>> Good morning, everybody. Good morning. Good morning. I believe we have a quorum. So we're gonna go ahead. Get kicked off. This is a budget team is ready. We'll go ahead
and get kicked off this morning. So welcome to our very long work session today. I'm excited to start. With
budget Committee of the whole for those who are not aware the Budget Committee's action committee of the entire board. So we can start our work session this morning with a meeting of the Budget Committee with our budget
fiscal forecast. So I would like to go ahead. Turn it over to Doctor Reed to introduce the team and and go from there. >> Thank you. Miss Sizemore Heizer and it. We're thrilled
to be able to launch our budget presentation I will turn it over this point. To Miss Burton R chief finance
officer. My comments prior to Burton introducing her team and beginning, would just be too talk about how important budget is right. The budget is
a foundation of everything we're going to be able to do as a school division and well resourced divisions are able to provide for their students and subsequently our community
and ways that. Systems that are less resourced are not able to do so. This budget conversation is one of our most important, honestly conversations and one of the
most important bodies of work. We're going to engage in this year. So I appreciate the care and the thoughtfulness of the board has done this and
appreciate our community's attention to this topic as well. So burden, if you introduce the team and share our forecast forward a thoughtful conversation this
morning. Good morning again. I'm Le Burden CFO and I have with me, the budget director, Alice, we Kington and assistant budget director Matthew Norton.
>> And Lisa Hall is also here with us. Because at the end, I think we have a sign on the budget communications plan. So if you can go to the next
side. You know, as you all know, done this before. This presentation provides a preliminary fiscal forecast. For the school operating fund
for the fiscal 27 budget. It includes early projections for key financial areas that driver budget development and it's prepared in conjunction
with the county for the fiscal forecast discussion at the joint meeting on December. Second the potential expenditures aside this every year. But it's important to say it again should not be
interpreted as a recommended budget change or what the superintendents proposed budget. I include, of course, their commonalities. But, you know, we're still a couple of months from from delivering
that budget will get better information, better data along the way. So this is truly a very early preliminary forecast and it's also worth mentioning again that the
Virginia code section. 22.1 dash 92 mandates that the school board prepare and Needs-based budget 4 school
for the upcoming school year. We thought it would be a good idea to just remind you all of what the root, what reductions that we had to take in the in
the current year for fiscal 26 that those require difficult decisions and we reduce the budget by 121.3 million. And
that included renegotiating the collective bargaining salary proposal. Delays in planned investments. Just missed a staffing formulas including class size across
all school levels. >> But we did allow schools to >> carry over and it a greater amount of funds to mitigate the impact of the staffing
formula adjustments. Next slide. You know, we still are in an environment of great deal of uncertainty I'm
hopeful about the federal government shutdown, that I know are yet in my opinion. We also, of course, continue to have concerns regarding the future of federal grants and
the impact, of course, on federal funding on on the Commonwealth. Chronic State underfunding as evidence by the joint legislative Audit
and Review Commission in 2023. Funding deficit still exist. Hopefully many of the jailer recommendations will be implemented given the new leadership in the governor's
office next slide. So given the economic uncertainty. The forecast considers no new resources and departments were encouraged to repurpose
existing funds for programmatic needs the fiscal forecast is a base level budget that requires compensation adjustments per
the collective bargaining agreement. Enrollment student needs. In a fit right changes
pensions health care. And then contractual rate increases. We
don't we don't. We don't normally get a county transfer many until like December first, the day before December. 2nd. And we don't try to project that for them.
that's within their line and not ours. And so we always have to be decided there. So we have the same. No increase, although increases over the
past few years have range between 4.6% and 6.8%. State revenue. We're assuming a 17.3 million increase based on
sales tax and a projected LCI change offset by projected enrollment decreases. And then Federal River Avenue were just assuming that to be levels. There wouldn't be any change.
So the total projected revenue change at this point in time is 13.2 million. And again, typically at this stage, we have very little information
about potential revenue. So going to the little more detail about the required expenditures for this very base budget. We have step increases funding for step
increases, which are merit increases based on qualifications and experience is included. The last one that was provided was and fiscal. 24. Marcus scale adjustment of
3%. This provides a percentage increase, applied to salaries, quit scales to keep pace with him, rising crosses and and the market and each one
percent of the NSA equates to 31.6 million. fcf PSA, collective bargaining unit and those negotiations are
incomplete at this point in time. So that is to be decided. We do have some benefit right changes. It's preliminary forecast assumes the impact of health and
retirement rate changes for a rfc vrs rights will not be known until December and there are no rate change is currently for FC ERs. Enrollment and student needs
shows a savings we received. Enrollment projections recently and we are still running calculations for special populations. So this number represents classroom
teachers and other general staffing. So this number, this decrease will may go up. It may go down once we complete refine our calculations for
special education, ESL, those kinds of things. And then contractual in true includes escalations that we already
have in place in contracts, renewals leases. expenditure changes that were present, have recurrent costs that were approved. A quarterly reviews.
So the total required expenditures are projected to be 193.0. 8 million. And just again, it's bears repeating that education is a very labor
intensive enterprise with 89% of the budget funding, salaries and benefits. So even if we tried to do a very base level budget, the the labor
intensive and industry is going to require greater resources for salaries and benefits as a result of that.
This table reflects the salary increases by category staff, every seat historically, this chart is always in the approved budget. Step increase reflects movement on the pay
scale based on merit experience in service market scale adjustment is a percentage increase applied to salary scales intended to maintain pace with rising costs. And a scale
implementation is a targeted pay range for a subset of employees. Typically based on a market study. I think it's, you know, if you look at this chart, you know, it
immediately jumps out that in fiscal 26, we gave 5, 6%. 25 4%. If like 24, we give 7.2 2% in Fy. 23, we gay 6.6, 8%. And
those sound like large numbers that you should be aware that over the last 4 years, the state initiated a total of 18%
in salary increases. For 23. It was 5%. 24, it was 5% plus 2% on January one. In 25 it was 3% in 26. That was 3%. If
you add all that up, it's a total of 18%. That y'all heard me talk about before they the state only funds our salaries based you know. Basically 20%
and 80%. So for that 18% state salary increase, the state kicked in 108 million and the local increase was
432 Million. Once again. I don't believe the state is doing their share. Next chart.
This shows the master salary comparison. Again. 7 Pierre Divisions and we are at 102.5% of market average minimum
97.1% at the market average mid and 94.3% at the market average maximum. We rank second of 8 at the market minimum 5th of 8 at the market mid and 7th of 8 at the
market. Max salary level. But this ranking is improved. So so much over the last couple years because it was their intention to be able to
compare well with their market because as you all know, we're all competing for a brand new teachers coming out of college and being able to say that we pay to We're near the top is very valuable to get those new
teachers to come work for us. And so you should know that at the minimum level at him a step one in fiscal. 24, we
ranked 7th of 8 divisions in the rankings in fiscal 25 due what we put forward and was funded. We to rank 5 of 8 and
in fiscal 26, the current year we rank 2 of 8 divisions. So in 3 years we have gone from 7th of 8, the beginning salaries, 2, 2, of 8 in
beginning salaries. So we made great progress there. This shows are gap and yes, the projected gap is 180.0,
6 Million. That the thing that jumps out to me is that last year, the gap at this point in time that we proposed that the
fiscal forecast was 275.3 million. So we we have reduced that number. But just putting together base budget at this point in time. That's nearly
100 million less than what we requested last year. You all heard the statistic before. 85 1% of the fiscal 26 budget focuses on instructional
programs and that includes, you know, special Ed structural support, a dull and of course, elementary middle and high. We have support programs which is defined as transportation facilities.
Management general support Central office and that accounts for the rest. Each one percent of the overall budget for instructional
purposes is 33.3 million and for support programs. One percent is 5.9 million. You on
community has grown to rely on programs and services that differentiate fcps from other school divisions. Here are examples where we exceed the minimum state standards,
activities and athletics. Advanced second Greece. Source teachers applied behavior, analysis, preschool. Autism and he had staffing assistant principals and class size. And
then other programs are college and career Specialist Elementary art music and PE especially teachers. All of these areas are areas that we
are going to have to look at in the event that we do not get funding because these are the areas where we. Fund positions and support in
excess of what is required by the state. And just to give you graphic of kind of what we're talking about. This
shows if CPS staffing be on the S O que and in every school, if CPS has. Plus 6 administrative in front office
staff than as required by so cue 9 teachers more than is required by cue 3 and a half classroom instructional aides into specialists. So the
average school has 20.5 positions that we fund that are over what the standards of quality require. And another reminder, Jalen determined
that all Commonwealth School divisions, all 132 of them collectively spent 6.6 billion more than the standards of quality. And now I will turn
it over Sizemore Heizer who's going to talk about school board member priorities. It's at a thank you and thank you for this detailed presentation just to set the stage a little
bit before going to priorities. This is our first fiscal forecast. Obviously, a lot of information is not yet known and still being no, but its way to set the stage kickoff process based on the
work session we had in this ring after last budget. The team has been working very hard on a budget communications plan, talking points, handouts and a website. So Miss Young but
Hollister to answer questions about that as well. But you see in information come out about that in the last few months so you're welcome to ask that Mister Glenn Hall about in the communications as well. And I I have asked for
talking points based on the slide for the board members to have going into our fiscal forecast. No joint meeting. So just to go on to talk about school burner priorities, as you may know, in the
governance manual. And this is the same process we use last year, not change anything, but the government's manual requires that we. Work with the superintendent that the budget can budget chair and
vice chair work. superintendent and assistant superintendent to gather and consolidate at school board member budget priorities. So in the process of that last year we sent out if you recall
a Google form for you all to share your priorities. We are asking because we're the entire division is aligning our work to the strategic plan. We are asking the are
not required to align your priorities to the strategic plan and as you'll see in the form that will send out later this afternoon from the sticks it in. I same as was sent out last year. There's a spa FIA to list your priorities and
how which Gaulle goals it may line too. And at the bottom, there's a spot supply list. Whatever you'd like to list, all of that will be consolidated into an Excel spreadsheet insured would doctor Reed, we're asking for
you to have those turned in by December 5th. So after the board discussion to if you go the next slide, please. So as you can see, this is the governor's manual charge for
the budget chair and vice chair to work with the superintendent assistant superintendent to gather and consolidate board member priorities. So we'll be counting those priorities. So after the discussion today will send out that Google
sheet, all those results will be in one document. We're not going change anything. You said we're just going to put him on one excel spreadsheet to consolidate them and share those with the superintendent as she develops her budget to
give a question misleading. I just was curious. Given slide Sixt 12 with proposed cuts.
>> Is it makes sense for us to perhaps also weigh in on those. I mean, last year, a list on my priorities, right? Well, with all due respect, none of them came from mission
right? I mean, other than I academic standards, right? Like but other things related to school counselors are the things that may be important to me. So I'm just wondering because we're looking at
probably a deficit. Should we be commenting on slide 12? So you get bored input on the potential things that are listed here. I'm absolutely
so. And the form that were that was developed last year, there's a section of the end for any other comments you want to list. So you welcome in that section to share. >> Your thoughts on that? I'm happy to put a thing on the form about what you feel is
more important to save or to fund as well. But we're really going off with the government's being required, which is just to collect the priorities. But so I would suggest that last part of the form, which is kind of any additional comments or
priorities, you're welcome to list on there. Police say these and even in the budget priorities you welcome to say, I want to add anything new, but I want to make sure that we protect X, Y and Z that
could be a priority. Also. And also if we're going to have to cut, this would be my priority of where to cut. Yeah, exactly. here here and here they got priority doesn't have to be what you want to add. It
can be anything that's a priority for you when it comes to the budget, whether it's protecting a position or this is a position, I think we could cut. However, you want to phrase that it's really up to you and that documentation. All we ask is that if you
would like to align it a strategic plan goal. But yeah, in this they're of the budget. It is hard to add additional priorities. And I appreciate the staff, you know, talking
about that. But you're welcome. The party's a list of have you want. But you want to comment on slide 12 for comment on what you like to see focused on. The question. Thank you for that question. This lady. That will be
sentenced later today from look out for an e-mail from MS Dixon. I around that and they'll turn it back over to the budget team to talk about the budget question process, which also is has not changed from last year's process, which I think worked pretty
well. We've got some positive feedback on its alternate back over the budget team. Yeah, the budget question process. It's it's the same as exact as last year that they'll be your
budget. Questions can be submitted using a Google form. >> School board members and board of Supervisors are allocated 5 priority. One questions on a rolling basis and then priority 2 questions
will be answered afterward. Access requires signing into it. Fcps schools DOT net account. And after meeting this afternoon, we you'll
receive an email with a link for the fiscal 27 budget question. Google Dot and you can submit any questions there and we'll get them answered as
quickly as possible. And then the budget communications plan
can you hear So just briefly, I think everyone received information about budget communications plan. The update on that is that we will
have the website go live after the work session. Tool Kit links will be distributed following work session. The talking points, the slide decks and one pager and then
content will be added regularly. That includes videos and more one pages, whatever is necessary so that
that is the updated this time. And then snow slide the calendar. And so the upcoming dates December second, the joint meeting and the governor
will release their budget on December 17th, the introduced budget superintendent releases on January 22nd in work sessions in your public hearings and then the county
executive will release his fiscal 27 advertise budget on February 17. >> Great. So that will go
ahead and turn to questions again. This is a framing. This is our preliminary fiscal forecast. Just the kind of a setting the groundwork for where we are in terms of our budget ballot EASA budget this
year, things that we've found is simply just back and information about what we're looking to fund. What is yes, accuse was about DSO Q. So then turn it over to questions and we'll start with Miss
mayor and fall by Dr Anderson. Good morning. I had some questions about some of the slide. So if clerk team could please help with pulling them up, as I ask one of them is
U.S. side 6 about the transfer situation. So I just wanted to clarify something that was said the first bullet talks about an increase that ranges
4.6 6.8%. >> It seems like there's a mix of talking about dollars and percent change because we know there has not been an increase
in the percent transfer. So can we please get really clear about what that scene? The county transfer percent was
not level last year. We're assuming the county transfer will be level, which is a poor assumption to make. But need to learn from last year. We
cannot guarantee that it will be a level. So. Can you clarify, is that mixing the percent transfer in the actual amount? Because if I look at it that that statement is not correct. From what I
understand. Well, the reason that we're not. Forecasting the county revenue is cause. We're assuming at this point in time, as we always do at
the physical for gas that the county transfer would be level meeting. We would get exactly the same amount that we got in the current year because we don't have any data on which
to. Do projections for the county transfer and they probably would have a problem with that. Anyway. you look at the Kent County grants for
increase year to year, this fiscal 26 county transfer compared to fiscal. 25. Fiscal 25 compared to fiscal. 24, the final numbers that county
transfer his increase from 4.6% to 6.8%. OK? I understand that. But it is complex. We're real weaving the percent change of a lot of money to a
lot of money. But we also talk a lot about the percent transfer. So do you see how it can be confusing? So I have this sheet of all of the past transfers. I had this huge of
all the past transfers and the dollar amounts and we can see that those are. This is conflating 2 different things and it needs to be clear. We
need to talk about apples to apples amount of transfer percent of trance or a few. I'll leave it at for that point. If we go to slide,
please. what this man, if I could. I think what you're talking about is the percentage of county funds that are coming to school if CPS and you are correct that
the percentage of funds has eroded. So was that despite 6, please excuse me. So here's my concern and I'm going to show it on slide 8 and slide 9. If
a member of the public looks at this, it does not look like we are being underfunded and that's a problem. And the bigger point I want to make is
the communications plan is right now. It's every single thing we put up in public and its how we talk about the budget. It's not some talking points we're going to get after this meeting. This is a
story and the story this is telling is that we've got more money. So it's really hard for me to advocate for more money when it stated that way. I'd like to show on slide 8, a
similar thing I'm so glad that it was stated that the state requires a match. That date is than anywhere on the slide. That's a problem. Please arm
us with the information and make it more compelling. Just like that. Jay Lark data that shows that big gap give us the visuals. Tell that story,
please on slide 9. Same thing. Well, if you look at slot at our minimum, we're doing well. But if you look at our maximum, we are very behind.
So help us tell this story better to the public that says we are competitive. Just clearly the message is we're competitive at hiring new teachers. We are at least
competitive at retaining experienced teachers based on our salary. And I also do would like to know where the mid number is on our fcps. I'm
not sure why that's blank. We'll take a cup at least. Any comment back before the
Anderson. It will fix the chart. That's death and Dr. Anderson. Yes, thank A comment
that I want to make before dive into my questions is I am appreciative of having this discussion so that we can be more prepared so that community can be more prepared
for whatever we end up. >> Happening in May, because we already had heard somewhat from the board at least from Brian Hill back in September that there are no additional
now new dollars for us. That mean that was a whole Fairfax story about it. So minimally doctor, wait, I appreciate the opportunity to have a thoughtful plan. Full
conversation with this difficult budget year. One of the things that I want to talk about this, a slight for where we are hoping that there would
be some additional funds coming from. >> The from Richmond from the state being that we will have a new governor very soon. One of the things that I want to
make sure that is clear additional funding from the state will not be an tethered correct? It will always be when we will always have to have a match or is there a pot
of money which could potentially be untethered? Can you speak to that? Please? Dr, Anderson. You know that Ave resists speculating what a
group of elected I do. Because 9 times out of 10, I would not may be wrong. So I'm not I cannot speculate what the General Assembly or the new
government do, but I can tell you that. >> All of the literature that was put out by the Abigail Spanberger says that funding
public education is the is her top priority. >> Right. Haven't set that. What I'm trying to say. If that were to happen, our LCI, we'll be applicable to any of those additional revenues.
Yes, or no. Assuming they do not change the formulas with which they allocate funding. >> So if we receive various
increases, it will always be that we have to offer an 80% match to it. That's what I'm trying to make sure we are clear about. If they don't
change any of the formulas in which they allocate funds, then that would be correct. >> And frankly, I don't see any space for that to be changed this year because there hasn't been a lot of movement on that. No matter
how loudly. >> The northern Virginia has screened about it, right. Like one of the things is the fact that they use weighted average forced one of the J lark items
was that pushed down the salary assumptions that they make. And that's one of the reasons why we get such a small amount on the compensation because their salaries are higher you know,
a lot of people and I raise this because I want added X, manage expectations because several years ago when governor then Governor Northam brought forth 5% for staff.
>> We could not match it. So we were not able to take advantage of the 5% because the moneys that available locally only allowed us to take advantage of 2 to 3% at
that time. I just want to be sure that that's part of the conversation, right? If they decide to throw out there how they calculate the salaries.
>> And used the actual average, then we would absolutely received more than the small amount that we receive currently, at least for compensation.
>> Thank you. Slide 6 on slide 6. You have the federal revenue transfer at 0. Can you speak a little bit to that?
>> don't. The only federal revenue that is in the school operating fund, all of the other federal grants are in the grants fund. So it's only ID. And Carl part guns that
are in the operating fund. And we have just assumed that that funding is going to remain level, meaning that amount very grant award in fiscal 26 is going to be exactly the
same in 27 because with you know, is it the the broaden edx from the federal government still do not have
enough detail for us to be able to predict what they might what the fate of those grants are for school divisions. Currently, we're
we're just receiving greater scrutiny reimbursement requests in the current year. But the money is flowing. It's slowing a little slower than normal because of this
additional scrutiny that the dog is is placing on grant reimbursements that we are receiving funds that too. We were promised when we were, you know, prior to all of the
federal government. OK, when I'm glad to hear that. >> One of the things that you talked about here as well under the state revenue was being offset by enrollment
decreases. You said that a little bit too quickly. Can you give more detail? Yes, Enrollment is reduced from the
previous year. >> That was the year that we're in currently. What we've seen is the actual enrollment September 30 is is less than
was projected. there will be an impact on state revenue because many of the state on items are funded based on ATM, which is enrollment it with
except for Pre-K its K 12. And so we would expect to see a reduction in state revenue that's allocated on a per pupil basis. Due to the
enrollment loss. Thank you. And Dre. What September? But >> I I'm look and get that to
you. I think we got my time. I said it before. And it just kept on going only about 8 seconds. Please give doctor
states seconds back. I know we are down about one point 5 to 6% somewhere in that area. And I think get the exact numbers
for you, but I think we're somewhere between one, 70 71 78, but we continue to grow over the course of the So we
continue, you know, to add, students were down a bit from last year, like I Over one percent somewhere between one and 2%. And we'll get you the
exact numbers. Thank you. would appreciate that. >> This is now slide. 7 on slide 7. The expenditure categories articulated here
for the step increase in M S A. >> These will be applicable to all employee groups. >> For the purposes of this
preliminary fiscal forecast. We did include all groups in those cost calculations but you should know that the only group that is sitting out
there is the PSA group and that's about 1400 people. So it's a very small piece of not real principal supervisors, administrator, thank I didn't
know we had a new acronym FCF PSA. Thank you. And one more question regarding this is on slide. 8. >> I'm not sure how to
calculate some of the things that you shared. You mention about a 6%. Did you at the step in the MSA in that presentation?
>> I didn't follow where you were going with that. >> Yes, I just added the step in the MSA together to see what kind of salary package we
provided in. 26. 25 24. That's all. That's thank you all to go back. Please. Thank you. Can go pick Miss Anderson
followed obviously. >> I just wanted to say again, that last year we did have an increase related to some of the jailer advocacy that was outside the LCI cracked. So
the support kept related to special education. He's outside the support cap. So there are or outside the LCI. So there are possibilities that would relate to funding. That would actually be real dollars that would show up for
us. But I think that we all can can spend some time to learn more about advocate for. I also know we are currently in benchmarking. You're correct. Yes, we are. So in
theory the LCI is going to shift just slightly. That would would provide benefit to the division. That's correct. Going back to the discussion that we're talking page on
slide 6. I just want to reiterate one more time that 100%. We did not receive a county transfer that we requested last year, but we did receive an increase in the
county transfer. And so I understand what this is trying to aim for is giving us an average over the last 4 years of what we have received related. But the request is always going to be different than what we've received. We
also have to be mindful of the fact that has things like. The bonds increased. That is the debt service is part of the overall transfer rate. So as
we're advocating for more van transfer, things like that, that does impact the amount of real money that we have in the operating fund as well because it's all one pot of money. So I just want to make sure that we're kind of all levels set
that we did receive an increase last year over what we had received the year before. And I think this is some of the frustration and the tension that's happening
between us and the Board of Supervisors that I want to make sure that we're clear about moving forward is that, yes, we did not receive the full transfer that we requested, but we did receive an increase over what we had
received the year before. And so we I think continuing at this moment burden we talked before this presentation about
the fact that there's a possibility that if we saw some increases from Richmond this year, that there's very real, there's a very real chance that the number, the
scary number that is on the next couple slides. It isn't quite as scary. And so it's more doable when we're talking about the fact that we are going forward with a very simple needs-based budget
based on exactly the needs that we have and if we can continue to advocate for the state to increase some of that funding as well, then we're in a very real position where we
could meet our obligations, which is I think all of our intention related to the CBA and everything else. So I just want to advocate again that I do not want us to continue down the path of being in
direct conflict with our largest funder. I think that it's extremely important for us to be working carefully and closely with the Board of supervisors to get what we need and have them fully understand what we're trying
to do here. And so I that there's no there's no new money in any of this. And just trying to meet our obligations. So I think that that's an extremely important
point for us to focus on. Thank you, Miss Lady. >> Yeah, the piggybacking a little bit of that. I think on slide 6 of the beneficial into the county transfer bullet. If
we just included both right, the percentage of the budget that we get from from the state. I mean, I'm sorry from the county and if you're going
to do the past 4 years, then the percentage is listed for the past 4 years because, yes, well, there has been an increase. The part of the pie that they're keeping on their side is increasing much
higher. I understand. And I think that the public understands everything costs more right. Everything costs more. If we go to slide 8 for
second I think it's here. When you were talking about the 18% increase in the state and the
fact that they contributed 108 million to that. And we have to come up with 4 32 Million. Can we put that on here? Just like when the state quote, says We're going to
give everyone $1000 bonus or whatever they call it last year. And I remember listening to one of my delegates at a
public meeting state that that the governor told him that would cover all of our employees. And I had pulled him aside afterwards and correct him on that because of our saq. So when they say we're giving every teacher 1000, it's not because that
costs money, too. And then if we can go to slide 9, I just need to make the point here because people don't really understand that while we're recruiting well and why we are
close to number one in starting salary. >> I am tired. I'm tired of watching our veterans walk out the door do another jurisdiction. I don't think our public fully comprehend
that what it cost to train up new people and what it how painful it is to watch your best. >> And forget your best move >> Where we are. We are robust. We have great people.
If they've been here 10, 15 years, they're fantastic. And because of the top 4 scale, they're leaving us. We can't emphasize that enough. So I don't know if we've got data
points on where people who are leaving us and are not retiring. But I think that's important point to be made is that that's why that number
matters and then finally, just because I have on slide, 12, we got to get college career center specialists offer that slide. I'm going to tell you that when I was a director,
there's a point in time, but where there were several points in time when I was without my cause. Chris Center specialist. I mean, you've got to be resuscitated. I don't think that we understand. I
don't think that people fully comprehend the volume of work that goes to that office and I don't it. And the skill sets that those people possess. So I'm talking about 26 people in
the county. It's not going to be a big item, but I am very strongly emphasizing of we're going to talk about College-going culture. If we're going to talk about course taking patterns for it to all these things. We've got
to have that position filled in quite frankly, at some of our largest schools. We need to. Thank you, Miss Lady. Mr. Moon followed by the Saint
John coming. >> Thank of that. offense with a presentation I have a few questions to ask. gonna start
Heat. And I understand you're wrong. You need to be looking at everything. And this
particular chart as Continue with budget work in terms coming up with the petitioner. look shuns if you have to
reductions. This chart. >> Was included in the discussions about the approved budget last year when we when we, you know, conveyed that we
would need to cut our budget by 120 million dollars. And this is just a list of where we exceed what Sochi requires.
So at this point, you know, certainly these are some areas that we are we are looking at to see, you know, how are we over Sochi? Those kinds of
things. But, you know, none of that analysis is is ready for prime time, nor has any decision-making been met. Been had that would identify with which one of these things or
any of these things would be reduced. >> So when do you expect to start any work and looking at any these items? He waiting on to board to give it to for them do that, to the to
concert, Amelia's war is to step on On loan. Started looking at these. >> You know, we work very closely with the superintendent in putting
together the proposal for the super intense proposed budget on January. 22nd. But until we know what the actual revenue is, which for the state, you
know. Governor Youngkin will introduce his budget on December 17th. There may be a distinct difference in the
budget that is that we end up with based on the General Assembly's work this Bamber. So we probably won't know that
until crossover as far as what they might. And so in order to decide whether we're going to have cat or whether we are and what we are going to cat. We first need to know what the
revenue possibilities are. And at this point in time, we don't have any information on the revenue possibilities. >> And when he's the crossover, I think you show
the time 9 on. Page 19. >> 3rd week of February. family.
>> You know what? I'm trying to avoid the easy to people last year. Making 70 But it changes at the last minute. And I was really hoping that
we had time as a board member, one board member. 12 us and to collect the body. And coming a more more more, what thaw to
the art with this is we need so without. With my not to see what happened last year again to see I'm really hoping that.
Superintendent established an ATM. Show, the information publicly or or, you know, somehow just to just to keep
it yourself for the time being I got you know, work has to start already leading one to 2 weeks before the decision to be made with that said that. I
am going to go to the okay. Let me let me ask this with that. Number 12, along with the 11.
>> Is any 11 is Soto pie chart. Ease any of what I see on Page 11. Not if elected on
page a tour page 2 should be Looking at the items and pays top. They seem to be coming
from. Everything on Page 11. It yes. I mean, we in. >> In all of the schools, we use a BSO que.
>> And in air is structural staff air, you know, leadership. All of that is funded somewhat by the state. And all of that is is part of.
>> You know what we would be looking at. So if you're looking at everything that he's on pace the top public, that we are looking at every
program, every part of budget. >> And with 190 million dollars. >> And video on screen time, additional expenditures,
budget will grow to be about 4.2 billion next year. wants to increase and the percentage
wise. About 5%. 5% and 180 million dollars of again. If that is divided by. Property tax. 41 million
dollars per. Sent. Correct? That isn't a 6 sense. Yes, trying to anticipate the argument. >> Yes, although, you know,
typically when the county executive, you know, steps out with the fiscal forecast in on December second this year. The only thing that we see in the
county transfer. Assumptions is the. reassessment of property. Not a real estate tax increase. We usually do
see though, what is I essentially re re benchmarking of housing in Fairfax County. And I don't know where that's headed right now, but I can
tell you that like last year at this time. What they stepped out with was about 130 million increase due to
reassessments of which, you know, about half 50% about 65 million would come to us. And again, this was on December second, you know, very, very early the year
before that there was about 157 million increase due to reassessments of which half was about 78 Million. So historically, they have seen,
you know, reassessment increases that are revealed at the fiscal forecast that are outside any decision to increase real estate taxes.
It's fair since I only have a 40 seconds left. >> I'm going to ask one question. Asked for a comeback. He's looking forget
I think he's on. Expenditure reductions, adjustments. Is. And the tone over what they
can see included in the pot. Any of the items. On Page 7. What is the part enrollment
and student needs reduction of 41 or 42 million dollars. >> It is not included at this point in time because
attrition has slowed over the last year. And we are not looking at increasing the lapse in turnover numbers at this point in time. In fact,
we may have to decrease them slightly receptions. And as you know, those are negative numbers in the budget. So if we decrease it, that's an ad. But we're still looking at
that that we have had very little attrition in this past year. And so that is impacting those numbers. And that's why you don't see it here. One of the thing I want to mention
that also recall that the county initiated a meals tax in this current year. And there. Estimate of what that
might bring in was 60 million dollars 4 in the first year. But that was just for a half of year, 6 months, period.
That 60 million is probably high in lot of the environment that we're in. Currently a lot of. >> Federal workers in northern Virginia. So the assumption as to what the county might
receive in a half year. This current year for meals, tax is probably going to be last in the future that 60 million members probably too high. But
even so there will be recognition of a full year's meals tax in the next year. And so we should see some increased. They should see some increased revenue there.
>> Even though they made any, they have not made any promise to Sheila. Any part of that with us. not. Thank you. Could a little bit.
