I mean for Schoology. So we came back this year and they redux that were sent out that,
you know, and there's a lot of time the beginning of this year for teachers to be held accountable to a higher standard of the use of schoology. And that was a result of our work in our conversations. But that left
little room for some other things. So I well, I 100% agree. Professional development is incredibly important to mean it's only way that we learned, especially with something where there's early adopters
to dive in and and know all lambs and the, you know, no book alums and the checked, all the definitions differ that without even having to get used you know, reference,
I just. You know, I the one thing I did learn also south by Southwest, which I'm proud to say we're doing in Fairfax was use you start small with pilots. I heard that in every
session like you up specially with system of our size. But you start small with pilots is supposed to rolling everything out, everybody, because then then pulling it back and redo
it and and so I 100% agree. I just don't know. The timing of this. Are we ready? You know, I assume that when we pass a policy that we will get a
playbook, if you will or rollout, you plan of action, Dre. But once we pass a policy gives you a framework. >> We would get been like a. Like scaffolding rollout of how this would be rolled out
over time with fidelity, including training. >> Yes, and no, right. We currently are limited by our budget as well. So I think
it's important that we have a policy for sure. And I appreciate the board's attention to that because we want to have a measure, disciplined approach to this
topic as we do with all topics right? But what will actually roll out after getting the policy? I think it gives us direction clear direction from the board on what would within
our, you know, our got guardrails and you just how we frame that. But whether or not we actually have a budget to roll anything out and is a very different conversation at this point. And that, as you
know, and as we discussed several times, that's a large part of our partnership with OpenAI was the ability to provide professional development for our staff at
no cost to us because we don't have a budget to provide the tools or honestly at this point the time. So we've we have provided professional
development for all of our school-based technology specialists and not sure what he suspects. forgot to, technology specialists in the schools. And it's one of the
first times that we've brought both those groups of employees together to actually have a conversation about how they can work together and addressing the learning for
staff on this important tools. So I think rolling something out. Equitably requires often coston. I just don't know where we're going to land this year, but it could certainly
be a blueprint for future years of budgets improve in coming years. Yes, the last thing I'll say is read through this. It's it's find to be very aspirational.
>> And maybe my fear is and its budgetary fears is is it needs to be narrowed. So it's actually doable.
>> next. thank you. One of the things that I should have said this at the beginning, I remember when we had the boundary. >> Policy that was being done and I was not on the committee, but I attended the
meetings and I remembered Miss Sizemore Heizer had literally her own traff for us to review. But she did take some time to go through that a little bit because I again, it
was just handed to me in the room, but I don't know. I wasn't on the committee. So I guess what I'm asking for is a little bit of orientation from you. Not with the purpose of
definitions and the philosophy. I think those are a little bit easier. So I would love if you could take a few minutes to kind of dissect and discuss the responsibility
section a little bit more if you wouldn't mind because that seems to be. At least I know where I want to go in terms of being specific about certain
things, particularly around community engagement, opting out. And again, I'm just looking at these quickly in between people speaking. So would you mind giving an orientation for that section a
little bit more detailed than you did before? You said which sections again, please. Right. So I added in there things
that I have heard being expressed as priority is and tried very hard not to make them in the weeds. So that's,
you know, we've talked about in our community having the same format of policies and indeed its continues to be something that snags our work. So on that note, I will be
asking us to put forward the style guide to the full board to approve. So there's absolutely no question that this is the format that we want because for months now, our deputy clerk has been using her time to create at
its the things that we discussed a million times. So again, I put it in responsibilities. I have other
questions. I You know, I I will just say it. Every board member has a different style when it comes to trying to obtain there time and attention on anything. So I
did my best and rather surprised at the amount of input about, you know, that I brought something and how I delivered. It was not. You know, the way to go. So I just I would like to put us up this
was your question answering. So I will ask my own questions, but that's the best I can do for now. So, that's very helpful. One of the things that I know we've said
here quite a bit. And I heard that reiterated over and over again in my notes from the conference is the AI literacy peace. We must be able to teach our teachers how to use
these tools so that they can better bring them into their classrooms and when and if we get to that place where students are using them, that has to come with professional development. I cannot imagine
a world in which. >> Budgets aside where we are going to say, here's a tool and we're not going to teach you how to do this. So go forth and conquer. So the and
it raises because the professional development expectation is not unreasonable because we will never say here go get loose. If we're going to provide something they're going to be
coupled together. It's in the company met. So I that makes me comfortable to bring in the professional development component because it has to happen. You know, by hook by crook, it's going to happen,
you know, think about the language arts dot, the languages adoption State says you have to provide professional development by hook or by crook. That happened. So I'm not as
hesitant to include it here as a component of expectation because, again. This document, these policies of the board's expectations of the division
and communication to the public. I I really look forward to having an opportunity to kind of make my own notes and some of these components just to see how they could be, you know,
better worded. But a lot of these things are resonating quite a bit with many of the notes that I had on the side here, which is how do we bring in the parents and to this conversation of all things
technology? Not I but especially a I because I haven't received all these letters are out one-on-one computers or St Map as I
regarding AI. So we have to make sure that when meeting the moment and being responsive to our community to that So I'm really looking forward to trying to merge
these 2 documents, but not in this moment, Sure. Well, I have some questions. I want to ask Dr Reid, but first, I just want to point out. pilots are great, but we did roll out
chatgpt to all staff. I mean, like which line are we going do? Are we going to do professional development are going to pilots because we just rolled out a brand new tool and I can tell you from the conversations I've heard,
it's being used in a lot of different ways. And I know one teacher who said that in her school she was told is it's different platform. So I don't want to base the policy and anecdotes. I want to base it
on directives. And the directive is that the superintendent has to provide a road map and we have to fund that. So I do have some
questions for Doctor Reed. So Doctor I've heard, you know, of phrases like we are behind like Fcps is behind. I can recall if you said that are others that can you.
>> Talk about who is leading this work, who would be a model that we could look to? As school division, not a state, but a school division. I don't believe I've said we're behind. So I'm not sure
I have school division in mind. I think generally I look a little more globally in terms of the state policies because I think that our size
and our position nationally. gives us a little different level of gravitas. And I think that's why looking at state policies for me and I think got some as well is really
where we were headed by public school enrollment were larger than 11 states. So we really wanted to try to scale our thinking around sort of that
larger model. But I don't believe I've said we're behind. I'm not sure. Others may have, but I have not. Thank you for clarifying. You know, I did appreciate the roundup of state policies, but
I started reading them and I realize while we might be bigger than many states, we are not a state and we do not have the authorities. >> That state's hadn't won all for influencing state policy.
I found it more helpful to look up My staff are looked up school divisions which I shared with everyone because that's that those are our peers. It's not a state level
thing. Dr Reid, how will you include this policy into the strategic plan? Will there be a goal or a measure? How does this how does a crosswalk? What report would this be? A report out on when it comes to
the impact of of technology on instruction? I would have to review that and get back to be thoughtful with an answer. I think that the strategic plan
talks about innovation. So I think it would likely be in that area. But I want to be >> thoughtful about a response for you.
>> Thank Dr it. I was wondering if there was there any lessons learned about your work with the Northern Virginia Technology Council? You know, speakers, we should
hear your ideas. You recommend that we look to in considering this policy. So I am on the board of the northern Virginia Tech Council. One of
>> key drivers for that group is to have Fairfax County be the center for technology in the nation and to be able to recruit businesses have a
workforce prepared to take jobs in the tech field. there have been a variety of speakers. I kid certainly
share a list of those folks >> but you know, I think that. Partnering with our community Workforce development ideas. I
think it's important that we have to. I think at this point we're going to we want to make sure we are in alignment with the policy the board puts in place make sure that we operate within the guidelines
aboard puts forward as we move forward on this work. >> Did any of the members of that council have they have policies that would be helpful for us to review? I'm sure
they have the AI education policies that we again looked at from the state we felt were more relevant. >> But I'm happy to see if there are policies that the Tech Council would have that
govern business, which might be different. Then education. But we can certainly ask for copies the committee would like to look at those. I'm just looking for some more guidance about what you think.
