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♪ ♪ ♪ >> This March. 28 our I'm sorry, March. 26 2026 regular meeting of the Fairfax County
school board will now come to order at 07:12PM. Please stand for the pledge allegiance followed by a moment of silence and a performance of the national anthem by the Fairfax County Public School
students in the Al Virginia course under the direction of Luke froze.
>> I pledge allegiance to the
flag.
>> Was so. ♪
extreme ♪
♪ ♪ ♪
♪ ♪
♪ ♪ >> Can we please have one more
round of applause for amazing student? If you would like to review a copy of the meeting agenda, please see the back of
the auditorium to obtain copies of any items are supporting materials being presented tonight. Please reference the QR code on the agenda or visit Www Dot Fcps study tu slash board docs.
Tonight's meeting is being broadcast Cox Channel. 99, Verizon Channel 11 and live streamed on. >> And on our website at WWW
DOT Fcps dot edu slash live stream. Agenda item. 3.0 3 music theater and art and the Art Appreciation Month
proclamation icon Miss Maren for Proclamation. >> Whereas marches been officially designated as our son, our schools month,
encouraging communities across the nation to focus on dance music, theater and visual arts education. This month serves a reminder that all students deserve access to an equity in the delivery of dance music theater and visual arts
education. And whereas Fairfax County Public Schools has a thriving, find performing arts education program with over 630 music educators over 46,000. Students instrumental
in corps programs over 430. Our educators and over 20,000 students in elective secondary art Fcps host, one of the largest theater education programs in the United States
with nearly 60 theater teachers and more than 6500 theater students. Fcps stance has programs at the elementary and high school levels. Dance
music, theater and visual arts. Students at Fcps demonstrate the importance of Quality finder performing arts education programs to the lives of young people and whereas fcps arts programs are no throughout the state and
country as a model of excellence. Emphasizing conceptual learning personal development innovation in March and throughout the spring Fcps school parents celebrate the arts with pyramid. Art shows exhibiting
the works of elementary middle and high school students in each community each year, middle and high school artists are recognized throughout the Fcps artifacts awards. The Scholastic Art Awards and other art recognition
programs. And whereas the Fcps music program consistently receives recognition as a recipient of the best communities for Music, Education Award from the National Association of Music Merchants, the 6th grade. All
County Choral Festival is recognized as one of the largest elementary choir events in the nation. Fcps secondary and some Bulls guard at league at Percy just offense, including the Virginia State News, a
conference Midwest Band and Orchestra Clinic National Band Association and American Choral Directors Association. Our schools have been honored with several national dusting says such as this other flag of honor. other couple
distinction. The Emmy, a Blue Ribbon award and the NBA Honor Band award. And whereas Fcps theater and dance over a vast array of curricular and extracurricular art experiences, including dance
events and showcases plays musicals. Drama Clubs, Improv Competition, Student directed one act that doubles the vhsl state won at competition. The Brandon Victor Dixon Awards and the cap eats the cap ease
and international high school program that celebrates theater performance journalism student ownership originated in Fairfax County. Public Schools, Fcps theater. Students and teachers are recognized at the annual gala
in Washington, D.C., Now therefore be it resolved. Fairfax County Public Schools recognizes march as dance in our schools. Music in our schools theater in our schools month and Youth art month to
celebrate and acknowledge every day that fine and performing arts, education, experiences and opportunities are an essential part of every student's well rounded education. Is their second.
Thank you, Mr. Fresh I will call for a vote. All those in favor, Mr. Fresh Mister McDaniel, Miss Mayor Mr. McElveen. >> Miss St. John-Cunning. Ms.
Lady, Mr. Danon, Mr. Dunne, Mister Moon. And myself with MS Dr. Anderson, away from the
table. Now, you can cheer. Agenda item. 3.0 4 disability Affirmation month proclamation icon, Mr. Moon for Proclamation. >> Thank you, Madam Chair. Can
I ask you is known to eat this one as well? Well, as the Americans with Disabilities Act of 1990, was founded on
for Prince of purse, inclusion for participation, comics sufficiency and equality of opportunity for older people with disabilities. Fairfax County, Public Schools, Reese
Fcps is committed to these and Prince of Persia. And the principles of equity, excellence and opportunity for oceans. And we owe it in close
on the zone you on approach and a mindset and what comes in facilities, participation of students with a disability seen anybody speak to Mr.
Life. Which requires mutual responsibility for adaptation and the movable barriers so that the students with disabilities have the same opportunity to participate
should a knife as any other student. And we owe to CPS celebrates approach to recognize disability awareness and acceptance stream Kreis,
public awareness and respect for persons with disabilities. In from the public concerning many contributions to society. The short accessibility for persons with disabilities,
encourage health promotion to increase community awareness of the need. So persons with disabilities and emphasize the abilities and why some of the
Saban, persons. And we as Uber 30,900 full and approximately 17% of the FCPS student receive special Education services and church has shown
that students with disabilities encounter difficulty being accepted by peers, making friends and becoming invert. That is quitting community-based
activities and non disable students. And asked, provides innovative and individualized programs, 2 of the brand's fee achievement and knowledgeable
students and young wonders living with disabilities in video, some of location or so sure. And life's cares and has to civility is John Natural
part of Shuman diversity and people with disabilities have the same human and civil rights is able you one including the right to be
included in aspects society. For we must ensure included in the fcps community by increasing 90's, young understanding of addition in a
tease promoting positive used by creating virtual respect and inclusion and ensuring the school curriculum and Newman's events and Processees summer
and inclusive with disability history and disability norms. Now, therefore be reserved that Fairfax County School board does hereby proclaim
March of 2026 and the disability Affirmation Month in recognition of the many contributions and strong. So people disabilities and to promoting Christmas Creek
communities across division. And now from beef, all the return of that, the Fairfax County School to be commitment to inclusion for Lord individuals with disabilities,
you know, crews and communities. Is there a second second. Thank you, Mr. Dunne. >> I will call for a vote. All those in favor, Mr. Fresh, Mr.
McDaniel, Miss Mayor and Mr. McElveen St. John-Cunning. Ms. Lady. >> Mr. Dan Dan and Mr. Dunne MS with Dr. Anderson, away from the table. And I'm also
in the affirmative, madam clerk, read vote. >> 10 years, you know, one the motion carries per
>> Congratulations. >> Agenda item. 3.0 5 transgender day of visibility. Proclamation icon, Mr.
McDaniel for a proclamation. >> Whereas Fairfax County Public Schools is committed to fostering a safe, welcoming and inclusive leng environment. Every student
employee and family is respected and empowered. And whereas transgender day of visibility is observed annually on March 31st to celebrate the lives and contributions of transgender
people raising awareness of the disproportionate discrimination and violence. The transgender community continues to face. And whereas transgender students, families
and staff are integral members of our community whose talents leadership encourage in return classrooms, strengthen our schools and spiral. And
whereas transgender people have made significant contributions throughout history, including early Lgbtqia plus rights movement activists like Marsha P Johnson and Sylvia Rivera.
Artists such as Laverne Cox and can Petrus leaders like Sarah McBride, the first openly transgender member of Congress and Virginia Senator Danica Roem. The first openly
transgender state legislature. Scientists like distinguished near biologist, Dr, been Baris and Dr. Lynn Conway whose innovations revolutionized
computer science and countless others whose courage and achievements have advanced equality inspired others. And whereas all transgender people have inherent worth and are
deserving of respect and dignity from these and other well-known historical and public figures to those for whom is not safe to live their authentic lives. Wherever they
are on their journey, they're valued and valid. And whereas major medical organizations, including the American Academy of PG Pediatrics, the American
Medical Association, the American Psychological Association, the American Psychiatric Association have affirmed the validity of transgender identities and support age, appropriate
gender. Affirming care is evidence based medically necessary treatment that is significantly improves health outcomes for transgender people. And whereas transgender youth a
significantly higher rates of mental health challenges largely due to discrimination, rejection and lack of affirmation underscoring the critical importance of
inclusive schools were transgender students can thrive research demonstrating that transgender youth who feel supported in their identity significantly
improved academic social in emotional outcomes. And whereas transgender students deserve to learn in an environment free from discrimination, harassment, bullying axclusion and to
have their names pronouns and identities honored. And whereas the Fairfax County School board stands with and celebrates its transgender
students, families and staff recognizing the urgency of its charge to foster responsive, caring and inclusive culture by reaffirming its commitment
to policies that uphold the rights of well-being of transgender individuals, ensuring access to education and employment free from discrimination and grounded in
respect. As the Fairfax County School board recognizes that learning and growth. Require ongoing reflection, dialogue partnership with students,
families, staff and community members to advance equity and understanding. Now, therefore. unresolved, the Fairfax County School board proclaims March
31st. 2026 as transgender day of visibility in Fairfax County. Public Schools and encourages all to promote a caring culture of equity
inclusivity and respect for transgender people. Not only on this special day. But throughout the entire year as well. Is there a second? Thank
you, Mr. Fresh. >> I call for I will call for a vote. All those in favor, Mr. Fresh, Mr. McDaniel, Miss Mayor and Mr. McElveen St. John-Cunning. Ms. Lady Mr.
Danon, Mr. Moon with Mr. Dunne and myself and with Mr. Dunne and Dr Instant Away from the table. The clerk, please read vote. >> It's 9, 0, 0, or to the
motion carries. Thank you so much. >> I would like to welcome all
those here to support the transgender day of visibility proclamation to please join
the board for a photo at the
front of the dice.
>> I would like to welcome all those here in support of the des about disability Affirmation month proclamation to please join the board for a
photo at the front of the
diocese.
I would like to welcome all those here in support of the music theater and the Arts Appreciation Month Proclamation to please
join the board for a photo at
the front of the diocese.
Madam Chair, that was our
final photo.
>> Agenda item. 4.0 Virginia High School League and academic team, regional sports recognitions. The school board is very pleased recognize there is a recipients of
winter 2026. Fcps Vhsl State and regional championships. Tonight, please note that we will also be recognizing one school for their fall 2025. You just felt championship
win. Please stand when your team is recognized. After all, the recognitions are complete, individual teams will be invited to have a photo with the board. The board would
like. >> To recognize the Robinson Secondary girls, indoor track and field team for rain. The Vhsl class, 6 girls indoor track and field state championship. The board without like recognize
principal Tracy Phillips, director of student activities and your and coach joint for
the contributions to the team. And next for the fall 2025 recognition the board would like to recognize the Lake
Braddock, Secondary Boys Cross country team for winning the Vhsl class. 6 boys cross country state championship. >> The board would also like to recognize Principal NC Kearns director of Student Activities. Janice Pritchett
and coaches Jason Switzer John Ferguson and anyhow it for their contributions to the
team. The board would like to recognize the Langley High School Boys Swim and dive team for winning the vhsl class. 6
Boys swim and dive state championship. >> The board would also like to recognize principal Larry Stroud director of students student activities. Jeff. No, no. And coaches Megan over Sarah Clark and Le Ann Stevens
for their contributions to the team. They
So we feel Westfield High School boys, basketball just and the board would like to recognize the Westfield High School boys, basketball team for winning
the Vhsl class. 6 boys, basketball state championship. The board was also like to recognize acting Principal Scott Center too and they keep the eyes upon. Governor and
coaches. Kevin Harris Efrain Hawkins, End their son, Beanie and crease Palin for
contributions to the team. >> The board would like to recognize the West Springfield rifle team for the winning the The Potomac High High school Rifle League regional
championship, the board, but also like to recognize principal Shannon with a knee director of student activities. and coaches, Chris
Corbett, Stacy Collins, Steven Goglia. Oh, no. Dan Cole critic Kris Worrell and Oscar
stars for their contribution to the team.
Sharpshooters. The board would like to recognize the Thomas Jefferson High School for Science Technology. >> Scholastic Bowl team for
winning the Vhsl class. 6 Scholastic Bowl state championship. The board would also like to recognize principal Michael McKay, director of student activities. Leah Conte and
coach Julie Food for their contributions to the team placed and
>> the board would like to invite the members of the Thomas Jefferson High School for Science and Technology. Scholastic Bowl team, school staff and supporters to please join the board for the dice.
And I asked my colleagues to
stay put and let us have the
rest of pictures.
>> The board would like to invite the members of the West Springfield Rifle team school
staff and supporters to please
join the board for a photo.
The board would like to invite the Westfield High School Boys, Basketball team, school
staff and supporters to please
join the board for a photo.
The board would like to invite the members of the Langley High School Boys Swim and dive teams, school staff and
supporters to please join the
board for a photo.
The board would like to invite the Lake Braddock. Secondary Boys, Cross Country, team school
staff and supporters to please
join the board for a photo.
The board would like to invite the Robinson Secondary Girls, Indoor track and field team school staff and supporters to
please join the board for a
photo.
Madam Chair. That was
our final photo.
>> On behalf of the board, I would like to thank all of our students, coaches, principals and parents who came out this evening. ♪ We are so proud of all of our
fcps students. Agenda item. 5.0 one community participation. The next order of business is community participation. We welcome all community members who are here and those who signed up to
speak this evening. >> Additional information about signing up to provide comments that school board regular business meetings and public hearings can be found on the school board website at
Www Dot Fcps that edu slash the school board during the sign-up process. Community members acknowledge that they were informed of the school board's expectations for proper decorum when providing
comments, these expectations are also available online. And with the printed agenda and meeting materials in the back of the room, we asked audience members to be respectful of one another shouting outburst
will not be tolerated. Please hold your applause until the conclusion of the speaker's remarks. Audience members may not join speakers at the podium and should remain at their seats, including when
recording video are taking photos. We are grateful to all of those who have come to speak with us today. And thank you for your cooperation. School board members will be listening but not responding. Madam Clerk, please book color
for Speaker. >> Cats Kyair. Has kyair.
Megan O'Neil. >> Elements it members of the board. My name is Megan O'Neil on the sophomore to Peter and I'm here to talk about the
importance of expanding to performing arts department at CPS. Here's help me grow in confidence and help navigate things in the real world like public speaking and working with the group officially in
the short amount of time. You know, artist help kids get better academically than spice plan, proving their mental health and self-confidence. As a person who has done both theater and cheerleading. I can tell you the theater has
created a more mentally positive space for both me and the rest of my department. The year has shown me that I have a voice that I deserve to be heard and that my ideas matter and are valued in 4th grade
were meant perform a musical for music. Great. That unfortunately got canceled due to COVID. And we are able to bring that back to elementary schools. It would develop a love for theater at age, free
market as a raisin AI is taking over creativity and blocking off of these. All right. Let's of human innovation, which take action to make sure that kids can learn to be creative about thoughts. And with humans meet
one of my closest friends, Phoenix Britain, who's also here tonight want to next and course directors as we're both inspired. But the current theater and it increased
actors high school. at the July, John. Mr. DJ Godinez because of belief in to be our best selves. And whatever we do, we want to push that look forward to the next generation
of performing arts gets. Thank you for your time and
consideration. Phoenix,
Britain. >> Good evening. Members of the board. My name is Phoenix. Britain Niamh a sophomore in high school. I haven't rolled
in technical theater open and I was enrolled in acting theater in middle school. Every person. When I was picking my courses for 7th grade, I was begging my mom to let me take acting as well as
technical theater. And luckily for me, she said yes. First semester of 7th grade. I had acting theater one day as well as technical theater the other
day. And it was the best as I got see the teacher who got me into theater every day. That teacher was Mr. Josh, for that. Mr. Bickford wanted me
as one of those 2 stage managers for musical. And at that time I was. Unsure if I could do it as my mental health was deteriorating
badly. But luckily he convinced me. He go 2, 1, rehearsal. Being in that warm sharing fun and supportive
environment, faith my mental health. Mister Harmon and Mister Pictured both inspired me. To be theater teacher in the future. So that I can give back. I want to give next
generation the confidence skills and the place to be themselves. The icon. All of the theater spaces as well as of course, human I homes away
from home. The problem is my sanctuary and the people on my tech team are my classmates and they are my friends. They are pieces of my heart that I
can not imagine mill or high school about.