>> And just as reminder, Mr. Men, you can share those priorities in that document said was shocked to read Will house. So that's one way to influence that list is to share the party. So the team is aware with the board priorities are. Thank you.
Next, a misty John coming followed by Mister McDaniel. >> Going to slide 11 and I know. You've got the saw
broken down. What I don't see broken down here and I know it's probably baked into some of this. Our >> the services for months, Kylie will learners and
students with behavior. Spurs ocean, emotional required support because I know we have very robust services that we provide to those students. And I don't know that we have the
numbers. Dr Reid, when we talk about. >> Maybe a slight decrease in. Enrollment. But there's an increase in students that need special education services or
other services that do require more specialist or more funding. >> And I think we could get those numbers. It's important in the story that we tell because we do know that people
move to Fairfax County specifically because of those services. And I think we're missing a very important point when we tell that by not telling that story that we may
have less students, but we have more students that require the services and people specifically moved to this county for that and then also showing the success we
have had with supporting some of our multilingual learners that them go on to perform higher than our native speakers. So when we're
talking about this budget and this Tory, it's not just about numbers. It's about people and it's about the fact that we require those specialists that have that training and the
investment that we've been making. So I just wanted to put that point out there. I'm glad to hear that patrician has slowed. But I will tell
you that because it's a really so that is probably my I ask that we tell that story and get. Those numbers out there.
Because we have set the bar so high in terms so cues. We're already hearing from parents. You know, why are there not more teachers, even though we
have? Exceeding the eso que requirements? But we've set the bar so hard high that that's already an expectation. And so that's something else that we have to keep in mind
when we tell the story that we have made this investment. We are in tough budget times. And really that's kind of my only comment. But I would like to
see. The differentiation between even though there's a decreased enrollment, those students, what is the increase of students that require
special supports across the board in in very many different areas. Thank you,
Mr. McCAnn, you. >> On slide 5, there's coming in here on the second bullet saying that this forecast only reflects the base
requirements. So kind put that to mean that we're not adding any new programs in this proposed budget.
>> And the proposed budget, don't know. You know, we don't want the fiscal forecast to usurp the super intense proposed phrase that. Is the fiscal forecast at any is the forecast to add new programs
or not got and does not. It is the very what we can get by with based on the CBA enroll, making value moment. Okay. Alright. And By 12 talking
about. Eso que and what we do kind of above and beyond so to speak and the same thing into slide 13. It will be helpful
to have some dollars attached to these various list of items so we can do calculations based on Not urgent, but having some of numbers of the
good and use a general comment. I mean. And maybe I'm going to be wet blanket here. I don't subscribe. To the notion that were underfunded.
I subscribe to the notion that. The funding is imbalanced at the county level and our county taxpayers are consistently being asked year-over-year to pick up the
tab. Because our tax dollars to go to Richmond aren't coming back in a way that is not putting pressure local homeowners. So I want to be I want to put that out there
because if we go back and look historically the last time we had 177,000 students was 2011, 2012 school year. And that budget was 2.2 billion
dollars. And this forecast is projecting a 4.2 billion dollar budget. We have money we have had increases of budget year over year over year so I I don't subscribe to
this claim that we are underfunded. I do believe Richmond, he's a better job. We've had that discussion. We've been beating at. We've been beating that like a dead horse for months, if not years
now. So I do agree with that. And then slide 13. Now when we're talking about what we're going to have to cut back because there are going to have to be cuts and reductions. There's no way
around it. 13 provides in my opinion, the framework for where we start having that conversation because it's be above and beyond what the state requires us to do. Not the state requirements are all that and a bag of chips.
That's where we have options on slide 13. I mean, 20 and a half positions per school, which is what that calculates up to times 200 schools, us 4100 positions. I'm not suggesting cut 4100 positions.
What I'm saying, what positions are going to be the least painful cuts that would impact the classroom. And that's what I'm going to be looking at through this budget
process. thank you. Thank you. Seeing no others all have Mystics. Take a turn that I'll take my turn will go to go backs. >> Thank you, pardon him. But
a team of for this presentation I just want from that to Mister McDaniel said about the the cost of the cost of living has significantly increased from back then to
now. I think everything is Mike 40, 50% more and day-to-day expenses have gone up and suspect Haitian from the Steph. So I think
discounting inflation in all, I think that numbers kind of matches. I do understand that there's a significant delay. Every deduction in the ask you
mentioned from 2.75 to 180 million dollars. 95 million dollars. What does that kind of bait? Don't read this savings. Come from. In
dollar advise. If you have to members. Largely is compensation. >> Remember that we had but a much larger compensation
assumption. I think it was at 7% at the time we developed and the fiscal forecast last year. also think at that point we didn't know about health
care rates and they were going up significantly we didn't have many initiatives. Beyond the very basic enrollment was
also expected to go especially. I think it was a special education population that required additional staffing. So it was those kinds of things. It's people
it wasn't new new programs or and new initiatives is mostly compensation benefits. It's just it was a higher cost. And then it is this year.
>> Thank you for that. a big believer. already going with the very basic budget. So that everything is I the basic minimum, the person to greet
increse even far go out. I actually wanted to just mention that on the list. All from slide there is obviously a lot of positions for principals and assistant
principal teachers. But there is some things got cyber security and safety and security. And that's on the, you know, let staff so cues. I think the services. These are
very important things. I think just a few days ago, Manassas, FOX City Public School and got ransom attack when they got that shut down the school for
a day matching inconvenience to our families. And our students is and the whole staff of everybody fit have to happen. Jeff, I would I would just you know, they careful
about that at that at no point began, put a guard Stone because cyber attacks happening every government entity right now and their foreign entities and people
who are trying to get into our systems. Same thing with security does really important for us. Turns to feel safe and I would not like any guards in that area and that would be
one of my budget priorities. And would and my questions so lastly, I would say of the the Central office lot of time. We
are being as reduce the size of our central office to do The the cost could you give us an amount lake? was a percentage of I think it stand
a slight. Maybe I'm missing it. But it compared to other jurisdictions. How much? I think you still have a slight of that. If you're How I think
of have less staff budget for central offices compared to other divisions. Yeah, we haven't completed that. We usually get that kind of information from the way. The
guide, which is not completed yet for the current year. >> So that's something that we're looking at to see how we benchmarked to divisions. But we don't we don't have any data yet. We've not completed. And the analysis. Okay. All
the late for that. Thank you so much for Yeah. Everything things. >> Thank you. And I was take a quick turn. A couple things I wanted to mention first since this is such a sour budget
year did bring some sweet mochi donuts for everybody. So of activity. 1, 1, it's they're small. So but they're mighty. Having said that, you know, I I appreciate the hard
work I wanted to lift up again. What we're talking about with this fiscal forecast, what's listed here is really what we are required to spend between meeting our obligations to the collective
bargaining agreement and just a change of cost benefits. Ryan, the change a cost of some of our contracts that we have to maintain and obviously the change in enrollment which is still coming in some of
those numbers to this may change. But we really did here are taxpayers and our Board of Supervisors in saying that this is in the budget times. just gotten worse. That we are
only doing what we're required to do. I think with some of the challenge comes in when I hear in the community is that people want Fairfax County to be Fairfax County, Publix schools. They want everything
listed on slide 12 inside 13. And that's the challenge. Is that? Given you know, that pressure on taxpayers in our current economy at the county,
given what Jalen Cause shown the under funding from the state. And I know there's been some efforts on the support cap and things to address that. However, there is still a need based on the jailer study to address funding,
especially with the LCI formula. And I would say the so cues because that's one thing I want to talk about is that the reason our taxpayers are locally feel so much pressure not to pay so much is
because not just Fairfax County, but I believe every division and correct me if I'm wrong, every division and in Virginia spends more than what the state says it should be
spending on education. This is the challenge. The state says the so cues, the standards of quality is what you should be spending to educate your students. And there is not a
single division, Virginia who feels that they can educate their students even slightly. Okay. With those standards of quality, I think across Virginia we spend and correct me if I'm wrong. 6.6 billion,
all public schools. 6.6 billion more than what the state funds based on the standards of care quality. So if there's a point of advocacy here, in addition to adjusting the LCI funding formula, which
says that we get about, you know, 20% of 23% or $0.23 on the dollar for what it costs us. But it that way. 23 on the dollar for what a pay increase my cost. When you hear
Richmond say we find a 3% pay increase, we get $0.23 for every dollar of that cost. So that formula needs to be looked at. I'm glad the re benchmarking will be looking at that and maybe that will
help. But I would argue that our eso que formula newsy, because that's what's causing such pressure because all those things on slide, 12 that we listed, including very good points with my colleague
Mistick, said those are all things we fund that the state says we don't need. >> I mean, that's the key. The state says RSO cues tell you that we don't need to have
assistant principals or advance academic resource. Teachers are college and Chris specials are elementary music, PE teachers. All of these things. >> That's the point of advocacy that we need to relook from a state level. What is a good public
education and then we need to fund it. Having said that, let's go to some go backs. It the team are Dre. Want to weigh on what I just said. All right. Thank you. We'll start
with this man. says are just really quickly. Are we doing 2 or 3 minutes for cutbacks? It's 11 o'clock we we can do to minutes for this week and another we can do is another route to what people have to
say. I wish we could do This is really important. So I hear board member city asking to better understand the financial reality of the school division here. Desires for information and analysis
and adjustments and how staff articulating the situation. >> So I'm ready to commit to a new approach for budget work. However, I've heard several times this morning phrases like as we always do, or it's
the same as last year. Nothing can be the same as last year. We have to do things differently. So here's information I am interested in seeing provided to the board.
Analysis of how funding for instruction is being maximized. And this lady talked to this about college and career. Where are the biggest return investment for our instructional dollars? I go back to the world language
discussion again. We cannot keep avoiding analyzing where our best money is being spent when it comes to student success. Schoology. If we can teach schoology and maximize
that application that we are paying for. We will see those greater gains. But I have not seen a holistic change in that in 4 years since I've been advocating for that, we need
to understand enrollment Lots of questions today by the board. If our enrollment projections are going down, we need to know that because it impacts even the boundaries. I
residents asking, well, if we add more students to Marshall High School, but we have lots of development that hastens corridor. They're exactly right. But the now here I'm hearing will. There's a decrease in enrollment. So which one is it? Because I've
trusted staff projections around enrollment when it comes to cip. But now I'm not sure we need to look at the whole picture of funding. As was mentioned. That includes the bonds, but also the
operational funds that we're spending can also the in kind sorts of funding that the Board of Supervisors does provide outside of the transfer. We need to look at all of the dollars that are
being spent and where our advocacy is needed. And then finally we need to understand early the options that we may have to consider. There's got to be a revised acceptance.
Just finished this point. That we want. We will not know what's coming from us from the state directly. We won't know what's coming from the state to the supervisors directly. However, I not ready to do
another game of chicken and waiting for us to see what the supervisors do. It's okay to be transparent about the needs we have and have a dialogue with funders. We have nothing
to hide. So how do we do those things differently this year? Any comments? I will say, I
think one way was try to do it different this year is having an earlier budget. >> Work session in September and significant work on coms that we've been doing this year to get the information out to folks, including the
website, the Holcomb's plan that was shared with the board. So there have been some efforts to try to do things differently get this. I think we tried to make it much more robust. The fiscal forecast
that we can serve for castle more what our challenges are and what the realities are. So that's still obviously some room for changes. But I think there's some some of that communication that we heard from the board in spring about
the need for earlier and better communications and laying the found work is what I think we've tried to do in the budget this year. >> I'd love to be able to finish. The point is going to make if we can have 3 minutes. But we have an hour and 15
minutes left. >> That's fine. If you want if you give man minute back in with But it seems that yeah, because I do. And I was just going through the calendar and I'm so pleased to see that
we're meeting with the supervisor December second, not Thanksgiving Week and we are meeting with them on February 24th. What I'm wondering is what new information is going to come
to us because so far today it's been in the vein of what we usually receive. And I don't see where is the return on investment where the
analysys. Why would we cut college and career counseling instead of something else. Show me what is better then to find then college and career
specialists. There's no analysis. What are we going to get? You are suggestions Dr Reid about? Well, if we did have to cut this is what it
is. And this is why. And this is also want mention we have the EO review on Financial and administration on February 6 and I did not find the superintendent in compliance on financial an administration exactly for these points. I
don't see analysis returns on investment. Dr. Anderson. I guess I'm going pick up there
as well because what I wrote on the slide for slide 12 is where do we have the most bang for our buck? >> But I also think this is a list that is I think falsely
alarming because it is not that we won't have assistant principals. It's that we have a different ratio than what is provided every single AP is not going to be removed. So
for me this list, it's a good start, but it's missing 2 things. One very specific dollar amount in 2 going back to the conversation we've had here when we were working on
our legislative agenda. What is the potential impact to all of these pieces? Again, we have time. I don't think it needed to be in this conversation today, but I think it needs to be in
subsequent conversations. If we reduce lets out pick up on what this lady shared because that was the only one that we've had extensive conversation about so far. Korean College specialist.
What could that mean? What would be the impact? Because we will have to figure out where it is that we want to spend dollars. And I think overall what I'm looking for,
Dr Reid, as you're preparing your budget, I know the conversation. The narrative has always been the money is in class sizes. That's where we have. That's where we can get a lot. A lot of dollars
quickly. That cannot continue to be our approach because we could save a penny here. A penny here, a penny here and it adds up eventually to a
dollar. I would like to see how the most strategic. Approach to this instead of we're going to have the beat.
This be applied across every single group across every single school. What would it look like if we were a little bit more strategic, how do we lean into the places where we
have the highest need? How do we use us Capitol instead of a hatchet? I'd like to see that level of strategy when the budget work here is provided.
Also on Page 12, what I did not see is transportation and that may not be above and beyond because I don't. I'm not it doesn't eso que on that. Please correct me if I'm
wrong. Ms Burton, is there security transportation know what they would be included in central office, OK? So perhaps tease that out a little bit because I know we've had conversations regarding some
of the transportation that we provide for special programming. I would like to see that be part of the conversation as we go into this difficult budget period.
But I did have one more question. Well, let me out actually ask you to respond to that Doctor. E could we be provided more impact? Details on these topics that you have
listed here on Page 12. Absolutely. I mean, I think, you know, we're gonna provide you the cost that's above and beyond the cues for all of the above and beyond so cues because as a board.
>> You need to obviously make recommendations. And I think several of you made comments of the last board meeting that you wanted to have more involvement, determining which
things are cut if necessary. So we're going to provide those cost figures for sure. R a Y is difficult. We haven't done an independent program review on every single topic
area and likely won't be able to do that in 2 months. I think we all have a perspective on the importance of different topics, but it would be difficult to identify. And our ally, for
example, on the additional assistant principals or the, you know, different cybersecurity programs, right?
It's just some of those our allies to be really thoughtful, require quite a bit of study 2 review all of these areas and that way, I
think would be challenging. But we can certainly add costs to the above. ESO que funding for the various topics for sure. This year is a very
different budget year because we don't currently we're in year. 2 collective bargaining agreement were not in year one. So we know what our fixed
increases are, which we didn't at this time last year, fully. And the bargaining unit that's still in play. We do have the financials, least tentatively
to look at, but absolutely we're starting the conversation earlier. I think happy to provide all of the the funding pieces. I this
burden can do that. I look forward to the continued conversation. As you know, my budget has to be what I think the the division needs to be
successful as Saint John C****** said we have students that do require more resources. And if we're going to maintain high expectations for each and every one of our
students. That's going to include high support. So it'll be I think, you know, great conversation moving forward, but we will provide the data
you're asking for. I appreciate that. I have to say I'm surprised by some of the things you just shared because 2 years ago when I was budget chair, one of the boys directives. >> Wants to provide our a
while programs which kicked off the ball, work. How is that not going to inform eye on all of these things? Isn't that what been happening thus far? That I'll be honest. I
still I'm so unclear about what the ball work is resulting for us outside of awards. So the work is going to provide efficiencies. When
I think I researched independent research on all program areas. And there are a lot listed there right? So we can provide our best estimate on our ally. And in some
cases, it will be more research than others. And having more elementary art music an teachers, for example, that are on
instructional side. We can certainly talk about the importance of art music and PE. I think we all intuitively understand that the elementary special and lead teachers.
Again, we'd have find like cohorts and that's a position that's unique to us. Quite honestly. So finding a benchmark research. Our live position is going to be more
challenging. We can talk about why we believe it's important here and quite honestly, Doctor, Anderson, we're gonna look at every single one of those areas and say they're all important. There's nothing
up there that worse committing resources to that is not important and isn't good for kids in our county. The question is going to be if we're not fully funded and I'm
not convinced yet that that's not going to happen. But if we're not, then we're going to have to make choices about. You know, which particular programs we're not going to be able to fund. And that's a
collaborative decision that we're going to need to make. So whatever data you need to be thoughtful about that will provide it. I think that's my time off to go back. Thank
you, Mr. Fish hasn't had a first turn and some let him go and we'll come back to the rest ago. Backs. >> Unless you want to wait. >> I just wanted to address
the comment about our ally and Baldrige as memory It was part of one of the board's budget priorities. And then that was
solemn AISD In our work be achieved through the Baldrige work. So there wasn't some esoteric directive on our ally. There was a specific
thing that the board adopted in the process to move forward with the ball work. I just wanted to clarify that. >> I did include that rather
lengthy and want to say, Marty was recent application, which includes a review of a number of departments. And I know many people have been out of town recently, but it is on
the Friday letter. I think this Friday letter past. Write last Friday, I believe that we put in about the ball work, which is benchmark. But I
think, you know, to be helpful in the budget work we can tease out by program that level of analysis that we've certainly done a lot of work done that in the last year.
Thank you. >> Mr. Moonfall that Anderson. Looking my clock. To have a
full 30 even knocked on the door 50 minutes. This is a comment on. I number 9. From
over the question, provide additional information to form to the people, numbers in public. Yes. >> You know, I hate to see us
rent. Number 7 them. But 8 for the maximum son that never, however, I think. By providing. A number of the
year as he takes to get to the maximum It would be important data point that many would to see, you know, for the jumper, Prince William County seems to
be. Way out $149,000. It takes only 7 steps to get or maximum use them number. 29 that cannot. 29 so good. Good on
differences. And we saw contract these 195 days vs. Police wouldn't 195 to 2 by school districts which has 200
days number of us could it 100 work days for the teachers 197 days. So having those additional information probably more accurate and for
the information for public to see. Thank you, Miss Anderson. >> They were just a few things that I wanted to go back to. First, as we're looking at
what's happening across the county and across the state when we're talking about re benchmarking Burton R We we are the reason that are bent that our LCI would be increasing is because the
county is being identified as of having a reduced ability to pay. Is that correct? So if our LCI goes up like if we're receiving more money from the state, it's because the
insinuation is that the county doesn't have money as much money to provide.
>> So the local composite index, if the community's calculation is that we have less, you know, it's based you know, real estate prices that,
you know, income. There's population components. If we are not as wealthy as we were in the previous biennium Aaron
LCI would go down, which means that we would get more money from the state. But that's what's happening. Cracked. That is what we do not have new LCI membership from that day and to some extent it to
get them And so the idea here when and I'm I'm probably looking at the reverse of the LCA like the actual amount that we receive rather than and because that percentages thrown back and forth. But I guess the point is, is that as
we are watching the decimation of our federal workforce from the federal government and that is going to impact the county's ability. 2 to provide
the additional funding that we would need in the state recognizes that in the LCI distribution. Correct. The date is 2 years old. The although the state could
decide to use more current data, they long used data that was 2 years prior. So you wouldn't really see the impact
and the federal government. It for couple Yeah, that's even scarier. So we're not even actually seeing the impact of what's actually going on. Although we are seeing it in terms of. You know, county
collections and things like that that are happening at that within the tax base is here. The other thing to Mister McDaniels Point. But I wanted to point out in 2011,
2.2 billion is 3.1, 6 billion today because I love to know what the conversion as always. And so that is it's a significant amount of inflation that's happened
since that time. And at the same moment that our needs are increasing. So we and we have a lot of work to do to ensure that when we're looking at. >> Salary comparison, because any time that we're talking
about a percentage of money that we're trying to decrease anything, those are people, those its people in our schools that are doing work with our students almost 100% of the time because when we
when we talk about cutting from central office. According to last year's numbers, I think it was about 9%. I mean, it's a very small proportion of considering that we are
larger than 11 states. A guarantee you are overhead is lower than the state level. So the other thing that I want to say about slide 12. For me
slide 12 is just a list of things that we fund that are outside. The U.S. accuse. And so, yes, I understand that we have things that we're going to need to look at, make decisions on and all that. But
this is just a list of things where we these are things that are possible. These are. And I want us to be very careful when we're talking about are alive because we are talking
about tiny humans. We are talking about setting up kids to be successful for the rest of their lives. And those children have been through a lot in the last 5 years
related to everything that happened with the pandemic. We hear that often. We have a ton going on in terms of mental health and we're better than we were. And so I am very
concerned about us talking about our ally as if that doesn't matter. And if it doesn't play play into. Are considerations. So yes, I want to understand where our eyes
and where we have potential to cut things that are not going to be as harmful. But the reason we've made decisions up to this point is because we thought that they were important above with the state is providing. So I just want
us to be careful when we're talking about our O I. Thank you, miss Anderson Mystics it. On a lie. Look interesting. Worked hard enough investment
I from the business world, right? So when I came to the board, I was like, yeah, matters, right? Because you pen. >> Money on things and you want. And you get your turn.
But but I walked to the schools and have all year more than your experience. Now on the school board, its that do different things. The cont
really say the things up live. You can talk about operation efficiency. You program's effectiveness and begin talking that but not in dollar terms because when you go
classrooms, you see there are multiple teachers working what one group of students there are. You know, they say, like it's not going chipper unos
educating years that grope their special. So it's very hard to like when I see the names on list, the every single of loved of them is
affecting some way are stored education and providing support system for them for the safety security as well. So and I understand why you
said some words. But in that public education have to probably. think it in different differently just because the business storm doesn't really apply here. I
did want to ask bike if we get what we asked don't have to cut anything correct. Any these other things? So so if
you get like 200 million dollars to get a good. >> That is so that the superintendents proposed budget is similar to a fiscal
forecast budget. So 190. It keeping buffer ducked a >> I >> just want to say community is watching and they are more involved than ever. I then I
talked to be due presidents and leaders and coming up, Aaron's, they're all saying that the are watching the budget cycle this then over there that people are shocked,
funded last year and Fairfax County residents are very supportive of our school system. Our bond passed. But the you know, 70% of the votes. So we would we would
get the support from the conch from our patterns. General public. So we just have to make sure that get the money from the state. We are the one
of the better the U.S. County in the in the name, though Common Belt. And we don't get that do share. That needs to change. We cannot keep funding
all the other counties who getting more money from state and federal. So we should have more dollars back. stop that tanks. Thank you. And I
appreciate the conversation as well. And I did want to start with one of my colleagues a teacher salaries. I am really thrilled that the board I was on previously in the sport has been prioritizing teachers salaries because we cannot
have an excellent education without good teachers. >> And I am similarly concerned that we don't lose our veteran teachers. So I think I'm glad that in the very little that we're asking
for, which is focused on, you know, sort of, in my opinion. 2 main 3 main areas, one of which is abiding by our obligations under the collective bargaining agreement, which I think is very important. team to step
increase and the markets. Kayla, just we need to pare folks. We can keep them here. Benefit rate changes is nothing we can do about it. Everybody's dealing with that increase of benefit costs are
elements to needs. May actually bring that number down. Once we get final figures and we're abide, we have to abide our contractual agreements. I wanted to mention that's all we're
asking for. But because 89% of our budget is for employee compensation because we are so employee heavy because that's what schools are rights of people organization. So it's
different than other places where we can look to find maybe other efficiencies efficiencies here to the scale that we need. A one percent salary increase is about 30 million dollars. So
efficiency is here means people means class sizes. It's hard to find the skills of that size what we're looking and we're going to continue look for efficiencies. I also want to piggyback on the our
ally would even look for Oz. It. How normally in the business world, you look at short-term longer term, but is it how are kids doing when they graduate is a college? word is that our ally? Is it
20 years down the road when they have a job after college? I think we have to really clear on what is where benchmarking to figure our ally. Having said that, I do think it's important to look at programs for efficacy and
for to make sure that they're still in line with best practices because we do know educational practices change. So I think looking at that in our budget for efficiencies and effectiveness is important. But I think we need
to be careful not saying are alive because what are we looking at? Test scores mental health outcomes. Right? What are we looking at here? Right? So I think that's important. I
want to bring back the conversation a little bit too. The LCI as well. I'm Blix said, but the benchmarking where I do think it may we may end up getting more money from the state is the LCI basically
looks at 3 different figures. Looks at the true value of real estate. It looks at adjusted gross income and it looks like taxable retail sales. I imagine retail sales will be down and they just
feel gross income will be down. I'll just put a plug in for for the public listing that we need to look at that LCI formula because 40% of that formula his of it is
gross income. However, localities are allowed to tax gross income. So it's essentially a bucket of funds at localities can't touch but their luck house of being held to be responsible for being
able to pay based on a bucket of funds. They can't touch and I'm not advocating essay for an income local income tax. Seeing the formula. False presumes that ability to pay by a bucket of funds. Only the
state and federal government can touch. So there's a lot of work to think at the state level We're going to go go back we still have an hour. All still continue. 3 minutes.
We'll start in the same coming. So I actually just want to piggyback and appreciate. That. My very
business oriented colleague pointed out when we're looking at returning for investment, it's not always dollars and cents. >> I do believe we have to
look at that. I mean, it's important. But many of you know, my story and know why I'm motivated and lamb on this board because Fairfax County, public schools literally save
the life of my child. How can we ever put a measure of compensation in return for investment in that. We are not a business. We are a service
and I think too many of too much of the noise going on right now is business oriented and dollars and cents for services. And so, yes, we are
responsible for looking at the dollars and cents. But all of us here are committed to doing this work here because we look at the little people and the young adults in our in our
system as well as our teachers and recognize that we are providing a service. And I cannot ever think Fairfax County Public schools enough
for the fact that my daughter is it extremely successful. Because of what happened here, but more important. She is
alive and she is thriving. Thank you, Dr. Anderson.
>> Thank Going to slide 9. >> This pardon, can you share? Potential steps could be taken to impact the maximum groups
moving that from 7 to. >> A lower number. What with that? And what could that entail? Well, we're working on it. You may recall that the
collective bargaining agreement. Requires that we add a step at the top each salary schedule.
>> In fiscal 27 in fiscal 28. Mr. Mr. Maine is absolutely correct. Prince William has like 37 steps compared to air. 26. And so that's part of the
issues that most of the other divisions around us have more steps than we have. And so that's why we compare Corley. When you look at the top. And like I said, we're whittling
away at that every year by adding another step at the top. So I mean, in our air goal originally was to be at least get to 30 because of the RS and reduced retirement
requires 30, 30 years. And, you know, we would like teachers to make their home with us. You know, from the time they graduate from college. So 30 years later,
but that's that's part of the issue is that we have shorter schedules. Then some of the other divisions and we're working on it. But aside from doing, you know, something
that's much more expensive. You know, it's just can take some time. And what would be the financial impact of adding additional steps each of the Sally schedules?
>> I think about 4 Million. And that's including the collective bargaining agreement. OK, thank you. >> Can you also share where we
are? Comparing our bachelor's in terms of mid mid and Max. >> Yeah. At the Bachelor's step one, we rank 2 of 8. And
at the Mid 5 of 8 and the Max 5 of 8. >> So it's just slightly better at the mid and Max
levels. Could there be a budget scenario and which we are resourcing a little bit better. The areas that we are, let's say 5 and above of 8 and
not necessarily focusing on the areas where in 2. If I might Dr Anderson, those would be topics that would be
collectively bargained if we can't. We are at this point not able to intervene in salary. I think Mister Smith could probably also comment on that because the collective
bargaining unit would have to say this is a priority for them. Recall we're in year 2 of the collective bargaining agreement. So I don't you know, I think that's something we could think about. 2 years
from now. Right? Because we have your 2. And then year 3. But that's something that could be brought to the table as an interest. But at this point, it wouldn't be something we could play with
for next year. I see. So does that mean the slide? The chart on slide 7 where it has a step increases and market rate adjustments. >> Both of these we don't have any wiggle room in these
numbers at all because it's related to CBA or is some. >> So again and good afternoon. Good morning, everyone. So those numbers are
built into the collective bargaining agreement for you and me use that as the basis for building the budget. That's the one of the values of having a collective bargaining agreement because,
you know how to plan your budgets for the term of the contract. So we knew what I was told just a little bit earlier that these numbers reflected all employees, not just a employees.
>> So these numbers do reflect all employees. You have a TBD for Rfc Fps, a collective bargaining group. >> Some information will be coming to the border regarding
those additional costs. And then once those costs are known, these numbers would be adjusted to reflect that. >> No, that's not what I meant because I think you did have
that TBD for PSA, which I didn't realize now had its own acronym. So the 62.6 and the 84.8 that represents all employees, not fee. You
employees. Outside of the P essays that that's correct it. No, it's all employees. So could I get the numbers for what that would be for a just
fpu employees? Again, There's Everybody is in it for you except for PSA. And that's 1400 people. So it's. But not
everybody is a nephew. We some groups that are not enough e U not all parent liaisons and FB you. And I would imagine this includes them as well,
everybody that's eligible to be in. If the U mean if you're hourly employee. >> If everybody is eligible to
be in, if the U except for the PSA group. And that's about 1400 people. >> But step increases and Marcus scale adjustments will
be applicable to even all of the employee groups that we have because we do have a couple that are not enough for you that we're not allowed to be represented. Well, that's
confidential employees. according to Virginia's collective bargaining rules, you can treat these confidential employees. >> is if they part of the union that they would have belong to if they weren't
confidential. >> And we also have some of the employees are talking about in terms our family is those who are fte isn't part of the operating budget. They
are part of that. those who are hourly are not covered by the collective bargaining agreement. >> But then we are including them in this. And this as well.