We should be looking at because, again, I'm just trying to read and look at whatever I get my hands on. >> But, you know, having a more guided tour, so to speak. I also just have to say, just
get confused. When you say that you'll do with the board will do in policy because you're already doing stuff. So, you know, Chatgpt is out there. Trainings are happening, no money. And we've
been committed knowing also that catchy beat. He is going to start charging in June 27. So I just that's a hard thing for me to reconcile. A leave it at that for now. we're already out there. So I want
to circle back to some of my colleagues have some really neat ideas. And I'm wondering how we put it in a policy. Okay. So like safety, privacy giving students clarity of how they can use part of their
assignment. So how do we put that into a policy? Is a cross walk to the SrA are like what could put in policy that says that, hey, we want to make
sure students use AI and I'm asking my colleagues and have it have a dialogue here. But yeah, Robin, you would resist good point. Yeah, and I don't think be honest. I don't think
you. >> Can Putin policy because it's ever evolving, right? Like I think I think that policy might state that teachers need within their syllabus are within assignment
to have some clarity around the use of AI. you know, when a and or we can say that in within certain POS is that in within still a buy that they
need articulate when you it is, you know, appropriate abuse I think they're doing that now. But I don't know that again. I think that that
requires we talk about training. I mean, I don't mistake my comments earlier. I 100% believe impression development. do learn. The promise time and money as has
been mentioned but, you know, again, I think that I know that white Mike friends who are instructors in the system have run into some major issues with integrity in AI
and being supported around when they believe that student has not had his sort of like not honest and in terms of their academic integrity
around assignments and being able to consequence that. So I don't I don't know what it looks like. I'm just like what I listed earlier is kind of like guidelines to AI, you know, and I don't know that every one of them lives in
policy. Rigidly. But philosophically and then regulation could tease it out know that sets my thinking on that. That's helpful. Yeah. Tears and I guess I'm a little
confused because I don't know. I'm confused. So let me try to confuse myself. Right by asking these questions as simply as I can. What our
teachers able to do regarding AI as it relates to students like today. And if you can catch it with pilot teachers
and non pilot teachers. >> Yeah, I'm request Anything related to students has in using AI tools with students teachers using AI tools.
>> With students, our teachers right now, I know they have access to a couple of tools I've asked that before. And I know that Dr Presidio has said
many times kids are not utilizing those tools per se in classrooms. Its teachers learning how to potentially in the future. So right now, if a teacher is pilot pilot, they
able to say, hey, go use AI to complete this assignment. Like what are teachers able to do? That would? Enable students
themselves to use the tool. >> So I can speak to the tools that provide essentially that a couple of pilots. And I'm not sure if I see slow know anybody from the ISD team that
can speak to the pilots for the central tools, which is both Google OpenAI charge of BP. Those tools that a strict far staff used on me and students. I don't have access
to those tools. So nothing in the guidance should ask voters to use those tools but then denied those tools such I Doby Express has an image of
mission opportunity. All you can think of Canada. These are tools that I use far imagination and one of the ings in terms of classroom use. So potentially a teacher
in a school say head used Canada for working on an assignment engine made image. And I'm guessing this. I do not have the data facts to share. >> Sure, because I'm trying to figure out what's you know,
which is first here has it is the horse as the cart before the horse because if supposed outline things and the policy and which will be detail that in the regulation. But
>> but if these things are already happening, then we've behind on the regulation comes on the policy itself. That's not question to side. Just still looking at you. And
again, I just want to be responsive to what a teacher is able to do are not able to do right now. I'm not hearing that teachers able to have
outside of Canada and Adobe expects which not tentative AI tools. Also, this is if you go some and excited educating an image, but it's not writing packs with a student, he's not
writing that. A sale writing assignment. It's generated image and based on some. >> So the academic integrity component is not as president with these tools as it would be, would mind to shun would
say that. But I would defer to the eyes Dean team to be the absolute sort of judge of that. >> Yeah, I think I would just want to wrap my mind around like. Who's leading what you
said, Dr. Read that the policy will lead what we're doing. >> But I think I'm correct in saying right now the policy does not rather practice, does
not have any real student facing. Activities that we will still be in a good place to articulate these and the policy which will then be
reiterated anymore. Detailed way in regulation to come. I think current. >> have instructional technology policies which
govern the use of technology in classrooms right? And that's what any kind of current pilot would have been done under those auspices. We
also have use agreements. So I think, you know, too, >> got point. I think that there are. You know, the can.
But I think in the Adobe might be tools, but I would want I think when Dr Presidio is here, he shared. I think he shared answer to that without getting into specifics of want
more specifics. I can have a a list of maybe what teachers are are not able to do without, but currently anything that's done with technology and students in the
classroom would be governed by educational construction technology and were talking Lexi of those kinds of things that I think he did raise We
have a little bots, right, like the bots and kindergarten that the kids practice coating be butts in steam classrooms, you could argue is that. >> I know. I don't know.
Probably not right like that. It's so. >> But it is technology in the classroom. So I think that's again under the more general umbrella of instructional tech
knowledge E and in the classroom. >> stop here. Okay. And I see this lady has a placard of just want time. Check real over from an estimated time. But
>> where do we want to be at the end of this conversation, right where we want to come back with? It's fine. If we want to go a little longer, I do want us to have time to go to calendar policy. Ironically, the 5 thousands
include the procurement policies. But can we shift a little bit towards what do we want to do between now and next time and that's what I was trying to do with these
questions was say, is this what we want or not or Robin, I'll turn over to next. And then Saint John-Cunning are fresh. Well, that question kind of shifts where it was
going. But if I can just take the liberty for a second. And I'm not necessarily endorsing, but I'm just sharing is I think we have 2 things going on here we have. What are teachers using tools for and
then how are students being invited to be part of the tool usage, if you will, or how are the kids using its? I think we just got an answer on that one, but it's going to share with folks that so magic
school. 7.5 million teachers using the product. The free version 170 countries to number one and a platform for teachers. Okay. And I'll say
this about magic school. The goal was to be Spurs source full to help right it's designed around how schools work and not how tech wishes they worked. And I think we need to understand that there are tech companies out there,
the vendor halls of these places are. like vast. And it's about making it's for profit. And a lot of the people creating tools and tech don't know how schools work.
So that's that's a huge plus. But I think the main thing is an education profession. That recourse feeds all others and the use of AI correctly is thought partnership and resource creation. And I just give one example, because they
talked about the editing tool for essays that once admitted that the students got pretty immediate feedback and they. Was a study done of this
teacher in Colorado or other places. It's it's been replicated where they have it in essays this way. 3 times. And this is not on the free tool, but I'm just gonna
example. Can happen is the 28% increase in writing scores for the kids who turn to utilize that to 3 times in one year because what they're getting is feedback on the writing. That's timely. That's the biggest problem. When you're
an English teacher, history teacher near Truckee, the time it takes you a paper and give written feedback. But this guy was using the AI. But then also editing and running his own notes like he would create
PDF handed back with his own hit handwritten notes for kids and it grew there. So I'll say that in terms of where we need to be. You know, I think that I mean, you know, we think this is, you know, this is
tremendous amount of work as mayor. And I think I need time to read it and think about it. But I also think we need to take this and partner with staff. Because there are
certain things that, you know, we don't know, but there's a deeper understanding. So it's got to be a partnership, you know, sort of a, you you know, we're kind of collaborating on
a on a on a policy that can work for staff but can work with us in terms of what our priorities are. So I don't know if that means between on the next meeting, but I just I would I'm very anxious to get
have have staff have time like sit with this and then share with us. With how they would add at this as a next step.