>> Meet ran. Mr. And we're trying to move you over. Could you please respond to that? To
the requests that you're from our TAC team? Mr. And you may
begin when you are ready. No, hear me. Yes, please continue. >> Good evening, everyone. My name is my friend and I am a
parent. Thank you for the opportunity to present tonight. Today, students have the privilege take school devices home and access countless apps and tools
risking exposure to inappropriate content. I am concerned with G Mail to goal YouTube and the camera specifically because I've seen upper elementary students share personal files and
photos with a lower elementary students via their fcps schools. And then she mail account and Google flights on Students, Schools G Mail account when composing an email in the to field. sharing
a fallen out such as schools length. student enter a couple letters and any student with those letters and enough of a school and specific teachers classroom group email address
outside of the school. Well, here for the student to select and sent a message she mail and YouTube are listed as favorite applications on students. Google. Accounts and
are no option to remove them. The cameras also activated default would be no way to turn off. I like to suggest that fcps focus least privileged cybersecurity and
privacy partition school devices to students switching to an opt in approach to teachers. We need to request specific at apps to be activated versus the current process. Having parents asked
us to cool school principal today request specific apps to be deactivated per student for school. One. I like to request that fcps any survey to teachers to identify required
apps to supplement learning. At an age or grade appropriate screen time guidelines using data from objective sources, not technology companies. I don't get hungry for
elementary students to have access the camera. She mail me. possible applications available under school who
owed him when they don't even know how to type written letters on the devices, touch or keyboard. I request and please consider changing.
Turned up in approach for Nicole Woodward. Nicole
Woodward. Kristina McCormick.
Kristina McCormick. Patty question or
>> and speaking as the parent of a choice, exceptional student Fcps has committed to providing a safe and inclusive school environment for everyone. And I truly appreciate the inclusion
efforts of the school division. Tuohy artistic students tend to fall through the cracks. They routinely experience and misunderstandings and overwhelm and the school
environment. All right. To be kids need advanced instruction, access to enrichment and predictable support. There is a real need furner diversity affirming
autism training for all fcps educators. I'd also like to talk a bit about universal design for learning and cursive instruction you D L means designing lessons to be
accessible to all learners. It means presenting lessons in various formats and modeling curse of use in the classroom. It means allowing choices of tools like San trays wait
boards are adapted pens and pencils. It means giving meaningful Simons such as learning to read historical documents. You does not mean allowing students to choose
between manuscript her or typing for the writing assignments before they've learned the skills we are teaching them tight. And Chris, it is not being modeled are used in a meaningful way.
We cannot expect our kids to choose cursive when they aren't seeing it used in the classroom. Currently, teachers don't have instruction time
and Lexie is being overused. The 2024 Virginia reading standards require students to show grade level spelling skills. One writing in cursive. You can't meet that standard without requiring
students to use curse if in their writing assignments. Please consider dedicating at least one day a week to cursive instruction rather than using Lexi and other technology. Thank you for your
advocacy and support for students.
>> Thomas Tyner. >> My name is Thomas Tyner and I'm a parent of 2 fcps students. And a volunteer with the Fairfax U.S..
>> Solar Schools campaign. I'm here because I care deeply about our children's future. And that future depends on the choices we make today solar panels are finally going up on some of our schools. That's
really great news. But right now Fcps has plans for solar on approximately 34 of its 199 schools and centers. That leaves the vast majority of our buildings and our
communities without the benefit solar can bring. With everything going on right now. Energy prices are soaring, locking in stable, low-cost, solar power through purchase
power agreements is a smart financial move for the district. School. Solar creates real hands-on learning opportunities for students strengthens community resilience. And most
critically helps us mitigate climate change. The window's closing the commercial solar tax credit is being accelerated towards phase out. If we delay, we risk leaving savings and our solar capacity
on the table. The sport has the power to act before that window shots. In 2021, the board made bold commitments.
Carbon neutrality by 2020, 40, 50% emissions cut by 2030, and all electric bus fleet by 2035. 0 in new buildings and the transition of mostly renewable energy. Those
commitments mean something so on. Our schools is one of the clearest ways honor them. Please act quickly and commit to installing more solar
before the tax expire. >> But NASA Hall. Hi, my name
Vanessa Hull. fcps pride co-leader and then Fcps mom, an alum. I'm sorry. There aren't as many of us normally, but we have thousands here in Spirit. Fcps pride. Appreciate
your time and consideration for this transgender day of visibility proclamation in Virginia, a new day has dawned. We're lucky to have both the Commonwealth and
School district and that respects civil rights and human dignity federally transgender people have lost the right to health care and jobs in Kansas. Transgender people have been stripped of
driver's licenses without notice or recourse. Nebraska and Ohio have bathroom and healthcare bands also violence and threats are at an all-time high locally media like The
Washington Times or examiner feel emboldened to repeatedly spew hate and used demeaning language like Alphabet. People are Trans Mafia, which frankly discuss to make and advance of
this proclamation wn males. Larry O'Connor show profiled Hate speech and platform deny WF activist whos openly mocked disabled. Students and lobbied
against our own transgender students. Previously O'Connor and his co-host of use that he slur. It's all frankly, obscene, such hateful rhetoric
and anti-trans lobbying efforts reinforce why we need this day. We almost dare to be visible to be loud and proud.
While people like them try to scare or shame the transgender community and all of U.S. allies into hiding in Fairfax. We're fortunate to have all of
you and you protect him. Welcome ever. All of us in the schools no matter the legal threats, please actively resist and stand fast against the darkness and dark money
and continue to be the steadfast ray of light in our lives in nation. So that transgender youth and
families, Ken. Dale Van Wagenen.
Keep up the good All right. evening. Yes. >> I'd like to tell you a story about a friend of mine mark and his 4th grade son, Tim. Last summer, Tim went to
a local overnight sports camp with all of his buddies. great camp with great reviews we can to. The camp Tim called home. He told Mark how great the campus going. He also mentioned that they give out
Candy all the time, not just after dinner and not just as a treat candy for finishing drills, Candy, for staying focused, Candy, for participating Candy throughout
the whole day. Another week goes by markets. Another check-in call from are cast about the candy. Tim says they still give it out all the time. I'm gonna read you a text message I got from Mark
about this whole thing. I did meet with the camp counselor couple of times to talk about it, but it was really difficult to bring up because the entire reward system is built around the candy. My wife and I were horrified. I
met with him several times because Tim was doing really poor really initially. And it was because he has been eating 17 pieces of candy before lunch. So I tried to ask for specifics, maybe give them
some fruit in the morning. At least I asked for them to have a sandwich or something more filling for launch. It's insane. He didn't get it. Then I went to the camp director.
The director then went to the counselor who was upset that I went over his head. But then so generously asked for me to meet with him directly. But any food and candy questions to help find a mutually
agreeable solution. I really appreciated his candid in us and the meeting was great and that it was finally out in the open. He admitted to using Candy as a reward, which they were not supposed to do. And he said, let me bring it up
was good for him because I mean, go back to look at the candy rewards and make sure he's only using it when it's transformative or enhance Inc. This isn't about Candy. This
is an actual text. I got almost word for word about the massive amount of online time the kids have in our schools and the massive amounts of effort. It takes to para back even a little bit. We know too much, candy as bad. We have a
mountain mountain of evidence that too much on screen time is also bat. Katie Brennan,
Bird. >> Good evening. I'm here to address concerns from my colleagues about a decrease theater enrollment and stopping across middle school
teacher programs. I talked her high school for 8 years. I worked tirelessly to build that program. Yet repeated the staffing forced me to leave the community. I deeply cared about. I value as an educator felt reduced to enrollment
numbers. A reality. Many theater teachers are facing right now. Now at Robinson secondary, I see what is possible with strong support engage administration community ticket sales and feeder school connections.
These resources have led to growing enrollment and expanded opportunities for Robinson students. This is not the reality for many schools. It is crucial that we find a way to bridge this equity gap
at both schools. I was able to build personal connections with students making a lasting impact on their success. Consistency and theater program. Leadership is the key to building and maintaining
the safe supportive environments when teachers are asked to split staffing between schools and makes it impossible for them to commit fully to either program. Barriers to students taking
theater class include too many elective options. A push to take advance for remedial academic courses or lack of awareness of the class and its benefits when needed or opportunities at the elementary level to promote
secondary options. Peters also often treated as something kids can just do after school. This after school component often involving hundreds of students is not considered when staffing decisions are made. Is it possible to
acknowledge after-school theater participation numbers as part of staffing considerations? It feels like theater teachers are asked to do the impossible task of balancing their full-time 80 plus hour work weeks with
finding time to recruit and fight for their jobs. I am pleading to you today to help provide pathways that make it feel a bit more possible. We need equal access to elementary theater, outreach opportunities. Thank you all
for thsupport you have provided our theater programs, the district warehouse and statements have been invaluable to the success of our program since implementation. We truly are district the values, all arts disciplines and we hope we can
continue that legacy chatted to enter Redmond Lake Braddock. Peter alum for the
like and Sounds evening. Thank you. Deborah Warden.
>> I don't think I can see it as well as My name is de Board and I've been in Fcps parent for the past 18 years. My youngest, my 3rd child is a sophomore at Langley High School. I'm here to express
my. Support and concern about the what's happening at there. Cooper, Middle School theater program. I commend Fcps for proclaiming March the Music
Theater Arts Appreciation Month. But you need to do more to support and protect the middle school programs as they face decline in a moment. They
cannot exist. Without support from you in some creative fashion, whether it's what the previous speaker just mentioned. We need to find a way to keep these programs.
And to protect the positions of these amazing teachers. My participated and performing arts throughout middle and high school wasn't Cooper all of my kids to theater class performed an after 2 performances. Their
experiences that in theater where the absolute highlight of their middle school. experience. The utter, give them a safe place where they could be themselves. They learn to overcome fear, deal
with disappointment and relish in the provided in the pride of performing all very important lifelong skills. Middle schoolers should be learning to embrace their creativity and discover what
makes them unique. We need to do everything we possibly can to make sure that these middle school children have the opportunity to participate in theater. The and email that
came out yesterday with Dr Reid's statement to the board last at the last meeting talking about how wonderful these middle school programs, the video that just came out in the email yesterday from
the students saying certainly better than I can. The value of middle school theater. But as the previous speaker mentioned, these teachers can't split time between
schools and still have these dynamic after-school programs. It's just not physically possible on these teachers are amazing and they deserve absolutely everything we can
do to support them. Thank you. Kirstin, Dillard Scott. Good
evening. Members of the board. Thank you for allowing me to speak tonight. I just have a manager that said don't come to me with a problem unless you have a solution. So he
racked up. >> My name is Kirsten do. It's got it's 74. You not only is the mom of a West Potomac theater kid, but also a 20 plus year veteran of the field
of technical theater. I also stand before you as a member of the strategic Planning Committee of the United States Institute of Theater Technology where I'm currently helping to reshape the organization that innovates
our technical theater standards nationwide. With that in mind, I feel an element to why enrollment in theater. Middle school classes has become an issue is the
lack of professional development support, funding and resources for these teachers because of this. And because I care I have personally dedicated in my
spare time free lighting design services, free master classes and free educational resources to schools in this region. Some who you have mentioned here tonight. I
started doing this because I know that once you introduce someone to something, if you can get them really excited about it, it will stay with them for a long time and not every school careful can
afford some of these services. But it's not permanently realistic because not everything in this world can be free. Now, while I understand there are some budgetary concerns we have
been hearing about this enrollment issue in middle school classes for some time now. I come with you with an idea if Fairfax County Public Schools will work to dedicate funding resources to provide
consistent professional development in school, master classes and funding for conferences and workshops for students and teachers. I feel that will create excitement around the program again. And
that's with come. The rise of enrollment. It's a middle school theater programs. Thank
you. Helen miller. Good evening. >> My name is Helen Miller and
I'm the mother of 3 recent fcps graduates. Tonight you celebrate the arts in Fcps with the proclamation supporting Arts Appreciation Month, Dr. Rees Academic
Matters. Presentation says the arts in Fcps are fundamental to cultivating essential student services. It's a sorry skills. Yesterday's fcps this
week e-mail includes that horrific video in which middle school is themselves. Explain the value of the theater program. I was there for alarmed when I heard that are fabulous Cooper Middle School
program is in jeopardy because enrollment in the theater classes is low are amazing. Theater teacher has been it Cooper over 20 years and is a much beloved institution.
There. 2 of my children took theater classes and also participated in the musicals. They found their people. There has so many students do. And those productions were some of
the highlights of their middle school experience. Why then is our theater teacher likely to be stacked next year? Because enrollment is lower and fcps 6
is strictly by the numbers. If this weren't bad enough, we're now hearing that fully 80% of middle school theater teachers have lower enrollment next year and are similarly in
danger of being D staffed with such a high number. This appears to be a systemic issue in light of the celebration of the arts this week. I can't imagine that this was done on
purpose. This is all distressing to families. It puts our beloved theater teachers at risk. And while some would have to split their time between schools and evidently others would lose
their jobs altogether. I hope you'll make an exception to the numbers and back up your proclamations of the value of the arts and our students, education continue these
programs without change next year while investigating what happened. Trust with the community greatly eroded during the pandemic and has remained lower in the years
since it turns out that trust like theater program. few me.
Scapa mean I'm currently the proud Theater arts director of Herndon, High School. >> And I've been teaching in Fairfax County public schools for the last 30 years as a theater arts educator. I have the proud distinction of
having students currently on Broadway working in Hollywood and most significantly right back here in Fcps theater arts teachers themselves. My objective here today is to remind us all how important
the arts are in teaching the whole child with my emphasis being on, including well funded programs of secondary theater in our middle and high schools as well as encouraging our leadership to begin
funding elementary drama programs and hiring qualified theater teachers to specials and our K 6 schools, elements of the arts can be found in every one of the 5 pillars of the porch of a graduate has
trained public speakers are theater. Students are communicators as members of the cast ensemble. Their collaborators in the work with script analysis and memorization. Their creative thinkers and committing to a
three-month rehearsal process to the final performances. They shot the resiliency and goal-directed perseverance. And as they study were classed, dramatic literature within a diverse cast and crew of their peers. They put their
ethical in global citizenship to work indeed, our theater students are exemplars of all that Fcps hopes for in graduating well-rounded scholars. So how do we as the
stakeholders of this county's educational mission ensure that theater and all the performing arts are included in in school to the daily work of our schools. We make sure that we have a full-time theater teacher in all. 25 of
our middle schools and 25 of our high school soon to be. 26 this fall, we recruit and hire the finest quality educators from around the country and working with colleges and universities to train our
future theater. Teachers. Finally, I want to recognize all the drive and the dedication and the passion of my Peter colleagues bring to fcps my time left in this great county is coming to an
end as I prepared to retire the next school year. But I want to know that I left my school is a greater institution for having labored there. So please join me in supporting not only our current theater professionals,
but those that are coming in the future.
>> Please play the video testimony for upon that he on it. >> You know, thank you for the opportunity to speak. It
should says no wonder, wonder my system. Every student gets a lock-up pix. Accommodating is it cooler for most us. We
started and that to be a storm before COVID was Concern that think why state has a different that's going open. There was no for different from visit. decision up to the
public. No meaningful lieutenant who was provided for those who see more for benefits. Recent socially Scotsman. But wasn't printed to present for from students.