>> Yes, they are part of Effie those who are in the operating fund, an RFP as they are part of a few. >> hourly are not. And
remember, we're in phase and movement towards making all family liaison. Right. One position. We do have that last tranche of title of title one
family liaisons that actually are not out of one. We already did those. It's the remainder in its about. >> 40. Positions but, you know, that's a multi-year
investment. >> And know that when mice very strong advocacy I was, I'm glad we're heading there. I just use it as an example because I think there's a disconnect that I may be able
to explain a little bit off line here because I was not under the impression that every single employee group that would be impacted by this step. And Marcus scale
adjustment are part of Effie you. So I'm looking for a more definitive number that is tying us that the collective
agreement not just plying it because of some of Russia. Now we can get a breakdown of all employees of all position titles that are in each of our collective bargaining units.
>> One thing that Mister Solomon and his team have done. They have applied to all of our job descriptions. When you go on to our our website apply for a job, you'll know
which bargaining unit. That position is part of. And again, we have per the structural and operational for a few. And then we have the
administrative which is fcf PSA. Those are the bargaining is we have and all of our employees are those units say for our leadership team
members and our confidential employees. >> I think that list that I'm looking for is probably the one who is not feel rather who is for you. But with my last
25 seconds, I'd like to ask regarding enrollment. And I do kids don't come in these nice little of the packages state never have and they never will. But being that, we're
about 4,000 and I got the numbers, Dr Reid, so you don't need to look at the look that up for me being that we're about 4,000 from where we were. Did did we see any
savings with the decrease in a moment were actually not 4,000, but we want to do. And what we need to do is we. >> Look at year-over-year. At
the same moment in time. Not June, because as I mentioned earlier, we're going to continue to grow through Jan. So we're going to have a higher number in June than we do today. So I can do the
math, but it's it's a little bit less than that. it's one 70's 7 from one 80. So it's I think somebody could do. The Foreman announced that it's less than 3,000 difference. I
believe. But anyhow, I don't believe we've seen savings on that because we've had some fewer staff positions. But as you mentioned, when students don't come in the packages and
where over in some places and under and others it. That's what this negative. 41.8 million under enrollment represents is the reduction in the amount of staffing that we
will need. >> Because we have Roman loss. You're not saying same things. >> I'm not sure I'm trying to
answer a question about did we save significant money on that? And I think we didn't feel certain teaching we didn't feel certain positions
for sure. Based on formula, we he's talking about current year. I'm talking about fiscal 27, OK? Yes, sir. like you're not saying we'll say now, but I think you're asking about
current. Okay. With >> So what we've seen is >> there's some there's been they part of this is we've had less attrition and we've also
need to hire less. We hired significantly fewer staff this year. So that has enabled us to save some bunnies. But in some cases we haven't been
able to have fewer staff because by October one, we're now moving still 2 positions and making sure that we're
able to you know, still carry on activities. So like just simply examples, right, when we take particular trips or have particular experiences for students, whether they're
10 fewer students of that school or 30 fewer students are still doing those experiences. And with the same relative think we've seen some economies of savings, but not
to the degree that we might think. And again, as we continue to gain students year week-over-week and we're gaining at about the same rate. It's a little like it's
a little slower rate than last year, but we're still gaining. I do think we'll see some continued savings and then we're not hiring as many people throughout the year. But we're still staying fully
staffed. Somebody do the math or make time. >> From September to September down about 3,200 September
September to September. And we are increasing from that September number. Thank you,
and fall of Mr. Fresh. >> Okay. I'm wondering if maybe the better term return on investment is economies of scale so here's the example that's fresh in my mind. A few
weeks ago, I happened to attend with the superintendent here again, House a session with high school students who are environmental activists and they had wanted the opportunity to figure how they could do more there from over a dozen high schools. They
came here after school. So clearly like motivated students. What I learned in that session is that this is what a student said is that there are only receiving 2 weeks of climate change, education and their entire
high school career. It's included in IB environmental science. I asked about the outdoor classrooms. As you know, it's been a passion project of mine, 7 million dollars. 36 high schools. I learned in one high school for
teachers are using it regularly for. That directive to build those classrooms was to roll out professional development and instructional changes. That's what I mean by
return on investment. We spent a lot of money to make that happen. How is it being used? What might need to come off the table so that students so that we can that's what board
directed right? So I just sent around to the colleagues in this room, including our leadership team members and staff, some internal work documents that began in 2021. And this was referenced at
some point. But at the time, Miss Sizemore Heizer and I brought to the board and the board did a program review in an attempt to try understand what was being offered. And
this was part of the then the budget review we try to do. I think it was a COVID year month by month, looking at each office. And so what I did was I took PDF Sunday, put
them in spreadsheets to show how often courses are being offered. And additionally in 2022, I had information and in
2024 that 2024 piece is actually what is going to come to us this Thursday as a new business. And that is the secondary course offerings. So last year I took the PDF and they put it in the spreadsheet. I said, I want to
see where is American sign? Language offered. Where I was like geology or geospatial. Where is that being offered? Studio our GEO Systems data
science and I ended up. So this is an especially you can see high school course. Selection responses. And you can see that it was at a in some schools, not others. Why?
We were not informed. We asked at the session, I pulled it off of consent just like I did this week. Its new business this week. But it'll be action on 12 for why were some course
is why was pharmacy technician offered in 3 high schools but not others. Now the kicker is is that this course catalog. means that it's open for offer. Well, we can have 1000.
It's like apps, right? There's thousands and millions of apps which ones are going to give us the biggest economy of scale because we can no longer afford to offer 20 different
types of one subject. We need to be really clear. And in going back to the AI discussion, well, is to pick any of But, you know, and any
of these is cloud computing CTE. Is that what we need to do to get students ready for a I so I get to look at what the PDF that and have to put in a spreadsheet for 12 for why are
these decisions being made? I think we deserve. We need to know. Thank you, Sdr Presidio to respond as the instructional services
department is the department that owns the Salute mean, appreciate it. And I appreciate maren's work on this for a number of years and her advocacy on it. >> I think one of the things
that this said is there's a difference between a standard course offering an optional course offering in schools. >> So >> we worked really with the
committee board appointed community members, administrators from schools and Central Office every year to review our course offerings and try to make determinations about courses that maybe we have optional course.
Offerings that we think are so important that they should be standard course offerings when you have a standard course offering. That means that every school needs to offer that course 2 students. If
there's sufficient enrollment in the course. So for example, there could be, of course, that is a standard course offering. But when we asked students if they're interested in taking it instead of
getting 30 students, which we would typically required to run. Of course, we only get a couple students that are interested in it. Recently. We ran a ballet class kind of similar to that. We didn't have enough students to be
able to run it. Then we have optional course. Offerings that we can offer at schools that might supplement some of the unique needs that their students are expressing
interest or some of the unique talents that their faculty members have. Because remember, every course that offer requires a license teacher to be able to offer it. So that is a you know,
that's always a consideration. Do you have staff available with the correct licensure to be able to offer these classes? And we do have a large number of courses that are optional course offerings
that we could always consider to be standard course offerings. We do that through the current process that we have established by board
policy and Fcps regulation. >> Thank you very much. Next, Mr. Fish. Well, that lady.
>> Wanted to clarify a few back to the our ally question. One of the things that we talked about as the board when we were initially doing this
and moving towards ball turret work was. How you could have a fish and sea and sacrifice efficacy and you can have
efficacy and sacrifice efficiency and that what we're after is the nexus of the 2 right? And so I think it's important that the ball jurors
work is trying to create people within the division who are capable of doing that work internally so that we're not farming out the work too
expensive consultants who would come back and maybe not have is from a grasp on the lay of the land inside of fcps. So that we do end up accidentally sacrificing
efficacy for efficiency sake or vice versa. I'll keeping an eye out for those regular updates and the superintendent's Friday letter that tell us where we are in
that process. And as want to talk about. Or address the question of Dr. Anderson was bringing up about who's covered and who is not
covered. And so people at home may not understand what confidential employee means like it's a secret agent or something these are simply people in the school division
from senior people to very, very junior people not that I'm describing anybody's jobs junior, but in terms of where they might fit in the org chart
>> who? >> For lack of a better way of saying it. Might have an impact on collective bargaining in some form. So they are not covered by one of the unions because they'd be
bargaining for their own benefit. And so they're not included in that. So. As for the others, my understanding
is that everybody else Covered by the agreements, even if they're not dues paying members of F E U because that
is the way that collective bargaining works in a post, a court precedent world where compulsory membership is not required. Unfortunately.
People who are not dues paying members get to take advantage of the benefits that labor works. Hard to bring about for them. Whether or not they're paying I happen to think they should be paying dues. But
we'll have to wait for it. The Supreme Court that. Values working people hourly employees are specific hourly
employees non full-time hourly employees are not covered by collective bargaining because they're not covered by much of the benefit work that we provide within our school
system. We're talking about a very small fraction of people in the school system was the number again, 1400. Out of 41,000 people who are not
covered in some form by the collective bargaining agreements or will soon be covered. Wait, wait, OK, 1400 Ft ease.
>> Are in the PSA the PSA. Sorry. But the 40,000 represents 26,000, including the elderly and learning about 14,000 Ali part-time 14,000
hourly part-time which are so still about. >> 3 to one, in terms of who's covered by the agreement. Now, if the board wanted to move towards everybody being covered, we have a lot of
money to come up with to ensure that everybody who is a part-time hourly employee is now a full-time employee receiving the full breadth of
benefits and support. The school division offers other employees. But I don't think that's rope around because it's not what's required for the jobs that we have in that where we are moving some
towards that if there are others that need to be moved in that direction, I think we should. Probably hear from people who think so just wanted to clarify those things. Thank you.
>> Thank you. Miss Lady. Thank you. I just want to add a little to the conversation around course, offerings. I think what's really hard for
outside folks to comprehend or understand is. Well, I think people understand their cultures at schools, but when it comes to the notion of
standard course offerings, which they're often standard course, offerings that don't go to school because there's no interest. They're sometimes I mean, if there's interest in the state, of course, offering
and we don't have someone certified to teach it. But we have the kids who want to take it. We have to offer and we will find the teacher when it comes optional course offerings some of that
culture. And so just to remind folks that, you know, an instructional staff, worry a leadership council or or whatever you want to call it it when I was a chance to lead
to offer a new option. course. It was voted on by the instructional leadership because when you offer something new, you sometimes cannibalize something else. That's there. And so just understand that there might be
a culture at one high school of. sports leadership. And there's no appetite for it somewhere else as a standard course offering. I just want
share that. And there's also courses like pharmacy tech, which are at academies. We don't have the lab space or the infrastructure to teach that in every single school
and I've this before when I was a counselor at Marshall, literally told all my kids that theater was required because I felt that the theater teacher at that school was the best teacher in the entire school. And when in
life do not have to stand deliver a line. And while some kids did not take it, I had a lot of kids who did. And then they took 2, 3, 4, years of it. So I bring that up just
because it also has a counselor. We hate to hate to use this term analogy, but there's also places where there isn't the same strength instruction, Ali. You know, I
would want my kids to be in front of fantastic teachers who care about them as people so the culture of the school is always going to drive some of what's happening with course offerings as much as we
don't want to be a system of schools. There's a little bit of that. That's going to be hard to avoid just because some places, you know, when back to Mr. Nunes Point, yeah,
the top of our scale might be at 29 years, but we've got people that are in their 40th year teaching making the same darn thing because there's no step for them to go up. >> But their loyalty to brands their loyalty to their school,
their loyalty to those kids sustains that, you know, example of that would be Joe. The gentleman. I'm not gonna name names, but there's at Econ teacher a chance he'll he's retiring this year. I
fully expect that he come program to change. Because he is so incredibly good. The people want to take his class. And sometimes that just changes with time. So I just want to talk about that a
little bit because I just think it's it hard for people to understand what happens. Recourse catalog to the building of a mask master schedule. I think if you want to really learn that the maybe
we want to look at course tally sheets from a couple different schools and help understand how that generates a master schedule for those kids based on what they asked.
The other part of that worked in the high school for many, many years is it could be on the tally sheets. But then when you look at the conflict Matrix, I think is what we
used to call it. >> Often they kids were able to fit in their schedule because they had a required or something may be a continuation of the world language more math or science.
It even though they wanted the course it wasn't enough it in their schedule based on. Course, period. It was going to be offered. So it is a
complex topic but to the degree possible, I using that standard course catalog. So everyone has a chance to opt for the course I think is
important. I did want to know the conflict matrix tubing. Sometimes if you have limited sections of certain courses, it limits enrollment. Thank you. And thank you for this
robust conversation. We now have the sticks. It. And then we'd have got go go back do. I just want to frame? Well, I think this is a great conversation. I'm glad we're having it. We we are focused
little bit on the budget fiscal forecast for today and the information around that it will have a chance to talk about course offerings. Well, at a board meeting. can I just
defense? We are looking for an opportunity to see whether or not there's room at an upcoming work session that we can a short but robust conversation. >> Wonderful will take a look
at that for the to 2. course, offerings. All right. Mystic's it. >> I'm going, oh, just go. Go
back to the budget discussion kami of scales of it is basically re you gain advantage by production cost is low. new Year average cost
low per unit rate. So if the offer courses at every high school, each course and there we have to hire those teachers and opposite of economy of scales because then you are
cost is going highway offering those those things. But you can offer commu skills and we should definitely look into this. Its facilities,
maintenance the we have to look that as you know how government them is the federal government is doing their building's maintenance issue. Contracts you know, I look at
that option has fixed loan fists, Price r of the other contracting measures. And that is the way probably to many myself, our cost. And then we
have the bye ton off like computer laptop. I'm sure using that condo skills. Their baby negotiating the best deal. Another thing, Miss Sizemore Heizer. Neither the
joined it task of forest that the county supervisor and we're looking at different ways. Wavy of buying services. We can negotiate a better
pricing. That county is on our combined collective purchasing power. So those are the things I would seeing. We can see joined some savings coming up and I think the staff board
sides are looking into that. So but I'll say this. they're always very can save money. But there's some ways we do have to save money. And the population is shifting. I know
the in-goal Goldman down little bit, it not in all schools. So we seeing increases on some schools and overcrowding. And then
obviously there's schools and and I go to schools, I find them really engaging. The teachers are working so it doesn't look like there's somebody sitting ideal body working just wandering around
because everybody is busy and engaged with students go to schools. Thank you. Thank you.
Well, go go go back to last ago go backs, but >> and we still have time. So could going to be 3 minutes. Thank you so much. >> So, you know, 2 things. I I agree that it's hard for peopleto understand how the
courses are offered. It's hard for me to understand it as a board member and a parent and I should understand by now, at least as a board member, how the decisions are being made to fund courses and get staff,
especially, you know, when I think again about how the superintendent wants us to meet the moment I will, what courses no longer serve that trajectory financially and to meet that goal. I think this
is really part of the strategic plan work just like we have invested in early literacy and elementary school literacy. Other things came off the table and that has
borne results. So what are those things now? I'm not a fan of giving limitless options to students a single here's an option or your school could adopt it is dangling kids who want to do
American sign language. Well, its students really want to do as a job market for it. How about we make that happen? you know, we used to talk about the last board like the Fairfax Promise. What are the
non-negotiables that every student gets? We know it's the for core academics rate, but it is woven in there. Now I work we talked about weaving in the get to greener right with this was the program on
it. We have a global education program. We get to green program. We have all these things. But ideally there will in so that it's not just dependent on school culture. And that superstar teacher who
we know when they leave things change. There's got to be some basic agreement to how the things that kids need are being woven in and it's not left to chance of whether we
could staff it. We could talk about dual enrollment. We have artists. That's part of the Fairfax, Palm, us great, the needy. Once they get to advance the switch over to dual enrollment or there's an academy. I have this data from
2021. I have not seen anything change. And I'm just not gonna let it go at this point. We are funding the same things. So we don't want to increase
class size. What course offerings are we going to take off the no longer serve our students? I go back to world language. The data from 2021 show that we have 150 something elementary schools
have had 0 world language, half currently to my knowledge because I haven't received an update sense and of that half, some are in flats which was made at the turn of the
century for a different purpose than are very international community. Where is that analysis of how effective that is? And if that's money, well spent the other students do immersion.
Is that effective? I have asked this question for years and around. This board must be looking at the course offerings and how much money it's costing. And we have got
to use the data. It's not affected. Dr Reid for the board to receive data and say here you go, do what you want. Tell me what you want me to do. What is your recommendation? What courses
do you believe every student should have access to? What are the must haves and how much does that cost? I just
want make sure that. For the flush Cineworld language programs. You're asking lesson immersion. If they're effective, I just want make sure that Dr Presidio as these notes because we're gonna
needed. >> Come back with those. >> I feel like it would take some more time for me to articulate that. And it's the same articulation that's been made in prior years. Okay. So
is less and do you think it is something that every student should have and if so, what's the plan to make that happen? I Cherry, Anderson, if you would like to add, only thing that I want to add here is that we have a forum topic
that we're trying to schedule right now related to world languages. So I would like to pause some of this conversation because I think that the board needs to have the discussion first. >> Before we put the superintendent on the spot in terms of trying to make a
determination related to this. So I do. We are working hard to figure out a time where all the members that put forward that work session or the forum topic are gonna be able to be present. And so that's what we're trying to get
coordinated. >> Well, I appreciate that. I just want to say it's already been a topic Lake Tahoe time, please because of the time as a Thank you. I just want to say and this is a board governance thing. This was a
topic that Russian I raise as a form topic in 2021. It has not been resolved so now there's a new topic, but we're talking about course like Mr. I just want to say since no
one else has presented, please at what point do we that's not how this is done. Sizemore heizer. I was responding to Cherry Anderson's I a predominant. I appreciate
that. We've given lots around tonight. I want bring us back to the budget, which is what we're talking about. I think what I'm hearing from sure, Anderson, is that there's at least 2 future possibilities. One future work session that
she's still scheduling with Steph Arounds course offerings as well as forum topic that we could potentially also discussed a program of you topic to see where that stands. That was. Done that we
had to work sessions on it with Dr Post videos office with Elaine Tholen when she was still here. And so we could see me bringing that work back. But I do want to just sort focus is back on the fiscal forecast conversation.
Having said that, feels like there is a need for as going into years, potentially of tough budgets to do some more work around R. And I've said
this off and on on the special education side. But I think it is merit in. This is something for Dr. Presidio and instructional Services Department to really do a deeper dive into what are we offering? What are we not offering and what is what is
the most valuable given? The needs of our students. So I think just a friend that for that future conversation. I think that's important. So I think there's a lot of
questions that this mayor and 9 others about around that conversation. But I don't see placards for the Fiscal forecast look at you one last one. And then we get it. Go
ahead. Yes, this is just what I need. One of the things that I'm concerned about, the list that you provided here, Doctor E as we're working on a board priorities, I think each and
every one of us can say these things should be untouched should not be touched. >> These things are important because I'm feeling as if we need a little bit more in
order to really cope with the situation that we're in we cannot this cannot be business as usual. We can't say well, everything matters. So we can't change anything outside
of getting 200 million dollars to get us there. I think we're clear that we're going to have some gaps. We're hopeful that we're not going to have those gaps. But I think we are going to have some gaps. So how do
we make decisions? So and young minds? I don't want to put you on this piper say, because I know we've had some conversations about how do we evaluate certain things?
>> What would be? What are some of the considerations that we should be having U.S. board members in order to determine? Well, this is going to be better there's going to
be less. If we are making reductions in these places, I quickly tried to scan the Baldrige report that was in the Friday letter of last week. That does not give me
that information again. I was quickly scanning it. I'd like to be able to walk out of here with something that is going to guide my thinking because we know not every single thing
we do is having the results that we want. Whether we want to call it officiants. These I whatever it is. We have to evaluate how we're spending our dollars and what ie best way to spend our dollars?
Because we have had instances where we have stopped certain things in order to bring in new things that a more impactful that are more
effective. I'd like your your guidance here. And how do we evaluate this list since it may be part considerations for Blood priority work. think if
we go back to slide 12, I believe it was like 12. If I recall. >> These are the areas in, if you will, a macro look that
are not currently funded. >> By formula from the Commonwealth of Virginia. >> And so I think that in guiding your thinking. These
would be the areas that we go above and beyond. And we provide. Additional resources. I think we can count on the S
O que funding coming. So these are all the areas that as you think about the priorities you have as a board member that we as a team, the budget team and
the senior leadership team of looked at and said just as we did last year, these are the areas if we're going to need to make cuts that they will likely come from some part or
parts of these are areas that are so keep funded. The hideaway avoid canceling each other. There's 12 of us. Let's say each of us equally said, you know, these are the areas that are important and we
should not touch. >> How does that give you any feedback? Well, I that's a great question. That's why I
think you have your next steps process. And I think the my understanding is Sizemore Heizer is going to be sending out a form similar too. >> Prior budget cycles where you're able to see what each
other think about the purpose of the conversation really is to have conversation to hear each other's thoughts on these topic areas. I think several of you have shared your
passion for different initiatives that are up there. >> And at the end of the day, what I would say is there isn't anything there. That's not important for the school
division. This community in the future of our country. Correct. Having said that, if we're not going to be fully funded, we're likely going to need to look at one of these
areas for some type of budget work. at this point. This is our first, if you will, public conversation around this work and I it's been helpful, I
think for both myself and our staff to hear some of your questions, some of your request for additional information and we'll get those out to you as soon as possible. >> Well, I will wait until I
have your feedback and Trump because I made a request for more information time. I do agree. Yes. Why do agree that all of these things are important? I do know that they impact the student experience
in different ways and they impact certain groups and different ways groups that we've been trying very hard to to raise their performance.
Thank you. That's it. Thank you. And I appreciate this robust discussions just as a summary after this meeting. >> I will be sending out to the Google form budget priorities. You're welcome to put part things you like to
see things that perhaps you think May we don't need to do as much as a reminder as Dre just said this. I was nearly to say these are the things that we provide above and
beyond what the Commonwealth of Virginia thinks we need to provide, provide an education and as a reminder, every single school division in Virginia provides more than with the comet of Virginia says they need to provide so
it is not because in the last thing, Ali, with is that while I think this is a great start to this discussion, I look forward to the discussion around the course offerings as well as a reminder. We're also
going to have chance for the public to weigh in. Our public hearings and other engagement, I think doesn't really another important voice to bring into this conversation as to what the public also prioritizes
when we're in these tough budget years with an understanding that these are all the things that the locality. Helps us provide on top of what the state funds.
And so we're all in trying to very tough and uncertain budget times. And we need to have a conversation about what our priorities are, including what we can continue and we'll be can't. And so I appreciate the robust conversation. Take
a look at. I know Miss Berges team will send out the budget questions, information process as well as and we'll have the same processes last year. So if you have any questions or comments, please talk to myself for Mystic says Budget
Vice chair and we'll look to continue this conversation and process. Thank you all very >> Of 25 work session. I guess that's part of the work session is not call to order.
>> At 104. >> Mr. Dunn has submitted written request to attend this month. This afternoon's meeting virtually due to a personal conflict. He had a
prior work a sudden is located and Mount Vernon, Virginia. sudden, please check your audio after we vote all in favor. He's not on yet, but
all in favor. And we have 1, 2, 3, 4, 5, 6, >> 6, 7, I believe, okay. All against. All abstaining. Okay.
That motion a sudden he's able to join us. We have majority with folks in the room and whenever he does arrive, please let us know. So we can
go ahead and test his audio. Dre. Did you want to share anything before I jumped into a quick review of what we hope
to accomplish today. Notice to introduce Mr. Molloy when it's time. Okay. Absolutely. Thank you. Well, today's conversation I believe is going to be the last
discussion. We will have on this matter. What we're hoping to accomplish today is to be able to one to finalize our priorities because those will
need to be shared with our Northern Virginia delegation. And I think there are some changes there that we will also discuss as we going to the presentation, another
piece of business that we hope to accomplish today is to we view all board members submitted amendments to the program and hopefully come to
consensus about those today in order to avoid sausage-making at the table. If we are able to have consensus today, then we will just include them into the program rather than voting
on each as we have typically done. So we'll definitely shorten the time that we will spend. We're excited for the second piece. I believe that
we are ready to reckon R-miss Marin. Are you wanting to add anything else before we and it over to Dr Reid? No, I think the changes that are
forthcoming in Richmond have a lot of opportunities in. >> Who knows what in front of us. So continuing with our legislative program intact and working with our partners to see what they're doing is
going to be very timely time. So. Dr, Anderson, Mr. Dunn has joined us. >> a sudden has joined us. You've been voted into the meeting. Can you please testing microphone and audio
sot your microphone and visual. Okay. We will circle back with you.
>> to hear me, it is very low. Can you hear me better now? >> I think it's hour and we'll go ahead and have take care of
that. While we do that, MS of Dr Reid, I'll turn it over to you for your introductions. >> Thank you, Dr, Anderson. So to follow on what this mayor
was saying, I think this is a point in time, maybe even a historic time in the Commonwealth of Virginia for the possibility of legislative
action. So makes this topic even more important. I think this year. So me to introduce Michael who will kick us off before we get started some of
the Can we have one more check a sudden? >> Yes, we can. It still low, but we are able to. >> ally, I apologize for the interruption. No, totally
fine. So good afternoon, everybody. It's a little loud. But some of that the little little louder than that
anticipated. So, you know, happy to be you know, definitely have had some changes since we last spoke in September. We've got a little bit more clarity at the state level about coming to the
executive branch. Looks like what the legislature is going to look like going forward. Talked a little bit about that as a Knight returns in mentioned in one of the goals
good to go for today's conversations to finalize your language for your federal state legislative program for your adoption. Coming up here
in the next few weeks. So the objectives I I do do again want to set some of that some state and some kind of background information about what the political landscape
in the policy landscape look like going forward as part of the agenda item. You have drafts of all the legislative program document to this point. You have the the
program document itself, which you've actually seen a couple of different times in your September work. Sessions. But you also have drafts of language for your state
priorities, which are based on the kind of the broad categories you had had identified in your September meetings, federal Priorities, same way. And then we also
have language for the potential joint position with the Board of Supervisors that the language that they're considering. finally, we want to turn to continue planning
for your. I reached with our with our delegation and preparation as we get closer and closer to the General Assembly session. Just as a
reminder, you've seen you've seen before. But, you know, engagement is a year-round thing. We don't we don't only talk about legislative issues and policy issues during the
General Assembly session. There's a lot of work that goes up until legislative session. And there's a lot of work that happens after the legislative session. So
November elections. Obviously, everybody has read the headlines. So you know that there is now new governor elect a new Lieutenant Governor elect a new attorney general elect in the executive
branch those those >> Those folks don't take office until actually. Interestingly enough, 3 days after the General Assembly has started. >> The General Assembly starts
on Wednesday. January 14th, their inauguration is on Saturday, January 17th. again, you still have the current administration who will be who
will be in place between now and January. 17th. For the for the House and Senate. The House of Delegates runs every 2 years. They were all up for
re-election this year. The current configuration of the gender the current partisan split in that chamber right now is 51 Democrats. 49
Republicans, after the 2026 election and everybody is seeded coming into the next General Assembly session. That split is going to be 64. 36. And in terms of our
delegations are are 15 members. All of our incumbents were returned to office from the house so that the folks that we've worked with in the several years, we'll continue to be the same team, folks
there. I did put the Senate on there even though they were up for election because there are a couple of things that have happened that actually impact the Senate. Their current
partisan spite as 21 19 because the Lieutenant Governor elect is a sitting senator. She will have to resign her seat before taking
taking her knew her new position that will open up that seat. It means that for a time the partisan composition in chamber will be 20 to 19
because that seat will be open in terms of getting new senator into that seat, get really depends on when the Lieutenant Governor elect resigns their seat because
they can't start the process of a new special election until that happens. So it's possible that we will begin the General Assembly session with that snow. 21 19, but
that 2019 split on the Senate side. Another thing that important is that Senator Hashmi is currently the chair of the Senate Education and
Health Committee, which means that's a position that will become vacant as well. When we come to the new general Assembly. So that will be a new chair. We think we know who it is. I don't think the
name has been. It's been officially announced, but it it's a sitting member on that committee will be elevated to the chairmanship of that committee. Number of things
happening between now and the opening of session. In fact, this Monday, Bill Pre filing officially opens. That's the first state that somebody can actually press a button and say, hey, yes, I want this
bill to go forward. Members can request wraps for bills all the way through December. 1st and they don't actually have to decide whether or not they're going to submit the bill for consideration during
the session until literally the morning of the first day of the General Assembly, which is Wednesday, January 14th, we started to see information
about the biennial read Benchmark. I know you talked about that a little bit. You're at your budget session next week. The House Appropriations Committee and the Senate Finance Committee
both have their retreats. So there should be some additional information from them on a kind of initial projections benchmarking. It probably will be at the division by division level
that won't come until the state Board of Education gets their presentation, which we're told is that happening until their December meeting? So I think December 10th and 11th is the next the next
state board meeting and we'll see that more formal probe presentation on re benchmarking. And we'll also see the governor's budget, you
know, coming out December. One other thing that's happening and something actually literally happen today because the state board is is meeting today is we're seeing some
recommendations coming from some of those off session Things that talked about. And during our September meetings. So there there's already the kind of the beginnings of
legislation being talked about as a result of those off session work work. Sessions we've seen legislation on diabetes care. There's going to be some legislation coming
out of the state board as part of their standards of quality prdealing with universal screening for gifted students some additional are
changes in how they're requesting us to do employee background checks and a couple of other things that literally on the agenda today. As we're speaking. But we're starting
to see those were starting to get a little bit of a picture of what but legislation lies ahead. Once you get to session, I just put this year.