And I just I just clear from understanding. So you're suggesting that version I put out there reviewed and like responded to by staff. Yeah, I
mean, like I said, I think it's very aspirational. But I also need the people who do the work to provide input. I I think we've been very clear about guardrails and student
data protection and human-centered. I think there's certain things that are people recurring themes. But there's a lot in here and I would just want to see.
Learn from staff their perspective on what's been created. Okay. Thank you for telling a specific actions so we great of other people agree if that should be one of our
next action steps. Okay. Did I say the Saint John-Cunning Mr. Donate them are fresh. So I do agree with what Miss Lady has said that I think staff. I mean, we need to rely on our
subject matter. Exor. It's here because they this is what they've studied. This is what they've done. And I think we've articulated the guardrails going back to magic school and the presentation.
We were both that they are collaborating with the school in Texas where they actually have started a train, a training program with the school. Exactly what we're talking about. So I agree
that, you know, in order for 2, we need to treat our teachers and others that they can train the students. >> But the piece I wanted to get to that might help an confuse even you are saying about what what we were talking about when this lady
mention that, you know, the integrity of students fact is that students are using this outside of school. Like we got applications for student leaders and I could tell and I
don't know if you could tell when you are reading them, the ones that were written by versus the ones that weren't. So the students weren't using AI in the school. They were using an outside of the school. So that's where the
integrity piece comes in. And that's where we have to teach them. So they're using this anyway. Our job is to teach them again like the fire. Our job is to teach them how to
use it responsibly. So I just because I know when when she said that you talk about the integrity piece like, oh, I think that's where maybe some of the confusion might. It may not have been, but that's
what's happening right now. I do think that it's important money is an issue that we do have to train students, we can. We train teachers and these pilots and early adopters and I would love for
us. I know that we have great early adopters in our system that are doing this really well. I think it would help all of us to have a to see and watch what they're doing for
us to understand it better. At least that's the way I learn to see how a teacher is using this to see how it's helping her to see how it's working I would be open for that kind of present because I think that
would be very helpful to see how they're using it and how it's helping them. And I do know some personally, I know some people are doing this work. With great success, not with students, but within and
how it's helping them to help students. Thank you, Mr. Fresh. >> In terms of where we go
from here. For me, I need to take this and the other changes and think about them and have that informed questions that I have for
colleagues but also for staff. And so, you know, my my guess is that I'd like to be at a point by the next meeting
where my for my thinking is fully formed on more close to fully formed on where we want to end up. And then that will result in some like Converse
8, like depending on where the draft is at in that meeting. And and it may not look all that different from where it looks right now. But maybe the
due out of the May meeting or excuse me of the April meeting is a desire to see X, Y and Z incorporated by staff in a draft based on our
conversations and the feedback that we get from staff about draft a policy. So on my and I need to review it more closely. Well, not in the
meeting. And then in a week or week and a half. Consider of my questions are or what? I'm 100%. Committed versus things
that I need more convincing on or just need to kind of kick the tires on with somebody. Let me know why they think next. So that's kind of where I am right now. In terms of next steps. I don't think we need to have a you know, the
governance committee direct staff to do X coming out of this meeting because I'd like to see were my thinking actually lands on what what's
been provided? So Mister Frisch just clarify. So you're want to absorb and thinking. >> And then you also want this to reflect on what the staff
give us or do you want to those like in an order or to Cape may have at the same time? >> I think they can happen at the same time. We I think we all where we all agree. I hope
is that we want to good policy when this is all over, right. And so I malleable on what it takes to get there. But I think the 2 important parts are the free flow of information and ideas from
staff board members. So you know, I'm sure a lot of questions for staff. I'm sure a lot questions for you based on your draft. So that's kind of where I am right now.
>> So just to review, it sounds like there's agreement that we would like the superintendent and her team's input on the draft. I provided as well as anyone else's other questions. Yeah. When the
conversation So there's agreement on that as Saint John-Cunning mention seeing it in person, you know, working. I mean, we could ask to be taken on a visit. It's just
that we have to make ourselves available to go like I went all the way to Springfield and visited a classroom because it was happening there like I'm just making it happen. you
know, do we want to go on a field trip somewhere or have someone come in and show us or have the superintendent put up on a screen and maybe we need an extra meeting food. I also
would think that we'd have to have the stepson put definitely within 2 weeks and it's been a challenge to get things, you know, in a timely manner. But if we want to do
this, I mean, people were not pleased that I gave it to him today. We're not getting things much earlier than that generally. So. You know.
>> I think people have been far more polite about the timeliness of documents provided the setting and they have in other settings. >> Well, I would just say I spent a decent amount of time trying to understand when
documents are going to get to the clerk's with red lines and at its. I would like I'm I'm sorry. What? I said. We all spend significant time working to prepare ourselves for the
meetings and I take over to greet Mister Fresh. I'm talking about the committee. Just a point clarification. I feel like Steph has gotten us redline copies of all the policies that were in this
book in a timely fashion to join miss something. Yes, what? That? I have talk with you offline. I really want to say, say on agenda topic. I
think that's fair. But I just I just understand because I sure I think the last time I spoke with her deputy clerk was it Wednesday when we were here for a work session was at the day before on the 3rd.
>> And she was expecting the red lines any day now. And those came to us a full week later. >> Is comes? >> But I don't So, you know,
again, I'm trying to do my best. And I have a member at this table who I reached you haven't spoken with so too. I could pick it apart to I don't want reclaim my time. is
highest court is not. all doing our best when going to can confirm that Mister Fresh out let's let Mr. Fresh finish. I thought he was done. I think my point is that we are all doing their best.
>> And that great should be provided to agree. Very much so great. Are you finished, Mr. Freshman Sam, thanks.
Wonderful. >> So it sounds like what would anyone like to propose the timeline then by which we would expect the superintendent who provide before our next meeting, which is April 14th, someone please
go ahead as lady. Well, I I. felt when I heard from Mr, Fresh and m altering what I initially thought is some time to sit with this some time to talk with colleagues. And then
some questions for staff. So versus just giving this to staff and asking them to get feedback. Is that correct? Mr. First, I hear you correctly. >> I have a feeling that doing both would probably save us
time. >> So have staff review. While we're also sitting with it and then see what we what women come together. They may come up. They may have things that
>> lot of ourselves or vice versa to inform thinking. so then to that and I would propose that. Perhaps 2 weeks from today that we will. But
Dunn R I mean, again, we're not doing our part as a group are doing as an individual, but it is an affair ask for staff Mr. Sethi and Dr Reid to look at this particular policy to miss Mayor has provided the
draft. >> And get staff to red line. It I don't think that is reasonable. Spring break fair and
>> I also this combines I mean, again, haven't had a long time to look at combines a lot of other policies which is going to take time. I mean, I think it would be more
helpful for me to give clear direction to staff. What specific questions do you as a board have about this rather than us going in and redlining? And I don't know
that that's productive for staff to go and re red line. Aaron's draft. I if there are questions about the drive I guess my man, I everybody
else, please take a turn. But my thinking is, is this viable is to places? Is it too tight
or too loose in places you know, this is the first go-around at this and we can be revisited is this man is shared. So I just I ask would
be. Those that those are fair. But that's my question. Is this too narrow to broad to aspirational? Is there clarity? Is it like, for example, we talked about the
all the different technologies you sign off on like, I don't know if it's viable that all 70 year, whatever 700 of them could be teased out. I'm not sure what this man's asking for. So that that's a question
I would have about whether that's viable. But again, I I need to sit with myself to better understand it. So I almost wonder if there needs to be another cycle of board
review before the staff. >> takes it on again because I know how do that. Staffer. I mean, I think that way we have a better understanding of what you as a board. Have in mind
and then we could take a you know, look at it. If there are still questions. But I don't know, Janet, did you catch the questions? Miss Lady asked. Okay, then we can certainly come back and answer those
questions. I just don't know that it's fruitful for us to red line or blue line or whatever color line this draft at this point. I think staff
did provide the original version version 7. And I think that was a version 5 or 6 that included procedural language them. I think that's more. So
what staff, you know, have already provided, but we're happy to review it. I just I wonder if another round of board conversation would be helpful. First. do whatever you decide. But just a wonder.