Distracted by devices escort a much lower. over nearly 50,000 students, you can the mice years to what are results? It's student has a lot of was present groups is not
surprising. You move month. Firms but wasn't it the next? But not a lot customs and place you'd made its other question for What's new education contributors? A
games. Listen to music for the drink, less. But it's a sting for a list ice time There's no was a disappointment. But not again. So the community we got
reason sources first, we need answers to specific questions. What would get? Snow goes for one to one device program. What? a look at. benefits companies are the Knesset,
U.S. customs, what kinds of the spectrum programs teachers and buttons from these uncertainties to committed to public record. So think they're going to come which
button committing book, Leslie data 3 of your device bonuses and they're going change its like for counts devices like fighting words. And I go into those with a is not needed.
The oversees the system. There's first group to the community that the benefits of cameras in the classroom out a way to France, if not acknowledging the submitted,
pursue that, give towards still. Many think they're going come out 14 member >> Please play the video
testimony of new housing. Good evening. My name is and I'm an it professional and onto a bed. And that's to do to school. >> Being close to taking on a team, I says I am not anti
technology, however, I am or to fully aware of Times. Costumes are meant to be safe, places with children's minds, crew for human connection play. And I but it's a
spending much. But I was a D tweens averaging around 5 and a half hours and teens reporting about 4 and more. I was be. And what I studies have constantly showing
associations between heavy screen exposure and reduced cortical thickness in brain regions that support can attention and empathy a few. It is that a critical in
elementary schools. That because only green architect sets the foundation. For students with special needs. The stakes at actually higher any lion, predictable
routines, human cues and social in taxes, excess of device use. Can Wilson sleep advance ending north through to get patients for 2 done
with ADHD, autism and other learning differences. We must also be cognizant of the illegal and it's a good reality with it, companies and that forms are on the growing
bigger scrutiny for data practices and untested products. Houston schools. Parents and district to swing these companies over privacy.
undisclosed tracking these lawsuits out a warning that children should not be treated as experimental subjects. So turn on innocent and trusted does like us to protect them.
And hence, we didn't mind, but they know that commended changes midday, creation screen time in Edmonton creates 2 and a one during school hours. The choir
independent reviewed evidence of safety and learning benefit before any at D*** AI adoption. And it's trick students data privacy and up
to outright no connection of identify date that without Madam Chair, that was our last public speaker.
>> Thank you. Madam Clerk, agenda item. 6.0 1 student representative matters like on this because >> good afternoon. Members of the board and community here with us today. Today, I would
like to share the recommendations. SEC, present to city. Are you today over the past several months, the superintendent's Advisory Council conducted research Lime Street Strategic plans,
schools one through 5 and presented a comprehensive set of recommendations. The superintendent, these recommendations were developed through student-led research, collaboration in discussion with a focus on identifying
practical scalable solutions that build upon existing systems while directly addressing student needs. For goal. One, they focus on student success and future readiness. recommendation centered on expanding mentorship opportunities in
stinking awareness of academic and career pathways such as expanding mentorship opportunities for elementary school students through programs such as NHS and Fcps SAC program increasing the number of pathway nights and
6th grade available to families incorporating structured advisory lessons in middle school that clearly explain high school pathways and long-term career options. goal to they focus on safe in
support of schools. For go to folks on saving support schools. The recommendation emphasize improving access to mental health resources in strengthening communication. They did this by creating
school specific school. folders with centralized mental health resources, increase the visibility and access counselors, social workers and psychologists developing student-led communication pipelines,
including social media contributions and takeovers, improving communication to families by providing clear information on how to access resources, particularly in times of crisis. For go 3 focus on academic growth and
achievement. These recommendations aim to strengthen instructional practices and soon support systems such as and minding a one school at a time instructional framework to promote mastering clarity of
subject. Standardizing small-group instruction in elementary middle schools, establishing quarterly academic check. Check an advisory periods and providing more structured opportunities for one-on-one conversations
to review grades and connect students with resources. For goal, for focus on inclusion and engagement. Their recommendations highlighted the importance of creating supportive inaccessible opportunities for all students
such as developing mentorship program, specifically for multilingual learners, including cross great support. Incorporating more hands-on learning and it hands-on engaging winning strategy, sport diverse learners.
Dedicating advisory time during the school day for clubs and student activities and exploring additional programs, which is a question opportunities based on student interest and visibility Fergal 5 focus on college career and
life readiness. The recommendations aim to better connect students with real world opportunities and modern financial knowledge, including strengthening communication between students and alumni through existing fcps platforms establishing a
speaker pipeline local government officials, professionals, businesses updating the financial literacy curriculum to include digital finance topics, such as fintech and online banking services that right, Reid
reintroducing the wise financial literate test as a benchmark first in preparedness by leveraging the existing structures and focusing on target improvements. These proposals offer actual steps towards achieving the goals outlined
strategic plan. was definitely seeing things supporters already looking at these presentations. And I'm so proud of all the work SEC has put in over the past few months. Everyone from the co-chairs, the participating members have such a depth of knowledge on these topics. And
the discussion showed that I really hope those who eligible and SEC continue next year. And I know there's a lot of people running for my role next month. And I know whoever comes as he's here now will be nothing short of amazing. We
shared a presentation with the board late night. Thank you. >> Agenda item 7.0 1 action item certification of closed
meeting, compliance in order to comply with Section 2.2 Dash, 3, 7, 1, 2 d of the code of Virginia. It's necessary for the board to certify. This the Fairfax County school board convened a closed
meeting on March. 26 2026 to the best of each member's knowledge. Only public business matters lawfully exempted from open meeting requirements and only such public business matters as were identified in the motion
convening the closed meeting were heard discussed or considered by the board during the closed meeting. I have a motion this mayor and drive a second Mr. Mannan all those in
favor, Mr. Fresh this mayor and Mr. McElveen St. John-Cunning Ms. Lady, Mr. Dan and Mr. Dunne, Mr. Moon Dr. Anderson, and myself. All
those opposed all those abstaining, Mister McDaniel. Well, the clerk, please read the vote. 10, 0, 1, The motion carries. Thank you. Agenda
item. 7.0 2 action item. Confirmation of action taken in close meeting iconic St. John-Cunning from Ocean. >> I move to deny the school reassignment appeal of a
student make multiple direct and indirect threats towards another student and to confirm the disciplinary decision of the decision. Superintendent, according to terms and conditions discussed in closed
session. >> thank you, Mr. all those in favor. Mr. Fresh. Mr. McElveen
St. John-Cunning, Ms. Lady, Mr. Dan and Mr. Dunne, Mr. Moon Dr. Anderson, and myself. All those abstaining opposed all those. I'm standing Mr.
McDaniel and this mayor the clerk, please read the vote. 9, 2, a to the motion carries. Thank you. Icahn St. John-Cunning for a motion. >> I move to deny the school
reassignment appeal of a student who was charged with unlawful act in the community. One count robbery with a weapon and to confirm the disciplinary decision Division
superintendent. Thank you, Mr. Fresh all those in favor. >> Mr. Fresh as mayor and Mr. McElveen St. John-Cunning misleading, Mr. Dan and Mr. Dunne, Mr. Moon Dr. Anderson,
and myself. All those opposed all those abstaining, Mr. McDaniel. clerk, please read the vote. 10, 0, 1, The motion carries. Thank you.
>> Agenda item. 7.0 3, 3 strategic goal report. 2 safe and supported are safe, supported included and
empowered. I call on Dr Feed for presentation.
>> Madam Chair and members of the board and all those watching at home. We're excited to bring our goal to presentation this evening and
we're going to be sharing some highlights reminder to those watching that the board has spent several hours already reviewing our goal to report at a work session that was
comprehensive. And this work session was on March. 3rd. And that's also online. If you want to have an opportunity to go back review the conversation. So this evening,
I'll be providing some highlights from goal too. But the full report is posted on board docks. reminder that goal to is our. Safe,
supported included and empowered goal and it focuses on the experiences we want our students to have in their journey along with us. As we look at the next slide. The
particular strategic priorities around school climate. There are 4 here, even though there are 6 measures that fit under this broad theme. But tonight I'll be highlighting data related
to these 4 items. School connectedness belonging. Attendance, discipline and inclusion of students with disabilities. So let's take a look at school, connectedness
and belonging. We know that when students feel connected their better able to make use of their academic experience and their full well-rounded
school experiences. So last spring, we launched a student experience survey to learn more about students, perspectives and experiences. The majority of students
responding to the survey felt a sense of belonging and reported positive relationships with their teachers and peers. Students reported especially high rates of feeling the teachers cared
about them and that they trusted their teachers. And this is really, I think a solid data point. This was the first time we put the student experience survey out, I
believe and it was in response to the board's request a year ago to collect data on student experiences from students. So during our work session, we
talked about some of the variation that we saw between student groups that responded to the survey and our team is continuing to look further into this with a plan, a better understanding what
might be driving these differences I want to share a few examples from our strategies that are focused on school connectedness. Our schools provide regular
opportunities for students to strengthen their social and emotional skills. This year, we used insights from our SCL screener to create resources for schools where we saw
division-wide areas of need schools also held listening sessions with students to co-create resources and that could create solutions based
on school needs and their individual context during the work session. We also discussed the importance of offering activities and after school programming for students, including the Middle
School after school program is an example where we've seeing growth in the percentages of students being served finally over schools provide universal programming to Maine's safe,
maintain safe, learning spaces and to provide support interventions when incidents of bullying harassment or hate speech occur. Let's take a
look at regular attendance. At this point. Are chronic absenteeism rates were we're actually very proud of her
school staff are family liaisons are principals, assistant principal social workers, counselors, educators, and our staff that are working so hard to address
this attendance and chronic absenteeism issue. This rate. Actually, I want to make sure folks at home here this this rate includes both excused and
unexcused absences. So when we leave to take a a vacation or something during school days, those count is excused absences and they become part
of our school's attendance or chronic absenteeism data potentially. But we are proud to note our measure is actually better. That continues to better than the
state and our adjoining region. Regional partners. So this has been an area of focus for school since we adopted our strategic plan. And we do see the results as our rate
continues to be better. And better. So we're very pleased with the overall rate. Having said that, this slide shows the chronic absenteeism over
time and by some of our student groups. Last year, we met our overall annual target and many of our student substantial improvement from
baseline. This continues to be function of the very hard work that our students and families put in. We also want to make a comment about the slide that
there are some students in some student groups that really do have health concerns and have significant health issues that require them to be absent and legitimately
absence. We want to make sure that we separate our thinking around really strong encouragement of students to be in school and balance that with the very real need that
many of our students have to spend time addressing medical needs that at times can be significant. Highlights of our
strategic actions and school year. 25 26. We've had 3 strategies really to continue to improve our rate. And I want to highlight a few examples of these. We continue to communicate our attendance.
Expectations. So families know when it's OK to send their children school and when it might be better to keep them home for students missing school at higher rates are school teams work with families to create
student-centered plans that support their consistent attendance. And it may include connecting students with family and families with health for mental health or other wrap-around support
services. When students have missed instruction as a result of frequent or extended absences are school support them by developing return to learn plans. And these
facilitate a smooth transition back on a path to catch up academically and they offer if it which still I'm struggling to understand what that if it stands for, but I will have
phone, a friend. But if it opportunities to reduce chronic absenteeism. But you know what? If it we win.
In-person It's on the okay. Alright, the answers right in front of me. In Person. Flex instruction time. I don't know that. That's what we've been calling it all year. Has it? Okay? Never mind. All right.
If it opportunities to reduce chronic absenteeism, you heard it here first. So let's annex. Let's take a look at limited consistent use of suspension.
And I want to remind our community that we do want the use of suspension only in response to serious behaviors and ensure that the sanctions are applied consistently. Last
year we had fewer students receive an out of school suspension overall, all student groups made progress in several groups met their annual targets. This progress
has reduced the gap for some groups. But we continue to see disparities entered focusing our ongoing work and disproportionality in
discipline and they'll be more. I know Doctor King's offices worked on restorative justice practices and aligning our discipline matress ease. So we continue to work on
that. A single. Again. We saw overall decline in the percent of students with an in-school suspension and we continue to remain focused on addressing these disproportionality. So
we see in this as well. We've 3 strategies that we really want to amplify as we address these outcomes. First, we've been revising the and providing training to our
administrators and teachers to ensure that we have clear and consistent expectations around student behavior and the appropriate use of consequences. This year, we standardize discipline
practices across all schools, including monitoring and supporting schools that had disproportionate levels of discipline and schools. Logging very few referrals.
When incidents do occur, the we do support students to reduce additional or more serious disciplinary involvement. Lastly, let's take a look at our inclusion
for our students with disabilities. So one of the things we want to share is this pie chart, which represents our estimated
outcomes for last year on indicator 5 of the Virginia Department of Education, Special Education Performance reports which examined inclusion data for students
with disabilities. And in this chart that shows that about 61% of our students with disabilities in kindergarten through age. 21 spent 80% or
more of their school day in an inclusive setting, which is in dark blue. So that continues
to be an area of growth for us this inclusion data again is important. As we look at the indicators that Virginia Department of Education has on
these matters. As we look at this chart, the chart summarizes our progress over time on these indicators particularly 5, a through 5,
see which represented on the chart as they relate to annual targets. The reason you see the little aqua anticipate progresses because the data has not been released yet. But
this is based on our internal review of the data and our understanding of that system. We continue to make steady gains in the percent of students with disabilities who
are educated in an inclusive setting and we are now continuing to meet the state's annual target for indicator 5 C. Want to share the 3
strategies. again, I'm sharing the strategies because we've been asked, what are the strategies? What are you doing to work on the state of right? We're not just reporting the data before we actually
providing in terms of strategy. So this you're want to share the 3 strategies that we've been using here, which are that we have partnered with external consultants to
implement a phased approach to this work. We're working with cohorts of schools to provide intensive training and support, including with scheduling and identify opportunities to increase
inclusion of each school as a part of this work were focused on preparing every educator to provide inclusive instruction in their classroom. We've aligned teacher performance
evaluations to the Fcps learning model and continue to provide learning for teachers and staff in the principles of the universal of universal design for learning as well as
inclusive practices. Finally, we're communicate, communicating our vision for inclusion with students, families and the community and continuing to partner with our disability advert advisory and
advocacy groups. So some key takeaways. This year we're seeing progress toward several of our goal to measures and acknowledge opportunities for
continued growth. While we remain committed to creating a school environment where each and every one of our students does feel safe, supported included and empowered. So
Madam Chair, this concludes tonight highlights of our goal to report and happy to take questions. >> Thank you, Dr. Reid icon Mr. Mcelvain from Ocean. I move the school board accepts
the go-to strategic plan report for school year 2025. 26. >> Is there a second? I second. Thank you. Miss coming. MRI community like speak your motion. Not at this
time. This turn coming. Would you like speech or second? I just want to thank the staff for all the hard work that you know, we see the statistics. We see them the numbers and
they all agree that we don't see is all the work that that is done every day every teacher to support our students. And I want to thank all of our staff that does that from Central Office on
down to in the school building because the data shows that they're phenomenal work and that students are also engaged in doing the work that they
need to do. Thank you. Miss engine counting, Mr. Fresh. >> So when I was in middle school. >> I remember being on. At
recess and for the first time hearing the word gay used as a slur. We're actually understood what was going on, right? I've heard plenty of anti LGBTQ slurs previously,
but didn't really register what was going on. It wasn't directed at me, but I will tell you the impact on somebody who knew it by that time that I was about as good
as it goes with still. It was as if I was the one being bullied. Remember when we brought you in a
superintendent, one of the reasons that I was excited was because only infield 25 years ago you served on the task force for the attorney general
in Washington to help lead the legislation that lead to Washington's first real hard look at solving bullying in public education. And so I
read this report. identifies rightly that LGBTQ kids have it worse off than their peers. But every report we've had for
years has said that and so much of this report deals with how we are mitigating the damage of the bullying. And so little of this report has to
do with what we're doing to stop it from happening in the first place. We mentioned that we have some stuff in our curriculum about it. That's good. We mentioned that we have restored of justice. That's good. But what are we
actually doing to move the needle on the right direction, especially as much of the culture outside of the building, the school building. He's pushing in the opposite direction. And then you get to
the chart that explains how we're doing. And you see that gay and lesbian kids are twice as likely to be bullied than their straight counterparts in our schools. And that are
transgender. Kids are 3 times as likely to be bullied. more than 3 times as likely to be bullied than non transgender student cisgender kids. And
that each one of those have gotten worse over the last school year than they were the school year before. How can we get? A concert comprehensive
approach? 2. The issue of bullying in our schools. Washington saw when you are part of that task force of that, we're addressing the
issue. The number of times I've spoken or listen to really at a GSA meeting and heard students say the same stuff. I would have said if I was brave enough to be out when I was in high school. Where they say people say this
in the hallway, they say that in the hallway, it's not always malicious, but it's always hurtful. And so if that hasn't changed much except for
societal acceptance, what can we actually do in our buildings to move the needle so that in a year when we get the next report on this, we're not seeing that. Still lesbian kids are twice as likely
trance kids are more than 3 times likely and the numbers are getting worse. Not better. On the day that we proclaimed transition ability Day no less.