You can can look at this it at your lee. But this kind fleshes out the the ebb and flow of the General Assembly session. It's a long session. So it's a 60 day session. There was some discussion
about budget amendments might come out and win crossover was that's typically kind of late February in a long session. So that's that's a point at which will see the House budget
amendments, the Senate budget amendments. And we'll also know what bills have passed in at least one of the 2 chambers at that point. And then in
terms of local, we'll talk about this a little bit more later. But used you're in the middle of take your legislator to school month. many of you have had meetings and have a meeting scheduled as well. The
VSP conferences next week. December, you have your joint budget meeting you work with the Fairfax County Board of Supervisors. They have a reception on. I think it's
December 16th where they invite General Assembly members and I believe you all are invited to that as well. And then in January. The
Saturday before Sessions, so that January 10th, there's I delegation work session that's held over at the government center. And typically we have number from from our board go
over and give a few remarks to to that committee. Okay. moving on to the meat of what we're going to talk about here today, which is a legislative
program in your legislative priorities. Just reminder. Legislative program is it's a it's a annual document that preview. includes, you know,
your statements on state and federal legislation, policy regulations, just anything you can think of or anything that, know, we can kind of dream up in terms of what might be issues that come before the
General Assembly year or the Board of Education or other policymaking bodies. The document is incredibly helpful for us. Obviously for the as staff because it gives
guidance in terms of where you all are with with where you stand on policy issues during the General Assembly session in particular, things move incredibly quickly and we're dealing with the huge volume
of issues all at once. So that have kind of those guide guidelines in place for us is extremely helpful. And then just as a reminder. The
program is, in essence, a perpetual document. So unless you affirmatively make changes to it, the language from the previous year carries forward to the language of the next year. And then in terms of the
components of the program, you've got your joint position that you sold with the Board of Supervisors. You have a position you you have up. Set
of priorities for State issues. You have a set of priorities for federal issues and then you have standing position so kind of the long
portion of the document which focuses in on the kind of the super to issues that that that we deal with. So the first the
first component is you're a joint legislative position with the Board of this is language that shows up in both documents. It's primarily
focused education funding. Board won't finalize their program until December night. So we'll be close in terms of your adoption think which is scheduled for December 4th and
their adoption on December 9th as part of the agenda item there were hand are there were individual pages that were included as part of the part
of the whole work section package that includes the language, the specific language for the joint position. I don't know if you want pull that up to look at
it here or if it's sufficient that it's part of the the work session. All leave that to you. It be to be the K 12 funding yet to be that one.
It's a just a reminder. We did not have that at the last work session. >> So that is new. It's actually largely this. It's it's largely similar language
to what your current joint position is. >> One thing that I think the Board of Supervisors is doing this year is they're streamlining the language on all of their positions. So this looks a little bit
shorter than that. It has in the past, but it covers the same the same issues that has in the past in terms of advocacy for commendations, specifically causing it
calling out cost of living issues, specifically calling out to Some issues that are specific to fcps in terms of numbers of students versus percentages of students in
terms of how formulas deal with that. then also opposing particular things that may have a disproportionate effect northern Virginia. So that I mean, that just gives you an
idea for it. But the language for that position in this position, this specific language is already been presented to the Board of Supervisors as part of their ongoing legislative work. So
if we flip back to the presentation itself. >> you have a question? Yeah, I'm sorry, just because Yeah.
Of course. I understand the LCI but what advocacy has there been to change the eso que to a lower number? Like
when we ever challenged so cues outside of? How the LCI this budget based on them to make sense like. Obviously we are below the case for the
state in some areas. I'll pick social workers. Do we ever challenge the state and say as an advocacy point it should be one to 2.50, not want it 1000. I.
>> I think the that the short answer to that is yes, state of the quality is is an accumulation of a whole bunch of different standards and that their staffing pieces. And there's a bunch of other things that go into it. Each
one of those individual components, there has been legislation. There's been legislation about school nurses about counselors about social workers, psychologists.
So, yeah, those come up and part of your language in your program talks about increasing number of those specific areas.
>> These continuing went rogue. There. So the next and put this up here for a minute and can pull the actual language of the priorities up
just a second. >> But if you remember during a September meetings, you identified kind of these the double that areas. We're kind of the 7 areas that you
identified as your your priority priority areas going forward. She had state funding accountability assessments, facilities, school meals, Freedom Information, Act changes and then educational
governance. So all of those were kind of the broad pieces and then what the language here does, it's takes those broad points of advocacy and tries to narrow it down to
some specific items that you can give a little bit more clarity to legislators were up a little bit clarity. The public of. But what do you want to see in terms of state funding? What you want to see
in terms of changes to accountability? So, you know, this is a kind of brief summary of what's there. But if we can pull up the state
priorities document. And apologize or a lot of words there. so a couple things that I want to highlight. One is in
that preamble sentence. There is some adjustment in the language that specifically talks about unfunded mandates. You have some oblique language and you do have some language
in your in your government's position and you're in the main body of the program, but just wanted to highlight that. Talking about unfunded mandates from the state is is included in this language. And
then as you can see for each individual part. So for state funding. The advocacy would be to make sure that the binary benchmark is fully funded. And
then we call several items within the jailer report. You know, obviously the advocacy is for everything within J like, but this gives an idea of some specific things that
that the the General Assembly could address having to do with how it's recalculation Zur died and how much funding we back for that, which is that the issue about weighted
average is one of the biggest component of jailer for Fcps had to do with the state doing a better job of recognizing cost of living differences between jurisdictions and that
would go huge, huge way. I think fully at least a 3rd of all the funding that. was recommended that could could come back to fcps in terms of
the 2023 numbers that jailer was using was actually attributed to the change in the cost of living adjustment to. That was a huge, huge component of that. I've got a
report for Fcps same thing. I don't know if we want to go through these with with a lot of granularity will highlight assessment that we do have some language in there on some
specific changes that may repeat may want to see based on legislation that's that's occurred in the past and adjustments and clarification is that may need to be made
there. And then I think the second to last I will highlight as well, which is Freedom of Information Act. I know there's been some discussion and discuss that a little bit later as well. But
this picks up not just the issue of disparity in board size in terms of how open meeting laws apply. But also, I recall your discussion in
September. You talked about the proliferation of records through because of electronic communications and then also the expense of posting pub
public notices. So again, this is intended to take those broad areas of advocacy in give some much more actionable steps of, hey, here are things that can be done to address
these issues. So we can flip back to back to main presentation. And we actually
don't need to go to the full federal priorities document because for the most part, but what this says here is what the priorities are picked up, which really is just a
continued discussion. And it continued advocacy for, you know, not only not only at this point preservation of existing funding for for education funding programs
coming from the federal government but enhancements to those to those programs. You've had standing positions for for years and years on additional funding for title
one additional funding particularly with the federal promise when was first adopted of the federal government, picking up 40% of costs of
that. We're not even a 10% at this point. So there's a lot of room for potential improvement. But given the current climate, we do need to we do need to acknowledge that
preservation of this funding is is paramount. So the next I think 3 slides are actually
mostly things you have seen at both your September work. Sessions. We haven't gone through them in incredible detail. But these are all of the proposed changes that are
embedded in that strike. 3 document that's been available again, that the September work Sessions and also at the at that this work session today in terms of places where we've
been able to eliminate positions because things that happened that have been made, that chief, the goals of the program, positions themselves, new positions, new issues new
areas of emphasis. You can see kind of them listed here. The next 2 slides are all about
accreditation and state accountability because there's been so much that's happened at the state level. You've got the new school performance framework coming out and a lot
of a lot of discussion about that. You've you've had discussions about aligning it. I'd be diplomas with advanced studies. Diploma requirements. The one that I do want to
highlight is at the very end of this slide, which is a new a new point of new position that we've added. There has been some talk at the state
level apparently about moving away from using wells as a way to verify credit, which would be an enormous change in in Virginia. But apparently
Virginia is one of only a few states that uses its standardized tests in that way. So there may be some movement in that. So we wanted to make sure that we had some language in there to acknowledge that if that
conversation comes up, that it's something that you we can definitely jump into as as as part of your advocacy, that change alone. But have I mean, it would have a ripple effect.
It would effect lot of the things that are talked about in some of new changes and how it. So wells are administered because it would change be change. The nature of swells
making more of an accountability peace, not necessarily tied to individual Just want to highlight that as a. New language that's been
added above and beyond what we had in the September versions. Again, federal legislative program positions really haven't changed substantially because you haven't changed
often says September work. Sessions we did have one area where we could eliminate position because the state has a line stating Federal accountability and then
several new positions mostly dealing with just support for funding in particular
programs. I can't advance.
Thank you. So I did. I did include a slide here because I know that Mr. Fish headed submitted submitted even in that September, language for
some potential changes to the program. So some potential amendments that are above and beyond the current. The current draft. So I just want to highlight those here. There
also. So I know that that was included as part of the agenda item Mr. Fishes, potential amendments to to the program.
They're highlighted here. I actually did put a place holder in here because I southern Mr. Dunn had submitted something as well about board open meeting requirements. If if we want to
pull up the if we have those documents available. >> This is the Malloy after you go through your presentation. We're going to go through all the board. Some boy, OK, that okay? We'll come back to those OK? We'll take
consensus on them. Okay. preventable by something on case. We can go and go back to the main presentation and thank you. >> But this does this is just like brought highlights of
what those proposals were about. So you as a board have talked specifically about being interested in actually initiating legislation,
initiating budget amendment. So. >> I wanted to try to highlight on this slide. A few areas where either that it's it's kind of a ripe area for
us to to initiate something or alternatively, to share with you things that we have heard from other jurisdictions, other legislators, other advocates of legislation that
we already know. Is coming forward I know there's been a good deal of discussion about legislation around the changes in assault timing in administration. So we've
talked about that. Something for you all to consider would be some recommendations as as individual budget amendments last year. There was a budget amendment on the linear
weighted average. And that's something that would be easily picked up and put back in by by a member. thing about the cost of living adjustments has
a much higher price tag, but it's definitely something that could be teed up just to let you know, I believe in I have not been able confirm, but I believe that that was being
discussed at the Virginia Association of counties. annual legislative meeting. So when we get a little bit more clarity on that will let you
know and then sunshine laws, couple of of the areas that you talked about that could be could be legislated, turn into legislation for somebody to
carry both a four-year study of electronic records and how they're handled and that sort of thing. And then also the issue of the meeting requirements and how it affects different ports
differently. The next 4 are bills that we are aware that someone else, some other legislator are actually putting in. We talked about
the Virginia Growth assessment and how our waiver for not having to do it and using it and alternative measurement is expiring after this year. And
it said substitution would like to see extended. So we know that's coming. We know like with the assessment on legislation, that of language
assessment legislation on dressing that International did studies issue potentially legislation. We've had legislation for the last several years on school meals.
Couple of things that didn't make this list that I can tell you about as well. One is from from that. staff perspective,
there's been some discussion about virtual drivers, education again, you have a standing legislative position about that. But there have been some changes at the state level that have made it more
difficult for us to access the states curriculum. So there that there may be some interest in pursuing legislation on on that issue.
I aware that there's likely to be clarifying language for the cellphone legislation coming forward. So just to be aware, which may be different than our current policy. But that's
that's likely to come forward as well. That's that's what we know now, obviously there are more things, as I said,
because the the the work, the work group staff groups are putting out their legislative proposals. We'll start to see more and more pieces of legislation that we respond
to. And with that, we actually have a couple slides be on this. If you want hit those 2 and then we can circle back to this. I think this may be not
quite the right spot, but >> so we'll just take a quick pause right now before we get to those next slides because we'll have some specific actions with those where if
board members at this point wanted to ask any clarifying questions of Mister Malloy or anything else related to the presentation. Please hold your comments regarding board
member amendments because will go through that in just a little bit. So will open up the floor for any questions or comments about what's been presented, Mr. Moon. Oh, I'm
so sorry. I didn't realize who was as the fresh was first followed by Mister Moon. >> Thank for the presentation and for the work to get here
you mentioned all the work that goes into this is the stuff that the public doesn't see. Right? The work that goes into preparing for this you know, let's say from the day
after the General Assembly session ends to our work begins on the legislative program for the next General Assembly session. Can you talk a little bit more detail about the work that you all are doing in between to
>> move the ball forward for the school system. >> So I we can go back to the slide earlier in terms of kind of year-round advocacy, I
think is, is kind of key to that is just, you know, maintaining communications. I don't remember. like it's like 3 or 4 maintain
communications. You know, not only with our There we go inside for, you know. We try to maintain a presence as much as we possibly can at all of the half session discussions
that are happening. give you an example. My my specialist is upstairs watching the state Board of Education meeting right now. They they meet monthly and there the their
their discussion is going to generate some potential legislative issues. So we we continue to monitor them and advocate with them we try to
maintain a presence that had as many education related or education policy related off session meetings as we can
meet with legislators have discussions with You know, certainly at the end of the legislative session, we work. And in terms of helping the school system with
implementation. And then as you implement laws from the previous year, you see that there may have been understood. The consequences are changes that need to be addressed for the next session and that kind of folds into
the staff recommendations that come in through the legislative program. So I think that that some examples of kind of ongoing work.
>> are you meeting with legislative staffers in this offseason to? >> Yeah. As as as we need to, you know, we try try to reach out and we try to have discussions where we can,
whether it's piggybacking on a meeting or initiating a individual meetings with them. But yeah, we do. We do try to do that as much as we can. And in fashion. >> And I also encourage my constituents to attend the
town halls that my the delegation that serves Providence district have do all attend those the town halls that they'll have before and after session. >> We typically don't know
about those to be perfectly blunt. We do. We do. We don't get invitations to those same wonder, you know, We are. some cases. Yes, but in most cases,
no, because them mostly for constituents, we So we don't we don't get the direct information. Like we don't see weekly newsletters that they
put out. I would strongly suggest. That you subscribe to those after this work session. >> Because extremely useful information to anybody who's
looking to impact legislation is included in those, including the way that they talk about their bills, the way they talk about what's happening in Richmond, their public events, the things they're going to the things
they're bragging about. I know the board members here corrected news letters in the past. So we do. I don't usually express shock. But now
that is one missing. >> I I think may have misspoke. Yes, we do. We do it. We do receive that information. It's not a
systematic as it should be and we will correct that. But we do receive a lot of that information and therefore, 2 new members. >> At least right. I don't know how many new members of
the minority there are, whose list we could be on. You know, in addition to our own delegation being on the list of all the other members would be good for finding people. We
are simpatico with right? Is there somebody in Hampton Roads pushing something that we could partner with because then maybe they'll partner the there's all kinds of things
that could be found there. Speaking of which in anticipation of the SBI had call. And Nicole Cole, who spots of a new member who was
just elected to the House should be joining the growing school board. Former school board member caucus in Richmond. I know how busy they are preparing for all of this and I do appreciate the work
that went into providing board members with materials and support for take your legislator, too. School month. I was able to that go to
elementary school with David Boulevard. And we have some really great discussions with staff and with Principal Kelly and then Senator Slam an eye with delegates Siebold. We went to Freedom Hill
Elementary School and had some great conversations with Dr and several classes and in both cases we were led on tours and discussions by
students which was a new highlight. So I will hold the rest of my comments for generally speaking. fine with all of the other things that have been talked about in terms of updates. The program
they align with what we've been talking about, the last few sessions hold the rest of my comments and how we pick up the amendment conversation. Thank you. Miss a freshness. The
>> I they can act and the Suns. Just comes for a generally supportive of our programs. That's why his
amendment and certainly I wait Immediate attention and interest will be on meeting conference. The problem in the
stent have surfaced. Within a I might have been missed. You are the presentation on. So number 20 really teach you
with assessment the screen, the risk, Lou. Just briefly explain. Those were my time. On the should native languages has meant the willing to
assessment and a square at the time. So there was there's been legislation introduced in the last couple of Sessions. I think it will be reintroduced. >> To introduce the concept of
having subject matter assessments dine-in native language is opposed to English right and language learner. They stay take the same
assessment as every other student in English. They may be given a dictionary for translation, but they they're if they still are required to take the English language
version, most states in the country have at least some allowances. I know what even Texas Florida. >> I >> Subject matter assessments
in Spanish othanguages. This is just introducing that concept to Virginia that. It's kind of part of a much broader
conversation about I knew assessment contract contractor Pearson has expired. So we're moving forward with new request for proposal from a bunch of different vendors and
in trying to embed had a concept of having native language assessment, variations included as as an option.
>> That's us to fcps as well. Currently doing that. We trying to do that is that I'm trying to get it that budget state level with just
yesterday that we it would be embedded in wall system itself, OK, you want a square meters at the bottom school meals. So there've been various proposals last few years. One was for universal
meals across the board. lunches and breakfasts. >> Last year there was legislation that in a budget amendment to do just school breakfasts. We would anticipate that one version or the other of those are going
they're going to come back, whether it be universal meals across or just universal breakfast. Okay. >> Thank This one has to do with my next question has to
do with competition. The Board of Education. The work over the world little bit occasion sometimes on lot of times, may be dictated legislation, but
they can or saw to do own work. With all 9 members from members. governor Youngkin's
appointees. How likely would that to change with governor coming on today, Duminy late on to adult homes expire even though there is a governor
with them, I have a completely different agenda yet. state Board of Education is actually a unique entity in Virginia and that it is it's one it's the only
>> executive board that specifically the Constitution. So it has it has kind of a different status than any other border, 80 other commission that that that exist. And in Virginia. The
normal process and the normal flow of how the board of education is populated is there's 9 members and their appointed to staggered terms. So every year a certain number
of people come off the board and the new governor gets the chance to appoint members. What happened last year and the reason why the state board
became yet majority the new governor appointees faster than usual Virginia also has a very strange system where the positions themselves have to
be approved by the General Assembly. But the actual appointments are made 6 months prior to them being. Approved. So you had a situation last
year and you have a situation technically speaking again this year where there at least 2 members on the board of Education. Right now who are serving, who are appointed as of July one who have not yet
been confirmed by the General Assembly. They will be confirmed to we come back in January. What happened a couple years ago was that those those positions that were already sitting on the
board for 6 months, we're not confirmed by the General Assembly. So they became vacant. So that allowed the governor to make additional appointments above and beyond what you normally would have
done that's how so normally the board is supposed to be staggered. The concept is is that no one governor controls the majority of the board until the very, very end of
their term. And then they continue forward. Trance moved out policy variations, especially if you have your wild swings in in terms of partisanship or in terms of
policy prescriptions. So just to clarify one point, SoCal problem, members of the Board of Education have not been confirmed. >> UN General Assembly be in
the hands of second political party may not along with. Appointments I lose to. That means. Today become
automatically. >> They come a certain 0.2 or so if if they're if they're confirmation fails, that's when their positions cut. been
confirmation Yes, would have to be there their confirmation but would have to fail. And then there's the possibility of that. Yes, with then due governor appointing.
>> Her correct choices for those particular see 2 seats >> Thank you, miss the moment.
sudden. >> Thank I want to ask the legislative priorities. And
the legislative program is drafted in very broad and somewhat vague terms. So and I understand that might be
necessary given you're not sure what bills will be proposed by legislators. But I want to ask whether Fcps. Apps on its own initiative or
perhaps in combination with other school divisions ever drafts legislative language and shops around 2 specific state legislature. Specific
legislators to see if they can a specific bill or amendment passed. The short answer to that is yes.
>> Both both in terms of fcps we have in the past, both helped to draft legislative language and also budget amendments and then, you know,
terms of broad initiatives coming out of whether it's the superintendents association of the School Boards Association or other school divisions. There are also involved
helping to draft the specifics of the legislation. Not so not just the conceptual area or that issue area. But the specific language that would
go into the code. So, yes, we've we've done both. >> And how how common is that or how frequently every year once in a blue
>> It honestly depends on the year. It depends kind of the board's initiative. It depends on, you know, staff initiative. If there's there's
particular things >> need to be specifically addressed. >> also depends on the willingness of individual legislators, right? Because at the end of the day, we can Grafton we want. But if a
legislator, is it willing to pick it up and put it in? You know, we can we can't we can't get much, much further with that. So I would say it varies just out from year to year and
it from issue to issue. >> Obviously, this is your your day job. But my my in my conversations with legislators and maybe the ones I deal with are different than others who
are in Richmond >> you know, >> Ask since they have almost no staff is to me has been
bring me a draft and explanation of why you want to do something and they ask the same of there constituents. And, you know, there have been bills drafted by everyone from
Boy Scouts to retirees. And and that gives them, you know, something concrete to review. And and, you know, in terms of our advocacy, if we bring them
something specific that they can respond to and and perhaps at a rate and that might get you where you want to go faster. Then simply reiterating policy points
tonight, I say that as someone you dealt with the federal legislature, Congress for many years on behalf of federal agencies. And the constant ask was we don't have enough staff
similar to Richmond, although obviously Congress has more staff and then Richmond does. And but they will always wanted specific bill language that they could react to shop
around other legislators to iterate if they were interested in the subject. So just suggesting that us as a
path forward. Thank The sudden mystic's it. Thank you, Mr. Molloy for the presentation.
>> I actually was the, you know, doing the last few months. We've been talking about the new got score soils and Joe going to impact. Is that being addressed in Reno, far recommendation from the
staff recommendation. I didn't see that exact term used kind of resetting. The says as well as scores are reviewing them again. So I don't know anybody
wants to take that. >> To be honest off the top my head. I don't think that we that actual language is used anywhere in terms of talking
about the specific scores that are used to determine whether or not a student passes passes an assessment. That's something that we certainly could could draft. But I don't
think it's directly addressed by specific and cut scores. Dre. >> Yes, ma'am. I think it should be Michael. So perhaps
we could draft something if it's a priority of the boards as well. And the only reason he's impact of the Commonwealth of Virginia August district citing this is one of the things that we work with the other divisions and
to kind of put the that forward because it's half of our schools for past. But their majority of school district will have failing
schools and that measure and the other thing I know that the last few years, a couple of years on the board that the deal he has been coming after,
you Sonnen in different bays and, you know, trying take the money to like, you know, that early. >> Just one issue of the after other. So
>> and my of is this situation going to. >> Change?
>> So what I what I can say is is that, you know, obviously when you have a change in administration, the governor has the ability to change personnel. So the governor would have the ability to
change up with upon the process over the superintendent public instruction over the to the secretary education. So if you put if you individuals into
those positions that have different priorities, that will kind of flow down through the process. That one thing again, back to Mr Means Point about the state Board of
Education, Education. You've got the Department of Education who deals with a lot of the administrative pieces. But you have the state Board of Education that deals with a lot of the broad policy
pieces. So there there may be some tension created there because you've got previous administration with New administration. But I think I think it would be safe to add
it to anticipate that would be a change just based on campaign campaign, literature and discussions that happened out in the public that there may be different different
approaches particular education issues that come from the new governor coming in. >> So thank you so much, Sylvia, talking more about the state legislation right now. What about the federal? I see
a slight 18, this federal legislative program positions who larvae going COVID these new positions and elimination.
>> Sure. mean, >> These are really just adjustments in your existing positions, your existing positions on federal legislation deal with a lot lot broader areas than than these. These are some areas
that were not not already addressed under the under the program. So you have positions on a on special education. You
have positions on. title one. dealing with the with the with at-risk populations, title 3 bunch of different things that are already covered. These are
just the additions federal policymaking. I think I could. Probably accurately describe it is incredibly tricky right now. Just it's it's it's much,
much more difficult from a policy standpoint to follow what's happening at the federal level than it ever has been in the past in terms of of actual policy making very
little comes out of Congress anymore in terms of policy other than the budget and even the budgets tend to be a continuing resolution from
from previous budgets. So it's a incredibly tricky time to deal with federal federal policy in general. >> Okay. So, yeah. Kind have
to wait and for some time. So again, this last the back to, you know, take your list, a juror to school wants. I think on are taking that, you know,
action and I'm taking for legislators. 2 different schools that had a very good visit, Poplar Tree Elementary of it that my delegates guide
Illini she really enjoyed that school. Our kids have gone to that school before and to be our planning few more trips of visits. I should say. said to
pick up a gas key delegates, homer to get think couple of more so we are taking this like we want them to come to
our schools. See our students in action and they're Fairfax County, most representative. So they have either had kids in schools. Are they have stored in Seoul and this
community is really good like I am seeing them. interested in our schools right now. So definitely really good visit with them. So thank you for
everything. Thank Sticks it. But >> before we move on, just want go back to the the issue on cut scores. I think one reason why the legislative program never has historically talked about cuts courses
because cuts course historically has been kind of a largely administrative process. I think it's a little bit different this year. It was a change in how they were. They were done. So I think
that's that's reason why it's never really been an issue for for discussion until until this year. >> Yeah, thank you, Dr. Anderson, I want to add on to
that that we did provide comment to the Board of Education. And I believe I share that with us the board. But I agree that if there's a way to legislatively locked
that down for future planning. I think it's important. I do think that a board of Education's listen and is contemplating a phasing program for the cut score
though, I wonder about the need for offer. Thank you, Doctor. Sizemore Heizer. >> Thank you. And I may miss a
bit discussion, but the phasing but one thing I think seeing how some of these rapid changes, not just in the cut scores, but this accountability standards in the metrics that are being
implemented even before some of these changes are full, even flushed out by the Board of Education. I remember the change and accountability where we asked what are the 3 season. No one could explain them to us and, you changing
in the middle of the year, we couldn't change student schedules, but we're being dinged on what classes students were taking. So legislatively. And I would love to see potentially if my colleagues agree on this, but
even potentially not just mentioning it, busted legislation. But I want legislative Lee. We can ask our delegation to lead the
charge in more guidance. To the Board of Education in terms of in general, phasing for major accountability so will change is because the challenges and Nestle for us
saying, hey, we don't want we all agree. We want to have good accountability standards would make sure schools are teaching our kiddos and their learning what they need to learn. But when you do in this gotcha way where you're
changing standards in the middle of the year with it and fully defining what those standards are. It doesn't help the schools change their teaching methodology when they don't know if this was to teach do because they haven't
defined it for us. So I think there's some room here in legislation, especially with the opportunity we have to talk about a process that video we must follow for
making major changes to accountability to mandate phasing to mandate community engagement. To me, I know some of that's already there. So they're not throwing things on schools during the school
year, which seems to me less about actual accountability and more about showing schools are failing because it's really hard to meet a standard. One. The person playing the stand on. You want
even define it. I think that would be something I would advocate for is some sort of legislation around creating norms and standards for how
accountability so well cut scores and things like this are changing the timing of that to give schools the best chance to build a meat. New accountability standards and support as well. The other
thing I just want to talk about separate from the package itself or just the timing and support provided. I know last year I had one pager fly, take my legislator to school visits. I don't see
that this year. I know we were surprised by so well, bill, last year that none of us knew about. So I'm curious, have since been changes to processes and information so
that way were more informed in a timely manner of some of these major things and given more guidance, you coming at the last minute the morning of the state visit with like little hand out, a little
sheet of paper. So I just wonder if there's some sort of process of that we can put in place that from Michael Mullen from your office. You know, for days before go down to legislative business in February, we have X, Y and Z
documentation and a chance to talk to you about our questions in hand, right? We we have I know you send us the big Friday letter, but how can we better flag? This one is really important. I don't know
how so well, Bill got missed, but I think there's some need to look at from your office and you have more support now, how to better help us engage. those are the 2 things that
lift up. Yeah, mean, I I continue in terms of process, but what happened last year? >> We are. We are working on.
Changing the communication in terms of how information gets to you because you're right, you it's it's a fire hose of information every week. I mean, that's just the nature. That's the nature of the General Assembly session is,
you know, you're dealing with with dozens, if not hundreds of pieces of legislation, but doing a better job of trying to prioritize and and lift up the very specific things that
need to be on on your odds. Radar. That's definite center that we're building into our normal our normal process. been doing some behind the scene. Things. So you'll see
some some changes in how that communication goes forward. And also, you know, we we know in advance that that you all are interested in coming down to Richmond and meeting with
legislators. And that gives us a chance to be able to put together some of the documentation a little bit earlier to, you know, know that you're interested in doing that and that you're interested in coming to talk
to folks so that you that that the the the lead time is certainly helpful in terms of in a developing information, but also making a presentable and everything else. All to go
back. Thank you. >> Yes, absolutely. This lady. Thank you. And thank you to everyone for the hard work on
so couple things just come flying in. My brain is I'm sitting here. One of them is the reality that when I was campaigning a meeting with my local delegates and senators. >> That there is a huge gap
and understanding live fermentation of work they put forward in an actual school. I can't be specific about all the things we talked about was certainly was something related to to discipline that
seemed very logical from their lens. And I don't recollect what it was, but it is important. Another note I have written down here is is Perkins and CTE because of all
that money. And I remember I was working in the system. I was like, why is the CTE program growing and growing and growing? >> When we have other people who have work interest outside of what I would. To find that
has so to that point. >> I don't know that and I'm pick on Dre the minute here. I don't know. To what extent were advocating for. I love this is the right terminology,
but double credentialing, for example, like a data science course. You know, could that be a math credit but could also be CTE. Credit right? Because, you know, one of the
things that frustrates our students is the number of required courses in the advanced studies track. If you don't take summer school and if you take it, we're language
every year. You literally are allowed to take 6 electives. And people will have of an appetite for more stuff. Double credential. much of that's right terminology.
course get you a credit in science and perhaps also. Across crediting I've never even heard discussing that. Is that be another advocacy point for the Virginia Park?
vegetation is that mean, this is all trickle down in the day were school system because the kids who want to go school who want learn. And if I want to learn in this pathway, but you're pitching holding me in
this pathway. It's not fair. So I just think that we need to be more robust in those conversations. So and then I'm gonna go back to Mike. My
interruption earlier around standards of quality. I understand it's it's sort it's a amount out. Go my colleague a Mr. Dunn around riding
specific bills. But I I think that the world has changed, right? I mean, like when I started as a school counselor, you know, 40 years ago, I could do school counseling. I could can advise I could do
college advising I wasn't triage ING the number of kids who are cutting the number of kids who are using the number of kids are coming broken homes like world has changed. But what exit women's last
time to change so cues for certain mental health. But it's also the kids are bringing those same issues into the classroom, which is why our class sizes need to be smaller. Right? So I just I want to be more deliberate
around. Maybe even advocating for change ratios, which then in turn because the LCI would bring us more money.
>> I can see in terms of the standards of quality, one of the challenges of a conversation about the standard of quality is that when the state, if the state were to change or a show, for instance, wanted to fit your
counselors or something. It has both a state impacts. What is the state fiscal impact? But because of the LCI because of the split in terms of state and local shares, it has a local impact as well. And
that's where the conversation tends to get more challenging is imposing that additional local because yes, accuser not fully funded by the state. We don't get 100% of the dollars
for every position that so cues requires. That's always been a challenge in terms of those state ratios. And I think we as a system have shied away from advocating for
those specific ratios because it reduces our flexibility. But it also places that additional local. Burden on us. And as you talked about during your your budget
conversation, the burden fairly substantially. That seems 70 80% of the total funding for those positions has to come from local sources as a poster from state sources. Now, if it's above,
if it's something that's above and beyond that, I think this is important to an important thing keep in mind Fcps is doing something that's above and beyond where the U.S. accuse are and the s accuser
changed. To meet our standard or to come closer to where we are. That then means that something that we were funding 100% locally. We now are getting some state funds.