>> Because lady. Dr Anderson, in them are fresh. >> Yes, being that spring break is coming up very shortly. I would propose that.
We do. Go and sit with this and come back at the next meeting and perhaps add an additional meeting if we need to to wrap this up. We've done
that. Every single time I've been in governance that has every single time without any doubt. But I do wonder a little bit. I don't want us to
kind of go off on a path that is not going to be reasonable, a kind of what my cake and to eat it too. if that makes sense because we could go
forth and, you know, thing can have all of these great ideas only to be met with. Well, these are the roadblocks. So I wonder how can we keep the conversation going without
necessarily adding a whole lot of more work to staff. But for us to not go down a path which may not even be feasible. Does that make sense? I feel as I
make sense, I feel staff provided their input on the policy and >> not on the new draft, but I think we would be taking what we provided and try to fit it
into the new draft is more likely with staff will do I know that Janet captured this lady's questions and if there are other questions, I'm happy to have provide answers to
that. But I think if we're redlining and you all are redlining, I don't know that that's a productive. Right shot. Well, this just gonna let you know how I was
thinking of taking this. I was going to take the track that staff provided. >> And then betting some of the things from Melanie's draft into it because I think this is similarly what when and what ended up happening
with the bounty policy. And I know miss official members this the trust policy that was done Dion's ago. Because so many of the pieces are already there and are not new. So I'm
going to take this opportunity for Janet to capture my thinking, the purpose and definitions. I think clearly satisfied with that philosophy. Just seems to be
structural rather than content. The piece for me that is a greater component is the responsibilities component is a response, responsibility section. What I didn't see and
that I raised earlier. I want to make sure that bring back for your notes. Is developmental appropriateness is the parental component that
has to show up in some way. And I do think at first glance here, I am very interested in having some language regarding. Where is it? I
didn't see it. But regarding budgetary and legal components, just making sure that it's highlighted again. It might be stating the obvious in some ways, but that
will communicate public that we didn't forget that piece. So I'm going to take this and embedded into version 7 for myself, too. So it makes
sense. But I I don't know if I could land into that place where I kind of hear you're thinking before. I've you're down a road which may be a
dead end. So. Given the timetable and should just go ahead and plan on coming back at next meeting and maybe take the same approach of having conversations with other colleagues with both of these
things in front of us and so well, by the time we come back, we'll all be in a better place because I myself want to take a look at some of the things that we talked about here. And if we need to will
just add another meeting to make this happen. All right. So that is on the table, Mr. Fresh. >> Yeah, I raise my hand to say piece of what doctor
Anderson said. I think I'd probably behoove us after this meeting for the clerks work with everybody to schedule the next year. April in an extra may meeting and then we can
cancel what we don't need, right, like let's get its schedule just in case and then cancel. What if we don't need it? Because I do think, you know, as you know, where the
conversation kind of just went about like, well, in what cadence this happen and how long do we have to do X, Y or Z? With all trying to fit it into the arbitrary deadline of the end of this committee's
work at the end of the school year. Right? I don't think good policy happens that way for if we're But we have the luxury of being able to add meetings to make that possible
right? So let's do that. And then I agree that we take the the time between now and the next meeting, their first meeting in April 2. Compare
that work individually. We can get input from other colleagues. We can talk to staff, cetera. And then we can see where we end up. At the end of that meeting. But I would advocate for adding an
extra 2 meetings that we can cancel if they're not needed. OK? So just to regroup, it sounds like. >> Number one, we want to provide a full month until the
next meeting for the superintendent to return with feedback. And at the same time, board members will do the work and gather their feedback. Great. I just want
to both to feedback. Gathering this year. And yes, clarify what type of feedback. It's the response this lady's questions. The Janet has captured. Is that correct?
Like we're not going to red line. The U.S. because they are Dr. Anderson say she's in a great think things like I don't want all of us working on different documents. I think that's going to be
problematic. So I'm assuming the feedback is a response to the questions that have been raised. I want to make sure we hit the target. I'm sorry. I
think that. That's probably cleaner. Okay for you. If we were to provide those very specific questions, which is why we integrated mine and Janet probably caught them. I
just okay. So can we do How about we've done this other times. I will work to gather anyone else's extra work with the clerk and then we will send us list specific list of
what feedback would be helpful. Woods today, Tuesday by the end of both definitely the end of the week, if not within the regular meeting week. Maybe somebody else
could lead that effort on our committee of gathering that making sure the questions that everything is in the right order for the superintendent knew that. Yeah. Okay. That
would be helpful. you know, it is sort of arbitrary that that date is May 19th. But honestly, I feel like. >> Very pressure to get something out there because as
I said before, it's already happening in our classrooms. We've already rolled at will never be Tra teacher. I'm sorry. What I want. I thought would say it's only arbitrary if we didn't have the ability
but I feel strained because usually what happens as happened with the boundary policy was we got to get it done early enough in the spring. So the superintendent can operation allies. It so
all for adding extra meetings. But, you know, there comes a point where it becomes difficult, if not impossible for it to go into effect. And especially since it's already happening. So I'm happy to
have more meetings. You know, this has been the established timeline. I'm thrilled. We're gonna have more conversations. So all right. So they'll be the feedback gathering. Dr isn't going other questions
working with the clerks to identify 2 other to identify 2 Other dates and then those were the that's what I heard a
The board members during their feedback. Getting your questions to staff to to the superintendent, working with the clerks. And I also want to add instructional services Department must be represented
at these meetings. There was prayer prior. I actually in the reason I put forward its make it isn't instructional services. We're talking about instruction. So it absolutely
some has to be here. This mandate would just be helpful for us to know in terms of scheduling usually avoid spring break. Are we avoiding spring break? Yes, sir. Yes, we're avoiding spring, right?
Okay. That's helpful. Thank Dr Reid. >> What is the date by which you want The questions answered by a need to have that. >> In order to posted for the April 14th meeting. So what
state do you want them? My business sees before. That would be the absolute limits. Okay. Would be the absolute max. And I don't know that we're necessarily posting them, but that is, you know, the standard deadline by which
we can receive materials to on. So Supra. So is that April 7 that 7 day? Its business
days is is our So it's April 25th. What was it April 7th to the board and it doesn't have to be published, but it will come to the committee so we can review it in advance. So April 7th, just we're going to
have a teamwork over spring break. Got them to do that. This is the school division. Closed spring break. Many of
the staff take spring break is a vacation as we balance workload. A member okay. just wasn't aware that it wasn't total Central office. You
know, closure. I don't own Everyone. Lots of anecdotal stuff. I don't want to tell
you. I just. to be. Sure. So we will come back to that. Can we move on to the calendar policy? It seems like we'll be
able to discuss that. And then if we could just leave like 5 minutes from Mr, Fresh to go through the governance manual updates, he's provided. >> Which are very just surfaced of a copy at it. Are
you going freshen up there? Okay. So the calendar policy. This policy is being considered because of the
tremendous amount of input we've received from families about. The current calendar.