>> Yes, sir. I it's a it is a dilemma. Even if it overall numbers are down the percentages continue to increase 8, 8, Hear the
concern. I think as staff work harder and harder to create safe spaces. All children in our schools, even with the the
rhetoric outside of our schools, about many of our children. It's going to continue to require all of us.
To provide those safe spaces. So let me we will reconvene with staff. I think it's it's a conversation we actually had the senior staff level as
well. I think it does coming back with the some really clear thoughts on that would be important. So let me. To
the table when staff has a chance to talk about how within the school. That level of inclusion creates a space
where we don't continue to hear the language that we do continue to hear. >> Last sentence, it's a lot easier to learn algebra in 8th grade. If you're not worried about what they're saying about you on the school run.
>> Indeed. Yes, sir. Mr. Dunne. Thank you thank you for
all you're doing for our school system. We spoken previously about spring sprouts and similar programs that are intended to. Help to
reduce the chronic absenteeism rate. Persistent concern has been that the programs like
string sprouts help to reduce the kind of constant he rate. Such good from a school system perspective, reporting perspective, but it's not
child centric and the approach because even going to springs about programs is not catch a child up for all the days that they've missed. And we've talked previously about like
literacy, right? If missed, that's a month of school going to springs past me, reduce the number of days are absent because, you know, one day of spring for asking counties 2 or even 3 days, I think for
chronic absenteeism purposes, that doesn't mean that child's back on track in terms of there, their reading ability. So as if you could describe some of the efforts the
programs that fcps under your leadership has put in place or enhanced to make sure that as kids fall off track for whatever reason they could be on us. It could be changing
homes, but especially low-income students. What are we doing to create pathways that they can get back on track? >> So it's a great question, Mr. Dunne and I. You and I
have talked about spring sprouts another if it strategies. It's sort tangential benefits of spring sprouts was that we actually better attendance even after
spring break freight. So it's sort of kept students in that habit of doing school. But in terms of providing support, I think last month we talked a
bit about I want to read program in our schools that we're seeing some of the greatest struggle to stay on grade level with literacy. It
requires us to on a daily basis intervene with children that are not quite at grade level and to do it. And small group with high a high level
of focus on the very specific skills students need a master's. So I think and we've become a lot more strategic and the data around the, for example, the want to read
strategy is really showing some promise. We've also added a program called Ecri which is stay France for. I'm not good with my acronyms tonight,
Muslim can you clarify Cree actually stands for? Please? >> I want get up. I do apologize because I say Ecri so much that I to its early child and ramps quarter
reading instruction area they can Presidio. >> So it's a program we started 2 years ago now with 2 schools and it's very direct explicit. Researched
intervention for first grades K 1, 2, But for first grade we went from 2 schools to 10 an hour. Schools, but it's showing tremendous As we look
at research, best practice strategies for its want to read whether utilizing benchmark now in a significant
I think we're going to continue to see some serious benefit in terms of our reading and literacy performance. >> As for the put more information in the front of a letter about creek, because
I'd like to learn more fossil. Yeah, want to just raise Edge U 2 tour which I know you're familiar with from your conversations with former Mount Vernon District Representative Kris months in
and that has been deployed in other schools in other school districts. But as you know, and you to tears had a hard time kind of piercing the fcps
bureaucracy to expand to more schools. And yet it's one of the more effective programs trapping especially low-income children, says rain can speak to any plans are thought to
have about being able to expand the availability and support due to >> Thank It's true, Chris Tomlinson and the Edge U 2
group has done some tremendous work. We know the power of high-impact tutoring and I know there are some >> Schools that are partnered due to right now Muslim and
you recall, we expanding that. Are we in the process of reviewing expansion? I know they were also recruiting more tutors, but >> we currently, I believe, have 3 schools that are
participating and we have found that it's worked best with some of our middle school students with algebra. >> So are you planning to expand it all?
>> I think we are always interested in expanding high-impact tutoring. So I will check back in with Miss Amundsen. I know Whitman was one of the early schools. No.
discussed that. >> Right. I think right now it's at Poe and West Lawn and I believe a school in region. One eye for a look at the 3rd school. >> But we certainly would.
Welcome the opportunity expand. Mr. De none. First, I want to say I'm a great fight,
recognized this. Need this in reading that that that this took countless hours from your team all the way down through every educator and every staff member in our schools. And appreciate all the work that
they've done because I recognize that having heard from a lot of teachers that you get competing mandates, priorities. We've got a lot of stuff to on top educating our kids. I want to ask a few
questions tonight around inclusion for since with disabilities. I'm glad to see under your leadership that we FIF, we prioritized inclusion
as I'm sure you you recognize does like the rate increases low. And I don't know if the state has the right target, but I think the sense is that we should be higher than where
we're at is our goal to get to 100% inclusion for kids with disabilities or can you speak to that a little bit, please. >> Thank you, Mr. Down and I I've actually been asked that several times and that is not
our goal. We know that special education really is a continuum of services. It shouldn't be a location. So we want to do is we want to make sure we're providing that
continuum of services which are ultimately determine by an IEP team the student's family along with Steph. So there were always I believe the
students that are going to require south contains setting for smaller instructional opportunities. However, we also recognize that many more
of our students are able to very effectively. >> Navigate a less self-contained, right, Ali, a less restrictive environment >> and we always want to and I know our staff as well. We
always want to provide that least restrictive environment. So our students have the opportunity to be as fully included as possible. >> I appreciate that. When ask
bit now about screening to that. And so it's my understanding that it's been my experience personally that self-contained off. And and this isn't. This is not a
done. I know this isn't done out of any but I think that it's a system in its a culture shift that we need. It's been my experience that self-contained is often the default. And it came about 10 years ago that I that I talked
for about a year and really sweet kid and his parents came to us right before started kindergarten and he said guard. They're telling us that he needs to go into a self-contained classroom.
MySpace for this could have that that would actually not be appropriate. And I was shocked at how much we all had to fight to get into general education. So can you talk to him a little bit about, you
know? Getting the first point of the thing is is if we and again, as you recognize this, if we segregate kids at the beginning the year with the hope that we're going to get them into general education,
that it sets them back because of missing out on curriculum, the missing out on all the norms and and so forth. So can you talk a bit about kind of with the with the ideal screening processes for kids
as they enter kindergarten? And are we meeting that expectation? >> So another great question. I think we have heard parents the Times report that it's
exhausting, right? feeling is that. And some ways some children have to prove that ready, whereas other children simply enroll and go to kindergarten class and that's
one of the I think that's one of the traditional barriers to having more inclusion. Is that that need to feel like not
only are you parenting, but you also have to then advocate 4 just placement, much less a. The experience. I know that
the team I attended early childhood a professional development even this week were we folks and talking about in particular, our
program Pre K and how. The younger were able to have our narrow divergent Typical. >> Preschoolers together. How
much can be learned around communication and around social interactions and behaviors and so forth and how much progress can be made in such a short amount of time with very young children. So I
know that you're for city owes team has been working h*** o* that and do anything you want to add Dr Presidio that kind of how we're working on those kindergarten screening.
>> Yeah, I think what I would say. I mean, first of all, one of the things that I really appreciate about our strategic plan is having, you know, goal to specifically about inclusion and inclusion
actually embedded all goals. And actually, I think is established a real strong vision for us and a real moral compass to make sure that this is the priority of the work that we're doing in our
schools. So one of the things that we've done is not just at the kindergarten process for screening, but we actually start screening for students that may have disabilities at age 2 and provide services at
that age. But our entire screening process were really revamping and re-evaluating what we do in our process to make sure that we're exhausting all of the opportunities to support
students and an inclusive environment. So we're working with national actually international inclusion. Experts and one of the things that they're doing is reviewing every single one of our screening documents and it
forms to make sure that we start with the presumption that students should be included in the general education setting and can be included in the general education setting if we provide the right supports and
accommodations to make sure that they have access to that setting. Now, again, Doctor Rhee said, there are going to be some students and some families based the disabilities that they have
that they may do better and self-contained setting, but that is a small percentage of our students. The vast majority of our students, we believe, should be included in an inclusive setting. So we're reviewing all of our processes
procedures with an external consultant, national expert. And then we're also working to provide comprehensive professional development that's required for all school
administrators, teachers, counselors, instructional assistance, everybody who works with students in the school house, it's going to receive comprehensive training over the next several years. And new practices and procedures.
>> That's a great segue. Cash. Well, before that, please keep us posted what you need most right. We really want to want exceed we've doing so talking about running a little bit. I
keep hearing from from Dana teachers that there just isn't enough support or training working with kids with disabilities. so something that that's been your fans and you're working on that again.
Keeps opposed to a need that something spent years of a very important role. And I spoke actually at that dies at the podium last year about the point of retaining state chairs and What can you tell
me a little bit about? How much time I recognize a very I think and not just I've been working and setting a 5 of earth but actually training and mentoring teachers. So he
talked about as a representative. How much time do think spectators are spending training and mentoring teachers versus doing administrative work. And that is that appropriate defense team from us perfect.
>> So thank you, Mr. Down. And I think as with many topics, it probably range is a little based on the context of the school. But if I had to make a
guess, I know doctor Presidio, the instructional services team meets regularly with all of our special a department chair. So what would you as say versus training versus
sort of more ministry of tasks? Yeah, I think. I probably want to collect a little bit more perspective before I would you know, try to attribute a number to that.
And I do think it varies based the staff and that particular building. So >> if a special education chair works in a building where there are a lot of new teachers first year, teachers and that individuals going to
spend a lot of time coaching mentoring them, but also running meetings, helping right eye these right. So if you have a more veteran staff of teachers, there's going to be less of some of those more
administrative rolls and more opportunities for professional development and coaching. But when you have a newer teachers, there's a lot of per CHP Assistant Special Education World. My wife's a special education teacher.
There's a lot that goes into supporting and coaching and mentoring the new teachers as well. >> Appreciate appreciate everything you're recognized.
We'll talk bit about your was mentioned How are we implementing this without reducing our standards? And I go back. >> So I think that universal design for learning it's
intended absolutely to not reduce standards, right. The point is to maintain high expectations often requires high support. I often use the
example of the stairs going into the building or the ramp going into the building after a snowstorm and I can use snow. Now I'm kind of getting us to it. But universal design
for learning says you would plow or shovel the ramp before the stairs. And often we shovel the stairs. First. But if we the ramp first, everyone can get in the building. So it
doesn't change the expectation that we want everyone to get in the building. We maintain that expectation. But there's a different path that we can move. So universal design for
learning enables access to the curriculum and to the learning. And it really defund softened and riches. The conversation and what happens in the classroom. But
appreciate the question. >> Thank you, Madam that with the presentation again, be supporting the motion. You have a pump, it sufficient information. It was so
strategies we should we are using and we should be using to be a dollar with that sent and we we have a spent bullet spent large amount of time at
the work session to discuss this. But then a couple things I forgot to ask at that. I mean, I should done. animations about PD only
targets for inclusion. I just like he I wonder what are. But the state time gets to, you know, we targets coming from and a research based.
>> Or lot. >> You know, I'm not sure. I don't know if these are federally set by which is my suspicion. We have targets in
my last 8 as well. Dr Presidio is I you're shaking your head. So I think they are federally said. >> If let's say, OK, if the federalists that I'm into it,
just medically assume that they visiting and research again based targets. >> I think we have to believe
that there was something that generated these targets. If a doctor puts could provide when the that is the case, why number? Thrown out by a
bureaucrat somewhere. I don't know. >> Yeah, I would say that there's a really strong evidence base for inclusion in terms of the outcomes for students with disabilities,
learning in the general education setting a sense of belonging, a sense of academic performance increases are associated with inclusion, less discipline issues. So the
federal government is established basically goals for states to move towards more inclusion. But the actual numbers are more calculated. Yes, stop if don't. I don't about the first term.
>> My question is to the actual number. Yeah, the I'm not going to say arbitrary, but they're more sent to have incremental increases at the state level to continue to raise the expectation for
school divisions. >> thing goes with with the slide. Number 7, getting man. Smyth number 7. Can I get that wrong?
>> Maybe slide. 8. >> got that wrong. my number. 200 and second. It was about
the sort of media. So it's not. It's a fine. I see to from numbers. 20 1% is right. They are about. How was she
going answer? expands on the survey. For example, 81% feeling the on that score. And, you know, different
numbers all counties. Senator. >> Eady. >> Question that I one difficulty that I have is on the home into practice. When
someone say 81% is that is it really bad when it doesn't have to 100% or one, that's impossible or so. >> So this hard hard interpret
those numbers with that. I should be satisfy. What? Never satisfied on message on track. >> I think that One could
argue we would want every child to feel a sense of belonging. >> And it. >> Have positive peer relationships and positive teacher student relationship. So I think we're going to
continue to work to make sure if it's all possible that 100% of our students would be reflected in the data. Having said that, this is the first
time we've done. The survey says is really our baseline. So I would hope next year that we would see an increase year over year in the causative
percentage. I don't know Is that or see that to develop? The survey are research group within the division site.
>> I feel that that the data is accurate. But to your point, I >> you know it. It just sits on its face of this point because it pick
>> thought for respond. Not that response does not offer from or see you as to law since the other one wasn't even up the survey and in a shooting with less, survey
data showed and what he likes actually shooting for. just was system. It's or one last question. He's to some T's and I think I expressed my
sentiment about this at the work session, even though we may be. But to me doing that and then all those school districts with 11.9%, not to
me. Almost 4%. You know me 18 days of a scooter with a excused an issue that's I to me, alarming to me. And if you
or shows. code that includes both excused unexcused, if you could, you know, segregate the data to show If you are, if
you excluded. O Lord excused absence, what they would show. Yes, sir, check. Thank you,
Mr. Men, Mr. Can you? >> Mr. Khan and someone took the wind out of my sails on his questions around inclusion. But kudos to you. I
was at the arc breakfast this morning and I had a constituent company. And there was some. Critiques around.
Inclusion programs the West Springfield, pure minutes. I'll be handing this off to the very capable hands of Mr. Khan Sanders Center miss a chunk County depending on which consider that maybe.