Trump. That was one of the reasons why the the support cap changes were so welcome was because we were funding well above and beyond where the support cap. How does
funding so by the state upping the support cap and providing additional state funding. That was no state funding coming back for something that previously we're finding entirely locally. So that's
those are the areas that we try to focus in on our place above are already going above and beyond in getting that additional kind of state subsidy for it as opposed to it does areas where it would
require us to go out and hire a bunch of new right your viewers. That's exactly what I'm talking about where we are doing it. >> And it's it's because it's the way it needs to be done for quality education not to
make go below something. Went were not word with the best. Okay. When we're doing the best we can do. But with with less and less money. But that's the point I'm making is exactly talk about Thank you.
>> Thank you so Miss Anderson. And then I will take my turn and miss Manuel as well, Mr. Molloy, we only have less than an hour left. So I'm asking for more concise responses to
our questions. Thank you. >> Thank I. >> I don't think that this is that it requested amendment, but I am going just speak my wheelhouse just a little bit
in the fact that the format of this document is hard to follow. And I know that we've done it extensive amount of work over a period of time to get it to be more. But there are a few things that we can
do that would make it a lot easier. I think that we need to have them broken into categories that supports and opposes under each one. If there is something that goes with each because otherwise
it's too hard to try to read through the bullets to get to the point and the other aspect of it is it doesn't need to be not. It doesn't need to be lettered in terms of the
entire document because it insinuates that something is more important and something else if at the top, we just say these are provided enough but a cord we don't have to actually created in a traditional outlined format,
which makes it harder to read overall in 8 insinuate something is more important. Something else because lower on the list. So they're there are some minor tweaks. The other thing is we have more in
here under ESSA. Well, you know, state testing that we have before we need some hitters within their to break up and pieces of information. The same way we do have have under state funding. So
there's very this is a resource for legislators to be able to quickly go. And so if sometimes my my perspective, don't think just our legislators are using it. I
think probably when you have people around the state that are doing things with education, we are. We are the big dog in the room like they want to know when we spend a lot of time effort to make sure so we need to have this
be as readable as humanly possible. And I just I strongly think that there are some there are some easy tweaks that we could make that would make it readable. I want
to make sure that the PDF court that coordinates with it is all link a bullet in the document. Sobecomes that Bible that everybody's going to because if there's pieces
in here it would just be it would be really awesome to see. This is something that suffer very solid resource. So crews I I I know it's of medical, but it doesn't need
to be like thing doesn't need a letter. OK? Thank you. I will take my turn seeing that. There are no other speakers. Couple of things I wanted to
follow up on on Page 20. You talked about how the final full the last 4 bullets. We're already bills that we're going to be carried to do have any additional information as to
who would be those who are presenting these bills. >> So my understanding is, is that the Virginia growth assessment substitution bill will be carried by Sam Russell
and David Souter line. They've carried versions of it in the past. It's been something that the Roanoke, Roanoke area has has long advocated for native languages, as but I believe
that Cohen may pick that up and she's had that in the past. And so has senator from Bola. She she had a Senate version of that International
Baccalaureate advanced Studies. I believe that Senator Sully may be carrying legislation. I know it's and been really championed by the Falls Church City school board. So believe they've been
hasn't with him. And then on school meals, Senator Rome delegate Bennett Parker have carried legislation on on school meals as well before.
So they're they're likely patrons of of those. >> Thank you. The reason why I ask is because this is another opportunity for us to connect with those individuals. The Florida fi. They are bills to
provide information because we have relationships with most of those individuals. And if there's anything that we can just ensure that they have, I want to be able to to make sure that we do that. So
that's one to I do agree that we need to have some specific language regarding the cut scores because in the same vein of what this lady shared and having conversations with
members, it's eliminating what they may not be aware of. I had this exact conversation with down again, Harry and she's like, wow, this is and lightning. I shared a number of things with her, which I will share with you all in
just a little bit. And it really I think he hit the mark because there's an assumption that they are much knowledgeable about the things that we deal with on a regular basis than they are. And I
think taking the opportunity to education would be helpful. One of the things that I wonder is the cut scores. While we are talking about phasing in the language, I would also like for us to include in the face and
consistency of the cut scores. I have yet to understand why it's different numbers for different grade levels and different subject. Not asking Do you have the same question?
But it was always clear to every parent, if you could got a full 100, they pass that they had a 500. They were position if they had a 600 was perfect score parents and not going to understand. And
remember all of these things, what they had 3.75 to 3.99. They can. We test having that consistency. It's still very helpful. So I would like for that to be part of the language that you're going to call for us, not just to have
the phasing or maybe not have it at all because that's not the way to increase trigger. But the consistency of those scores across grade levels and across content areas is really
important. The other thing that I want to share, I do agree with what Ms Anderson has shared with. We have some space here where a document could be more legible or what
easily more easily accessed. However, I worry about removing the letters because I have found myself because I've had to swear member of the delegate Texan me while we
were in a meeting and I just said, go to Page 5 letter M I would hate for it to be bullets because it will be harder for me to stay go to the 5th bullet. Maybe I mis
counted. Will they miss counted? But I do want to say that one is more important than the other, but it has to be delineated in some way. So I I worry about that. I just wanted to raise it because I
actually had that as an instance. And I think those are my final state. All thank you. I think those are my final statements. We have 3
board members for go backs, which we're going to do for 2 minutes, Janet, because we do need to get to some of the amendments. Were some of the amendment work in some
planning discussions for the briefing. So I believe I think I have the order. Missed a fresh was first and that and then Mister Dunn and Miss
Sizemore Heizer. Thank On the at the conversation around >> working on specific legislation reminded me of a
Callie recently had with a constituent. And we were talking about funding and how some school divisions have delegates or senators that Kerry legislation that
directly funds Project X or project. Why? And they cited Henrico as an example where carried a funding bill. You
know, to fund this project in Henrico Public schools. And so this was in the context of a conversation around start times and bus costs and other
things and I think we could probably come with a giant menu of things that one off funding bills or whatever. Obviously you're not gonna get them all in one year, but have
we ever considered something like that? a one time disparate funding need? was addressed by a legislator,
caring. That is an option. I think if if I treat it, if you want to take that. >> I don't know what our history on that topic is.
Michael only of 4 years of history. And to my knowledge, we have not asked since I've been here, I don't know what historically we've done. I do think the some of the work
we're currently doing. I think in terms of raising expectations for mathematics, I think the entire Commonwealth to be focusing on that. And I know that there's
some legislation of foot to talk about that, particularly adding some graduation requirements and bringing bright Trigg into alg 2, for example, I know there's
some legislation around that, but I do think. It would be of wise and prudent financial investment also to financially some port that work not just
here, but everywhere in terms of credentialing of staff, perhaps class sizes around mathematics supports. I mean, I think there's some really
important work. I think the I world at this time that's a whole other conversation. But I think there is a lot of work to do. As I've said before. I think it's our sputnik moment
as a nation and where. Reece on the sidelines of this month. But this time I feel like in our country on that topic in, I think it fires. Commonwealth has a commitment to leading education. That
would be something also could be funded. So I mean, I think to Mr. Officials pointed to hurt grand idea. I just don't know what our history here isn't doing that.
>> So we haven't specific. I we've we've pursued budget. It's but we haven't pursued one as granular is what you're talking about, which is it jumped on that I can come up with his Loudoun County asked
for money for recovery. High school. Very specific in the very that and I get that like you immediately get into. >> Worst rating in the General Assembly around that kind of
stuff which I get, which is why I think like having 2 buckets, one that is like a commitment to long-term investment right? Like Dr Reid was just talking about. Those are not things that you would one and done be done in a year
right? But then there are other things that we could use that are an investment that is. >> mid. >> Finite in a sense that it's not something that has to be
renewed annually. It be great if we had a menu of those things and then those are options for our delegates when they're having those budget conversations, they know,
gosh, there's $500,000. I could probably get in in this peace here. Here are the 4 things that I could try and get fcps with that money right? So I'm not saying this
is going to be easy given what people think of Fairfax County downstate. But we you know, we're in a bind just like every other public school system last really quickly sentence. And then I'm done we
can talk about LCI until, you know the cows come home and there's not a lot of cows and Fairfax it's not changing. It
is as unfortunate as it is for Fairfax County. That's not changing. But Jay, a lark is a solution or at least a part way their solution. So I think
it is. But who loves us to conduct advocacy around things that has a chance in heck of happening. Thank you. done.
>> The Thank you. My question how how much are we doing? 2 actually achieve a reduction and state testing requirements because when you talk to
teachers in elementary schools, in particular, you know, there's the curriculum they to teach during the year, but they have to step away from that curriculum in order
actually teach to the test right there. not just the
past, but protests. >> The sudden have you completed your thoughts? >> I asked a question from Mr.
Molloy. >> Can you please ask that again? I think we missed it over the barking. My question
is. How much are we actually doing to reduce state testing requirements? Because when you speak to elementary school teachers, they spent about
Their mission is to teach a certain curriculum, but they have to take time away 2 or 3 weeks at a time to not just teach to the test, prepare students to take this state
test. But also we have various protests to kind of prepare them for that state test later on. And every time we take students away from the core
curriculum to teach to the protest or teach to the state test that represents a departure really from, you know, benefiting students. The state test don't really
benefit the students that benefit the school division and maybe whatever the state wants to measure. But, you know, we were not being centric and this approach was state testing and all the pre
testing that goes with that. So what are we doing? Actively? To actually achieve a reduction in the state testing requirements? Because it seems to be in reading this
and looking at prior versions that there's a lot of copy and paste year to year as to state testing requirements. And and I just want get at what are the active efforts for making
drafting legislation working with legislators to actually actually benefit our teachers and our students. >> Some of the Very briefly, please.
>> There has been legislation in several years to reduce state testing to the federal minimums. So reduce the number
tests that are required the state level that that tends to be annual discussion in the General Assembly. And I think a lot of what you're also talking about, his instructor practice, which that isn't
necessarily legislative in terms of the protests and preparation that obviously the importance of that asked. Drives because the test flows into accountability because of
closing the individual student achievement. That that drives instructional practice. And I think that maybe a little bit of what you're talking about, but their annual discussions about reducing the number of tests.
>> But but what are we doing? That's the question that there's legislation by someone are we draft legislation? Are we pushing like where the largest school system in the state? We should have outsize
What what are we as fcps doing? >> We have not drafted specific legislation on that issue. >> So I think okay. So we're loving other people. Carry the
ball on that. Is that correct? >> And we have not. We have not drafted legislation. That issue. >> Thank you. Miss Sizemore
Heizer and then Mystics it. Then. Miss Mary. >> Thank you. I just wanted to go back a little bit on some of the communications. I appreciate the come the
conversation about improving communications this year. >> And the fire hose night and I agree it's a fire hose for you right? This is how a general assembly set up with a very short 45 to 60 days
sessions. But I think and we talked a bit about this with so well, Bill, but will be helpful is not just saying this one is really important trying to flag which I think in some ways are all important.
>> Right. But giving us a little more guidance of this is a positive impacts of this one. So you could should advocate for this is a potential negative impacts of this one. And here potential
suggestions for fixes because as much of his a fire hose for us, it is also a fire hose for the state delegation. Right? And the more we can make it easy for them to guide a bill in whatever direction with a
lot to guide it. The more likely we are to be successful. So for just flooding problems, it leaves it up to us was as a governor elections. You have the expertise in the end that
historical knowledge. Provide a solution. And I think if you can help us provide that solution were more likely to be effective in our advocacy. And I we do go down every year to originally said we have
been on the board other than the COVID years. We did go down to Richmond. So I don't know if communication lapses to when we go down. Wives may be. I think you mentioned something about knowing in advance what willing to
Richmond. I know. I do know we do that every year. So I don't know if there's there was a scheduling thing last year. We didn't know in advance, but we should definitely work with your office to make sure, you know, in advance. But I can
tell you that. We often go down every year so you could plan for a visit sometime in June and before crossover. So as you office is planning to help us out, I would imagine
that it wants Ukraine to else. Yeah. So but you know, in the past has been in the VSP Conference, but I couple times by my previous term is but just just for your planning purposes, I can imagine you
should know sometime in January we'll probably go down. Thank you. Thank Marks it.
>> Be real quick. I feel like in the document which I'm centers was talking about the formatting and things like that. I believe we need to have indexing just like we do and proposals right at the east of Lake hyperlink so we
can get to that section quickly. Also, I just vast talking I like I don't know from all us and all you know, meeting the moment, everything
I think we just need to have own like point here as AI and the need to take a charge on that and create policy in and out proposed policy and how we
can do better and more in the school system. So that should be I think one of the priorities that should be like in the forefront. It's dent.
Well, guess was looking at thank you, Miss Marion. Okay. So I'll just say off the bat.
I agree with Mister Frisch's additions to the program and the >> Spirit Mr. Diamond's. It's something I have worked on as well with the Sunshine Law. So just put that their first that, you know, what I'm
hearing is that we need an advocacy tool kit. I will say I tried to put that together. I was hard pressed to do it in the last 2 weeks. Dr. Anderson
has some great materials. I just sent a link for that to the superintendent. We could talk here. We mentioned some of the things we'd like to have like the jailer. One pager that I wrote earlier this year. And that's updated
as of the summer. I think so will change is the state accountability. You know, if you recall what we last year when we went to the the
Capitol in January, we had a one pager about J Lark and it had bills on that one pager that were like up to the minute. Hey, this is a legislations on your desk. And so we were at that point was
very specific. We also could do the same thing for some of those other places. This is that nexus where the superintendent staff need to
come together because it's just a lot of work and it's not possible to do the legislative research. The communications messaging, the design and the specific
magisterial or state elected focused research. If we want this to be a big part of our portfolio, then the superintendent needs to help us car that time out and
provide resources for us to do that. I hear the interest, but even talking about the accountability so well like we could have a whole conversation just about that
to make sure we all understand it and what would be seeking actually develop legislation. But we need time to do that. I also would ask that we
received upcoming town hall dates and I don't know what we're sending to our state delegation. It seems like it's very haphazard. We did talk about sending a regular update to our Board of Supervisors
not sure where that stands. So that's part of this as well and getting savvy on that. the active efforts to draft legislation and with the one of the things I wanted to draft, actually that I was working with a little bit with
announced ship is with Senator solely was legislation that looked at how are schools are being used as polling places given the impact of early voting and maybe that's a
jailer custody? I don't know. But I've reached out. I haven't gotten anything back yet or no effect officially say, hey, can you draft this bill? One lesson that just
mentioned is for going to make a statement or perhaps and send a message to the incoming governor. And send a letter with our priorities as the largest delegation is led a school division in the state.
And also and also the reception on Monday we had planned so hard for this legislative reception. However, our delegation has been called in down to Richmond all these beings. They moved it once we do that
twice. And we've got like 3 officials who are available Monday, many some of whom have already been on tours in our schools. So we among the to the chair and our other
legislative Edward suggesting just canceling it at this point and then being really specific about how to follow up with everyone. Okay. Just
picking up from I want to be sure that there is no objection to the cancellation of the November. 17th again, will have very few people available because they've been called down to Richmond for
various things. >> Seeing that there are no objections. One of the things that we'd like to do is to ensure that every single member of the Northern Virginia delegation, is
covered, whether it is a phone call from us or if you bet that a new school visits, if you have one that is coming. So at some point, there will be a list that we send and
we'll make sure that everybody signs up as to who they'll speak to because we will need to raise our federal and I'm sorry, our state priority. So those individuals regarding
the federal representatives, because we're not really funneled in that way as the federal liaison, I will take care of that with their staff. I've already had conversations
with them at the meeting with senators saline. So that will be coming to you. Hopefully by the end of today for you to sign up. Once we get there, the last thing, can we move
the slide to the next page? Yes. So the next thing that I wanted to share because this came up in the conversation with Aaron and Mister Mulloy. What do my visits look like with my legislators and again,
it's a pretty labor intensive in terms of getting the data. We get these nice little folders that we put together so them and their aid. They actually walk out with some information about their school, about the school and
its very specific. And I also leave the same folder with with the school principal. And it has a number of things which will become available
for you, minimally for you to look at. But it's not you don't have to use if you don't want to. But if you find it helpful, you could have your assistant take care of it because Ms Coffey takes care of putting all of this
together. The first have a document that is fcps at a glance where it has much of the data that doctor lead has share with us in multiple places. We just put it together. Then we have kind of
a list of all of the Mason District schools and I highlight the ones that are specific to that General Assembly members district. So
you'll see like the yellow highlights throughout it. And then a comparison with on of the magisterial districts from number of special education students to population 2 NL
students and title one schools. And then I have a high school review and it has a number of cars, a number of columns, everything from
renovation dates, too. number of students to again tie to one status. All the demographics. Again, I highlight in this, the schools that are Jermaine to them and
I also provide them with another sheet which I don't have here some reason that tells them the the highest languages spoken outside of English in their schools. And
I know that they've used that because Congressman Buyer, he did use that to kind of change some of his communication after I shared this with him and the high school page has
all 25 high schools as well as the middle school page. And then I have the middle school, the elementary school page, which has all of the schools and the regions that I have, which region's 2, 6, because
it's hard to fit 140 schools and one page. And then we have the priority list. And that has, you know, change based on whatever it is. Our priorities accountability and the cut
scores. The ones that Dr Reid shared with us today in the meeting, I had that as a one pager for them to use to see as well. But we also start the conversation with going through some of This folder in
the principal's office. Before we go out into the schools where I talk about what our concerns are, then I asked them, what is it that they're doing? What are they carrying?
And then then I well, could you be able would you be willing to move this forward? I think the next logical step for me and that is here's a bill that you could actually
carry rather than just having the conversation. Happy to talk about this more with you all. If you like, if you find any of this helpful, but I have found that the the individuals who come to this
visit, they find the to be very helpful to them. And so did miss Marion and Mister Malloy. So I will stop there. That's perfect timing. Now we
are going to miss. Janet Yes, if you could, please put up the amendments. We are going to take some time to go
through those. Hopefully one out of time. If you don't have questions or high levels of concerns, please don't speak
because we have only until it's to 35. Now only have until 3 o'clock. I feel like we're running against the clock of current. So very quickly, what I'm going to ask
the individuals who first brought them to just read it, give us a super brief overview. >> If and then we'll take a consensus vote. If there are
no questions. Mr. Fresh, would you please start with Page 16? >> The first 2 here are additions the federal
legislative program so they would be number 49 50 beginning on Page 19. The first one word is regarding SNAP benefits which have been
in the news a lot lately. it reads, 49 FC the Fairfax County School board opposes efforts to undermine Medicaid and the supplemental Nutrition Assistance Program SNAP and supports returning these programs to their full
authority and funding levels prior congressional action in 2025. And then it gives the citation for the legislation ensuring they can meet children's health care and
nutritional needs. Relatedly number 50 reads the Fairfax County School Board opposes efforts to undermine the McKinney Vento Homeless Assistance Act, which guarantees educational
stability and support for students experiencing homelessness by ensuring their immediate enrollment in school. Access to transportation and the services necessary to remove barriers to their academic
success. This is on the chopping block in Washington. Currently. there any objections? >> The we will. If if there
are no objections, I will consider that consensus for us to move. >> Forward with the language has provided. All right. These can right?
>> The next one is in the state legislative program and it would be in addition adding an ad section other policy issues and the first item
being added under that new section on Page 16 would be the Fairfax County School board supports efforts to ensure the Virginia Board of Education is committed to serving the interest of all
students by strengthening its stability to help provide consistent and collaborative leadership for Virginia's public schools. The one note on that is that there's talk
among legislators in Richmond right now about making changes to the way that members are appointed the timing of their terms, that cetera, so that we
don't have dramatic swings like we've experienced in the last year. The second yeah. Are there any objections?
Relatedly this would be the second item under that new section, the Fairfax County School board supports efforts to ensure Virginia's public universities have stable student focus boards of visitors that safeguard
institutional reputations and strengthen their ability to provide a premier educational for all students similar to the previous one. I think we all know what's happening at
Mason and UVA and elsewhere. Are there any objections? Alright, and then this is the
last This is a federal legislative priority and this is an amendment to a current priority. Previously the
agenda indicated our support for something which has now been got it. this changes that Page 19 number. 36 would now read. The Fairfax County
School board supports restoring the Federal Public Service loan forgiveness, Pslf program. And then that as these other pieces of FAFSA that have been gutted income
based repayment. I BR programs and grad plus loans the way they existed prior to congressional action in 2025. With the legislative citation, these programs help students
and educators pay for higher education. In the case of pslf providing student loan forgiveness in exchange for public education related service time. Are there any objections?
>> Thank you. Miss a dime, Europe. So can we please put Mister Dunn's? >> Amendment.
>> Thank and Ryan Mack. I mean, it's a second for my amendment. So the purpose of my amendment is to amend their
Virginia FOIA. to enable. 6 members of our board to meet at a time but has applied to all school boards and the
state instead of the provision and our state legislative program, which calls for all school boards and all other public bodies, which is I don't know what's included in
that number. This is limited to school boards anything below a majority of a school board to meet and a formal
meeting or and what the current life. So she calls an informal assemblage. The idea is to end the objective is to enable, especially informal conversations and further the
effect of governance of our school body, which is currently and he did by the numerical limit and the current legislation, which any time there's a formal meeting
or informal assemblage of 3 or more members that is requires public notice. >> Thank Can make that a little bit larger? What we
have up there? It's hard to see. Maybe just take that color out of it. And then well, it was sent. And I know
Janet had it, but we'll go ahead and ask for any questions that are of the group, not sure which came up first, but we'll start with Miss Anderson. The misleading.
>> I think that my only I am obviously fully in support of ensuring that more of us commuted to time. My concern is I definitely missed when Mr. Dunn says 6. I think that that's too many would just
because I think that we can't have a number. I think what I've always advocated for is a percentage. And if we could go for 40% of our border, 30% of our board, then I think that
that still meets the needs for boards that are 5 to be at be less than the majority. But for a board that's our size where it's just the sheer volume of people. Even if we get to 3 people, it would be a
lot easier to get through some of our conversations. So I think that for me, I am I am I like the idea of replacing the
fixed numerical threshold, but I would advocate for it being a percentage of the board. Thank Sudden, after you've heard all of the comments,
you'll have an opportunity to give your feedback. lady. >> Yeah, I mean, the same place I was going to ask for, you know, >> 40% for that might be bold
because that certainly would get us to 4.8, but not to 5 do the math. But 4 people is 3 meetings versus 3 people, which is 4 meetings. I just
yeah, I don't need I want to number, but a percentage because and it's it's easily applied across all school school board the state regardless of the size of the
board. Thank you. Saint John cutting That was exactly what I was going to save. You do percentages. It is an easier lived for the legislature to say this is what it is and it can be applied to all. >> Other school boards
depending on their numbers. You have a fixed number. I think that's not. That's just a heavier lift. And that is consistent. >> Thank you. If you have a number fix number comment, can
we just stipulate that it's been assumed? Okay. Mystics it. >> I agree with the likely to
present each makes sense. But also then we move toward majority. Okay. If. >> Thank Is that Mister McGahn
on this? The moon, Mr. Moon. >> We show them. I appreciate you bringing up this amendment. However, 6 since to be. Hi. Hi. Probably would on
mom or not. A religious leaders to propose You know, for me. to Fairfax County school member, I don't really count up all those school
districts ability to meet one, not be able to me as far my board is concerned, you don't have to having an opportunity
to conversation amongst least If that can now time that works with a 40%. If they can find misleading proposer for
just our been calling decorative. Governments. scoreboard to have to certain number or certain percentage, just fine. I think full would
help it or not to be able to do a lot of work. Much money for too people. Thank you. Miss a fresh 4. I'm not going to talk about numbers.
>> I agree, but I'm not going to talk about numbers have 2 things. One, this is not format like an amendment. It doesn't tell me where it's going. It doesn't tell me replacing anything. It doesn't tell me if it's adding to so
that needs to be fixed. If it's adding that it's all underlined, not just in red, it's striking. It struck through. That's the format you know, I think we should
probably make sure that board members have like a Google Doc that shows what samples look like for these kinds of things. Just generally speaking, secondarily, I
believe miss Perry can correct me if I'm wrong. Delicate Bennett, Parker and some others have worked on this issue in the past and perhaps
with a larger majority among people who might be sympathetic. Maybe we can get that done. I think the number comes into play with whether we can get that done.
>> Thank you. I'll take a quick turn. I won't talk about the number, but I will say what I'm glad to see that this. I mean, I've known that this is Ben. >> In the works at enrichment for quite a while. But that
does not preclude us from having it in our agenda. So I would be supportive if we can make some of those changes to a percentage by them in specific number because it
makes it less applicable to other places. So Mister Dunn, your turn for final word. So sorry, Sizemore Heizer. Thank you.
>> I agree in general. I think it should be 40% are. The 3rd is some sort of percentage. That's what they've been saying for years is that should be a percentage of port side. So it's the same
requirement. Regardless the board's size. So I agree percentage. I do think if we're going advocate for this, I've had several conversations over the Different delegates about the challenges. And I
think there's some room for educating the delegates in all of the ways this impacts us. When I've had that conversation, they're shocked that we can't all jointly edited Google, Doc, even though it's for double anyway.
So why we can't Johnny at its something, its FOIA will make 0 sense to me in the same way, while we can't reply all because that's also So something is for able And I
may be asked of our legal team could take another look at that because of its subject to FOIA. Why can't reply all? And he's not subject to foi. It's a closed session type of which we also have those available
meeting. So I don't quite understand some of challenges. But the thing that's book greatest to this to the legislation would have talked to them is the impact it has on their constituents being
able lift issues to us. So I recently had a delegate lead, a constituent who want to talk to the board about a specific issue and that delegate had to set up 6 meetings constituent
so that constituent could talk to us about their issue. We weren't taking any action. We making any promises per se. We were just listening to the constituents concerns but because they didn't really want to do it in an open
meeting as a constituent has that right to not have everything. They say the public. The constituent was not able to come speak to the whole board or a 40% of the board. Just to say these are
my concerns and this is what I'm looking for. Instead, that constituent had to do 6 individual meetings to at a time just to be able to say to us, this is what I'm looking
for and that I think impedes constituent services significantly up disability. Listen, the community impedes our delegations ability to bring their constituent needs that are school-related. 2 school board members. So I do
think that talking him what I've talked about, how we can't reply, all we can. What kind of Google Doc jointly at the same time, the capital. We can't replied the coffee to
those comments on a Google Doc. We can they were shocked. So I think in some of the way we talk about this, we need to talk about the fact that this
rule doesn't take into account the electronic way. We do business. That is foie Abul can't say that's enough. It is foibles. So why can't we do it? If it's still available to the public? That seems to me meet the Sunshine law
regardless. I think educating our delegation is helpful because and in conjunction with that to say how much more the work of the school, what
has gotten to be even 6 years. I've been on your the amount of constituent services, the amount of Requirements from the community. I think that's important to lift up as well.
So efficiency and transparency is absolutely both important. But I don't know if the rules have kept up with the changes in the way things work. Thank you. That's very helpful.
Mister Dunn. >> I I I would just like to echo everything my colleague Miss Sizemore Heizer said. I think educating the state legislature's states legislate
tours about everything that that all the negative impacts from the current legislation is very important, especially to ensure effective governance. You know, there's
obviously a majority of people who favor 40%. So I defer to majority. I just want to point out, however, 2 things one, I
mentioned 6 but my email did not mention 6. My my proposal has to respond. Mister Fishes comment actually said this is what the state legislative
program currently says. And this is what I'm proposing to replace, which is a wholesale replacement of the current language. So I didn't face this language into the
document on the shared screen right now. But you can look at my e-mail for for what the let's say. Program 40% for the vast majority of school boards
in the state would not enable more people to meet together, for example, Arlington has 5 members school board, I believe City Fairfax does as
well. And if I'm correct in that 40% of 5 is 2 people. So Arlington would still be subject to only 2 people meeting at a time that that's
certainly, you know, I I represent Fairfax, not Arlington. So I'm fine with 40%, but it Fairfax and anyone who more than 5 school board members. I just don't I have
an inventory of how many other school board members in the state have more than 5? I know majority. I believe it 3, especially in the rural parts
of of the state and so I'm I'm happy to take that friendly amendment from, you know, whoever first proposed 40% instead of the word majority.
But I appreciate the support of my colleagues. Otherwise. >> Thank you. So given that we're not necessarily giving consensus to your amendment, you'll have to present this
when this comes up for a vote and we'll talk about formatting to ensure uniformity, folks, we have 2 more things on which we need to give consensus. So we're going to not necessarily take
go back this issue at current. Can we please have the federal priorities be posted? While
that happens, you know, as the conversation evolves, we've talked about when this man just talked about sending a letter to the new State leadership. Could we have consensus as to whether or not
the board will you be amenable to doing so? Why do we want to do that at all? And then, of course, we'll come together and determine what the content will be at some point in the future. We have time. So all
in favor of no, we can't vote because otherwise it is. It I need a second. Are there any objections to the board sending a letter to the new governor just outlining some
of priorities. And this letter will be shared with everyone before it is sent. Obviously. Okay. Seeing we could send it to the whole world but will
set certainly send it to the new governor. And I don't see any objections. So we will need to talk about has to working with Mister Mulloy to
help draft such a letter just really to couch very meaningfully, not positions but the impacts, the rationale behind those positions. But in a way that does not create a
10 page document because that will be hard to absorb, OK? Now we have up there, the federal priorities which have been listed we will need to
have consensus on this because this will be what is shared with legislators. Well, I guess not on the 17th anymore, but on an individual basis.
With the legislators there. Any objections to the federal priorities as listed? Seeing none. We will consider them.
We will consider that. We have consensus to move forward, Mr. Molloy to clean it up. And so we have something that we can share very quickly. Can we
also post the state priorities?
What you have there? Well, everyone has a state priorities on board docks and probably has had an
opportunity to study them. Are there any objections to moving forward as they are listed? Dr? Anderson, this would include the amendments that
were done without objection, right? The priorities do not knit necessarily include the amendments. program includes the amendments, thank priorities are the hot topic.
Things. So 2 different conversations that current so the state priorities as listed. Are there any objections? Seeing none?