Just to the CEP. You know, the loss of children's instructional momentum in routine. So this policy that was posted is a combination of
again, input from board members, Mr. Dunn Dr, Anderson, Mr. Moon as Lady. And trying to work together the many different calendar
policies into one. And being clear about who has authority. So this has been posted in advance. Not not yet. I think
until we need to please. So we could see our colleague okay. So. If there are specific questions that we that we have, you know, on this
version would love to capture them. See if we get them answered, if not now, then in the future. So what we do have a Dr, Anderson, the start and then Mr. Fresh. Mr. says in
part 2. Thank you. First of all, you know, I provided some feedback and such, but I think the lines work. >> Of background pages were
done by others. And I do appreciate that tremendously couple of things I know we've been into space. We're not wanting for the calendar to be what it had been in the past,
which is the lack of better words, essentially a bloodbath when it came to the review, voting of the policy. I do think that the data show that
we are an outlier in terms of not being one of the boards that approves a calendar. But I also think that bloodbath
was because they they were unclear structures that were unclear directions. So it came across as more arbitrary and capricious that just something that is
>> routine because it's meeting what the policy says it should meet. So I think if we have a very robust and clear policy. The vote is not
going to be what it's been in the past. I would like to return to that practice because we are an outlier. So having said that, looking at
the policy that we have in front of us, I see that that has been included. My other really big stake in the ground when it comes to the calendar
policy is we must and I've said this at the Dyess back in December. We must have a component in which we get community feedback and I'm pretty particular about who
that community is. It's not every single person who lives and who who lives in Fairfax County. It is my it's primarily our parents of
students who are impacted and now staff that feedback must be included because we have not collected that in a number of years. I do appreciate the
fact that we have calendars that are 2 to 3 years out because that's not something we've had before. We don't need to have parents who are asking in January will what is it going to look like in the
fall? That is tight and that is not the best opportunity for planning, but we must built in a way to park to take
feedback and have that informed the next set of calendars so I think I'm going to stop here. But by far not not going to talk him, just
going to finish the rest of my little time by Fiat by foreign large. The data shows that our calendar really reflects what our parents and teachers have
shared, which is our school year has swung to be much wider. We have now 39 days as opposed to 22 days, just 20
years ago of days off a students, the length of the school day has now gone from 286 taste of 303 days. I see lots of opportunity for us to
tighten that up to be more reflective of some of the concerns that have been raised to us. So I'll pause here. Thank you, Mr. Fresh.
>> Yeah. so when we voted on the calendar, I oppose that because, well, I supported certain elements. I wanted more five-day instructional weeks and the calendar was
adopted and I was happy. Even though I wasn't entirely thrilled with the version the book, Color was to be honest. But whatever color was adopted was not what I voted for.
Although I was excited about the prospect of a three-year calendar cycle and so I'm supportive efforts to have a
policy that says that that is one of our goals I do not support the board voting on a calendar. And I think that it is something that we should designate to the
superintendent as we did with our past and that we can judge whether the calendar policy, wherever it ends up, In
alignment with whatever executive a limitation we have for Once the policies put in place. I support asking for
feedback. I will say I went back and looked at a lot of the survey data that we've been presented with in the past. And I think the difficulty is and I don't know how and this is something that may be can kick around or
something. Frequently. The feat feedback we get from families, conflicts with the feedback from the same families. They want. You know,
the longer summer break, they want the 2 week winter break. They want the full week for spring break and our board
wants tons of different things that require professional development. so. We can't be everything to all people. I don't know how we can
articulate that in. A survey right. And I think part of what happens if you end up like a rolling cycle of surveying the community. Is an expectation that something's
going to change if they talk about it every single year, some things just aren't possible. Right? So this is the likely wondering I have about when we seek input from
the community, how are we level setting expectations around what's possible in the scheme of things suffered some advocate that, you know, summer break has gotten so
short for many staff. What are the things that we compromise to bring it back to how it was years ago? Are those things were willing to give up? And if they're not the things,
what else could be due? So I'm interested and, you know, the beginning of this conversation for the beginnings of this conversation. you know, I've received smattering of communications from families.
Every time there's a snow day or you know, at the beginning of the school year about the subject. Certainly not more
than other subjects, but certainly enough to think about it interest. And there were other board members are. My advocacy would be that we judge the calendar based on
the executive limitations of the superintendent delegate that responsibility just like we do, many of the responsibilities and the school division. Thank you,
Mr. Fresh Miss Marcia Saint John-Cunning. my one dream actually 2 statements that were made by 2 different
colleagues, one which receiving a tremendous amount of feedback and what that's based on versus we haven't done a survey for parents. We have to have family engagement
some little bit confused about, you know, I know that personally in my office. I mean, I have had some some letters and some concerns, but not anything that's I would
say is outstanding as opposed to other issues. So that's one of my one trains getting the right voices in the survey says critical. And I think that sometimes we miss the
point on that with our survey simple answers. But I do think surveying families is important. I do agree with Mister Frisch that. Parents
want everything. >> They want the 2 week winter break. They want the one one week spring break and they want the long summer and then we want the professional development days. we also want
to recognize I know some people that have advocated for years like 20 years to have certain certain religious holidays recognize. And are we gonna take this away? And we heard a board member at the
Dias say I don't want this taken away because this is the only holiday for my >> community. >> So I think it does pose a lot challenges. I agree with Mr. Fish, I think this is
strictly operational and that's where it should stay. I think the data we should look at is and if we can collect
the data of how many kids are absent on those religious stays? I think that's the date that will be more informative to us. Then what someone says,
like someone says, Oh, this is very important. But isn't that important that you send a kid to school that they're not? And I know from working in the schools, there were certain days that we had a large amount of absences. Because
kids weren't in school that day because it was being observed and some weren't. So I think that's the kind of data we should look at. You know, that's the do they think that would give us more
accurate? Information of how we should look at this. Actually, I was just a school visit this morning and, you know, we talk about this day off and you know that they
were telling me because of the weather yesterday that 30 13% absenteeism because parents kept their kids home because they were scared of the storm. You know, so that's the kind of data we got a look at, you
know. So so, yea, that was a good decision that was and then early release. Also that, you know, and it ended up being 20% of the student population was gone by either. Kids staying at home are being released earlier than the
early release because of parents concerned that was one school. I would be interested to see how that played out throughout the division. And those are the kind that's the kind of data I'd like to see what we're looking at the
calendar and what De are important to important. Because that's where rubber meets the road. >> Okay. I think leaves me as
a turn. Robin, sorry that a misleading. I can answer missing john-cunning. That's good. He was just mentioning the data we had before that
got us to where we are here with the guidance of board in 2023. Provided me in terms of holidays and school starts in that type of thing. >> We have no new data because we once we implemented the
counter with the holidays, we don't have absent status so we can resurface the data that got us to the direction from the court in the fall of 23 >> We have to actually have
school on those days to collect new attention state those days as it makes sense. So I think we have the data and would be happy to share with you. Okay, misleading.
Thank And thank you for the work on this. I think the memo that was generated earlier and then you know, >> draft policy was great. I
have comments may be more than directives, but I think we talk about input. I think a rank ordering would be effective. A priority ranked ordering because their end up with competing interest like
what is the most important one for you? And then it could be a rank order like they do in some elections. I also think it comes to school planning, you know, I know that because of the CBA, things are a lot
more rigid in tight because, you know, faculty can't run over the percentage of time. That's for school elsewhere. I also know that I can't stand
now nor can I stand. worked in the system. Work days after the of the school year. I'm cooked. Put a fork in me. I'm going to hand my stuff in and I need to go. And the fact
that we've got 2 days, the end of this year to me, they want nothing productive will happen. And I want front load them. I mean, I'm gonna be honest with you. I'm not a takeaway. I want teachers to
come back. Sorry, teachers. But you're going to have that. You're still gonna get you today's I just which coming back on a Thursday. But not on a Monday. And I think that
Thursday it can be that back-to-school day. All the things with the ptsa breakfast in the packet meetings and then the next day you can work in a classroom. Like that's what they claim need more of.