>> But Steen off of Mr. Fischer's comments around to the >> bullying rates of the LGBTQ community. Are we tracking data on billing rates are
immigrant community. >> I think we're tracking bullying rates, period. So I'm looking at Doctor King to note, think part of part of
the answer to the question is we don't track who is immigrant versus who's not, because that's not information that we request that we don't
really have that level of information available to us. But we do track bullying data for all students. So we could. You know, I could certainly
have Dr King provide some. Responsive Doc. You know that they are because >> obviously it was alluded to in the conversation around the
LGBTQ community, the national rhetoric. >> And right now, the national rhetoric around our immigrant population and community are our neighbors and our friends
is just as salient. So if we're seeing spikes and trend data based on what available data we have are seeing spikes or trends around that to be very cognizant of that.
>> You there was some conversation around absenteeism rates in chronic absenteeism rates. And I'm kind of wondering. >> Do we know? I mean, do we have any way of kind of? I
guess not predicting, but projecting. Chronic absenteeism based on certain actions that we can take or are there other ways to clamp
down on banners or a best practice to clamp down on that? we put a lot of work across the division last couple of years around chronic absenteeism. But what is the data showing us with respect
to that? >> So I think that. their seasons that are more predictive than others because it includes both excused and
unexcused absences. There's certain times of the year families, for example, take vacation or perhaps leave to go. 2 events or so. Those can
be somewhat predicted. I think we have flu seasons right where we can predict. Uncertain. coughing on cue,
but I don't have the or we can predict more absences right when we have flu season and that type of thing we do. Putin strategies like double
back busing in some cases, too. Make sure that we are having students attend school. I think the sometimes it's just the 8 like when the come
up, like there's darker days tend to, I think sometimes it's harder to get out the door for some students. And about 30 other predictive. He
says, I do. do believe, though, I have an answer on the we took its cues and unexcused out. So if I can let Miss Neal sure that then we can answer that question, Mr.
about the an excuse for says excused. >> Structured. So when we looked at our students who were chronically absent last year of all the absences about
70% were excused and about 30% for an excuse. >> So them, you so I can put you want to go back.
>> Yeah. So I think. When you get down to predictive analytics. Mister McDaniel of 70% of the 11% are excused.
The campaign of explaining why schools important is, you know, one of our biggest preventive measures. I think there are still families that don't understand that an excused absence still counts
against the school or the division. >> And on on the unexcused absence side of the House, what example of that be? >> You know, taking a day off for.
>> You know, instead of going to released leaving early and just taking it can off. That would be an example of an excused absence. >> Well, if there was it would be an excused if there was an
unexcused reason to take the day off like there are definitions of excused and unexcused absences. I think an excuse to would be.
>> More likely. >> As a parent, you think that your students at your little panda has gone to school. But indeed, your little panda has chosen not to.
>> Or if I said, >> my little you know, we want to pour into school because we assumed that this day was a holiday. >> Well, that would probably
be excused right? As an absence. Actually, we're probably not going go through all I was just curious as
conversations continue to evolve around. >> Days on and days, all or does and to be getting into saint with respect to calendar. But anyway, another
topic, middle school school programs. I cannot emphasize enough the importance of maintaining that program and it hits on all the topics were
discussing tonight. Inclusion, you know, anti-bullying engaging kids, social, emotional learning and that's an example of one of those programs that is a reasonable cost. But a high impact.
>> And as we continue to go through this budget conversation in my role as vice chair of the Budget Committee and keeping that program first in front of my mind. You know, the cost is
the cost. We have to maintain that program. I talk to constituents from teachers and administrators to parents to kids themselves to shop owners. Every miner community wants his program to be
maintained and that drills right into this presentation tonight. So that's all my comments. Thank you. Thank you, Mr. McDaniel Dr. Anderson. >> Thank you. Just kind of
picking up that. The conversation regarding chronic absenteeism is just something struck me that I would love to learn a little bit more about because I know we did some of that day today died a few
years ago. I would also wonder in terms of do we see more absences, what its excuse or unexcused around holidays that
fall into the middle of the week early release days so that somebody could procure. I would definitely love to get that information. I think we have that data. Doctor, Anderson, we know. We can
follow up that we can follow Okay, wonderful. Thank you. It just kind of reflecting back on, you know, what was shared earlier regarding creating safe spaces for our students
and ensuring that we have the same opportunities and access of students and not sure that meeting managers earlier this week. We see this in terms of the belonging of students and
I would gander to say that if I'm my kid is in the 19%, that doesn't feel as if they belong that it's a problem. 81% won't be enough because it all depends on your perspective.
And who's being impacted by it. As I mentioned earlier. This week, Graham, I'm eating managers meeting. We have discrepancies places and
safety and belonging and bullying and performance academically in inclusion. And there's a lot of battles that have to be taken by various personnel, whether it be
parents, all others to include that to ensure that their children have, you know, they're on the right side of that data set, but we can't legislate our way through some
of these expectations because our schools microcosm of the community, good, bad and ugly. And sometimes we do have staff that don't see out kids in
that we would like for them to be seen, whether it's a gender issue, whether it is a racial issue, whether it is a cognitive issue.
>> I just wonder how do we get to that place where we? How do we attack softer skills of compassion and understanding? We could. Right a number of
things. And I think an easy easy are place where you've seen some success with that is with algebra one. And at the middle school level. X number
of kids, you've got some data that you're going to look at and we're going to move kids. So we've been able to see that evidence of that effort. We've seen that impact very quickly, but we're not seeing some
other places, the data that Mister Frisch referred to. It's very similar year in year out the disproportionality data continue to stand the year in year out. There's a
lot of evidence of effort, but there's not an awful lot of evidence of impact because, again, it requires a little bit more than the expectation
to get people to see our kids differently. And I wonder how could we begin to tackle that piece. Those softer skills that can't be dictated as
easily. Yes, ma'm. So I think it depends on the data point we're looking at right? >> I think that for example, the chronic absenteeism. The
data. In the aggregate demonstrate significant improvement. When you break the data down and look at different groups within the
data. It shows improvement but not I completely close I think that. We're continuing to make progress. We're not there yet.
I think some of the strategies that. Are being implemented have not been in for the long enough to show the progress.
>> I think about the. >> Disproportionality work. Dr King's team is doing cohorts of schools. They forked with the new major sees they've developed. >> It's going to take a year
to to see the benefit of that work. >> But I think it's solid work and it's work that's more aligned and more focus than it's ever been. And I think in
that area, the training that's been done with administrators in the last 2 years around that topic is has been more focused strategic. Then it has
been and find a while. So I believe it when we are aligned with our purpose and our expectation and people have the training necessary. We will start to see that
progress accelerate. >> Out to go back Think that was my time. Thank you. Director Houston as Mayor. So
this strategic plan was set up by the prior board July, going right, July 23 to your arrived. And it was such a great process and we work through it and we had the
strategic plan. 2023 and so here we are, you know, here seeing the fruits of that labor and knowing with impactful overtime and the strategies. We have to go
ahead and I'm totally for it. I'm not suggesting we rethink our data collection. But what I have come to realize is that things are different now than they were in 2023. like really
different are, you know, employment. Our federal workforce has been dismantled. We have parents, you know, in different working situations, we have a different political environment. And I just find
myself wondering like when I think about the themes we talked about tonight, the middle school theater and other theater, the calendar. Some of these things. What can
we how how are we going address these big things just like I'm aware, Stu, my own street data. So not the quantity debate about the street data more kids than
ever are entering school dysregulated. You might not have the, you know, readiness for school that we would hope families need more support, especially with the employment
issues. It's hard for parents to volunteer PTA. it here so often that PTS can get quorum? People just are not connecting in that way. And the technology is impacting kids more than we thought. So, you
know, what wondering is when did the board and the superintendent have a conversation about the systemic adjustments that could alleviate some of the pressures? You know, more than one thing like, you know, the schedule of our secondary
courses. We talk about the utter. It breaks my heart that kids have to choose whether it's eater music or band or chorus and computers or world language. I mean, that schedule is just it really
suffocates that opportunity. How could we adjust that? That's a big thing, right? The could probably alleviate a bunch of things that's belonging and that's getting, you know, the kids involved in the arts. We know that helps
grading and our student wrap advocates result time there is not clarity. Still with grading and it's causing a lot of stress on her high school kids and it's hard for them to
feel like Com because it's not clear, you know, the calendar. Look, parents a voice clearly that they need the school division to help by providing a stable calendar that prioritize 5 days a week of
instruction. You know, we have to be able to listen and adjust our plans in the face of significant community needs. It's OK, that was 2023. We're basing our decisions.
Things change and especially had as a strategic plan, reflect the society altering work of AI because technology is bringing the kids in in a different mindset. So absolutely have to monitor,
you know, chronic absenteeism and, you know, we need to work towards inclusion and universal design for learning. But some of these bigger things. I don't hear us talking about and I think they
could solve some. You they are part of the solution and we can't just keep focusing on these 4 goals that we set 3 years ago. I think our April 24th retreat is a prime time to really talk about. Is there
one of these things we really want to dig deep. And start to chip away at some solutions. Thank you. As parent, I'm gonna go ahead and take a quick turn. And then we've got some people that would like go
back. I think we need a jeopardy for acronyms. Like I mean, the I think that it would help like solidify all of them in my brain for sure cause. I have all the army
acronyms too. >> And all the federal government becomes lots of the same ones over and over again. The cool part is that if you ask any kid in our school, they can tell you the
definition of bullying. They know from from like first grade. They 100% understand what it is and what I see happening more than anything is that I think are adults
have forgotten what bullying looks like. So I I hope that parents can kind of demonstrate the right behavior
I also would hope that our national leaders could do the same thing. Unfortunately, we're in short demand for that as well. If we are going to be in the process of deciding getting data. I like data just
as much of the rest of us. When we get to that. Excuse absences because of the amazing part of that we have now that we tell why kids aren't going to be gone. And I know that it's tough
reporting. So I get it. But I would love to know how many kiddos are out because of medical because I do think that even though we are at at the other side of COVID, many
of us are concerned about sending kids, including me. I'm you know, you're constantly as a parent trying to make that decision. Whether or not you send your and I know the divisions during a
time to try to help make those decisions. But we've got pneumonia going around right now. We have Frank. I just had heart every but everywhere. And I just worry that. I think
that's a little bit about what I see going on. I think that our chronic absentee rates are definitely headed in the right direction. But I always worry about that medical portions. So I love when we're pulling
since we're already going to be doing it. I would love to know if we could. How many of those are from medical absences. That's all I had to say. But I'm gonna throw back
to few people were going to kick it off with Mr. Gannon for a comeback. >> Thank you very much. took a couple minutes seconds about
long and then get back to inclusion. I'm really grateful you all started measuring I'm really glad that my colleagues parents brought up effective AI and technology because chair before that it's having
effective of isolating and dividing people. And so it's even more important, obviously, that we track this measure you know what? I want to point out as we look at the numbers that nation wife and I
seen the numbers about 50% of kids feeling like they belong in school. So one percent is really good. I do want to come home and just recognize that we're talking about it. You know, class of 30 kids,
though, 80% of 5 or 6 kids. I like they don't belong. I recognize this is not an recognizes. It's very difficult work. do want to up that, you know, can't forget about those kids. And I know
that we have an amazing school system that's pushing forward to get 200% on that. It turned into more about UT out what opportunities are there for teachers to collaborate and
share resources with each other specifically not just resources but actual lesson plans things like that. Recognizing how busy teachers are, you know, from 10th grade
English teacher. How easy is it for me to get full lesson plans that I can if I make my classroom. >> So it's a great question.
And I in meeting teachers that's often an ask, right? How do we share resources across the for using the same tier one curriculum? we want
to differentiate materials. Of course, there are differentiated uniquely to the children within that classroom. But I do know that we've talked about some kind
of repository I do know seal tease that collaborative learning teams are ways we're grade level. Teams are content
teams do connect to provide shared work and goals that Dr Want to talk a minute about sort of how what our support
for teachers to differentiate materials for UT out? >> Yeah, I think for You D L a few things I would say we're we're doing Division life, professional development. So
we've devoted a significant amount of time of division. Director professional development to you. The L and we try to in those opportunities plan collaboratively with teachers. So it's not just something that's coming from central
office staff and highlighting teachers that are invested. expert experts in the work. So that's one way to showcase successes. Another thing that we're doing in our inclusion work is we have our schools
working in 3 different faces. So instead of saying everybody's going to be on the same timeline to do this inclusion work because it's so intensive in terms of training and changes to systems. We started with a group of
schools that is their first year of implementation this year. The phase one schools, those schools are already sharing practices resources, hosting school visits from for staff from around the county
to learn about what they're doing and then we do summer curriculum development projects and instructional services as well. And what that work looks like as we bring in teachers and pay them
to work to develop lessons and materials to be able to share with their colleagues. So there's a lot of different ways that we try to do that. I think it is challenging, though, because, you know, in
a large school system, you're never going to be able access all of the great things that are happening in schools. But we're trying to find opportunities for. Teachers to showcase what they're doing, share what they're doing with their colleagues and facilitate that as best we
can. >> So if I'm and I live in greatest, a teacher, how do how to get access to those resources? If I'm if I'm not
one of >> For school. Yeah. So we I mean, we carry those resources by constant Aaron by grade level and instructional services. And we put those together and what we call our planning and pacing guide. So
those have units and lesson plans that have been co-developed with central office staff and with a like I said, teachers that were through summer curriculum development projects and those are all available through our
learning management system. >> it asked miss new also to just pop in little moment here. >> I just want to add we also launched micro credentials
this year. And so one of our my credentials as on universal design for learning. And so it 6 modules that our teachers can sign up to take. And one of the smartest is focused in
on lesson planning. >> Little technical question here. What is the data point that's being used inclusion? Is it coming from to invite peas or something else?
>> I believe it would come from the IEP, don't know if there's an additional data point Dr for. So you're you're asking about the data that we share tonight on the video we indicators. Yeah, that is
derived from individuals to deny fees and then aggregated up so we ultimately get to the division reporting level.
>> I appreciate it on to a just and we decided I'm going to continue to push for inclusion. I'm really grateful to my colleagues today as well. And I know what my predecessor she's watching this hopefully proud of us for for a continued push. This but
and I think we have a shared agreement from everybody. I've talked that inclusion is great, but it only works if it's done right. And so looking forward to continued conversation how we can do that. Thank you. It's a
excellent timing, Mr. >> Just one quick final point 70% absenteeism when this is 70% is that is that 70% the
universal? That absence is right. They are. Excused. Is that what you meant or? >> So Mr. In of all the
students who are chronically absent last year, 70% of those absences, the universe of those absences were excused. And again, those as proposal last a law understand that.
>> If you if he screwed those excuse absences. And just account unexcused absences told action tease him. He could be good. Trashed town.
You could even Joe. that's what I wanted Thank you. Dr. Anderson. >> Thank watching Utley,
whether you absent because excuse an excuse. It is still treated the same way. I think it's just one internal structure. Just 2 last things.
One just kind of circling back to. The inclusion data. Again, I it's great work and it has to be done. But I struggled. you remember Dr Presidio. We talked about this 2 years ago
when those targets were set. And I wondered, how do you set up a target on things so individualized and you have different rotations of kids throughout the schools you
know, year and year out, it just seems as if it kind of usurps a little bit. The individual is a shunt part of the iup. But that's wondering.
I wanted to share the question that I do have. I think it is slide number. 12, if you could bring that up. You did a very
nice job. I believe sharing the strategies much appreciated. Definitely do a great job of sharing the data. What I'd like for you to talk to a little bit more if at all
possible. With the data that shows up on this page. This is the out of school suspensions. What are the root causes that
you and your team have been able to find that resulted in the over representation of
black students here and students with disabilities. >> So that would be Doctor King's team in terms of the
disproportionality work. Thoughts on root causes. I know you guys have been meeting with Principals, Inc School Bay staff. >> Dre, my team is preparing a report around the first
semester Disa plan which encompasses this data. And I'd like to at that piece to it. give us some thoughts after review the data. I do want to misspeak tonight.