Mister Mulloy. You can go ahead and wrap that up for us so that we can present that in our individual conversations just kind of next steps moving forward. We are not going to
have the November 17th briefing. We are engaging and individual discussions with legislators. We are going to have a sign-up sheet to ensure that every legislator has a
board member speaking to them. Could we have more than one? Sure. If you can get the audience yea, but minimally everyone needs to have one and I don't have a timetable. But
I would like to hopefully we can do it all around. Maybe before SBA because we had intended on having this discussion with them on the 17th. somewhere around there.
So let's not wait until December in order to have that conversation. I think make sense. We have a federal probe out federal priorities out
state priorities. Our joint priorities is yet to come as the Malloy. The joint drug parties are included in this. And as part of the.
>> Okay. Do we need to take to get consensus on that at would suggest you do, OK? So let's go ahead and put that up. Please. up. I can barely
what's what are there any objections to the joint priorities? Seeing none. We'll continue. It will consider those concurred by the board.
>> The last business that we have not really honed in on in terms of next steps. >> Is regarding the formulation of bills and budget amendments. I know that there's some interest, but we
haven't really made a board decision regarding how to move forward on that. So my once they find machine. Going
through. I think it was on slide. >> Some a lawyer which slide had the areas of interest by this board for potential bills
and amendments. Slight 20. Thank you. So if we could put
up slight 20. So the bottom for being taking care of by other legislators, as we've
learned. So we have 1, 2, 3, Mr. Molloy. I would love to hear your guidance regarding the first one. S well, timing and administration reforms. What information do you know that could service otherwise?
We'll be looking to perhaps offering some sort of amendment a bill. Can you give some guidance as to where this may be with others? I think there's been some discussions
already with delegation members about this topic. I know some information was shared in a Friday letter. >> In terms of some potential changes and some data are around the impact of those changes had. So I think that
those conversations are ongoing, but I can't. I haven't been directly involved in the conversations, but but I know it's it's certainly something that VSP Ar Vass is
included in their legislative priorities making some some adjustments. Other organizations are doing the same. Other school divisions are in the same. So I mean, I think that's it. There's
ongoing work on that. But >> so I guess I'm going to tackle it in a different way since we have these 3 items that I know we've talked about ad nauseum. there any
continued interests on the part of board members to submit while to have Mr. Molloy support us and writing bills to present to a state
legislator. Sizemore Okay. I wasn't sure which I would say very much. Yes, I think with us present bills that are in the affirmative, the things you want done, although think.
>> More, I think presenting I guess I'd be more inch and presenting changes or fixes to bills that are currently out there. One of the presenting bills is. I think it takes a
lot more conversation and stuff to present bills and it does to present fixes. But I think that's something that we can talk about and see how that would look a little bit more and see how that fits into the way their work Salas to make sure not
unintentionally presenting things that fall in the pit falls or things like that. But I definitely think there's space to present fixes to bills or changes to bills to make them better. And I would
highly highly advocate for that because all the was and I've heard this many of our delegation that this is great to have this list of things you want, but we don't give us ways that we can then take
what you want and submit it right. Even if it's not a full bill, if it's enough that they can then submitted to their bill writers. But I think need to give them more than this and it highly in favor of
that. Thank you for that being that we only have one minute left to the session. I don't think we'll be able to hash out the topics on which we want to submit fixes.
>> To present too any legislator or to make decisions about these 3 topics that are here. >> So perhaps Marin and I miss the Malloy can reconvene in
terms of the next step to move forward regarding. >> The submission of bills and budget amendments. Miss Mary. Yeah, I just say, you know, BS BA is coming next week. And so
for those going, it would be good to have language ready or ideas ready to connect with others. >> Downstate, like I said, you know, I've been hard pressed to move this further in the
last 2 weeks. So it's going to take more than just myself and Ricky. If people want to develop the language like please reach out, perhaps start with a draft and Senate who is articulate it because
it just is it's a lot going on right now. So thanks. Barring any additional comments, this part of the work session is Mr. Rudd.
And we just over here. It lets go ahead and get It is almost 3.15. We've got our last. >> Topic of the work session, which is to go over the status
and the information on the comprehensive school boundary review. And so with that, I will turn of Dre to introduce the topic and we'll go from there. >> Thank you. Miss Sizemore
Heizer what a day. >> So >> I will happy to introduce our team. They're going to
bits and pieces of this. And be sharing some of this work with them. But >> we're going to do an update of where we are in the division white boundary review process. And we're going to talk just
>> a little bit about the Western High school as well. So I'm gonna turn it over right now to Mr. Eric Gordon, Archie facilities officer so
Mr. Gordon, actually Mr. Garden is joined Mr. Munich, Dr King, this Young, home, Mr. Smith. And in this because really there's a whole join
U.S. team effort, Dr Ponce as well has been a lot of the meetings, Mr. Lambert spent a lot of the meetings. It's been. A Lyft really from a lot of folks at the senior
leadership level. And Dr King's part of the advisory committee has Mr. Gordon and the Salzman there Mr. Smith.
So any AM what you kick us off on a couple of sites and we can phone a friend as we do this because it's been a team effort. >> Yes, ma'am. A good afternoon. All Eric Gordon
chief of facilities today will present an update on the ongoing comprehensive school boundary view. So to recap how this process got started July
of 2024 school board approved an updated policy. 81 30 on boundaries, mandate mandating fcps school boundaries be reviewed every 5 years previously. We had not done a
comprehensive review in the last 40 years. So in July of 2025. So this summer school board adopted a revised language which sent phase in plan for a boundary
adjustments at all. School levels. The slide, the picks for primary criteria is given to us from any one, 30 school board, then a 5, these 4 cry tears that should be
prioritized by the superintendent on the boundary review. So access to programming proximity. Roman slash capacity. And
transportation 81, 30 contain 7 additional criteria. And Stacey School Committee and unique location. The superintendent may consider the additional criteria 7.
Those are listed within 81 30. A few points to keep grounded is the importance this work is some of the reminders that we haven't provided to the committee during the process. First of all, as adjusting
school boundaries as a national best practice as used as school systems across the country to manage resources. This is one tool that to manage resources, addresses,
changes that may arise. Secondary. This is budgetary adjustments that all boundary adjustments may occur as part of a boundary review are not intended to be quick fixes for all challenges across the
division. Thirdly, the review cycles that were established in any one, 30 allow for regular reviews to address changes that may arise in the future. And as mentioned, this tool is not a one stop problem
solver. Additionally as part of the review, normalizing the conversation around the boundaries has been key part of this process. The slide here you see the timeline. So
the faces that gone through. Phase one was about a review process for the fall and spring Fall 2024 spring of 2025 health community meetings community meetings and
received input. We're currently in phase 2 and we just committee meetings of scenario for so we met 12 times in September and 12 times in October. And as
you're probably aware, so looking ahead, we're beginning work on the final development, which will continue through November, ending early 2026 with the superintendent's
recommendation to the school Board for Action. Which on the slide here depicts the process that we've been through. So
basically kind of a listen different look from previous slide on a timeline. are really significant effort touch points with the community. The first meetings
were in fall 2 in 2024. Explain the process and collect insights and feedback from the community. This data was used by the consultant to develop 3 scenarios for consideration by the
superintendent's boundary Advisory committee and the community. The scenarios focused on high-impact. There as a reviews, narrow one. Look that neighborhood connectivity, snow too focused
on cohort continuity is no 3. Look to the conference, comprehensive balance, which was combination of snow, is one too. The sneers will come with a cumulative, meaning the
changes from one were included in 2, 3, included all a snare rolls on. All changes in 3 were part of a on could. Input from one and 2 in spring of
2025 for the snows were released. The public to to gather input from the community and public meetings. Feedback was collected through the Boundary Explorer, too. Tool in this. All this feedback was interviewed by
consultant and the Superintendent's Advisory committee. Members of the committee reviewed the feedback and policy criteria, foreign priorities and where they shared with a consultant
to be using developments for. Utilizing the feedback and priorities from the committee. Members near of 4 was then presented to the public. It's near a 4 is always narrow under consideration. And we're
still receiving comments on that until on about the 14th of November. So this week was when the when the full closed for a boundary explorer tool. comment period. I'm looking at
the next slide. So the some quick data from committee meetings that we held there. there are a total of 24 meetings held had roughly 2500 people in attendance. You'll
the breakdown of persons intended attend an in-person verse that ended virtually.
Looking at community feedback community feedback is currently being accepted. As I mentioned to the Boundary Explorer tool through November 14th that it was pulled as of
11/2/2025 in preparation and prep work in preparing for this presentation about ritual is received roughly 8300 comments. And that was as of November November. 2nd. And we
received more than 2000. Let's talk to messages. The Superintendent's Bound Review Advisory committee consists of 95 members. This includes to
parents last caregivers from each of the high school parents of the 24 ice-cool permits and school-based division level administrators. Teachers, operational staff, representatives from the county and local organizations
and associations and other community members. The committee helps ensure the community feedback is considered in developmental and development of potential boundary scenarios and provides recommendations to superintendent. Looking at a
recap of the advisory committee work to date. committee's health or team meetings since December of 2024 during the summer, the
Committee. Received community feedback on draft narrow shared with the community in the spring of 2025 and developed a list of key priorities in September. The community provided boundary,
change, priorities and reviewed academic programming. And transportation proximity analysis for the from the consultant. Input from the
committee. Members plays an important role in shaping and guiding the consultant working this process and the upcoming November meetings advisory committee will review committee feedback and continue to provide input to
further revised snow for a provider. Additional recommendations or information to superintendent. So we'll see. Here is what's next. So
we have advisory committee meeting tonight. Provide more update on and we want to keep going. You can keep going
right. So new. Kind of a slight adjustment. I'll talk about the adjustment. I know you were just going to keep going up. The sides. >> So the adjustment is through does not have their analysis completed from the
October meetings. So we're going to facilitate the meeting this evening and talk about what people committee, members of heard I give them
an opportunity to look at the maps again with feedback because many of the advisory committee members attended the community meetings and we've got a first draft or a first
round of comments that folks will be able to look at that were received prior to. October. 28. And so they'll
have their getting the first tranche of boundary tool comments this evening actually this afternoon and will be reviewing that first tranche this evening. so then we're
going to have our meeting on the 24th and we're adding a meeting, I believe, likely December second there firming that up. So the 11th and 12th that you see up there, we'll
move to the 24th of December 2nd, whereas tonight's meeting will have slightly different content because we won't have
all the feedback reviewed because it's still open through the 14th. In today's only the 12th among other things. So thank you. I think that slides done. Eric. >> Yes, ma'am. I thank you.
And so that's still leads us into keeps keeps on track in time for December time frame where Doctor Reed superintendent will look through to make a recommendation. And then until
January time frame for recommendations presents a school board, have a public hearing and then the school board to make a decision on the path forward. That's what
we have for a boundary update. Then we have a few slides for the Western highschool date.
On this time line. You'll see kind has lays out points and I'll just run across from left to right on November. 13th time frame. New Western high
school programming vote December 18. Sorry to interrupt. I was sick. He acknowledges that we could split the 2 topics, OK? Comments on them. >> Boundary part first and then go to the Western High
school part. So I apologize. If you don't mind will pause and just take comments on the boundary process and then we'll go to this part. So it's 3.30, almost we have about 2 hours. So we'll take questions
the next hour. And then we can split to the second part of the presentation. So we'll start with. not here so ago, Dr Anderson. If you can, with
the slides back his roots at the Thank you. I guess one of my questions is you shared
with me the resolution to perhaps Glasgow and Park lawn. I've made no bones about those 2 things, not being part of the initial scenarios. >> Of being great concern to
me, how do I treat this information at current? Like, where does that show up? it. I'm not sure how to deposit it in terms of scenarios that
were already developed. So >> my understanding is that that through did come through on this topic. Finally did provide. I believe you
directly Doctor Anderson vis-a-vis Eric in the last couple days that are college day, the park lawn, Glasgow adjustments for your review. It'll be included in the Friday letter. It will be
integrated into these conversations and in some ways having the meetings moved into December. Our last meeting, December second, give us a little more time as the Boundary Advisory Committee to
review those very specific park. London, Glasgow adjustments because as those should be rolled into this division-wide work, no question. And so this evening,
though, you having tonight this will not be part of that conversation. >> It can be it's rather not. You want to >> give your feedback before it becomes part of the conversation or after. So if
you're fine with us putting in front of the year Mason District, folks night, happy to do that. I think we're trying to give you the courtesy to understand. All right, OK, thank you. And I
try to do that. So you have it as soon as possible. Thank you. That was my main question. So the other question that I had because I think this is really for
community because that has come up several times. There seems to be some misunderstanding regarding the scenarios scenarios supersede each other. They're not.
Different pieces to be pulled from each so scenario. One is done on Sunday, it to is done in Gaza near 3 is done. And senator you for is the only one that we're having discussions about. Can you
confirm? Yes, ma'am, that is correct. OK, thank you. Also reading this timeline regarding recommendations that the superintendent is going to
be providing to us. Well, BRAC is giving new recommendations thing. You're going to provide your recommendations. The BRAC is not a decision-making body. They're just giving you their best thinking. Is there a
scenario I hate to use that word, but is there a circumstance under which the recommendations that are being provided to you by the B R a C. Are not what you bring
forward to us or perhaps you might pull back into a previous scenario and bring that to part of a previous an area to bring that to the
board for our decision-making in December January. I think you're correct. That scenario for is the only scenario a play at the moment. The crackle provide their feedback and will construct the
scenario 5 for lack of a better. Nomenclature here. I will look at that. I would expect to make very little revision to that. But it's
very possible. I will make some adjustment to that and make a scenario 6 that I bring to you. I And that will likely be as a result of some
feedback or some anomaly. I look at with transportation or Traylor placement or something. Maybe I mean, can envision what the something is bent it's possible that I
still make some adjustment after Bracken said to me. This will be our last conversation about this until we get those recommendations from you. Correct? I believe it's the
last scheduled work session, but I I don't know. There's still maybe spaces on work sessions. So there may be other opportunities to have that conversation. So here are my questions regarding what to
expect from you. Will it be inclusive of transportation will be in close above. goal to include grade 6 at middle
schools. Would it also include whether or not the entire scenario will be implemented on at the same it will be implemented in phases. Can you
give a little bit of an insight as to what we could look toward having from you? Outside of these other changes, the boaris going to
make the transportation decision around facing. You will have a date set for that already. In terms of whether you're going to provide that for the motion that you previously passed. So that's a
board decision. The sort of calendar deadly for December 18th. So I won't be bringing a separate recommendation from that with regard to 6th grade.
I don't believe we have found that that's going to be a likely. I mean, all certainly speak to it. But I don't think we've been able to make movement on that topic at this
time. I thought you had one site that seemed not might. We thought we might. I have not gotten the numbers back yet on whether that's actually possible. And then the to be
honest, the request to come back in March with an AAP center. Stay at every middle school may impact all those numbers. So I need to kind of
to deal with variable at a time. I think with that topic. So it's if there might be one. But it's unlikely that I'm gonna speak to 6th grade in the middle school beyond one
school. And I'm not sure we'll be able to there was I'm sorry. What was the other question? It was implementation would wholesale. We're doing every area about division or yes, I
will be able to provide feedback on that. Yes, ma'am. Thank you. I think that's a right now. Thank you very Next
certificate, I can actually say today more specifically. absolutely are going to be providing. We're absolutely going to be providing some stepping into this in the
western Highschool. Pyramids for sure. Right? Like I can really say that because very likely depending on how the conversation goes today, going to be extending that conversation to be thoughtful
around that work. So, yes, I'll be speaking to Thank you. Is today the last meeting of the B or a C? No, ma'am,
they're not. That tonight is one of the last 3. They'll be a meeting tonight. The 24th and December early December. Thank you, Miss mayor and fall
by Mister Dunn. Okay. At first like to share a few thoughts with my colleagues. This is difficult work. I remain very proud that this board is
facing it full on and engaging in the conversations in our community. And I am interested in getting to yes to obtain a unified decision of the board. >> On some boundary changes
I'm open to receiving input from each member, especially each met a sterile member about how proposed changes will turn out in reality, including the cost and benefit of those changes. So to speak.
I'm trying to understand all the proposed changes and I'll be setting a list of times that I'm available in hopes that one of those times will work for each of you to please connects so we can learn from
each other. I want to let you know that I am reliable for making decisions based on data about Cup Cassidy and also the street data about how change is play out. In reality, what
it seems to make sense on a map may not actually make sense in a neighborhood depending on where the foot traffic and actual traffic goes. I also ask my colleagues
to consider any motions. I may bring to a just scenarios and the Hunter Mill district with the same goal of getting to yes and trusting me as an advocate for my community. I will in turn do the same. So
head to focuses of of comments and questions. Dr Reid. I'm not clear what I do with information I have from the community such as we talked
about foot traffic. just mentioned traffic. Great on the map right now. There are some suggestions are poses a scenario for that split a community and basically cut it off from the only entry out of
its, you know, could consider a cul-de-sac bigger right that it looks like on a map they could be with school community be. But really, though, geography and the driving make
them, it makes sense to B and where do I advocate for that? Are you going to take that input from school board members? Because there has not been an official avenue for that. It's become from the
Boundary Review Advisory Committee. And I do continue to wonder about, you know, with the boundary committee adviser Mitty is getting the same comments again and again and again. Well, how is that
being weighted if it's the same exact thing? So how do I advocate for my residence? Is that going Syria, fibers that some of that has to come up as
a motion on the day of the vote. >> I mean, I think it could be both right. I think if you forward any feedback that you
have other board members afforded feedback to me to share with staff. I'm happy to receive that feedback unsure. And also with the advisory
committee. I think that after the advisory committee makes their scenario 5, we're going to post that in before. We certainly can connect before I bring scenario 6. And if you
still don't see your feedback reflected in that then absolutely. That's something the board has the final say on. So you can certainly modify whatever recommendation
comes to you in January, when can we expect scenario 5? >> Following the early December meeting, the last advisory committee meeting
which we had to in December. But what's date about? It? probably the first week in December, hopefully. again, we're hoping that after that feedback it takes through a
couple days to get there >> you know, stuff up loaded. So we've had to, you the end of first week, maybe second week OK, what I'm hearing you say is that there is no formal
process for school board members to provide input. >> I thought there was a hard line between us being involved You've mentioned you've gotten feedback from members. I haven't given you any
feedback. It's starting to really in terms of specific boundaries and changes. I will a large community meeting. I held the last week up with about 100 people, a member of the Brexit up and said I don't
really know much more than you do. So that he's been sort of the power of the conversations. So and I want to feel like I have more of a
voice. Then just kind of the average person. >> But >> I want to give you this, be back as soon as possible cause only my community hanging to the last minute when I would
email to me if you have this is new information and glad to know that. That's the process. Thank you. Sure will. Next we
have Mister Dunn. Followed Anderson. And then the second coming.
>> Thank Can you hear me OK? Okay. I'm assuming you guys can hear Yes, sir. Okay. Great. Thank So I just want to
start process has been work in progress. I think there's a lot of lessons that need to be learning captured in an after action report. And I hope that
that is part of the plan. Is that part of the plan? Dre? >> It absolutely is. Any timely take on Division-wide work? The team. Absolutely does after action planning.
And I think in this case since it's been 40 years and no play book, it would be most appropriate to have an after action plan. >> Thank you. I think proud to
greatest mistake during this process was the consultant that we yeah, I know that was. Recommended. By Fcps
leadership. But ultimately, I believe to the can proved. And capable of performing the most basic tasks at no point, including the most recent
round of communion meetings of I ever felt that the consultant actually understands the school's the neighborhoods and in our
county in my part of the county, at least. And and and I continue to have new issues that arise as a result of some
of the changes that are contained the scenario for. But I also just want to express extreme disappointment. trailers and modular. really we're not not
just prioritize, but we're really not addressed at all in any significant way. There are schools with that are at 153%
without modular. and so situation is now going to continue for another 5 years unless school board members
from deadly step up to advocate for those communities were principles are fully expecting their their overcrowding to be addressed. And I don't think that was the
process as it was and vision. But is the process of as it is and and the students are most affected by these trailers and modular. So low income
students. So I feel that it is completely unfair. And and quite possibly discriminatory to allow this situation, which
is already persisted for decades and in many cases due to continue and definitely into the future without any remediation, are any reduction and trailers and modular
because I believe strongly for student safety for environmental health, for many reasons that students should be learning in school buildings, stop in trailers and Regardless whether there's plumbing in the trailers are
not. And and, you know, that will be by advocacy going forward for for my district and I all all of my colleagues
to look at trailers modular and in your districts as well. If that's of interest. I just want to provide those comments
on the school boundary process. But I also want to say, I hope going forward that as part of the after action that we look at community meetings. And making sure that we engage the community in a
meaningful way. I believe that the community meetings in September, we're not meaningful, are effective. And and it does create a certain cynicism among the public when
they believe that if the results are kind of precooked. Thank you. Thank Martin. That was your time. Thank you. Do want to go back. Mister Dunn.
>> No, thank you. Okay. Thank you. Miss Anderson. >> I want to start off by saying that. I appreciate everybody's work here. I
appreciate the BRAC members that have been thoughtful in their in their analysis of what's been going on. I appreciate all the people that have emailed us. I appreciate the lion share of the work that's been taken on on our
staff watching you guys, Street, the meetings and all of the event work that was done. I am deeply impressed with what we were able to pull off in a very short period of time. And I fully understand
that this is the board's request. Okay. I can't. I love the fact that we acknowledge is one of the first places that I've actually seen it written down. This is not supposed to fix every problem
that we've got. We dug this hole for 40 years and we did this over time and this intense this was intended to set us on the path that we can
dig out of the hole that we're in. It is not necessarily going to fix everything. The first go-around. That was not the intention. If I understand correctly were at what?
Roughly 2% of kids is that correct? Right around there? So were about 2% of student population that we're are adjustments, which is which means that what we've been
saying all along, most of our kids go to the right schools. This is fixing small issues that around the edges in order to fix fix the capacity that
we've got across the county. Well, I understand that all of us know our district's the best and I don't know exactly how that it's going to look in terms of how this is all going
to shake out at the end. But what I can say is that I'm concerned about last-minute advocacy here because only hearing from the loudest
voices image or again. 2500 people show up at the meetings. Many of them are the same people from meeting to meeting the meeting and we have 100 let's just call it
180,000 students tip, not not. Every household has 2 parents or 2 guardians, but many do. And so it is not representative of the way that everyone across fit the division. And I also
understand that the folks that show up in our meetings are sometimes the folks that have the time and space to be able to shop at our meetings. Okay. Not to diminish the importance
of of hearing their voices to. We have certain schools that I mean I will use West springfield is an example. It is the tightest boundary of any high school that we have. It's exactly what we want a boundary to
look like. And we have too many kids that go to that school. And there's not much that we're gonna be able to do. That's going to fix the problem. And if I and a board member that's going to advocate for something, it's
going to impact other people's schools. At the same time. And we have to think about that as we're moving forward. So I just want to make sure that we trust the process moving
through. This is new in the process in terms of this is a new adventure for the division. The way that we're doing it. And I do believe that we've worked hard to get here and I want us to see it
through to get to the result so that we can start looking towards the next step towards digging out of the hole. So that was very well timed. This
Anderson, Miss Saint John, cutting. And then misleading number. First of I will echo what Miss Anderson just said. Interestingly enough, I had an interview yesterday.
>> With a Boy Scout who called me to talk about boundaries. And I wanted to explain the process to him and I want to make very clear that this
board specifically said we are directing the superintendent to take this work on. >> We >> set that because we understand. Each of us have
different needs in our magisterial districts and it we were going to do this worth. It would become well if you do that in your district, it impacts this district and we set this has got to be a
holistic, fair approach. And the committee was appointed the Breck Committee who has been very thoughtful. I want to thank everyone that has done this work. This is yeoman's work and I really want to people that are here
that have been at every community meeting. I want to shout out to Grace, Angie and reveal that have been at every single meeting at night and have spent 90 hours out of their week being there to support our community. The
opportunities have been there. I agree that, yes, there are specific things that we know in our districts that we specifically and very intentionally made this decision. And that's what I
explained to this Boy Scout. And I like I told him, you know, I understand how us look like to you. And he away from this interview, very
appreciative because he didn't know that it had not been for years. He also understood why we delegated this to the superintendent so that it would be holistic and we wouldn't be having turf
fights. I appreciate the work that has gone on. And that has been done. I don't appreciate some of the work that some of our school board members have done, where they have gone specifically to people and
said Can I offer you a deal when we even had that authority to do that? And that to me has muddied the waters and I'm really disappointed that some of the people on
this board have done that because it is directly impacted. A lot of us. I think we've got to own up to and people have got to be accountable for them going to specific community saying I
can make a deal with you. That was not supposed to happen. Anytime. I got any information directly emailed it to this to the superintendent from any community member because that's what we agreed on. And
now we're going back and saying. We didn't know what our rule was. We were very intentional about this work. This is hard work. It's not
that it's not easy. There's there's gonna be people aren't going to be happy. But at the end of the day, we have to do what's right for the entire division. Not just what's right for Franconia, not just what's right for Springfield, not just what's right for 100
mil. It has to be the best work for the entire division. Thank you, Eaton County. I appreciate Any comments regarding lady? This lady,
them are men. >> I'm going to echo some my colleagues in thanking staff it then and especially grace and you help. I mean, it's
amazing. all of you the time you haven't seen your families. think since school started because all the nights out. So I see you and I appreciate that. And also the
bracket members. I know I'm blessed with some fantastic BRAC members who are crunching data and doing things V a, you know, algorithms that I don't comprehend or understand but
been informative to me to better understand this process. But I also want to talk about the fact that, you know, >> this should come as no surprise France. We can't
please, everybody. And I can tell you in my tenure working in public school. The leaders who bothered me the most were the ones who would make a decision because they were
afraid of the people. They wouldn't be pleasing. So they became sort of like, you know, they just did make decisions. We've got a decision to make and we're not gonna throw the
baby out of the bath water. And I I do not want to sit there and make sausage tofu, whatever you want to call it at the table and try to amend an men, whatever the superintendent brings forward
to us. There have been several scenarios. There's been lots of feedback. I will say this to echo some of what's been said. I can't even really call these can I have never talked
to the consultants that was never my way of working around this. It was to forward things. The superintendent into my breath committee members. And that's what I've been doing. And so anything
that I have that needs to be shared. I've been sharing it and encouraging my my constituents to put it. in into the tool. So, you know,
at the end of the you know, I >> I am very proud of the work that's been done in short amount of time and realize that, you know, we start out with a priority from all the parents from our key members
of split feeders. Let's do what's but feeders. Let's deal with capacity. We'll soon as we do. A split features, incapacity, guess but not what it means. My child. I nostalgia love affair with,
you know, my neighborhood school or the fact that I'm 5th generation. That's gonna go to this high school. All of our schools are good. We can clearly look at maps and see where their issues. But when
we fix them, a lot of people came out of the woodwork. And so they really don't want to results. But feeders. I mean, my point in this is that. As
soon as there's a pain point for anybody, they're gonna respond to it. But you can't do work with fidelity. If there aren't pain points. And the last thing I want to say
is if you really are going to exercise your fiduciary responsibility and I might be going a little too far here, but I'm going just put it out there when it comes to facing and busing when it comes to do
doing this work, you can't believe in healthy start times if you're going to bus all the facing. It's my opinion. You can't believe in being
fiscally responsible if you're going to us all the facing because of what it's going to cost. And because it's also going to impact what's happening with the populations. I'm seeing can't gardens with the change
phasing in rising second through 6th graders. I love my predecessor. The previous board. I think that was that was not at that was not
appropriate amount of facing maybe all taken aback. Thanks. Mr. Move them are fresh. Thank
I was surprised to comment economy that. >> Some board members when they can do this with the communities and surprise me. If that were the case, truly
the case, then I'm disappointed. But at the same time, I'm hoping that. If any, will the members having conversation with the
committee members. They trying feedback. Their comments, their concerns.
>> that's my hope >> so with that that with with with that comment. >> The insured with the I have a couple questions. For staff,
less superintendent. But you know, you correctly that phasing the transportation decisions. He's a scheduled to
be made in December 18th December 18th. We don't vote on the final bound be until
her. January sometime because we do not get the recommendations from superintendent onto The our
decision to be made on transportation. Even I have on on the that I want to seize and I vote on. The
transportations would come down upon. But it could implications. it's going to cost. Money. And if so, how
much that's going to cost? Has been my assumption. And without the only what the pollen that it would like. I don't know how I can.
>> I can make the determination to whether that's appropriate 11 of additional resources. And you have to put we need to put To provide the transportation. So
that's first opening to that. Yes, So >> as you know, I'll be writing the superintendents in
December. >> often I have that data. And have a draft of it written with staff just prior to winter break. Now I'll take it all. Work it through winter break and make sure I'm at
peace with it. So if we're not. >> If you're going to choose to fund transportation in alignment with the motion that
was most recently made, which said 5th and 6th grade at any elementary school. Middle school for all middle schools and high school for all high schools.
>> We're talking about funding transportation. At 200 schools. And whether or not that's going to be something I would need to include in the
budget is a pretty important piece for me to include is a prepare the superintendent's budget. So I think we felt like it was important to have that vote prior. Toomey
presenting a budget because traditionally we've provided transportation for phasing when we've adjusted boundaries. That one, 2, maybe 3 schools. At a time. I don't
think we've ever contemplated transportation at 200 schools at the same time. So I think it's a question I think we
could give you a range before that vote of the likely costs. And I don't love speculating, but based on by the 18th will
have a scenario 5, right? So we would be able to say all X number of schools would be impacted. And if children in those schools, we could give a
range, I think, of a possible budget implication. I think then the board's determination is to we see that as a priority to fund in a budget
year such as this I think is the question. I appreciate the fact that you want to have to work on a budget. >> Proposer to be submitted to
the school You want to know one of the boys stands on This important piece? Yes, That has been studying implication. But at the same time. At the same
time, that's I think I list as one board member. That is important piece of information before. or so. At the same
time I was so huge hitting that even though these is comprehensive and reduces He sounds as he That has over
these pull mainly of fat, 2% of the students. it might be 3% minutes. >> But it could affect
potentially 2 kids. It's 160 schools. So or 16 kids so that talked to. I just want with this plan. >> Without you letting us and
all like the range of a bunch to the implication that may be it would be really if a car for me to cast my vote on any
motion. Thank you, Mr. Moon. Our O Mr. Fresh. Thanks. So
just some top line thoughts here. >> The process I think I was clear on from the beginning
about. You know, the survey work, the community conversations driving around scenarios and collecting feedback and as we kind of
went through the different scenarios and we would get the wave of people responding to the scenarios in the week or so after every time there was like a big uptick community feedback. I was collecting all
of the feedback, categorizing it by how aligned with our policy and then putting it like a parking lot section. The things that didn't quite make a clean cut on the
policy. And then. Providing that to the superintendent in the BRAC that type of communication on the subject. This important was for double
and B. I wanted to ensure that everybody was reaching out to me was also making that their voice was gettin the people who were making the scenario adjustments. And so over that it would've process.