And then the next week, Monday through Thursday, it's we we knew a lot of that time because of staff development PD, whatever. But of that Friday, you can work in classroom to get full 2 full
days work in a classroom because right now that Friday's a self-directed dangers posed be doing all their by pde. And I don't know the percentage of them do all their my PD on that day. But I think it's very low. I think they see it as it is a day
that they don't have to return yet and they figure they'll get to their my PD things. So that's one thought. Also when I'm looking like we build in twos 10 snow days. Each year.
Yes, ma'am, we cause because when I was looking at the actual video, policy, it's kind of fascinating thing. It's somewhere in my records here. But the bottom line is that if the state, if we get
to it to a point where we've missed 5 days. We have to make up 5 and then every other as we get to 7, we make up one as we get to 9 we make up. Once I find it fasting, we building 10 when the state's going to
give us a little bit of leeway. If we have a tip difficult winter, I'd rather only do 5 because it would shorten us again. And if we
only building 5 instead of 10 and then in terms of the early like today you were talking about yesterday. Yes, my wife reported the same thing. A lot of people stayed home. Lot of
people checked out early and then the buses are actually gone people very comfortable with that early release that. But when you talk about the number of kids that before we
had all the holidays off the number of kids who actually stayed home. I think it has to be looked at by level because I can tell you which and Tilly on those observance days as kids came to school. And you
know, but I think in elementary a lot more of them stayed home. So I think it's the difference by level and out taken aback. Thanks. You know, I think my overall
thoughts are we need to just be way more clear. There's so much ambiguity community over who makes the decisions. The superintendent of the board or no one. >> I think sure the cultural
observance stays present a challenge sometimes. But the bulk of what's happening, the annoyance I hear from parents of the early release days, especially as they fall after
are already scheduled days. It's the days in the fall when people are trying to get to the instruction, the momentum and then they're off for Veterans Day, which are policy says we're supposed to be in
for Indigenous Peoples Day. You know, that's one that we could change you know, we are not using the right wording
guidelines, regulation policy. This is as operational as it gets and for the board to have. Done this, I think is an
example of just how bad it gets when you don't reveal policy for 12 years 2014 and the one of the other one says 2013. So just like grading and
boundaries, it is hard. And I'm hesitant to rely on what happened 6 years ago and the data from 6 years ago because the whole world has changed. You know what works now? What
are the other school divisions doing? We have that data. It's in the briefing memo. We can share that publicly as well as just re centered around to everyone. It's been shared
several times, but we see that by and large. I mean, looking at other school divisions. We
have 39 days off. For cultural and federal holidays at a low. I see. What is it? You have 39
days off icy. 29 for Virginia Beach for Prince George's. You know, 28 over in Roanoke. We need to be clear to the
superintendent that the super to the needs to make these hard decisions and for me, the first priority in rank order choices. 5 day school weeks. So if that means we don't go
to school on Indigenous People's Day and Veterans Day to keep that fall as a strong start. You know, we need to direct that fine. But when we have kids that haven't been in school for 2 and a half days
on a five-day week. Something is very wrong. So I eagerly hear other questions. I know there were some questions about elections we really got
put through it this year with elections. How we vote on this, having a through your calendar was wonderful. I remember when doctor started that. But now it's gotten away from us where we never look at it. So let's find like a happy
balance. What does it mean if we through your calendar? Does that mean the next year? We're approving 3rd out. Your the new out your may be tweaking the other 2. I would love to say and I want to bring a
motion soon that says we're going to have school this coming Veterans Day on November. 11th 2026. and I would also love to ask for us to do it on Indigenous
People's Day on October 12, 2026, but that's a little bit sooner. Still 6 months, people might have plans, but we can tweak next year's calendar a little bit and provide some relief and then really we
examine. 2 years out. leave it at Who is the Dr? Anderson, them are fresh. The elections
are definitely not under our control. We are just asked to shut down schools and we have this conversation just left. >> What's that old? Okay. Yes. We are told to shut schools
down and we had this conversation not too long ago. What is a reasonable path forward? 2 reduce that
reliance on to all schools and perhaps shift them into some other public spaces. I mean, I remembered when schools used to be you. Schools used to be open on election days.
>> I know I was a principal just next to one Mountain County schools happened while elections occurred. But there was a very clear mark hour
society where it was not safe in order to continue with those elections and having school happened at the same time. Do I think on the elections are fall into that
category. Know. But I do know that some did because I was in that group of principles that were begging our leadership. Please. We cannot. Just put up
signs. This is you can't bring a gun in here and still have 1000 kids in the school and go. It's business as usual. So I know that that those safety concerns exist.
>> do we need to engage in order to shift some of those responsibilities to more libraries. 2 more community centers, 2 other spaces. And I
don't know who asks, I guess I'm asking I think at this point it's the elections board. I know I spoke with Mister think Eric Spicer about
the >> recent elections. Actually a march there because we had a weather morning and and I initially called the county but was told it wasn't a
county activity. It was elections board. So I think there's an opportunity to meet with the elections board or the board wants to send a letter or maybe all boards in
the region want to send a letter. I think that it's I think the days of being able to secure campuses and secure children and staff during an
election. We have no way determining who can and can't be on campus. And while electioneering is going on.
Make it difficult, right. So I think we'd have to talk to the board of elections, but maybe I think it would be great topic. The clock. To collaborate with other school
boards on Senate. It's a shared concern. I know I've connected with other superintendents that are having to make a decision about April. 21 as well. Sure. Let's sign me up for writing the letters and trying to find
a different path because I also think that when we also have smaller elections, not the general elections in which every present is involved. It also is hard for our community
to understand that. Yes, all the way. And sully, we're going to shut down school because we have elections in the Mason District. But again, will one system. But there has
to be a different way for that to be addressed by the than last day of instruction. And this is on top of what we have going on here. This is in
addition to what we have predicted will be happening on the calendar. So it gets that gets to be that much harder for us to guarantee that consistent instruction for
students get when I was a teacher invite lesson plans for 2 days, I wrote 5 day less a plan because one, that's how the book came. But that is,
but that that was up and you are expected to be school 5 days. And I know out teachers because I've heard this quite a lot from out teachers. They're struggling with not being able to get through all of the content, which are now
even more than ever before. With students. If we're going to do a letter, I guess is that the state activity? don't
know that, sir. Just it on. Hold for Thank you, Mr. Fresh. >> Or let at least where I live are libraries and
community centers are centers are already polling places I think the reason that they're in our schools, frankly, are because they're public
facilities are all over the place, frankly, right I think it's 160 or 170 of our schools are used as polling places
helping to power local democracy. So I think one of my notes about the draft here was that we need a section in here that may be clearly identifies what our practice
will be. So that there's not questions from the election board about what we're doing or what we have planned. I don't know what the right answer to that necessarily is whether we say only when its
100% of of the county is involved in the election or whether it's one more than half the county is involved in the election or what the answer is necessarily. I don't know if it if there's a question about like how to
provide security to schools when there's a limited it like Dr. Anderson, just mention like a special election where that's what we like, you know, 20 or 30 schools that are impacted. What's the question about security? I I do know that one of the issues that
run into regardless of the election. Obviously it's a bigger issue and there's more turnout. Is that they have to provide certain parking. For
voters. And that is very difficult when for some schools that have limited parking when. We have teachers in the building or staff in
the building on Election Day. So maybe this is something that doesn't go in the policy but it's something that we have to revisit could be a letter could be something else. I honestly I'm not sure I know what the solution is
where I grew up in California. It wasn't just public buildings that facilitated voting. People did it in the garages as well. And that's probably against a code
Virginia. But, you know, my first voted in the garage. So as far as a veterans day and Indigenous Peoples Day. I know
the superintendent has indicated those would be too easy fixes potentially for next year's calendar. Obviously the sooner that can be announced the better for the purposes expanding the
number of five-day weeks. I'm not even sure if motion is necessary for the superintendent to to do that. If she believes that it's possible. I do think it would
probably have to be done sooner rather than later. So I'm going to put the superintendent on the spot about it right now and together they can cause. I didn't tell her. I was going to ask for that in. I wanted to be able to be thoughtful
about it, it's certainly something that. I think would be open as a possibility whether or not the board weighs in. And that I think
would be a way to by the time by the board time to have thoughtful consideration of this policy because one thing I was thinking about as we talk a little bit more about what it means to gather community input is what is
that input actually result in like While it's informative to get a survey result back. That tells me, you know, 6,000 families said the following. It is not destructive of
anything. It's simply informative. It doesn't tell me what percentage of families feel a certain way or what demographic group support certain families feel a different way or what types of school levels feel a certain
way. It only shows me what the people who responded to that survey within those groups feel and the highly motivated people who are inclined to vote in those participate in
those surveys are not necessarily scientifically representative. So whatever we do in terms of surveying people, it needs to you know, have some scientific way to it are also almost pointless.