>> Okay. Good enough. Because I know we have strategies, but I'd like to get a better understanding of what got us here. It says that would allow me to evaluate whether the
strategies are meeting the issue. Okay. Seeing no others. I'm gonna go ahead and call for vote on the motion which
will shortly be on the screen. >> All those in favor. Mr. Fresh, Mr. Mr. McElveen St.
John-Cunning. Ms. Lady, Mr. Dan and Mr. Dunne, Mr. Moon Dr. Anderson. Miss Mayor myself. That is unanimous
board members. Agenda item. 7.0 4 action item advance academic. AP Center at North
Springfield Elementary School icon, Mr. Dan, from Ocean. >> Thank you very much. I move that the board except to stack for staff recommendation to open a new advance academic
center at North Springfield, Elementary schools, starting with great 3 and school year 2026. To 2027. I further move that the board accept staff's recommendation that the North
Springfield AP Center serve students eligible for full-time AP from the following schools parents, Reddick North Springfield, Columbia, Mason Crest. And we
schools. Is there a second second? >> Thank Dr. margin. Would you like to speak your motion? Yes. Thank you very First, I'm
excited that for this to be the first official motion and making the board. And I really want to start by thanking my colleague Dr. Anderson, for all of your work on this, I recognize that this has been a years long effort and let's
recognize that there's other inequities and challenges do with it nor Springfield and in that area, given the of middle school space issues and so forth. I think is a great. I
was a great step as a share. That's week. And a high school is a really fun school in. I'm glad that they are very, very small Parton. Nothing open up a full time from entry AP
center in ended humid. As I shared that, the proposal recommends establishing a new full-time AP center in North Springfield. Beginning next year. But online services
within the pyramid. And I say this is a is a dad of a kid who is tending AP center out of made. And it really do help reduce Stu transitions. It'll keep of answers with their
peer cohorts as they progress to school. then Brees reduce transitions ultimately less transportation students, which is can save time and money. And I know again, this is gonna help fix the issue
whereby students need to jump around in and out of the ended up here and promote time work in tech covert and have better education outcomes. I want to add as a side that and he
spoke with it with a number of educators and air teas. And now the superintendents team are a tears, a really great people of them. I want to have access to them if I'm correct
their dope and everybody in some fashion. So I wanted to share that. And again, I'm very grateful for the work that's been done to this point. Dr. Anderson. Yes,
thank Firstly, I do want to say thank you to the community because that community, I >> remembers. Back to 2019 before I was even on the board. This has been their
advocacy for Middle School's center and 4 in elementary center in their pyramid. >> I'm glad that 6 years later, both of these things are. Well, I guess if we passed tonight, both of these
things would have come to pass. And it was really lovely to see at the community meetings that were held in February that parents were the
community members that came. It wasn't whether or not this should be done. It's whether or not their schools should be included. That was the advocacy. We did not see it here during public hearing
because no one came. But the question was, please make sure that you include all schools and the for various reasons. I do want to say a huge thank you to the team that came to
both of these meetings and did this in fairly short order. Dr Presidio Dr Boyd, Dr Mahoney, Doctor Randolph and I know there's others that came to
those meetings that I might be missing. But I do also want to highlight the facilities team because they of the work with getting the data ensuring that the space was available. And
doing that calculation, not once, not twice but multiple times. There were many, many, many scenarios. This was one of cases where the work behind
the scenes on this was a lot and it looks nice and clean and easy here. But I think that's due to the efforts of Dr Presidio and his team as well as the facilities, folks.
I also do want to say thank you the principal of North Springfield because she also had her team come and present during those moments. And it really gave a lot of comfort
to the community that was there, that their children will be well very, very well taken care of. If again, this comes to pass. The Mason District will now have 2
elementary AP centers and to middle school AP centers in region. 6 will have one middle school AP center and the Pyramid will have one of each again. The proximity to the
Braddock district with the back and forth really served as a huge barrier for all students. And I think we will be very well served with this
new center and I can't thank enough the team for get instant very, very, very quickly. This was something that was put on to their plate already full plate very
recently and were able to get here to have a very thought approach. And I'm really looking forward to see how this impacts so many of our schools. This will hopefully
as well reduce that half of students who go into Glasgow because once they get into that pyramid, they prefer to stay because we are now moving all of Mason Crest and to Paul. It makes it have very
easy and seamless transition. There are so many positives that I could spend the next 10 minutes talking about that. But I won't. But I do want to say thank you so much. Dr. City-run I just want take up.
Thank you, Dr. Usman. I just want to take a brief moment here. First of all, RT at North Springfield is a close personal friend of mine. And she is absolutely thrilled
about this. So I am I know she will do an amazing job and I am super excited for her cause. She as she was. >> Very, very excited to hear that this is a possibility. The other thing that I want to
say is we need more. We need to look at our other parents that don't have a piece centers so that we can keep kids with their covert as they're moving. So as we look
towards the middle school work that we're going to be talking about a few weeks. I want us to continue to look for the connections in those in parents as well. So I'm
excited about this Mr. McDaniel. Seeing others were going to go ahead and take a vote for the motion that's on the screen. All those in favor
that is Mr. Fresh Mister McDaniel, Miss Mayor and Mr. McElveen Miss St. John-Cunning. Ms. Lady, Mr. Khan and Mr. Dunne, Mr. Moon Dr. Anderson, and myself. That
is unanimous board members present. >> Agenda item. 7.0 5 action item motion regarding athletic
facility, naming rights icon, Mr. McDaniel from Ocean. >> I move school board directed superintendent draft proposal for pursuing naming-rights opportunities for fcps athletic facilities
by July 2026. and of course, the school board policy 81 70 and at the proposal be discussed at a future school board work session. >> Do you have a second second? Thank you, Mr. Dunne,
Mr. McCAnn, you would you like to speak your motion? I would so. We know that we're in
challenging fiscal environment and to put this motion is designed to do is design to take policy one, 70. Which was recently updated October 2025. Minutes to put that policy to
use. In my view, this is a low risk. High-yield low-cost high-yield move that asked the superintendent her team to go back. Take that policy and look at how we could
potentially monetize our athletic facilities. And we already do that. If you go into a football field, for example, and pretty much I think any stadium, this county, you're going to see signs all across the fences of
corporate sponsors. We're facing a pretty significant maintenance backlog. And, you know, the revenue generated on this. If there's any religion read on this could help to
offset that. My my staff, my request did some research and this is very common across K 12 education systems across the country. But the one data point we have clothes to us here in Fairfax. Is in
Arlington County, where they received 10 million dollars, 10 million dollars to name one aquatics facility. By a large. Corporation. 10 million
dollars is a lot of money. I want to remind everyone that we're spending right now out of operating cost 13.5 million dollars on make it. So if we can put into place revenue streams that can free. Our
operating dollars from maintenance. We can put that money into the classroom. And I think this is a part of a broader conversation in terms of revenue diversification.
What on emphasizing here? Is, you know, is I was talking to someone earlier today and they're like, what are do you want to put patches on kids and things like that? no, we're not turning things into NASCAR. The very clear about
that. What we're doing is we're basically saying okay to the people that would pay money to put a sign on the fence of the football field. Would you pay more money to build a bigger sign on a
football field? That is it. So I'm looking forward to the conversation and hopefully the passage of this motion and then ultimately in July of 26 reviewing this and trying to
tackle and chip away at some of the maintenance backlog that we have. Thank you. Mr. speech or second. Yes, thank you. When asked going up
played tee ball. >> And I wasn't known the Lions Tigers as none has been as welding because there was a local business called Ben's Welding and its sponsored our
team. We wore the T-shirts proudly and we've got to play people because of Venezuela. that's why we had the uniforms. That's why we have the equipment. And there was
no objection at all because Venezuela a perfectly legitimate business. And the nice thing is. It built connection between the local
business community right. And and and the sports teams. And I think too often in Fairfax County, we keep an arm's
length relationship with local businesses and we need to we need to bring the men we need to bring the men because there's no reason to keep them at arm's length and then era.
I mean, we've all grown up. turned 50 years old the other day I've been wearing Nike and other branded gear Ocean Pacific. You remember that? >> for our entire lives right?
We are proud of our brands. We are all walking advertisements. We watch how many ads on our cell phone, the >> And so to think that schools can't.
>> You know, engage in some kind of advertising whenever you go to any athletic sports facility in this county. >> You'll see, you know, the boosters have all these advertisements all round from
from their sponsor. So so I'm not sure what the philosophical are. Ethical objection would be to leveraging similar types of
relationships, which could also be the foundation. Not just for money to improve our infrastructure, which who has an objection to that. That could also be a foundation for
expanding those partnerships. 2, for example, have apprenticeship programs have money for our career and technical education or we get not just money but equipment
and volunteer time, right? These are all part of natural economic relationship that exists almost every other state. Fairfax County seems to be the exception rather than the norm and at a time when we
have a 400 million dollar deferred maintenance backlog, we need to be. We need to be smart. Pg County just across the river. They allow their
different maintenance backlog to grow and to literally billions and billions of dollars. We don't want to reach that crisis point, but our deferred maintenance backlog is growing 8% per year. If you compound that we
know interest is our friend. When it comes to savings, it's not our friend. When it comes to deferred maintenance. So we need to bring in more revenue sources, especially that don't
involve raising property taxes right? So this all upside from my perspective and this motion doesn't take any direct action except to study it more
closely and to build on potential partnership opportunities to for all those reasons. I thank my colleagues for bringing it forward and I'm enthusiastically supporting. Thank you, Mr.
Dunne Dr. Anderson. >> Thank you. And this school board meeting was brought to you by Nike. I know there's opportunities I'm not against
this motion at all. I just want a little bit of clarity, which is this is to bring back a planned to which the board will then respond and give feedback and then determine
what the action moving forward could be. Is that correct? Thank you. Because I've had a couple of people like, oh, my goodness. This is the thing I
don't know the history upon which has been founded in Fairfax County, but there's a couple people my community that have some questions that we are selling naming rights tonight. So I want to make
sure that there are clear it is a plan upon which the board will review at some future date to make some determinations and the only
thing that I like to ask at for the consideration of this plan because we have. Disparities and inequities and a lot of other places whenever
this ends up being at this is going to be a collective pot, not some individual school pot at. That's what I would envision is this where? Well, let me share. It has a
thought. This is what I'd like for you to consider in the plan that this would be a collective pot rather some we know pyramid, local kind of fun. I just want to make sure
that that's some stated for the record and I think that's a thank you. Mr. McCAbe.
>> I think so. I want to be in process questions. So why is this coming to us that a regular board meeting is supposed to form? School board forums are where we bring
motions for to bring items for a work session. this is a procedural. question the reason is is because the policy was changed to this in direct correlation to
>> Okay. I mean, I've never seen this handled this way before. I don't think this is how should be done, but that's my personal problem solved. I'd be grateful for more
clarity on that. So this proposal echoes of the past. So I think and modern history and Mr. Men could speak to engine history, but in modern
history the first time this board looked at this was in 2009, right after the Great Recession hit us. Right. And so we looked at Park Naming-rights school, naming
rights, all those kind of things. Back to that point. Then and the 20 ten's we look that this at least twice we
had several significant offers. 2 names, stadiums and I can't go into the details because they were close, close meeting discussions. But at that time the board decided
not not to pursue this. so there should be significant reports on the shelf about how to this. So I don't think it will take much work on staff's
part to bring us something to a future work session. But I will say, you know, this, probably be the first time it's handled significantly and
the public. I'm certainly open to exploring this. I'm grateful to. Mister McDaniel, Mr, done for bringing it forward. But again, I do have
process question and staff question just in terms bringing things back from the past. Thanks. Mr. Hammond.
>> I want to talk about Asian times, but I can talk about one modern times, 2009. At the
time to put spent many, many hours discussing this particular maybe see the new policy. You could not reach consensus at the end of the
day. I'm sure kind concert. The those she'll and so many are stored maybe in the boat optional. And we looking at
thank you, members all to see might remember Mister Smith Commissioner Foster Mr. City. I think we're at the time when this was discussed. You know,
for example, you know, who can initiate? He would that he says will not calling community consent of affected
affected communities. I you know, who's going to decide? Which would you want the amount he the money would go. What can the money be used for
any 7? Not only we have. We already spend. I want to now is an honors and I believe debate end of the day, we not reach a consensus. I am happy
to look at this again and hope that we can which a consensus this time around. And so I would come what opportunity. And thank you for bringing
this motion. Mr. Fresh. >> Thank you. I wasn't sure on how move on this and tell Mr. McDaniel, Mr. Dunne removed language establishing the
comic, Daniel that have done Memorial Badminton stadium. So I'm appreciative that that's been removed. And I do appreciate the the thinking here to move this forward. I know that.
>> I think the last time topic came up, some of us are from past board members who shared like Mr, Mckelvie, Mr. Moon that the topic it had a lot of conversation previously but
it's a straightforward way of doing at the governor's manual talks about the different ways the board members can bring things forward and one of them is a form. One of them is a motion. One of them is through
the chair and vice chair chairs, meetings. So there's there's a specific section of the government's. Many of us speaks to that. And so I think it's unusual certainly to have
something that to Like Superintendent action. That isn't the result of. Of say a study or analysis, but it's not. It's not outside the
rules. Funny any means. And we've certainly. Ended up there in the past as the part of discussions with the dance
you know, I think the one concern that I would have in any of this is if we went overboard, but we can police ourselves and if we get a sense that people are pushing for too much or that something
you know, we we start hearing from families that it's gone too far or that some expansion of where we initially start seems like it's too much and
we can always pull back. Right now we're talking about athletic facilities. And so, you know, the policy itself is far more expansive than just
athletic facilities. So if there are concerns more broadly, I think the policy probably has to be revisited again. I don't necessarily have those concerns. Somebody mentioned NASCAR. I would not
even necessarily be upset about allowing uniformed staff patches on them or something. Maybe just one you know, whatever it takes to help
defray the cost of these essential programs. I'm all in favor We talked a little bit this evening about the importance of middle school and high school theater arts. And you know, performance
arts. My partner's teaching in 3 schools right now. And so. Anything we can do to bring extra money into these programs. Until the state
steps up and meets its average. You commitment funding I think we need to take advantage of this is one of those options. There are
others in working on something Mr done right now that might bring additional resources. So there are different things that can be done to that end. I appreciate the outside the box thinking and look forward
to the superintendent bringing a proposal forward. And I I do hope that there are parameters around the types of institutions or entities or businesses that are permitted
in and that we can vet that legally to ensure that we're not committing ourselves to anything that would reflect poorly on the school division. Thank you, Mr. Lady. Thank
you. I appreciate the mover in second or of this motion. I think it makes great. >> Sense for us to look into sources that we are. Just at the liberty of the state and
our and our Board of Supervisors who here's better public schools and certainly does their best. But we need the state, you know, parts. I think this is fantastic.
Someone 3 sport athlete, high school. I think it's exciting, but I also I'm wondering if I think this every time I take off in a plane from tell us that I the flight path goes
right for Westville high school. Why can't we paint the top of that within that? >> I mean, maybe there's opportunity expand this. So with for in a flight path and
we can, you know, maybe we can find week and we could even maybe a solar company might find sponsor Roof for us. But
anyway, I think this is great. And again, you know, obviously we need to be careful and working with legal around what we can do here and which but what? >> Companies we might engage
in some kind of relationship like this with. But, you know, I think at this point we have to be nimble and creative around finding money. So I appreciate that my colleagues bring this for tonight.