By the time we got to scenario for. I noticed that some elements of that community feedback had been taken. Some had not some of that feedback
ended up in ramifications that, you know, spark other changes that hadn't been part of previous scenarios. All to be expected. I also think that the community's reaction to this is all to be expected
because we've not been doing it. For years for decades, for generations. And You know, I think this is what is required
and the growing pains that happen from trying to build a culture of gradual iterative improvement. It's not going to be better for everybody in the
first year. It won't be better for everybody in the next go-around. And so on every 5 years. But over time, the swings will become less severe. The changes will become less noticeable and we
will be doing a better job of stewarding those resources. I would say the second piece that I think it's important that perhaps would be at a I don't even think it's probably
going to happen. But it could be a follow on when we actually vote is an actor after action. Look at our work in this process to elevate
what worked best to refine what needed additional support or additional work. So that as this goes forward and future iterations, it also improves just as the boundaries are
improving. I do very much appreciate staff. The superintendent and everybody who's played a part in this because I know it has not been easy it will get easier if we
stay committed to the work. Thank you. Thank Miss Dixon and he could turn them. We've got quite a few go back some because of the essence of time. >> Limit the go back to 2
minutes. >> So first of all, like to thank you, everyone on board in this process. This was a lot of work like Mike Leake said. >> I just want to say that we heard a lot from the community
and as board members to write so we would get like email, you know, some time from the same community over Knoller. Again, the same type female
from the so Flint Hill Elementary, you have to a scenario for okay. So an are also responding to them if they're inviting us for the PTA meeting writing us to talk
to them via hearing things. I in fact, want to just take the information back and pass it on to Doctor Dietz, team and and and and and they can, you
know, whoever is involved and I don't get involved into the discussions like back and forth discussion. The he had understand that. Also this
month, some people have very point. Some are just saying it because they want to stay in that neighborhood because the grandfather van, you know, some, you know, isn't like a lineage. They want to do want to move the get out of the
school. So all kind things we're hearing so, but 100% of the people are not going to be happy be probably best to 90%.
And I think this fair be some vision, good, you know, make everyone happy then it's going to be a challenge to address
everyone I did to have one point high schools, some because of the best insight. And I'm going find more on discuss more in detail later.
But some schools are some students and families are concerned. Discuss their schools are changing twice. High schools because of the
best and they right now. If so, Chantilly there said you're going to divest feed, but our South Lakes, but then. Also Western. So that's the kind of some difficulty they're facing. And you have to figure that out. That's my
only concern right now is still not have students change boundary twice in the small amount of time. So I'll stop there. Thank you. I would share that concern, which is
why we want to extend that conversations. That doesn't happen. >> Thank you Take a brief turn. first want to say, but
when we entered this process is starting to the boundary review the policy review back when I was governance chair, we all knew that. You know, I appreciate that. This many of new board members ran because
they recognize that this was a need that was both costing us money and students time. But in transportation in overcrowded and accredit schools. And it was something that hadn't been done
holistically across the county in decades. So what I appreciated is that we recognize the need for thoughtful, very heavily community, engage process and the process that would be turned over to the
superintendent to implement so that we didn't have what I believe this happened in the asked with board members sort of. Fighting against each other in advocating against
each other. It and incremental changes that may have fixed one issue but create a ripple effect of other issues down the road, which is kind of how we got here with the numbers.
But feeders in attendance islands and students who end up going past a closer school to a farther school fixing this problem that's been left. Linger over 40 years is not
going to be fixed in one, go around. I think what we're doing with this thoughtful process is making a lot of Denton, a lot of areas and setting up a process that can be used to continue to address
this because at the end of the day, we want to make sure that all of our kids are in schools that have the best amount of We did not overcapacity and not under capacity because
under capacity also has negative impacts in terms of having programming robust programming available because he's on the students for that programming. We want to make sure the students are staying in their neighborhoods in the
neighborhoods. You can take us so we can build those connections and all sorts of things. I think this is a good step. I really would strongly urge us as a board after a finish for this process to do maybe a few months of debrief
and lessons learned so that way the next time that we perhaps are looking at this and hopefully they'll be smaller iterations because he sort of data bigger change here. That we can look at the process because I think
there's always room for continued improvement, especially when you do something for the first time in 40 years. I think given that. I actually think it's a really good idea that we set it up in the way that operationally Dr Reid and her
team look at it and I've actually appreciate very much the work of the bracket members who've been on the committee from the Braddock District. They built that very thoughtful and have reached out to them with questions of explaining the thinking of the
committee and the decisions that were made. So I think this is for what we've done here. A great process. I appreciate the OCC. Our team, Angela of other teams who on
thank you my mind blank for a second because I know how hard they've worked out, how work to make we have that robust community engagement. This is never going to be perfect because something this big and this monumental in this new by
definition can't be perfect. But I'm glad that we're not letting perfect be the enemy of the good here. So I appreciate all your hard work. I'm looking for to bring this home and I hope we as board members can stick with, will
be agreed to. And we started this work, which was to finish this in a thoughtful way. That's what's best for the county as a whole. Thank you. We're going to backs. We'll
start with Dr Anderson. This lady. Thank you if you talked about this earlier, Dr, be through a consulting and not part of this conversation today.
>> Is there reason for that? They weren't ready. I didn't personally speak to him, but they we're not ready for the data tonight. OK? I see. seems
to be the recurring theme of not being ready. And I want to raise this here. >> Because there's no reason why the park lot in Glasgow
situations, both of which with school board votes and mandates that were provided to at the very start. >> It's now we're getting
that. That's those are one of the 3 sections where there were actually schoolboard mandates and to include coats. >> So I I couldn't be more disappointed that that never
happened. I also wanted to ask the post mortem that is going to happen. Do you anticipate, including school board members? I think that likely there will be a staff. I don't
know that I would call it a postmark written, but I will call it an after action meeting. don't report because we do that honestly with. >> Big projects, big incidents
that said, I think it's a best practice. So I know staff will certainly have that conversation. I think it would be great, obviously for me to be able to share that with you as a board. And also to hear
board feedbacks. I think they'll be what I would call stages of the after action report. But I think it's important that we leave some institutional knowledge about everything we learn. I also
I'm going to strongly recommend we keep small group committee continuing as advisory to the superintendent on this. Just as we have a
strategic plan, we have quarterly meetings with the core group of people to make sure that what we said we would implement. We are and I think that's important. And then it gives us an on-ramp. A
group to seed from is an on-ramp for the next review. Sure. Thank you for that. And I understand kind of some of the rationale regarding the board's role. >> But I think we could have
been better leveraged. And I will give you an example. The initial and a miss lady talked about how spit feeders where the primary driver. This is what parents said. That is not
what the parents of Mason said. And that's not even what the initial aerials showed. The initial scenarios for the Mason District. Centered on
focus focused on Bailey's upper, which is already a magnet school on Route 7. It is a school that's that outside of its boundary. That was the work that through
consulting did for the Mason District. That was the only work they did for the Mason District schools because they said doing that prevented them
from touching Glasgow and PA Klein. I think a quick conversation with someone who knows the community like we all do as magisterial. I would have said this is not the
problem to be resolved in the Mason District. Because it is already a magnet school sits outside of the boundary for many, many, many kids. It is a magnet school. But yet that's
how they spent their time. They missed the Mark one that a quick conversation would
have helped to refocus. Thank U next. this lady. Let's get
that. The Miss Mayor. Okay. So I have questions about facing number one, Dr Reid. It was just said that the board made transportation around phasing. >> The decision about that, I
can't find that record of that anywhere in our policy decision in July Oran. It's not listed. I just know we're trying students are coming in. So I would like to have the
verification where it was determined that the board or people something was said just now about transportation would not be divided or what. But I have questions about phasing.
You know, I think it's. a lot of the conversation continues to be very theoretical to me. And so like, what if we could talk in Lincoln such specific
terms? And I want to say that I was not aware of their colleagues were sharing information are making deals or whatever. But at some point the board does have a role and all say in fairness, I have a community where nothing
changed for them and scenarios. 1, 2, 3, And now in Ford's changed or have communities where it was changed in one in 3 and changed into in 4. And those people have questions. And so
I think it is fair to bring to you all and say, hey, this is what I'm hearing and I'd like to hear what others of you are hearing when there are these areas of confusion. Again, that's why I'd like to meet put offer out there. My
community also super proud of them. I had 2 meetings of 100 people each in the last week respectful com and the threat it. So I'm really proud of my community the way that they're
turning up now, when it comes to facing, I'm most anxious about this and I really would appreciate it. The superintendent made a recommendation or at least told us what you're thinking
about. So I would like to aim for people of students learning experiences possible. Why there's not much time between the board vote in the next school year. We vote in January. We know where students are already selecting
classes and it's only 6 months away. It's August unemployment in our communities higher than ever. And people need stability. And I think we could vote on the changes in January for implementation in
the following school year, sting of 18 months later as was said by our chair, the students have been through a lot with the pandemic in these tiny humans, we need to not lose sight of that. Have a lot
more questions about phasing. And so I go back because they're really important. Thank you. Let's we'll see them out of time that we have left. if enough time left.
>> Go back can do that or you can add it to comment on the next section. Of course. We're going to miss Anderson and them are done.
>> So I want to say a few things. First of all, we are not acknowledging that leaving things exactly the way they are is not. It is in favor.
100% of the community there. So even if we are making changes that some people are unhappy with, like leaving things the way they are is not is not necessarily tenable
either. The other thing is we have 45,000 stops. And 1600 buses. We cannot duplicate that because for me it was not lip service that I hope that
we can get to a point where we do healthy start times and if we are going to do busing for phasing, I can't support that because I want to make sure that people that we are
actually working towards that goal. And the only way that we can do that in my opinion is getting kids to go to schools closer to where they live and reducing the number of kids that were busing, particularly
for things when it's your choice as to what school you go to. I'm going to advocate that we utilize this current student transfer process as a
way to understand which kids are going to be going to which school. I am going to advocate that we waive the fee related to the phasing, but it would allow us to utilize the current system. And currently
when students transfer from one school to another based on a decision that their parents have made with them, they provide the transportation. And so I think that this easily can work into that
process and it makes perfect sense for us to utilize that to actually understand what our staffing is going to be. Create a window that will open it up for for those types of
moves. We we can utilize the systems that we already have in place. So it's not one more thing that people have to learn how to do. So that would be my advocacy. But no, I am not in favor of us trying to figure out how to bus all the
kids that potentially could get moved. Thank you, miss Anderson, Mr. Dunn Fallen missing chunk >> Yes, I wanted to speak to the Strategic Governments
Manual Section B, board roles responsibilities. I'm not sure if you're number 2. Our duty is to represent and serve the interests of the citizens of
Fairfax County. Students engage with the community report regularly to the community to exercise stewardship of resources and ensure that fcps response respectfully in a timely
manner. Fix issues raised by members of the community. And Mr. Dodd, that is certainly all of us I believe have done in different ways. I believe.
lady was the first meeting. You can't hear us. I Martin, can you hear us? I can. But I we can. You hear me? We couldn't hear the first part
of what you said. So want to stop and see if you could. >> Again, we'll start college eyes. But we took us with some technical issues here. So we can hear you douse if you want to go ahead, start Apollo Jared. Thank you.
>> And so I would like to refer to the strategic government Spaniel Section B-one board role and responsibilities. As school board members. That document states. That is our job to
represent and serve the interests of the citizens of Fairfax County to engage with the community to report regularly to the community to exercise stewardship of
resources and ensure that fcps respond respectfully and in a timely manner to issues raised by members of the I think if you salmon the strategic
governance Pena closely, you'll see that. those of us who chosen to engage with community about school boundaries have have done so consistent with the strategic
governments manual. I believe Miss lady was the first to engage with community very early in the process and others have continued to engage throughout. I know that
I have held over 30 meetings about school boundaries And so so saddened. So sad to hear one of our colleagues today
cast aspersions and make allegations unfounded without any evidence of people making deals. And so I will be considering a motion for
censure to hold that colleague accountable for unfounded spurious allegations at her conduct and despicable despicable conduct. Not just in this meeting today, but
then other for so I'm putting that number on notice she is accountable for her actions. For her words. And and it is
completely contradictory to her obligations and they're under the strategic governance manual. And that's all stay on that. For now.
>> Thank you, Mr. Done the same coming. >> So I remember when we all first met. To talk about boundaries. And as one of our
school board members said they were very happy that there were new school board members that we're going to take this on. I also remember. How important it was to everyone. And I had a specific situation
where I worked at a school that was renovated that had renovated brand-new school capacity for 6700 students. At the time boundary changes were
not done because it was considered too political. At that time. We all made a commitment that we worked. In this position. For political reasons. We were here to do
the right work for the rest of. Our division. So I will. Hope that all those people that, in Lee said this is what
we want. We'll have the courage of their convictions. And I will leave it at that. Thank you. Miss a thing. Could
just had one thing? I wanted to paraphrase what? >> We all have heard very famously alluded to here is you can please some of the people, all of the time and all of the people, some of the
time. But you cannot please all of the people all of the time. We all understand that we understand it's hard. We understand people love their schools, but at the end of the day, we are whole being
responsible. The entire division. Thank you, Miss Lady. >> Yeah, I just want piggyback
on Madam Chair, Anderson's comments related to the student transfer process when it comes to the kids who are going to want to choose to prep, stay at their school based on the phasing voting
that we voted on earlier in the year. I've already shared that for the same reason. Healthy start times and also just how convoluted it can be.
I don't how we can predict cost of transportation. We don't have you know how many kids are going to stay or go. It's you're. It's going to cost us money. It's going to cost us more than what we're
doing. So if anything's going to cost us more, I'm going to vote against it. But the student transfer process. I think also we need to communicate is gonna have to have hard deadline, you and I
guarantee you this could happen. But I'm not gonna get my schedule at, you know, high school x. And then recognize that, you know, wow. Maybe I
could do better at high school. Why, which is where I was supposed to maybe a phase 2 that late in the game, right like it. In order to build master schedules, we have to know where kids are going. And
that has to be tight there would have to be a deadline. this is part of what happened with with us doing can't gardens is the numbers kept
vacillating. The closer we got to the opening of school, you know, some parents kept thinking want to be able to phase all my kids. And then when they wouldn't couldn't, it was easier just to move them all to the new location
versus having them split, right? Some people don't come to that conclusion in timely fashion to help address staffing needs. So because this is systemwide, I'm worried about staffing. The only other thing I want to say
is that having worked in Chantilly as much as I did and having that place covered in trailers. I I well, I I also
have coats there definitely are schools that have underrepresented populations economically that have trailers. But there also schools of privilege that have trailers. And so I just wanted to make that you know, I'm not
I'm not sure I'm not not keeping score here, but it but you know it the trailers in the modules in backed all of our kids across all parts of our county, economically and
otherwise things. Thank you. Miss Lady Mystics it. >> just gonna make a quick comment about the phasing as well. The the busing Guard
transportation on that. And if you're doing it for one to 3 schools like Dre said in McCully said a possible for not far 50's f*** 40 schools.
If you have to provide transportation you know, picking And then after school activity, late buses and all that I there are oddities a lot of food base School. I
based my Jean chimed in, I B m the drove them to Robinson every day for like 2 years, 3 years, almost certainly started driving soul. I think to take that responsibility
and take it. But the ownership, if they read the one showed it ended particles are I've got lot of constraints saying that David provide transportation for their child. So I think
community understands that that that something they could you they can do. Thank you. Thank you. Miss ticks. We do
have a few more minutes. You probably get to the next section. So I know this man, you wanted to go go back 72 minutes or back. then do it. quintessential is talking
really fast. Okay. I would like to know when we're going to have the motion for that 12, 18 boundary facing motion because I'm still unclear about exactly what we talked
about us as we talked about things. >> I think that also as a board by January, we should articulate what the goal is for the bounty vote. Is it to reduce cap capacity and efficient by a certain
percent? How much is enough? Is it to address the most egregious? But feeders is doing any changes at all enough after so long without any like can we kind of success? The records community
engagement? I will be satisfied if the bounty changes the most egregious but feeders. But I wonder if you options what if we could pass the boundary change in January and implement the changes
simultaneously together in fall 2020, 7. Okay. Families have plenty of time. Another option is that allowed the freshman class entering high school this fall? The choice
to go to the currently boundary school or remain at their school, allow families with currently the students that are in the secondary grades. So it's up to 2 year facing basically radiate a 7th
grader. You can allow them to stay at their school for that 8th grade year and then well, not even 2 years, right? Let's think about what the next 2 years look like for the set of people that are going to go through these changes. And
then at the end of this current, the current school year, once the bounty for Western is identified in the spring, I would like to see is concluded Bounty work by articulating what's the next
round of work? mean, this seems to be it's going to be something just like the budget in the cip. guess it's part of the cip. But I really do think we need to be thoughtful about
the rising 9th graders because families have invested money even in getting their kids, you know, align with the pyramid. But also, as we said, it's a big change in the of 6 months. And we're just
starting to get their core selections in January when we make the vote. And I think it's the same logic that the superintendent's applying to Western high school like let's get together. Let's get him. Please give people plenty of
time and then we'll do it with a lot less angst. Thank you. >> Thank Seeing no their placards up. I think we've had a very robust conversation today. I appreciate the team's
time and effort. And so we will move on to the next part of the presentation on the Western High school. And as we discussed, is a vote on phasing on December 18th. So move on. I'll turn back over
to Dr Reid for the team. >> Yeah. Thank Sizemore Heizer. So we're going to go ahead and move to the Western high school. >> And
>> I think my slides we have in this part 5. Okay. So the proposed activities here given we have about an hour you they're posted and you can see
they're color coded between staffing boundaries, enrollment and so forth. When going to the next slide. Eric? >> This
>> Something that I'm actually draw out for you? I think what I found I got a lot of feedback from the board about the memo. I said to you that it maybe wasn't as clear as it
could have been. And I think sometimes there's a limitation and what I can provide you in writing. And I'm gonna draw it out for you when actually just
start with right now. >> Dr it. I believe if we don't have a mic people online and here. So on a mission of
my cup Thank you. Thank you. Okay. So essentially. >> So what I'm gonna do is the straw that phasing as we and the staff rubik. If you can
move, Lisa, please, thanks to this way. A little bit. >> And I what I want to say and I haven't clearly been able explain this is that it is not going to more expensive.
>> It's just more. How to ace. It's more transparent about a run up to a brand new school that isn't going to have all its features in place at the beginning. And and just trying
to use best practices from around the country and how you open a school, particularly there's not a ton of best practice out there. So I had to rely on phone calls and
explanations because it's infrequent that you buy a school more often than not. When you're opening a new school, buy property. You have a lot of design conversations. You guys know how to do that.
We've done that. So here, let me explain the thinking right now. Some of U.S. start just with these years. 26 27.
>> 27 28. And 28 29. Because really how we're talking about phasing in is more so. The confusion so 26 27. Our thoughts are to begin with 9th
and 10th grade. Because number one, those are the amount of classrooms we're going to have that we don't need too deeply touched to run a 9th and 10th grade class. We know that
running a 9th and 10th grade class is, you know where that's going to be about 1000 students right up front to start with about 500 class because when the buildings
completed and you see the construction timeline. >> The building will hold about 2000 children in for grades, which is about 500 students. A great.
>> So in 26 27. We were thinking 9th and 10th grade in 27. 28. a new NIE. And Former
9th and 10th grade become 10 11. So what we have now is we have 1500 students in the fall of 27 with a new night rain rolling up in the 10, 11. So
in the fall of 28, 29, we have another new tonight. We have the 9 has become and we have our 11 12.
>> So now we have a full school. And 28 29. What we're proposing to roll this and thoughtfully is to say that
for 26 27 year. I'm going to be proposing a comprehensive high school with a specialized instructional pathway. We don't know which path way up, but it likely a specialized
instructional pathway that will have it. Additional boundary, comprehensive high school traditional boundary with a comprehensive within its specialized instructional pathway. What we're saying in
26 27 is because we're not going to have a lot of facilities. We're not going to have kids for for city teams or championship marching bands
or full, you know, senior level in forensics or theater and in fact, Tom Horne, it's recommending we are not
opening at a as a VHS else. which enables the students who attend to continue to participate at their base schools. >> In any of those sports
after school, which means we would for just. For just the Western high school parents, just those 5 that we've talked about, we would run the after
school bus for those students who want to do that. we would start with this night, the chance for a group. >> They would opt >> Only from those Western
high schools for that year. One because primarily as recall, its Chantilly, Centerville and Westfield, who's a moment? We need to bring down. We know there may
be some impact at to herself lakes at some point or not with the boundary, but we're going to allow all students from those 5 pyramids to opt in. And that first year. What
I'm going to say, though, is that when the boundary sometime in June, likely. >> Mayor Jenny and they'll be a brown read. It will be drawn
around the school. >> Because we noticed smoke coming out school >> for getting through that.
>> Once boundary is strong anyone that opted in within the boundary will bus because we're going to lessen eventually. >> But anyone that we that and from outside the boundary and they'll be told that will have
to get transportation you to a bus stop. >> We're to the school. 11th and 12th graders who are still going to their base school,
obviously going to continue to bust like we always have just because, you know, the juniors and seniors have to go to their school so you don't have to opt in because you can still catch the bus with high school. Friends writes no more
expensive. It's more. Andy and I have a hard time with this. It's a little. It's going to be more expensive to open a new high school and have a new set of routes. But we know that because we have a new
school, it's natural. But it's like a cost anymore to allow them to opt in for your one because rolling on a bus to the ground really just determine. Year to you when we have this new night, great
group. The decision will have to be made at some point. Here. Do you become a vhsl school? I suspect the answer. It's more likely. Yes, but more the say no, right. That's
a decision that schools going to have to come to at that point. But at this point because and I'll tell you why has a board if you pick one sport to be vhsl every sport
CAS to be so you can't. It's not one know you can't cherry pick you know, the things you have to go all or So, you know, in your 2 were saying
it's no longer act in, opt out, right? Because you're 10, 11 continue in. Your nine's are going to be fully are not fully but unite to be boundary in the fall. 28. So if you're
in the boundary, you're going because that's where busing you can choose to opt out for one more year because we won't have a full set of academic courses because we can offer
like Multivariate calculus are some of the courses that capstone. And with her just in with juniors here. And there are other courses that are likely, but by 28 29, when we
start the last group of 9th graders, it's a hard boundary. There's no more act out. There's no more often we're done. kids use the transfer
policy just like they could anywhere. And if there was room, they could like Edison High School has the Global STEM Academy or Lewis has the leadership academy. If there's room they can opt in. But if
there's not, there's no transfer. So we're proposing this. It's no more cost. It allows day. If we go down this
road of opt-in, only day to start going to schools. By December to begin talking about the school and recruiting in 9th and 10th grade class that can be
registered in January and February based on our courses, a course selection process. And we move on. So that's in a
nutshell. What I was trying to and what we were trying to create and all his pictures. But I think it was kind of confusing. So to recap. Our plan was to have 9.10,
becoming full opt in, but only from those 5 payments. And we will only bus to the boundary once it's Ron. And that will be part of the understanding parents can get kids to bus
stop. Or to the school and bus stop should be closed for almost anybody within those. Pyramids 27. 28. The boundaries drawn. Everybody's
best within boundary. But you can still opt out because if you started your base school, we've said you can stay. And the 28 29, we're done. So it
gives people a two-year run-up in to miss merits point actually and thought about that for all schools. But it can make some sense. And I think that when we think about a run up for planning
purposes. creates, I think a a way of coming to terms the issue. So if we extend the boundary conversation because
needing to get it done by January was a false need for us because I think we've got more than enough kids that want to be there. And I don't
see a purpose. like I think the founders we want to give a run up and I think we would want kids to absolutely want to be there to have that
opportunity year. One year 2, 3, the Padres tight. And then there are a lot of other things around the hsl that you saw staffing. But all those things are on a time line
already has opened a school for a Westfield. I was part of the leadership team and Westfield Open so I'm happy to take any questions or have
staff take any questions that >> I think that's still one more slide. Come with side >> Next slides there. Oh, here we go.
>> What you talk to this because speak to this is more of a technical building. Design. >> and so this is the slide depicts attendant of construction to see is color
coded across X, y or cross X, y axis. There blue looks at RFP process. Green is looking at design process. >> Our timeline. Going out for
permit be yellow construction, orange start construction would be the bid side it would be orange construction >> Purple magenta color there. 3 major activities here are looking show buildings,
athletic fields and main building, of course, in just the kind of a timeline how we think we meet this requirement as Dre depicted on on the
White Board there. There is one more slide. The last slide. This covers a some highlights, commuting game
dates. We've got a naming process started in October. We all know and open house in October as well. We're talking about we share some potentials boundaries as well. We held a
community meeting on November. 1st and next steps. We do have a noxubee permit that was given to us on the end September, the 22 32 for change use application was
submitted and has been received fully received from the county as of today. And then we're fully working on programming that will occur on
13th. And then we have naming process as well. >> Part of the reason part of the reason that we're also going 9.10. And then 9 to 11
9, 10, 11, 12. When you look at this construction schedule and we were able to begin this in earnest once we some of the construction schedule, we
realize that like show buildings as what for lack of a better term, we're not gonna get to those for a couple of years. So we really also have to be cognizant of what we want to try to do in terms of
the space we have to. it costs more money to move part of his which is one of the conversations we've talked about or trailers and circle trailers here, but moving
those. And if we can stay with the construction timeline, we should be able to save some costs to be able to have room for 1000 only in year. One and then move to 1500 and then
2000. We can better matchup with the design and construction, too. So it wasn't like arbitrarily or separately discussed. I just want link those for you.
>> Thank you, Doctor Reed. I think what that will go head stwith the questions of first U.S. man fall by Dr Anderson. Okay. So number one,
money. >> So there's a tentative construction schedule and it has some questions. And I appreciate our council getting back to us. You know, what is the process who makes decisions that changed the cip
renovation. Que. So my understanding is that for the purchase of Western High School, it was not a renovation. So we didn't change the queue. However, this is a renovation. So it
seems like it could be done when we do the cip. But that is something in the memo from our lawyer says the key was based on a 20 0, 8, evaluation and has not been changed
since. And it's very explicit that we are not to change it. Now, I know we are going to have some information in the months ahead about reordering the renovation Q, but we are here with this decision now
and there's currently no estimate that the superintendent has provided even with how much money this is going to be. So again, I'm hard pressed to vote on this, not knowing how we're going to
fund it and where it actually fits in the renovation. Que? I want to share that. I really
appreciate Dr. Read. You are looking at the end, if you could, Parkside 16, please. The phased enrollment plan. And what I'm thinking is if it's good enough for Western high school students, should be good enough for all
students. I'm even looking at the transportation wise transportation provided to the students, but not other students who are, you know, make a choice to be bound.
Read. And the nice chart that you have here, a two-year faison. Again, it's very planned full. We know. I mean, people start signing up for summer camps in December in Fairfax, sometimes, you know,
so I just think that having a measured, I think it will pay dividends in our community. Yes, we might not be able to fix all of the most egregious problems right away. But we're
not going to 40 a problem in one year. What's that? What happens if we don't do all the changes? Are we if we allow this phased approach than what is your proposal look like for
next year? What it's like the further plan. so I will stop there. So I will answer as best I can. At least one part
of which is why we would bus here potentially and not pay us in the other. 199 schools are 200 schools. And that's because we won't have a junior
and senior class here and it's not possible we won't have a facility space or the ability to open that quickly. We just we won't. So it the juniors and seniors. I mean, we have
to provide them schools so we would need to bust them. The op the kids that don't opt in. It doesn't cost any more of a bus. The kids that don't opt in because we're already running the buses to their
schools for their junior and senior. Kaitlyn Haddix and women to have the question. If we or phased approach over time for the rest of the school division with the
boundary changes. Why not allow that ops the option for those students to go to that central bus stop? I mean, that's what happens to go to T J right or care or to go to the AP Center for a transfer.
I think as a whistle when one question is can we use the same approach currently use to transport children, too level 4 AP centers I will track kids they go. They go to Wolf trap
to go to Louise Archer. They get a bus or THE T J Students. Right? So that's one question. The second question is I didn't see in the memo were asked about transfers anything about a fee and that was
mentioned, is there a fee for students to transfer? And it's not in this memo. There's a lot of information coming out today that I feel like like I would love a 101, to this.
Let's let's have the 101 of all the things that are involved. So I know how to make a decision on. It's like how much is the Theon? So peace Center just want to
clarify that for them. Gordon, the community, the AP Center. Receiving a piece services is a it's a legal right, right.
It's like an IP in many states consider gifted and talented students to have. It is just as students who need special supports or have special needs. So those the busing to
AP centers, isn't it kind of a separate category? It's not apparent choice. That's where we put situate the program. >> Having said that. TJ is magnet school, too. So that's,
you know, has its own issue. I think it's something we certainly can take a look at. And I know Andy just thinking of how to. You know, at a new school to our whole
transportation system that that's a whole cost basis. But that's part of why we're saying we're only going to bus to the actual boundary choose for the Western High School, even as early as this fall.
We're not going to bust outside of that. What we're trying to replicate our current practice. But so, yes, I mean, that was certainly the
intent because we don't. I also heard from several board the concern that doing this would cost more money and it actually it would not. And
well, I mean, when you look at it trying we're only gonna bust of the boundary so it won't cost. To let kids opt in or out isn't going to change the cost. Because we're only
gonna bust of the boundary. I have seen no data to government. There isn't any data you have these. We don't know many kids are going in or out. But what we're saying is we're only gonna bust to the
boundary like we're not going to pay to bus anybody from outside the boundary. So if we had 100 kids or 2000, it won't matter because we're not going to kids from outside the boundary. And helps to maybe
I'm not saying it clearly enough. Okay. Because we have to provide busing for the school within the boundary. But we're not going a south side of it in this plant.