Thank you, Mr. Fresh and the Saint John-Cunning. >> I just wanted to weigh in on the election lik. Push.
I don't know what the solution is, but I do know that. In time that we're living in. I certainly don't want to be in the position where I'm
eliminating sites where people can have access to voting. And I think one of the reasons that we do use schools is because they are within our neighborhoods and they are accessible to a lot of people.
They are not as many libraries as there are schools or rec centers. And I know like in my area with the we do some rec centers and we do see some libraries. But >> it's also the place where
people feel safe. It's a community space that people feel safe. And barring, you know, Virginia code changing to where we can use garages or places of worship or something
like that. I certainly do not want to do anything at least. During this tan age to do anything that's going to hinder or prevent people from
prevent people or create barriers from voting. >> Okay. I believe they haven't had a turn yet and we are getting closer to the end
you have a turn. Sorry. lady, if you have sir. >> Now I just want to reemphasize the fact that I think at the end of the day
with the priority is five-day and maintain momentum of instruction. I think that's absolutely have to do that. I'm fine with eliminating with attending school in Veterans Day and Indigenous Peoples
Day. And I think there's a lot of consternation about the 3 hour 2 hour delays. I think that they need to be consistent. I think it's entry parents that they don't know when to 2, 1, to 3. I would
need teacher input to understand better what's happening on this early releases at the end of the quarter because are all followed. If I wrecked recollect the calendar by a
teacher work day. So I don't know if they think if they're actually using because I know middle schools, especially at the end of the 2nd quarter because they're doing. Flipping their master to
semester classes, that it's a hard that that takes time. So maybe we could just have the end of quarter semester Day eliminate first and 3rd quarter as early releases. I don't know this teacher input.
And then the other thing is in terms of their early releases for for elementary, I mean, that's a planning issue. I don't know how much is that? It's related to the CBA, but I absolutely want to move to Friday because Wednesday is
disruptive and I want them done in advance and not on a day when one a week when we haven't done early release or we have a day off, I think we can be more strategic. We look
at the calendar to to tease that out but, yeah, I mean, absolutely. 5 day week says.
>> Okay. Let me share a final thought. And then let's figure out our next step for this policy. So look, the policy can make it clear that the superintendent is to find the options that create the most
momentum for instruction and a stable routine for children and their families. The superintendent has brought back many versions of operational things. How to create later middle school start times boundary changes.
Middle school AP centers. This is not out of the capabilities of our superintendent. It's not lost on me that this is incredibly operational. And
yet we're we're not going to solve about. Why is it on us to ask about the use of our buildings with other local agencies? I've been raising this with the facilities committee with the county.
That isn't operate as a county executive to superintendent thing. It why. There are so many things here that we don't need to be in the weeds on
regarding the surveys. We've never evaluated how it's going with early release. The superintendent sent us a meme on Friday from the early release Review committee that I thought was really helpful in understanding what teachers
are looking for. But again, I'm not their boss directly, right? I'm not the director of instruction. The superintendent is over. That's what does she think? Should we have early release stays?
Should we make end of quarter a full day? You know, I don't know. But what I do know is the road map is in the policy considering the impact of the collective bargaining. So I
guess for me, how do we want to proceed with There are some questions that need to be answered. Some of them are in here. Some of them were raised. Again. I'm gonna
personally bring a motion to see about the fall. These and mean Dre and I spoke just before this meeting. It seems like Veterans Day could be a go for school day Indigenous Peoples Day. Maybe not. I
said, OK, is this an operational thing you want to do? And the answer was no brain. As a motion. arenas motion again, operational. But that's going to have to do. And I hope you support me. I
don't know yet about Indigenous Peoples Day. I want to people's vacations, but we, you know, anyway. So I guess for next steps to we want to do what we did with AI policy,
which is gather up remaining questions and send them back so that we can have a continued discussion in a month and see how much closer we can get. So I see Mister Frisch's Hand and then Dr Anderson.
>> Yeah, I was going to I forgot to mention this. At the end of my comments, I apologize. I was going to suggest that yes, but I don't there's probably a due out that we want to add to this.
When we do move forward, which is yes, everybody should come ready for the next meeting with thoughts, ideas, amendments, et cetera. Talk to colleagues, whatever. When we
send it to the board. maybe this is one of those things where we ask that they schedule a work session with that. And here's why say that.
Certain accommodations can be made for next year's calendar. >> The >> this is not on the same kind of like a. Take
trajectory as the previous policy were discussing. So I think that we could be more methodical with our board colleagues in terms of, you know, maybe even having a full
work session that either results in a policy coming to the full board or gives us food for thought for the committee to do one more thing on the draft before sending it to the full board. It doesn't
have to be. You know, we've had numerous policies that had a work session in between governance considerations that have resulted in better work. So you know, we're not there yet. We'll see where we are
when people are comfortable with passing it out of out of governance. But that would advocacy. So I would use the time between now and then to get ready for. Whatever final
changes we want to make the the draft. >> Okay. So Mr. Fish just to confirm my understanding. You're suggesting that we the committee members review it and then consider seeking it
to go on to work session. Is that right? >> Yeah. When we when we come back at the meeting next month. My my advocacy
depending on where we end up, but my advocacy would be that when we finished, if we're sending it on to the board, at the end of that meeting that we would do so with with the request of the chair and vice
chair. Consider finding space for a work session that may not be possible in the school year. Which would mean that next hour kicking off a something on that or something like that. But I that would be
my my preference. >> Yeah, no, I okay. So that's up for consideration. And I just want to be sure that the superintendent then comes with. is so, you know, again, responses to this lake. Is it
feasible or can we get to agreement? I mean, I don't want to bring a policy to the board that's going to fail, right? We've got to figure out what people yeah, well
>> I don't think I'm the only one, but I use part of my my weekly time with the superintendent talk about this kind of stuff. So I'm hopeful to get her feedback and and those conversations to and obviously it's not the same as
settings over for like formal consideration of staff or whatever. But if we have this committee meeting on it and there's a work session and
there's more committee time potentially we are far more likely to end up with a better and product. >> OK, so just to confirm, though, when we are going to come back to this next, okay,
as much as I want to go as fast as possible, I recognize we also send for the AI policy and that's a lot for staff as well. So maybe we could look to have the calendar input
after. The march of the April 19th Governance committee. Maybe we could just get back to the superintendent. But I guess what I'm trying to say is to not overburdened staff
over the spring break the parity be the AI policy and then we can work out with the superintendent when the follow-up to the calendar would be. I think that makes
sense. Trying to be reasonable here. So okay. So 13, do you have that written down? So we'll have to come back to the superintendent and figure out when 2 next have the
discussion. So it might not be at the next governance meeting might be at but to be scheduled. One later in April.