Thanks. Mr. Daniel, for go back. Well, Ms. Lady. >> my love language as a pilot which nobody knows. I'm a pilot. But I see rooftop as
all the time. So possibilities, I suppose. But I didn't like to think Mr. Gun for his collaboration work on this. My written Thank you, Mr. Going for that. there's a
concern was raised by Dre is which I agree with. I think when the superintendent comes back, what I do not want to see what I will not support when ultimately comes back is
certain schools are stadiums or facilities getting platinum plated services at the >> detriment. schools in our county. I will not support that. So there has to be away
from the for the funding model. Is funds come in to figure out equitably distribute those funds? I completely agree with that. And in, you know, to kind it
some comments made in the 81 70 policy. There's there's a part in here that says. School names will reflect a welcoming, respectful learning environment as outlined in our
adopted one Fairfax policy. So I think this policy is good and it's a great vehicle. Giving it right to the superintendent saying. Go
forth and do good and come back and we will then take action in July of 2026. Am thank you for your support. Mr. Dunford go back.
>> I just want to mention you know, there are many school districts who have already engaged in this, for example, in Louden Independence, High school reached a deal with Prince Movers for the naming
rights to its stadium. And the deal was valued at 242,000 over 10 years. That's just one of many examples that you can find V a Google Gemini, rather
devices. But I think there are concerns that the public might have, but they are really resolved. I mean, these are not new issues. You can exclude certain companies such
as those involved in alcohol, tobacco, vaping gambling from the scope of agreements. You can also include morality clauses so that if some companies suddenly turns out
to be engaging in fraud or other crimes that you can terminate the agreement. And of course, you can limit the term you don't want to give permanent naming-rights us COVID 5, 10, 20 years. you
know, the value will be adjusted accordingly. But through that, you through setting up those procedural safeguards, you can make sure that the school system is protected, right and narrow.
The scope. But if it's a welding company, that's a good candidate. I think that's just my vote any out. Thank you. >> Okay. lots of lights still on. And I don't know how many
of those folks. Still want. Go look at Dr. Anderson. >> Yes, actually Mr. Dunne begin to talk about some of the things I wanted to talk about. What those parameters
could potentially look like. The only other question that I want to add into the mix for your consideration as you developing this is who determines location and by location. I don't mean, you
know, where the school board is located. But school expert says school. Why is that dealer's choice or do we have a list of? Things that we will
provide to whomever comes to us and quiring about this. Thank you, Doctor Anderson, seeing no others were gonna go ahead and take a vote for the motion that is on the screen.
All those in favor, Mr. Fresh Mister McDaniel, Miss Mayor and Mr. McElveen. >> The St. John-Cunning, Ms. Lady Mr. Dan and Mr. Dunne, Mister Moon, Dr. Anderson and
myself. That is unanimous for all board members. And we know we're addenda item. 7.0 6 Virginia School Board
Association 2026 business Honor, Roll nominations icon Dr Houston for a motion. >> Thank you. I move that the school board nominate bright
spot. Penske Automobile Automotive Group and Dreams a salon to the 2026 Virginia School Boards Association business on a roll which is to
be awarded later this year. Is there a second second? >> Thank you. Ms. Lady Di are used do like to speak to motion. >> Yes, briefly, I just wanted to take a moment to just
highlight these 2 companies because we nominate organizations and companies for what they provide for Fairfax County, whether or not they end up being awarded by
the SBA. But it is our opportunity to highlight that meant to celebrate their contributions to us. So I just wanted to make sure that those companies were called out. You know, on record and not just
to the consent agenda, just simply say thank you for their contributions to Fairfax County, Public Schools. Thank you. Doctor Anderson was slated speak your second. No, I think she did that. let
thank you. >> Thank you. Seeing no other side will go ahead and take vote for the motion. stage and counting. I'm sorry, my life
as we they're so I just wanted to say that I'm very pleased to this. >> Motion because streams lines has done a wonderful job. And I know that I had the
privilege of them stop showing that Chris Wood Elementary and give haircuts 2 little boys. >> Each of who have their little appointment ticket and
line to it. The with. The police department. So it was. But while the the young men at
Crestwood were waiting. The policeman were sitting there playing uno with them and just building that report with the communities that there's so much going on. That was just wonderful. So I'm very happy to support this because this
is what bringing in businesses to our schools looks like and how they support her kids is amazing and they're going to be doing girls at Lynbrook in
the spring. Thank you. >> Seeing none others. We're gonna go ahead and take a vote for the motion that's on the screen. All those in favor. Mr. Fresh, Mr. Rick Miss Mayor
Mr. McElveen. Missing John-Cunning Ms. Lady Mr. Dan and Mr. Dunne, Mr. Moon Dr. Anderson, myself, that is unanimous for all board members. And now we're going
to take an honest to goodness. 10 minute break.
>> So we back it and well.
speak to got a see.
♪ ♪ ♪
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♪ ♪ >> Board members, please take your seats.
♪ ♪ ♪
♪ ♪ ♪ Coming back together. I call
on Dr Reid for agenda item. 8.0 one academic matters.
>> evening. I'm excited to highlight the strategic role that are fine arts play in advancing student engagement and academic Rigour in Fairfax County, Public Schools. Are
fine. Arts program include studies and the visual Arts theater, arts music and dance across grades, kindergarten through 12. These disciplines are integrated into our broader instructional
framework and contribute meaningfully to students development of essential academic and durable skills. Here in Fcps. We believe that these fine arts or not
peripheral offerings rather cork components of well rounded education. In Fairfax. We believe that the arts are foundational, in fact, to developing the durable skills
that our students need to thrive, particularly in today's world through visual and performing arts students build creativity, critical. Critical thinking problem
solving skills and persistence. Our commitment to early universal access ensures that every student, regardless of background or still think
you has the opportunity to develop these competencies. Additionally research consistently demonstrates that the arts participation strengthens literacy Numeracy and executive functioning
skills. In fact, often mathematics is viewed as the study of patterns and patterns where they show up at an art
as well. So are its of both an academic discipline and a vehicle for broader student success. At the elementary level, we prioritize universal exposure to music and the
visual arts. Every student participates ensuring fairly access to structured arts instruction. And can say quite honestly having. Worked in
other states, this is not always the norm to have the arts be a focus and accessible to every elementary child division supported initiatives
such as instruments for all directly ensure equity of access for all of our young students. Additionally, our elementary students engage in rich experience learning through annual music and art
field trips as well as authentic performance and exhibition opportunities such as the All County Choral festival impairment. Art shows summer enrichment opportunities extend learning
beyond the school year as well. These early experiences Bill foundational skills, confidence and artistic identity. At the secondary
level, students pursue advanced art pathways, explore specialized interests and participate in annual field trips as well. Secondary fine. Arts students have expanded
opportunities for recognition beyond the classroom, including artifacts, Kathy's musical performances and competitions and secondary arts classes. Students learn
to communicate complex ideas and their disciplines as well as documenting their creative processes in carefully curated portfolios. These portfolios
reflect entered of cycles of critique revision and refinement which are comparable to processes. We find in research and development in other fields. Students also gain experience
with industry standard tools, technologies, and software, which strengthened their real world readiness. The durable skills developed, including creativity, critical thinking
and discipline or cabins benefit our students, whether or not they pursue arts related careers. The fine arts also significantly expand access to advanced rigorous
course work within our high schools. Students have access to honors Advanced Placement International Baccalaureate and dual enrollment opportunities across our
disciplines. These courses are aligned to our owners framework and require engagement with extended standards. Advanced repertoire, authentic assessments and independent
work. Currently, the data is on the board here currently, 33.8% of high school students enrolled in fine arts courses participate. Also unweighted
coursework, which is an increase of 4% year-over-year. This growth reflects both strong student, a man and expanded access fine arts directly advance school for of
the strategic plan by increasing both availability of enrollment rigorous course work. To illustrate the impact of these programs more directly. We will now hear
from teachers and students in our advance fine arts courses, their reflections provide insight into how these experiences shape their academic growth, creative
development and future aspirations. So madam Clerk, if you would, roll tape. >> Academic and creative risk are the same. We employ this
really the scientific method in the way that we approach our work. You test out some ideas. You give it a try. The sale you reflect you, try again the sale you reflect and
then when you're happy with the process, then you show and you put it out there for people to see people think about as I'm being wish. >> But I dance will. How many students are interested in
dance? And we love that rigor and something that really interested in doing. So I the dance I BR it theater. Those type of classes offered to
access and prepare students for college and beyond just like any other subject matter. I and and I think math and history. >> And we do lots of research
there. And I wouldn't say that dance. Research wise. It's any different. We have to always respect cultures and respect.
>> The dance made in the stances have a different meaning behind them. So you have to go and the super it in depth with your proposals. >> If you don't get that assignment down academic, the
lake, you're not going to do as well in the class and also the writing. Obviously right. A lot for your peace is the way we have to do our digital portfolio to like.
>> And because that helps like scholastic documentation for your dear college portfolios. I mean, really, I could use my digital portfolio as my college portfolio. Once I'm done with it, I think that
they're really good for preparation for college classes in art. >> We start from year one learned about this isn't the Y and then they start with
learning globally and 2 ib dance individually. What is your why so that in mission process is very helpful because they know that, okay,
this student didn't just pull this out because they're trying to get in here. This is actually connected. They're actually connected to what they want to do. dance the specifically help me. >> And being able to go in
that process. Combining psychology and therapy with dance. I've had couple of schools who specifically saw
that I was now a team captain of the dance team and I've been on it so long and they're interested of expanding and ask more questions about and why I want to combine these 2
things however, really like connects with each other. All of those things that 21st century skills even if they decide that they don't want to pursue dance. >> As a career, they feel like they still got something out
taking dance that they can use wherever they choose to go in life. The class really teaches. Personal commitment. It teaches time teaches all the things that they are going to need go off into the world
if they want to start their own lawn, mowing business, they know how to make their business card. That know how to create a image for they know how to go and talk about their work. Receive feedback
from people because that's part of our process. >> We're always going to be due dates in everyday life. Even after school and learning how to take all the photos.
Hardin it professionals statements about future work. He measurements learning scaling and stuff like that. They're all useful everyday
skills that you can just simply to cautious than studio has become a place where I can be myself. >> So basically a safe place for us where it doesn't feel
uncomfortable to be vulnerable. >> So >> I'm joined this evening. Also by May of Nash Susan
Silva and Tyrod Taylor from our fine Arts office. So I appreciate them staying this evening to be a part of this presentation and also to
provide any answers. If I need to phone a friend. >> So in conclusion, following early universal exposure in elementary school, 65% of middle school students and 39%
of high school students elect to continue and fine arts coursework. Students engage and authentic, learning experiences and public performances that require
preparation, discipline and high standards of execution. These participation rates and out comes demonstrate that students are choosing
challenging meeting, rigorous expectations and succeeding in advanced environments as we continue to prioritize engagement and academic excellence across the Division, Fine arts programs
are already contributing meaningfully to both goals. The evidence suggests these programs are fostering connections. Sustaining commitment and measurable achievement, which are
outcomes aligned with our strategic plan. So thank you. Madam Chair, the board our Academic matters this evening. >> Thank you so much. And thank you to our staff who hung around to get to this
portion. The conversation. Mr. McKinley. >> Great. thank you, too. Tara says and me for being here. We
appreciate it. City through the meetings. So for first question is slide stated that we've seen an uptick of 4% and the weighted arts classes. Do
we know what's causing that? That's a good development. And I think. often hear that students are stretched for electives.
>> So I think we have a theory here from Dr Taylor or so one of you kind They also put some.
>> Honors waited credit for honors classes a couple years ago. It also participation because students were getting a bump and smoke there. Advanced arts coursework. Also
the push for these advanced academic rigor has been a good push for us. But that's part of the reason that we also added those bumps or advocated
for them is because our students to have the opportunities to increase their anger and their GP A's in those cities. >> How are we is similarly, how are we seeing offerings
around the county and things like IV Dan Side, Biarritz AP. You know, it can start this kind of thing. How are we saying that? those opportunities expanding contracting different schools? >> I think what we heard also
with middle school theater were having struggles sometimes with our elective offerings and enrollment in general across arts disciplines. So I think the
incentives with our students that like to be academically competitive, it's helpful to have these courses that are helping with their GP A's are helping with their advance
Polis to then stay competitive, as well as getting their art, high-quality arts, education. >> Great. Another question for you commute to speak a little
bit about how your international rising arts programs, whether 3, if other. I'd like to welcome Mave to the podium.
>> She's came to our office to actually enter him when I was out on maternity leave a couple years ago and then she stepped into the position of special projects manager friends. The if the program she's done some incredible
work. Contain the globalization in the bubble programs for it. Yeah. Thank you so much for that question. I'm I'm happy to share. So all of our curriculum have
standards that are pertaining to. >> Global art. And so one effort that we're making to continue to expand that even outside of school during our
summer arts enrichment camps Institute for the Arts Elementary Institute for the Arts. We are working on introducing an international component. So we are in the first stage of that plan this
summer we're offering for new class is a global art survey of Global Dan Survey of local theater survey and a global music survey where students will be learning Vietnamese
water. Puppetry, Chinese, traditional dance. And we are hoping to continue to expand that program to include opportunities for students to visit from fraud and for our
students to study abroad as part of our summer enrichment camps. >> It's fabulous. Please invite us the summer to see. I love that. work and doing
separate issue is all county chorus. So one question I've always had is why do not all of our son entry schools participate in all County Chorus. This is something that
should bring together populations all students and, you know, they're always a number of schools that are absent.
>> That's a tough question, Mr. Mckelvie. I think we give the opportunities to teachers to participate as they see fit and we can continue to encourage all teachers to
participate and help them find the ways to do so. >> Is it there? They just have too much on their plates. And this is one things we need to think about. >> Or maybe there is life
reasons that particular year that might hinder them from doing it. They might be the only staff member at that school that can support it. They might have family demands right? So their particular
years are times that teachers are not able to participate in the work or the additional work to participate in that program. >> There may be the way to Paris peer schools so that
students in multiple schools can. Work together participate. >> Our elementary school teachers are also not currently compensated for the extra time county for steaks.
>> that's an issue. So thanks. I think last question now is on Scholastic awards. earlier this year, you shared with the
board in a Friday letter. The move away from Scholastic too. The new thing. And by the way, we didn't get invitations. I'm sorry was not there. I know a number of were unable to be there, Susan. You know, I
would have been there. I could. But can use to speak a little bit about that transition.
>> will. I know Aaron Stratton was really central to that transition to move something they now call artifacts, which includes only Fairfax County
students all. 4 of you have a more Susan. Yeah, unfortunately. Unfortunately
with Scholastic we stepped away. There was a lot of >> challenges with just the cybersecurity. And so it was actually an opportunity for us to develop a program that
really highlights what we do best in Fairfax County, Public schools. And so we. Created our own program this year and it is aligned with our
curriculum and the program of studies and everything that happens specifically and the art classrooms where a scholastic was also open to. We weren't regional affiliate,
as you now. And so this just gave us an opportunity to highlight what we do best. answer your question.