>> thank you, miss Dr, Anderson. Them are men. >> Thank you. This is an area that you shared in terms of opening up with grades 9.10. That was always what you shared since the very
beginning. That's not. That's not a result of the 20 to 32. I'm a little confused there. No, I think the way we're trying to do it one greater the time is the 20 to 30
tubes. We're not gonna be able to start any kind of renovation till spring. >> And so I think there was a sliver of hope that we could have gone 9, 10, 9, 10, 11, 12, but we can't. It's 9, 10,
9 to 11 9, 10, 11, 12 the main difference is in the 2 out years. just and grade level at a time rather then 2. And then at wrecked. Okay. Thank you for that. So during the first
year, we looking at a minimum and maximum. What how many kids we targeting to enter doing the 26 27 year. No more
than 1000 right by Kuz 50500. And I think if we only took 40400, that would be fine. We've had a lot more interest. I think then we're going to
have spots. So until people realize that my neighbors that coming with me, so maybe it to stay with my best friend. So those are the pain points that will scenario. Is there a
number that you have in mind that is too few in order to make this realistic? I don't have that number in mind. Their schools all over the commonwealth that are very
small and very large. >> We tend to have very large schools. Here were the 6 a division. And, you know, we may open with a smaller school. I don't think that's going happen. But we do have to look at what we could
staff. I think we need to be kept whenever this starts to move, I think we need to be kept very current on the number of people who are opting in because if we end up
opening up a school that has. >> 300 kids because again, when we get into specific situations, well, my best friend wants to stay at this school because tplay lacrosse is going to be no
lacrosse. There. All of those things will whittle away at that goal of 1000 maximum. I do think we need to have a minimum for this to make
sense. One of my other questions is I think I I'm not seeing how this cannot at a cost. >> Because in my mind, I let's
my cni, our neighbors just like we are now. >> We go to the same school right now when the same grade I decide to go into the new school because it's inbound
before all of us. She decides to stay where we are currently. Let's see what 10th graders now you're busing me as a 10th grader someplace new. You busting her to the
same place. How does this and we're neighbors? How is this not in additional cost? Sony be clear her. This is an
feeling vindicated. >> Because you are just as confused as I as I am right now. It's not concede. It's not. I know. so also let me
clear well, you are right now. Let me clarify. I'm confused. Let me clarify. There is an extra cost to opening a new high school and routing
transportation to it. There is when you open a high school, you're going to add bus routes to that school, right? There is an additional cost. >> But were saying is there's
no additional additional cost to open it this way. Because we're going to have to we would have to run routes to the boundary of a new school period. And that's an
additional cost. What we're currently doing today. Sure. And I agree with you. Perfect good. We're good. There's there's But there's no additional cost on top of that
because if you're out of boundary, you got to get to a stop or the school on your own were not busting out a boundary. Kids to that new school. My question was not for the out about it again. Let's say again, we are
neighbors were both in boundary. >> How do you bring me to one new school? >> Again, that's the additional cost right? And
bring her to the school where she if she went to the new school, that would be the first additional cost. But to bring her to the existing school, that's the additional additional costs. that's the
old cars that's already embedded because you're already running your juniors and seniors still to their old school. So she would just go to the same bus stop for the juniors and seniors because we run one high school. >> Route for those schools. So
if you are a 10th grader that did behind and you would just jump on the bus with your 11th and 12th graders because we're still taking them. To their homes. Schools for 2 years. Except for the ones that
>> I again, not packaged in that nice way. So that would be an additional cost. They have to get there on their own. Okay. Well, I'm gonna need to wrap my mind around
that a little bit. >> Can you speak a little bit regarding the scent of a renovation? We completely. >> Pause on that. >> So I can speak to that were actually holding a public
meeting next week. believe on the 18th church 18th the evening of the 18th, the sticks that I know has asked that we come out and visit
with the PTA. So Eric, our facilities team, our engagement, folks, we're going to be at Centerville High School to talk about the renovation progress. I believe
the permitting where it stands at this time. >> And I'm not sure needed time to because of that. We have a date or you can't tell me here because that's going
unfold. What you're going to tell the commute. We're still waiting. We're still waiting on the permitting. So we're going to be providing the community an update. But with the new I think we're ready to
move forward in some capacity with at least a phase of the beginning. But again, only of the for that to Erica. We can get back to him or didn't really use the Senate bill funds in order to purchase the
some of centerville's funds but not exclusively Centerville funds over funds from other projects that have not yet begun. I would be very curious to see how all of this present presented in the cip
work this year because it seems to be a lot of moving parts. We've and uncertain things. And now they're starting again. Was all the money coming from like to go back?
>> We so we did send a breakdown of where the funds came from. I believe last summer prior to come in, I would have been embedded in my head. Good. Now there are a number of projects.
>> so we will provide that again. >> Thank you very much, Mr. Moon fall, Talk to me for
clarification purposes that are going to have to ask a couple questions regarding. >> The proposed phasing Mr.
Smith is blocking my 26 27, 9 1 of a freshman rising freshman 9 to greater who wants to be a football and the
footballer 10 Westfield High Score. So that is jus high schooler. Winds too out. To go
to stay good. Wallace period. Right And then plays football. 27. 28. First. A scenario. The
juice court becomes VHS hour. School members so that if a parked him. So if he stays at to play football because he's
within the boundary of news room. I'm asking for. Clarification. If he doesn't go to those who are weak in
the bond that And the UK, it a view to some members quarter now. You cannot play football and spirit. So
>> Tom, I said have asked Tom to be here with the help believe that's accurate. There is a carve out in Vhsl which I sent to all of you about
participation when the division sets boundaries. Yeah, it would be when they're from boundaries, but could money to Texans see of times available to come down and answer that question. Okay.
You can send you can send it to me. first question second question you talk about full bound U.S.. >> Talk about full mount that he eased 2020, 29. So that's 2
guns. Stays of less few 100. 26 27 played football. It was a play. 27 28 painful. But it was beyond that. 28 29. It's a
farm bound that he, as you said, with a out if he stays at the was feel he's not going to be able play football.
>> Ask have an answer. want to be the wrong answer. Okay.
Tom's email. Went t. Should the division consider allowing new 9th grade choose to be into feel like I need to send this to was I'm just going to
read a bunch of send it to because it court. should. >> Okay. Thank you. That's the question. Those on the question. And it's a for clarification so that I can in
telling him to respond anyone asking what that means. I need to understand them better. >> I do it to. And I think what I need to do is make a
lot of this information. Is that the theory level, I should say, right? And we want to make sure. And that's one of the things stage Aigles doing sort of translating that into simply to understand
chunks because your example, a student can also choose to go to the Western Heights. Sure, as a 9th grader and playing at Westfield right. If they were interested being part of the
new high school. So I think those are some of those questions. And I think what Tom wants to do is make sure we start with a clear understanding. about.
>> About that. The last thing I want to do both men but East not be able and casting my vote on something. Yes, sir. Thank you. >> I think lady's forwarding
you the email that we sent on the 30th. >> Thank you, Mr. Moon, Mr. Dunn, Florida, Saint John County.
>> Thank I I wanted to Pine Green flag ties a need to give the clips team to submit to turn your volume up. So if you just pause let you know, when the volume, this is a single mother, the volumes of pine, a faulty to start my apologies.
Mister Dunn. If the close could just let us know when you're ready now, thank you. Mr. Duncan your time is starting at 3 minutes to go
ahead. Start we can hear you now. Think a few patients. >> Thank you. I I want it to just offer quick thought that
I don't think. Quote, unquote, renovation of the Western High School is a renovation that would end the renovation. Que?
I think it's more in the nature of a capacity enhancement. And that's definitely the case that there have been many schools where capacity enhancements have
been performed without renovating the existing school. Just adding on new. And and those have been added over time where the past 20
years without. Making any change to the renovation Q and I can offer several examples, but I want to offer that as as a framework for maybe understanding how to think
about this. But I wanted to ask Mr. Gordon, how how what is the process for determining the scope of that capacity enhancement or renovation. For
example, it's not just the shell buildings and converting, you know, Pre-K classrooms, too. Now high school. There's also missing athletic fields like there's
no football stadium rate. So what is the process for coming up with the full scope of work that I presume will be brought back to the board at some point. And that's the second question. Will that be brought
back to the board at some point? Yes, there will be combined staff effort. So athletic component to it, there's a program income piece to it and there's a facility piece. All 3 of us will come
together. >> To develop that timeline, investment and then come back to the board. >> And as part of that, will there be a recommendation whether to keep the swimming
pool or not? Because that will be the only spending full and any high school and any school building in the county. >> The recommendation yes, of course it would be. And I
would strongly recommend we keep >> I want understand if if
are. Outside the boundaries gets an if you opt in. Well, they be able to bring their siblings with them just to keep families together or is
is that under discussion at all? >> I think it's under discussion to be determined. I think it's fit. Is from of those. Just one of those 5
pyramids we would have to look at on a space available basis. But I think it's certainly up for discussion, Mr. Down. >> The shell buildings that are completely empty that
shouldn't have to go through 20 to 30 due process because you just putting up interior was in there to subdivide into classrooms. So can't that be broken out and put at the front of the renovation
process? >> Well, Mister Dunn, that was exact question. You were a fly on the wall. In of the team all is probably rolling their eyes at me because I asked that I think 4 different times
with an increasing volume. But I'll let Mister Garden answer is he did for >> Oh, yes, sir. it. We are. >> Front loading the show.
Buildings on the front end of this process. But when you take is all one site analysis that we can't go to the county split them apart as one site analysis looking at the show
buildings looking at the fields, looking at what we're going the main building as well. So it's a whole complete process. >> And I want to ask, I high
schools open across the country all the time. I mean, Prince William Loudoun Montgomery County, I think, is building one. Why aren't there? Dr Read said you said
there's no best practices out there, but there there must be best practices. We've been nothing new high schools for decades. Why can't we you know, follow the best practice rather create a new process
from from Ohcleof. >> So there are best practices for opening new high schools. I opened one in the division before I left to come here. what I was referring to is
those are generally high schools that have been planned from the ground up, which means we've bought the property. We've designed the school. We've laid out the fields. We're opening the
school with most of those things intact here we bought the school and it was a school that had a lower enrollment than what we planned to have
at the end of 3 year designing construction adjustments and it doesn't have a lot of the pieces that a traditional comprehensive high school would have. And that makes it
unique. So that moves it into sort of a what I would characterize as a more unique campus style. And that's where there are many practices and it just pinging a variety of
colleagues around the country. This is where we landed with 9.10 and then 9, 10, 11 and then 9, 10, 11, 12, just because this is unusual. This
is not the norm to just buy a school. >> Has there been analysis done of which high schools in the area have overcrowding and which of the greatest
overcrowding? Because I thought the most significant overcrowding was at Centerville over just opening it up randomly to anyone. It seems like we're not really taking advantage of buying
this property at reduced cost to address the over crowding at Centerville, which is necessitating passing hand spend if we take those
students and bring them to 2 Western high school, not knowing the geography very well. then we could perhaps eliminate the capacity, been at Centerville and save those
dollars. >> Actually, Mr. I believe the the smallest footprint, most overcrowded high school about grouper Chantilly is the Chantilly High School.
Centerville also is and I know Mr. McDaniels talked about the number of trailers just in the western Highschool. Pyramids would be a thing. 1700 students alone and trailers.
So really Chantilly is probably the most then Centerville, then Westfield. But there's more growth planned and more permitting and that part of the county for further growth and really
anywhere else in the county right now. So we're trying to look not just at today, but sort of what we're going to be looking at down the roads were not moving kids multiple
times. But you're correct. Centerville also need some remediation for sure. >> Thank you. I just want to think. the explanation you
provided. It's very informed both in very helpful. Thank Thank you, Mr. Done a lot of it was due to the questions you ask. So I appreciate you being really straight forward about those.
>> I do have Mister Dr Ponce with Mr. Hart on the phone. So if you in mind, Henry asking your question. We'll have Mister Horan answer. >> Go ahead, Mr. Mont. Tommy
there. OK, you guys can hurt Okay. Can you you can can just can you see the school? He can hear you. Okay. You know, the
plan? Join me to 26 27 minutes. 26 27, a freshman. >> Choose to. Opt out from
you. Heisew to play football for Westfield. And the following 27. 28 due high
school becomes. And the first scenario. The VHS era members quarter. Ken, that freshman
now sophomore in 27. 28. Stay Be learned. And continue playing football and Westfield.
>> So in other words, Tom, a 9th grader didn't okay. >> Yeah. thank you for the question. And there are 2 elements to this that first to know is that once the state
established his eligibility out of the member school, they can't remain eligible as long as they remain continuously enrolled. So it's CPS, allows
a freshman to go to Westfield and participate as a freshman. And we also allow that student the state last The sophomore eligibility will persist. >> Okay. Thank you. And the
following year, a glass to 28. 29. Dew high school becomes. FYI H S member scorer. And or
saw. All that it becomes farm, meaning he owns will opt out for any grade. This particular students is now a junior. And
he cannot opt out from his boundary. Can he play can use to play football and Westfield.
>> The his his choice to remain at Westfield and be eligible would be a school board decision by the hsl policy when we adopt. A
boundary and we. Tell kids you must go to this school. And they must participate at the school. We tell them to go It's talking about throughout the boundary process. We allow
kids to opt in to a different school. They can be eligible there. So other words, throughout this timeline, Fcps will control eligibility of the kids in which schools they
are eligible. But kids are never eligible to schools. >> So when we can for too late school being vhsl members school and we make boundaries,
not optional. All kids who was in that boundary will be eligible at the new school. outside of kids live outside of that boundary. I just went
and said that boundaries and attend school outside of the boundary. only be eligible as they were continuously enrolled in the previous school. So to your example,
when the new school becomes a member, school students will option to remain where they are and remain eligible to be eligible based on the new
boundary plan at the knees which seems fair, fair. >> So even in the 30 28 29.
Even with the Boundary E. >> And as a fiesta member scorer, a student who would be a freshman in. 26 27 opting
out to play football. He was 27 28 east to replace football. Westfield And 28 29. Ken played football and behind
it. Mr. Is that is going that. I was giving a little extra time to answer. So the last dance. >> Yeah, I'm happy to put you want to go back. But I want to make sure we get to our other colleagues as well. So Tom, can you answer that last
question? >> And then, yes, yes, Mr. Meant is messy. Ps allows that student who continue to attend Westfield through our regulation 20 to 30 or any of the process than they would
remain Even 28, when the new school is a VHS own school. >> I mean, if but if the student will once of boundaries from chose to go to the new school because now that is their boundary.
Direct, be eligible at the new school at the new to school. Not old-school right nothing less from. They choose either one. They could stay at Westfield, be continuously
enrolled or become student. I think we're gonna We don't like that. They just want make sure we get time for Couldn't come. >> But just to have that inviting peas. Yes, it's
already floated team, Mr. Muncy should have in your email. I think MS Lady forward it to you. And next. And I just right. Keep going. I'll go in the same time coming. Okay. So I'm going to actually be very quick. I know we're
pressed for time. >> I know we are considering a school within a school or a path. And as we start moving on this project, we my expectation, but just let me
know. Dr Reid will we know what that path or the school within a school is going to be. So when kids are signing in in 26 27, they're taking that into consideration. I
believe so. That's all I wanted to know. That was quick. We do have time. I just want get everybody next, we have miss Anderson.
>> First, I want to say that I support this timeline. I think it makes a lot of sense when we decide to build a building. We have many years. The tell the community that it's that it's coming, which I think is
why we had the language in the 81 30 policy that said that if it was a new building that you would be required to go without facing, however, because this is a unique
circumstance. I would I would be willing to have the board provide an exception to the policy for this particular school suffer exactly the type of circumstance that Mr. Man was talking about where if I
have a student that wanted to go to did wanted to phase in and stay at Westfield. That's fine. And they would continue to be able to play sports because that would be the phasing that would allow them to do that. So I have no
problem with that at all. I think that that on-ramp for this school makes perfect sense. I also agree with Mr. Done that. I think that this is covered, that the purchase
of this building all included the minor renovations that it's going to need in order for it to actually be utilized in in the way that it is. And this is I'm going to continue to harp on the fact that this
is a huge cost savings. >> For the entire community gate out in Gainesville, outside the county Barefoot Garden Center just sold a 38
acre piece of land for 160 million dollars with no building on it. This is a fully functional school that we are going to be able to make you work for us on 33
acres in county. This is unheard of in terms of the deal that we have. And I just don't want us to forget that as we move forward. And I am eager to come up with a path that will work for
Centerville, High School and the rest of the school's. No one is trying to jump anything on the Q, but let's not forget Western High School location has been on. has been on the
cip for 10 years. So we are working towards what we have continued to tell the community that we're working towards with in the bond price process that we already had set up. So I am very
comfortable with this process and I am eager see where we land next on on the next portions determining programming and everything else.
>> Thank you, Miss Anderson Mystics it now take a turn. Apologize. lady in the Mystics. It. I we just have
you on our list. I witnessed Okay. I'm easy to miss >> so I also support this timeline because it's it is a unique situation has been reiterated. I do want to talk
for brief second about the student transfer process and the idea of close by school bus stops that might be
practice in other places. as someone who worked at a school that was over capacity, but also always have people wanting to come to it and being the recipient of reading
what was in that transfer portal. Those folks are not provided transportation and well, I I philosophically can understand the notion that if
I can get to a bus stop that I can write on that bus. But only if that bus is under capacity has allocated for the neighborhood to begin with. Like my point is there's bad
numbers, right? I mean, I seats are on a bus. Let's say hypothetically 28 from the 29th not getting another bus because I can reach that bus. Stop. Okay. We need the community to fully understand.
We do things within reason. If I have 17 kids on that bus. There's 3 kids who can get to it. Well, that's reasonable. Perhaps that they could then right on it unless the
boundary people, all of a sudden 3 families moved in with 5 children. They needed that bus than they might be removed from that bus. Now to go back to their own transportation. I just want that understood. And there's a lot of references, sibling and
I'm going be pretty pretty blunt here. I really want the regulation for student transfers. Looked at. I personally believe that changing high schools because
of the world language should be removed because it's being used for other purposes, but were fronting that that's the reason I also struggle. And I
don't think people fully understand that most of the sibling transfers are at the elementary level. And most of our overcapacity schools are you set up centers and the
second that, you know, hypothetically my oldest brother who's AP gets transferred in Miami, maybe Robin coming along as well. Even though I'm not a P then
that's the that makes it tough, right? And that's a big transportation peace. I think we tease out the numbers so sibling one I struggle with because quite frankly, I'm
nothing like my 2 brothers other than we have the same parents. Okay and eggs and what I gravitated towards athletically are academically or theatrical year. Musically
was very different from them. so at the end of the day, we can all chart a path and I've seen it done when people and we have rebounded situations. I lived through a rebound during a chance filling. And
you know, it was the people from Oakton did want to come. The people to now don't want to leave, right? I mean, everyone loves their schools. to go back to a quarterly or we can't, we can't please
everybody. But and I also do want to say that, yeah, the Q is not well. The current Q, I think is based on the age of the school, Centerville definitely need some love. And
nobody's undermining that. I think that we need to also and I need to say this might want go back. I personally think we're missing an opportunity with how the school is designed. Its design is a
magnet school. I don't think we've given enough conversation to that. But if it's going to be comprehensive, I need to understand what percentages pathway. What percentage is
comprehensive as we look to enroll 1000 the first year. Thank you. Miss Lady will not going to stick I have no Miss
Levy again as a doctor Idol do nothing and answer for how many students would be the path to right now. No. So I
have couple of thoughts. And urban high school is very far from high schools begun have this move student from Centerville High School to
Weston. It's 25 minutes just in a car, forget about the bus so the students who the live close proximity probably are the going get obese. They did
to go to rest in high school and that's site a lot of stories are coming from vest best for you from Herndon to Westfield. They're sitting in the bus is what, 30, 40
minutes that makes sense. But I think some of my community members did not like that. They were moved from Centerville, too. Best feed
arced are our best ending of those scenario map scenarios. We had. That's not going to work sick. And I wanted to ask about the course election. I know the storms come Big de
course from 9 of 9th graders of 10th graders at as early as I'm I believe, March. On April, something like that.
But how about the pat fees like last. When do we know the students are rolling on those packed and what type of boxes will be available to them.
Host Howard Lee host on can we get that? >> I think I think I think one of the idea you know, I'd
rather it was Louis or Edison when they added those pathways. They added after the schools open this case. >> sometimes those pathways cost extra money, right?
Whereas comprehensive schools, our comprehensive schools. The one pathway where we have a possible funding partner is the aerospace pathway. So if
we can move forward with the aerospace pathway and have a funder, that's likely where we're going propose given our budget situation right now. So
I I know that J Gulls and a trip on say we're certainly. You know, debating and discussing that right now on Mr. Smith is convening the
group that works on it. But I want to make sure that that, you know, that we have a funding source for any kind of pathway aerospace certainly is
one near Dulles that would make sense. There may be others, another pathway, some schools around the country have more than one, right? So it's just but that's where we
would start. And we may have a different pathway, for example, a Westfield man. It's all said and done or a different pathway at Centerville following a renovation. So our hope would be to have some kind of a pathway accessible for
students really in all parts of the county. And FAA grant we're pursuing right now that we the completing in January
and actually is a three-year grant or applying for for eventually 6 high schools and my intent is to do 2 schools a year for 3 years, one in each region. But we would start
with the Western High school being one of the first because it's obviously got a palette that we can play sudden right from the get-go. One of the
other which are not cost a lot of money, at least from infrastructure. >> way other than the server since stuff like that I I
didn't go pick partnership is the way to go there on. I know some of the company's culprits are. >> Speaking with fcps of the moment just to
>> maybe forgot about the together and which is industry needed. I know it's something we've been talking about like AI bot to be in the schools. So this is something I think
you if you want to come in opting to the school. And I kind of agree that the misleading here like the we do provide need to provide them some exciting courses to was
so like it does. You we want school to be successful as a as all of the schools are and via been talking to community about all this pot phase. So
just want to deliver on that. I think that's what I'm saying. Thank you. Miss ticks it and I will take a quick turn and then we go go back.
we've got about 12 more minutes. >> For today's work session, so first, I want to say that I think this is a very exciting opportunity, but I want to just to kind of put back out
there that this is a very unique situation. On one hand, we've had a need that has been part of the cip for over 10 years. Rhonda, Western High School. And while I heard in the community enrollment
stopping you need. This new school enrollment is not even across the county, right? So there is increased enrollment needs on that side of potential projected enrollment need to the housing
development and overcrowded schools. More on the western side putting my old at large hat back on. So I think it one the Phils a longstanding need
2 was a once in a lifetime to nutty. So I think what we used to do a traditionally do or doing other situations as always, we can, of course, look to that as a starting point, but it's hard to take
what we traditionally do to a once in a lifetime unique opportunity. We have to be creative and flexible and be willing to be open-minded of maybe doing things a little
bit differently with keeping students at the center. I appreciate thoughtful phasing because if they keep students at the center, especially on activities for students at which is so important high school, along with the
academics. So it's just the first thing I wanted to say is I think as we move forward, if we can continue this or thoughtful situation and ensure we continue to have robust community engagement
and communication as we work through phasing in of grades. I think that's important. And I'm just going to. You know, this building and the school
is so unique and so beautiful that I think students will be excited for this unique opportunity in the potential for these pathways Dre, as you explore in this popular, the think aviation makes lot of sense. I would just really
encourage you find a way to focus on the skills. And, you know, I talk about an that's going to set our kids a part in the future AI during future or a future with jobs that we don't know what they are. When
you talk to industry consistently across industries what they say they need is people who can think creatively critically think analyze work in teams, collaborate and communicate
across industries. You hear that. And so having some sort of focus on providing opportunities in authentic ways to do that beach in debate as a hint, I think he's
going to be critical alongside aviation or some of I was some of these very industry specific pathways. So I would just really encourage you to consider that. And I'm just gonna leave with a little bit
personal story. I know. Change is hard and we want to make sure thoughtful. But what we are doing here and what we're doing, the boundary work is what we've asked special education parents to do every
day. Go to a different school, be bus twice as far away from your Now we're opening a new program in this other schools. Now you have to go to this other school now or the school can't meet your needs. Now you have to go over here.
Siblings. take that into account. We've had a mean I can tell you my son went from preschool in his base school and starting kindergarten 5
out of 6 preschool kids were based there and we're told they don't belong there because it's no space and have to go to that elementary school, not just outside of the paramedics. That was when their payment. But outside has
copayment where they would now. Nobody. This we do this all the time. So I understand it's hard. I have lived in. My kids are never in the same school until they got to Lake
Braddock. It's hard, but this is a unique opportunity. I think if we continue to talk about it, we can bring people along. We'll go to covax.
can't read that. I'm sorry. Ricky Dr. Anderson, sorry. No. Thank you. Just with my final comments. One of the things that I want to reiterate DRA
does I really want us to be sure that we're being kept abreast of. >> How many kids are enrolling for whatever the reason it because I do think there is a number that is not going to be
a reasonable number. Yes, excitement. Yes. But when we when the rubber hits the road, who knows what decisions kids will make and their families will make. I also want to lean into what I Miss Marion shared
earlier regarding the consistency of practice. If able to find some way too, have this happen where we have some flexibility with students
who opting out opting in. I'd like to see if that's feasible with the rest of our schools in the boundary process instead of just saying, hey, you're on your own. If we have
a stop that they can go to. That's great. And I'm glad that lady reiterated because it was unclear that we would not add buses at the stop. It would be if there's room. So I
think that needs to be content that needs to continued part of the conversation. I'd like to see these costs like to see these numbers. I know we're not there yet because we don't know who the kids are and
where they are, but that that's feasible. That's important to know, because I I think it's great that you say it may not, but I'd like to see it on paper because our job is verify what's being
shared with us. Can you also speak to? >> I know in this process we're looking to reduce the number. The overcapacity at the schools. And I got 4 of
the schools rather than 5 Chantilly. West Fields OK'd in Centreville. South Lakes may have an impact, but in the final boundary might not
right. Oakton and South Lakes are question marks. Okay. We do know that Westfield Centreville and Chantilly where the 3 pyramids. >> That we most want to
impact. so how will we most impact them with this opt out? >> So I opt in situation. How are we going to be able to track that? >> We've intentionally we I
think we likely are going to have less of the most impact. >> In the first year and then gradually by year 2 and then year 3. It will be fully
impacted but to start because we don't know exactly where the boundaries will carve because or variety. If you look at it geographically, it looks different than if you look at a by capacity, we're
just not sure. So that's why we want to extend that conversation and be very thoughtful about that. And I don't I think that. I think
it's we're not going to know everything and it's not going to be perfect to leave began to roll into it. So we won't know the boundary before students are opting in
correct? That's why we're going to David is going. Mr. Jails going to be telling families if you want to opt in just like people who opt in at Edison for a specialized
program, provide their own transportation. Yeah, you know Yes, they'll be a space of the school for your student, but we can't guarantee busing till we know what the boundary is. And then when we have the bout
of the first year, only but after the first year that because the boundary will be drawn, even the 27. 28, everybody the boundary for a year. So they'll be able to opt out. There's no opting in
at that point because we're again only gonna bust to the boundary and the only act in a near 2 would be if there's room by using the student transfer process. So the only
families that could potentially be caught up in this are families that have incoming 9th graders this year and potentially kids the following year. They might be
in in limbo because out here don't be in limbo. But the first year will. My time's up?
I'll ask you after. Okay. Thank Miss meant. Yeah. Just quickly, I did put a bunch of next steps in to our document colleagues. I appreciate you
taking a look at >> I'm just tripped up on this transportation thing. So we're saying if you're able to get yourself to school, if you have the privilege of a car or someone you can take you, you can go to the school. But if
you don't, you can't. Well, that's a tough one. That's this bill. That's what it sounds like. If you were some other places. I thought I
heard that. this let's let this man finish and Dre can address your question. Okay. put that aside for a moment. Sorry for any confusion. the
question is, gosh. This boundary policy includes 4 aspects. I've only really heard capacity addressed in any public meeting. I have not
heard discussion about access to programming increasing and this very discussion about are we going to continue to bus kids, AP and IB and AP and all these places? That's part of the reason why we have
transportation issues now. I haven't also heard from the board of the superintendent, a commitment to explore those aspects in the next iteration of boundaries. So it's just feels like it's the last
minute All of a sudden talking about access to programming. Where was this conversation in any of the community meetings? Because all of the materials that were handed out, we're about capacity and percent
capacity. There was no data provided about. How we're going to change academies for for capacity in this gets to the question from this morning about what decisions are
remaking to increase access for all of these programs. So I just would like to be clear on again, one of the goals of this is it too better right size the capacity of our buildings. Is it to take care
of some really egregious? But feeders. What percent is enough this time around? And how much is it all going to cost? Dr? It is you want to
add. >> On the trying >> On our current transfer policy which has been reviewed and I've asked the team to go
back staff to review it again to see because there's been some questions raised about it and they are. I think it's almost complete at this point.
>> Parents have to provide transportation now for any transfer anywhere in the school division. because our schools are all excellent
schools, we believe from an equity standpoint that any school student is assigned to is a great school. If a parent has it or a student has a particular penchant for another school and there is
room. We've allowed it across the county. I think since time began as long as families provided transportation and that wouldn't be new here with the Western High School. It's following that practice.
>> doesn't make it right. We've already done it. We've always done it that way. That limits accessibility for kids again, my kids that I never had meaningful world language because it's either a magnet
school or it's provided. I don't want to perpetuate or at least let's acknowledge that it's something that we want to address. Let's face Were
actually out of time. We've got one minute left. So and this is something it's burning. Urgent issue say, John, coming. We're going just say thank you to stop for all your hard work and >> I know it's been a lot in
and having the Western High School, which is a great opportunity throw in the middle of the boundary work has been challenging. So thank you for your hard work. Thank you to my colleagues for thoughtful questions. There is a next steps. please make sure
to take a look at the next