Early May right. I see lots of confuse faces. Dr Anderson. I do agree. I don't think we need to add anything else else right now because we want them to focus on the air policy. So
I think we should take. >> That has a pause. If the superintendent feels that it is more expedient to have a motion around those 2 dates, I don't think that ruins the
park. Let's just go ahead and have that motion be made. So at least they have the direction to move into for next year's calendar. And the
last thing next to last thing I did share with you all the data that Marty had Mr. Smith provided us many years ago that showed. All of the things
that you are asking for. Please discount the first set. I for some reason I had one PDF document. You need the excel document that has all of the tabs with all of the
different disaggregated data and I had a question because I side on the policy before. And of course, it continued with the new draft. There was a
clear demarcation of semesters. Can someone help me better understand that? Is that because of the half year because we've had this conversation regarding
semesters. >> And what they mean here. I don't know if that's the EU question. Missus, Smith or Doctor Reed there may have been a demarcation of
semesters, but it doesn't affect the length of the calendar. The five-day weeks minutes unrelated to that. Okay. Because it showed up in the policy just made me wonder, was there something
we're missing in terms of? When semesters needed to to. And time of the draft policy from twin was 83 was little, too. I believe, okay. I just
thought maybe I do know there's a draft is a C for the believe that was posted and still is available publicly on the under the governance committee from the fall of 2023 November. And I don't know if the Semester's showed
up in that or if it was pre that Marty Moore. Because that one from 2023 cause. I do have that here. I We've had that general went anywhere. was
posted as it up being direction because it was tabled. It didn't get move forward as policy was table right with the direction. And I do want to say I still questioning that direction
because our direction is as a body and I don't recall a vote on that to give that direction. And I know we had that conversation, but we didn't Division Council answer that that it was indeed an and
the previous discussion. And good afternoon, everyone. Excuse with the semester discussion. At some point there was a discussion around trimesters and other ways to
delineate the year. >> And so many boards ago, there was a discussion around maintaining semester approach versus the trimester or or other way again, breaking up the school year.
>> But that explains the fact that it was kind of a pen center. Yeah, I don't think that would affect the length or the days, but that there that's true. There are divisions around the country that split the year by 3 year.
So I think it's a great question. Okay. It's 6 Mr. First, what do you think about sharing it? >> I can get this done with
you guys in 7 minutes. >> 7. Okay. I mean, I'm OK for it. It would be a big thing to do if we could do It's OK, it's not going go for it and
the pull up the Google Doc, please. My goal here is to walk you through as I've talked to Chair Marin. I think we all agree that there are
things that. >> R R. >> Incorrect in the governor's manual either because we've already voted to change it or because it's just from a previous era where we don't call the strategic plan something anymore. Then there
are things that we all do in practice or think that should be adjusted in the strategic and the governor's manual. And then there are things that are probably highly debatable between board members or whatever. This is the first
thing. This is just like a fact check of the structures governance panel. So that what we're using currently reflects practice reflects board direction and they're all
linked as well as remove things like the old ignite strategic plan and things like that that we no longer refer to anymore. So I'm gonna go page by page and show you all the work on the first page.
You'll notice that the board gave direction to address the at its to the strategic plan in December of 2025, those are not yet in the current version online. So they need to be added. Where do we don't have
to worry about that? The board 30 voted to do that. So it just needs to be updated. If you scroll keeps growing until you get to the table of contents. Again, there's an
item here adding the admin committee. The board did that quite a while ago. It just hasn't been added into the government's manual. So you'll see the link there, the board action that resulted in that
same thing with the conversation about Pak there in table of contents same thing about these additions around CPD see in penned to
seize these. So thus far, everything that I've noted are things that the board has already voted to do. They're just not there yet. We're about to enter into a section where there are things that
are updated based on an inaccuracy. So when we get to Page 10. It has strategic plan. Overview. And here
you'll notice that it used to talk about the ignite strategic plan and it listed what the the goals of the night Strategic planner this now uses language from our strategic plan website to talk
about the current strategic plan. And the pillars, the goals and the equity commitments so that language is all from that site. Just
repurposed into the governance manual. So that is the first factual correction to the government's manual that I'm putting forward here. Again, all language from the strategic plan according for
the goals, the equity commitments, etc. Continuing on and on Page 12. this just changes it to correct it from 3 goals to 5 goals, which is
the current strategic plan. Continuing on. 2 page. Just a
moment. And the reason this doesn't look like the normal governance manuals because they removed all the
formatting, go to page. 35. You'll see that there's a correction to remove the reference to ignite. Which is no longer the name of our
strategic plan. And then fix typo there as well. And then you continue scrolling. On
page. 43. Again, a correction for typo related to the strategic plan having 5 goals.
On Page. 44. These are more. Pointing out that we've already made these changes and they just are not currently reflected in the strategic government spaniel said link
the board's action that made these changes. It also updates the the name of foundation. So again, I'm just pointing out
that these are other things that we've already done or things that are just incorrect. Scrolling again to page. 46. It pick it up at 6
is a few typos. And at the bottom of the page, it adds the admin committee. Again, just like we did previously to reflect the board's vote to do to create the committee. And
the next page. FORTY-SEVEN is the addition of the admin committee, which again, was approved by the board. Previously. It's just not in the government's main yet. Even though we voted to do so. So that's the language that
was approved by the board previously. On the next page. 48. This is the language around CPD. See that was approved by the a couple
months ago. It's just not reflected in the current governance manual yet, even though we've already approved the language. Scrolling on 2, there's a typo at the bottom
of page. 49, that is fixed and 2 typos on Page 50. And another save type was on. 51
52. And then on Page, 53. And again, there's a couple typos, but also the striking pack for the board's votes and the
renumbering of some Roman numerals and on page, 55 more a few more tables fixed. Small, like one character, typos. We keep scrolling on
Page. 58 there's a correction for the current strategic plan and night. And then I think
we're near the Another table at the bottom of page. 65. And then on 70 on Page 70, there's
a couple typos the fixing of a URL. At the bottom of page 70. This is a reflection of the
past vote that we just had on the timing of of public comment. Mr. address correct.
>> Citizen participation of CBS that Edu. I believe And he keeps growing. It's not. What is it? Community
participation? Good catch. Thank you. It's just right at my eye level. Unlike 55 also is on let me all right, Mr.
First are doing great, but you're at like 7 all right wrong that that might be and that the puppet put
>> That very well might be. >> on page, 91. The state has a new
>> rubric that we use that our last evaluation. We just need to insert that here. it's almost just at a new section. And I didn't want to copy and paste the whole thing. and on
Page 93. This is reflective of the board's contests. On the appointments. And then page.
93 94 again, this is related to the CP DCF packed changes that were approved by the board. revision to the revenue rose at the bottom of page.
95. And we are now in the up and the season. I believe. At the very bottom on the last page, we add 70 71 to reflect
the most recent changes to the governance manual. And that's it. So none of these are things that the board either already approved. And they're just not reflected yet or that
are just factually inaccurate because because something else now or we do something else now and then Mr. Realize that. >> with there be a 72 that captures all these changes, then. After the board votes on
Okay. All There. Any questions or can I make a motion? Can I make a motion its chair? No to someone a move that the
governance committee the edits to the governor is making reviewed, Mr. Frisch's moving that the government's Saint John-Cunning second inning that the governance committee send the edits to the governance manual has reviewed to the full board for
consideration any further comment. On the consent agenda, please. For for can station on the consent agenda.
And I can sense the clerk, my written motion language, OK, any further comment from the motion makers? No, this is tremendous work. Okay. All those in favor of sending it to the full board for consideration in the U.S.
because agenda that is unanimous. Well done things off. And at 6.12, this governance committee meeting is adjourned. Thank you, Mr.
Fresh.