>> Thank you. Thank Mr. Bush. Very good questions, Mr. >> One of the issues that I think has been president and a
lot of these programs since the pandemic. And to some extent before has been recruitment, challenges. And there are a lot of different reasons that this happens. Some places. You have strong programs from elementary
through high school. So the kind of feed themselves and reputations help. Sometimes a teacher who's been around for 2030, years leaves retires and
things dwindle. And I've been thinking a lot about how we support teachers in that. Because they shouldn't be the
victims of circumstance right you know, I look at the CTE, for example, the tremendous care we go to to explain to parents the benefit. We have a
marketing campaigns around our CTE programs to convince parents that this is a great path for your kid. What can we do better support educators,
particularly those who are having recruiting challenges. The number strings or choir directors, cetera, that I
hear. You know, going on the road to sell their wares at schools, you know, downstream from them in the hopes that these kids will arrive with an interest in their program. You
don't have a lot of other academic areas where that has to happen in order for you to keep your job. What can we do to better support these educators in that work with
best practices off the shelf tool kits on how to do better recruiting. Marketing firm are communications department. The families directly about the value of their kids being
involved in choir and orchestra and band and drop in theater all of the above how it impacts the rest of their education. So even if you want your kid to be an engineer, it's really great if they're
also learning to play an instrument, cetera. >> So good questions. I think that there's a lot of pyramid work. know many of you have
attended pyramid for Foreman says where like all of the elementary's get together and then with the middle schools to the start, building those connections before sign I know
that different departments of communications teams embedded within them instructional services, I assume has some support for communications built into Park Department. So
I think the idea of maybe utilizing those people within ISD to create videos or create other communication. I think those are all great ideas.
>> Because the central office, we know where these programs are struggling because we're looking at Rome and numbers and we know who is about to get the phone call about like a house. They're programmed, right. So like we know who
needs help? How do we help them without expecting them to reach out because they've got a million other things on their plate and what can we do from a central location that doesn't further stress. You
know, educators who are already. Stressed. In just the general idea that these are programs that parents should be encouraging their kids to participate in.
>> Now, it's a great idea. Dr Presidio thoughts on how centrally the arts department might. You know, provide that level of support.
>> Well, you're looking at the are supporting them in auditorium right now. So it's a small but mighty team works incredibly hard to support every one of our instructors and the students in the program. And we are trying to
do our best there. But I appreciate the line of questioning because we. I do think have some opportunities to do more. One of the things that we're doing right now is partnering with our counseling
department to make sure that all the counselors in schools and says are having conversations with parents and students about all the
positive reasons to actually take our courses. We've partnered again with our counseling department and teachers in the schools to try to create opportunities for
students and families to come and see what some of these experiences actually look like. So that they can hopefully make some authentic connections that way. I do think we need a more sophisticated marketing campaign that were not, you
know, where? educators, that's not our strength. So we've got some room for improvement there for sure, particularly through social media and other means. So that is something we're talking about. But I
think there's some untapped potential, definitely with more direct marketing campaigns. That point. >> Well, we've got a great communication. do have a couple really quick numbers. Questions. So on slide 5, it says that there's been an
increase in the advanced fine arts courses of 4%. Do we know if there's also been an increase in general fine arts participation? >> Not likely. We would have
noted it, but I don't know if you have other data. I think right now we're struggling. were struggling across arts
disciplines. >> I I >> think to answer and to speak to what you're saying about recruitment. And one thing I would like to say that
I didn't say last week. I came to Fairfax County. I didn't grow up here, but I came here because of the incredible, you know, arts programs. And this is one of the few places in the United States. I could become a theater teacher. I
was and he's a kid growing up because we didn't have it. The school board over my 20 years here has been in incredible support and the value that you place in all of our arts disciplines and you continue
to represent that. So thank you, Dr. Reid, you're one of the most support of superintendents and she goes all the shows and stays the whole darn time. I'm so we
have incredible support with our district leadership and the arts right now, as I know, many of, you know, Robin being adss, Mr. Fresh your partner being in the arts, Mr. Moon
and Ryan and all of you. Many elective offerings that also have a lot of worth. And then there's also a lot of pushes for academic rigor. So a lot
of our performing arts teachers are finding that recruitment is becoming a big part in a lot of their job. So I know with Dr Presidio and
Aaron Stratton, our manager, we're looking at creative ways. One we can centrally recruit like CT that such a great job of the open
community meetings to increase the knowledge of all of our arts disciplines as well as creative ways for staffing, for example, an idea discuss was possibly looking at our
extracurricular programs that are not included in staffing for theater and how we might be able to make that a course option. I don't know if that's an option is just something we're thinking or to explore
to find creative solutions. But they're right now it's hard for students to find room for all of things and all of the things have value, especially when they're getting pushed to do other things.
>> By a lot of external forces and at 4% number is great. My big fear in all of it is one of the reasons that exist now is because it was a response to the other pressures of what my parents taught me to take
that because I can't get an extra GPA point, right? Yes. So if we know that it's grown by 4% to be interesting to know if that is groom, the program or not or if it's the
same kids who are already in these fine arts classes who are just taking the advanced fighter classes because we should want to see the overall
number growing to right. So. So I think this is continue to focus on is what are we doing to support educators in the recruitment challenges and it be great to see some CT style
marketing around the benefits to the academic, you know, the the record, the parents are after can be benefited from these programs, too.
>> And we're interested in the fine arts office in Aaron's doing a great job of getting that data. So we're going to continue to work to provide all of with that. But thank you for your support. We really appreciate it. Thank you. Thank you, Mr. Fresh, Mr.
Newman. >> Thank Thank you. Talk to me and think I'm a couple questions. First want to start
with accessibility. Especially shouldn't wait to playing instruments. And I not be able form. Least for months. I know
that school system with an end is to students to be able to use. But at the same time, I'm I'm going come back. We come
That was it is for months end of the school and goes on. And so during those really precious summertime. Shannon's, who do not have
unable continue. Back to see what enjoying music with each for much of 20's. in a way for them to be able to come to new. Using school system for
some. I know summer months is maybe kind too before shooting, pale and the tune. Those instruments at the scene time that was on time with the
shins may have a more time vote on using instruments. >> Arena is the best resource or a music specialist on this.
But I do know that they have worked in special circumstances with students who would like to retain those instruments. I'm sure that that's something that the team would continue to explore. That's a greater need I don't
know how you know how widely that even such opportunity. >> You just tons of such opportunities known. 2 students or with with the
families who unable to. least much for students. >> Right. And that and that insurance for all program is during the school year. I definitely think that our team
in Katrina could look into >> really even one step further. Okay. You know, my my own case, we're fortunate to have own private teachers to
teach. is too much because I was not able teach them. And Michael. I do it on many, many students out the idea what a neighbor to have. of
opportunities have teachers to help them improve skivvies. To think there's a way for us to have 2 students somewhere, especially I'm going back to summer, you know more, you
know, reasonably more affordable way of doing. Institute for the >> We have we're very proud to have brought back tuition
support this summer. So we offer tear tuition that support students who qualify for free and reduced meals. We offer music classes of the student wanted to. They could
take a full day of 4 different music classes and the camps to run 8.32, too. So it's a significant amount of time. We have a beginner guitar class,
a beginner keep or class. We're going to be teaching a traditional Korean instrument the summer. And then we have 2 sections of a class called band Jam in which students bring their own instruments
and they become part of a band and they rehearse together and then present something in the final showcase for students who come to us and they don't have their instrument of choice. We help them for care that to that they can use over
the summer. >> Could could you put all that information into writing and chill with me and my staff? Yes, so that I can publicize. And yeah, was an
opportunity really One last question. This will probably boost without the Taylor. He Mr. McCAbe mentioned county costs. I've been going to
county courthouse many, many years '01, the and every time these bring so much joy to me. I appreciate that.
>> but I don't know how see that. The cause the If you put, but the national one conductors. You see with her
dad. Food of conductors, ease divers. Well, that's a great crested. Doctor. something for you to consider because I have
we should be >> That's a great question. And Lauren Day cough is our general music specialists who does such a great job reading that. Enormous event.
Definitely ask her about That question will get you that information, that it's a great question. Mr. Lady.
>> Thank Perhaps my participation. 6, kind. Of course, all those years ago, 40 plus is the reason that I have such a love for the arts. Love to thank you for the
shout out for if to. I love how Fairfax County provides such route Cenchrea both robust offerings in the funding for arts or schools the comments of our community members. Earlier this evening,
we heard about declining enrollment in theater arts. I believe the shift away from find performing arts because parents favorite what they consider academic electives. Many parents believe that a transcript full of traditional
academic says the golden ticket to get into. A good college. Throughout is quite opposite. Admissions officers are looking for students with a deep sustained passion and
ability see a project through from rehearsal to performance. Senator is testing data. Consist Ley shows the students involved in the arts outperform their peers on the SAT on average students who
take 4 years of arts and music classes score nearly 100 points higher on the SAT and students with a half year or less. And the competitive edge in the sea of hygiene. Pa's in Appleton who has mastered a
difficult concerto are curated. A gallery show stands out is somewhat discipline. Focus Dew points. So it's been mentioned before we did add waiting to several of our classes in the arts. And this
did help create competitive edge, if you will. I'm here to say that we need to do more. Dual enrollment opportunities in arts. We must treat the arts with the same academic
weight as our STEM courses. Currently, we do offer dual enrollment theater with Northern Virginia Community College allowing her students earn college credit while honing their craft. But it's time to expand this. We
Pathways for choir band Orchestra and the fine Arts. Students performing a collegiate level. In our talk to your symphonies are studios. They deserve the college credit to match. This move would signal to parents and students alike. The arts
are not just extracurricular, their rigorous academic pursuit. We talk about the working world. We talk about skills. Employers are desperate for collaborative
intelligence. orchestra. If you don't listen your neighbor, the whole group fails, the says teamwork in its purest form, resilience and feedback. Anadarko dress
rehearsal teaches students how to take constructive criticism and turn it into excellence. A skill many adults struggle with. I can't emphasize this enough. The collaboration and
the ability to take constructive, create criticism. What happens in these classes is just off the charts. And I want to acknowledge all of our educators. Our teachers are just instructors, their mentors. They're conductors,
the curators who often worked late into the night through their weekends for so many of our fair to say students, the band room, the Black Box theater and ceramic studio is their safe spaces. We talked about earlier so where they
find their people in an age where student mental health is a primary concern provide a community of the long it can quite literally be a lifeline. The arts not are not a break from learning their the heart
of it. So you have my full support. I do believe that we need to, especially in light of the new ways that our schools are being evaluated, that we have a lot of
students. Let me just finish who would benefit from a dual enrolled course and we will. Our metrics will look will be improved in many of our schools if we can offer that
across the fine and performing I can't I have the most support for the work you do. And I hope parents are listening and I hope that honestly, if your kids lead in
that direction, please leave with and let them embrace it because it's fantastic and they will grow in so many ways Israel to a result of being in these classes. Thank you.
Thank you. Miss it. Mayor. I already have my calendar bucks for the last weekend of April into May for musicals as
unfortunate make happen on the Thursday night support meetings. Honestly, it does create a scheduling problem. Here what I wanted to share. So, you know, if the intention is equity in access, then how
specifically are we achieving that? How are we measuring the progress for that? Because I'm trying to reconcile how a school division offers innovative opportunities like I'd be in advanced theater.
Well, there are some schools that can't send their kids to all district chorus. How are these decisions reconciled with the equity lens and the budget lines? How is it
decided to offer more advanced focused instruction for the older kids, but not ensuring wide and quality inclusion for those younger kids like every
school having a presence at the all-district events. How are you actively looking at it that way? >> So I think >> AP.
>> Dual enrollment. An IV arts or, you know, courses that students are taking at high school. The 6th grade corus, all county course. I'm not entirely sure that sits within
the school day. and the fun of you can explain that. Yeah. Well. think that's a problem.
It shouldn't depend on the school. >> It should be if this is an equity thing, every kid every school should have a presence at these district-wide event. This is how some schools get
reputations for better or worse. It starts with the lack of access. I also just want to share instrumental. So I was up and kid. I started playing piano second, great private
lessons. Clarinet and 4th grade and all the way through area. Have you put in sat test piano? Okay number, I-64 pays a classical music. Impressive.
So I love musical instruction. So we gradually my kid in 5th grade took trumpet. And with a 6th grade. I think it was 6th grade and he was like it was
like January or February. I was like, are you getting lessons in school? No, he wasn't getting lessons at school. So, Mike, we may because I got lessons in school, Mr. Count and shout
out still up on Long Island. But Lake, we had a band. We had lessons. So we're expecting kids were 15 great. You just learn an instrument without instrumental instruction. And I didn't. I
mean, related to those, of course, are going. That is just so he didn't quit. 7th and he even the parents of a great job. They brought
everyone into lake. older kids played for the younger kids. And I like, oh, he's like, OK, do it. Mom, you want to do it. So all these things, I think
matter. And if we want again, it's this question of we're going to provide this very, very best to a small group. But could we do that other ways you of Maybe it's the middle schools coming together
to do that. Musical. I just can't get over for talk about equity. We have to address that. There are some kids who are not getting a good enough foundation if at all to even
set them up to continue. Then we have these issues with the have moment in theatre and the arts and all these things. So These are the questions like wiggle to I'm trying like, how do we really make these
decisions? We cannot fund everything. How do we do this better? And those are One night. I just really appreciate all those thoughts. It and your passion for the
art. I'm just say that. >> To the only thing that I can add to that as as not the music specialist that stands in front of you is that I do know for arts programs. We are
working with the school schedule. The school demands the teacher, the particular teacher to cater those offerings to support as many students as we can while also
giving student choice. I get it. It's it's a systemic thing. Yeah. So. >> Bravo, Pun intended I think
so year yet it is challenging. Even when we look at the stipends and how we could redo the site plans to also then engage uniform expectations across the schools. So schools are all getting a musical or a
play or certain experiences across the arts. >> It's challenging when you're looking at the particular school equipment may be the transportation, how they can participate in the after-school activities or
additional rehearsals, depending the discipline. So it's looking working within those individual schools along with the wants of the community to then meet shared expectations, which I think we
can continue to try to do even better. This agent County. >> So I think that the fact
that you do have such a fabulous program and we can sit here and I don't want to say not the word we can sit
here and say about how we want to make what is already a grief program and recognize about the country's great program how we can make it better. It's really a great opportunity for us. I think
everybody on this board really supports the arts. I do. I do want to just mention, I mean, I'm not going to ask any questions, but I do just want to mention that. We do have to
have more marketing. And one of the things is that great art show put together at wreck and arts center for all of our teachers have their artwork displayed and have to market
that. I mean, that's just the work of teachers. Is highlighted and I think we need more community input to
come there. I I want to shout out. I summit. >> The piece there. I mean, that does make that was made by an elementary school
teacher. Usually, you know, it's high schools that you're trying to get that critical articulation. But this elementary school teacher had a piece there called committed truth. She worked Crossville Elementary and I immediately
thought. This this could go with us. This could go his high school. I connected them. She came and did a presentation to the leadership program. Students and they are
now working on a project together with an elementary teacher from Crossville that came in to talk to them about her project when they were celebrating. John Lewis's birthday and it was a very
important social justice piece that she did. I know you guys know which piece I'm talking about. And I'd love to see that cross panel pollination of. art teacher coming to
leadership program talking about social justice. And I think that's one way we can. It's one example of I'm sure many things were happening out there. And these are the kind of things that we have to work. It. And now we have all
these kids at Lewis. That are running from and elementary school art teacher wanting to do some part. That they can incorporate into their social justice programming. So that's
the kind of stuff that I think we need to celebrate and we need to get out there. And thank you. Just thank you for all the work that you do.
First of thank you for everything you do. >> As a aspiring actor and I was young. I got to be Charlie Bucket. Pretty cool. I think I
think there is a, you obvious, you know. source of the problems here. We had the pandemic pandemic wiped out an entire generation of students who might otherwise
participate in theater and banned except rough. But we know how valuable these programs are because, you know, theatre teaches public speaking. If you just social
skills right, band music, give kids identities. You're part of a group rate it's positive group. addition, music and theater and everything. It's every enforces all of the kind of
parts of the brain that are part of stem cells. And that's, you know, the future. So I think one of the problems we have is that we don't
invest at an early stage, right? If you don't invest at the front end elementary school level. You're not gonna get many students going into middle school and we have to
magnet schools. The only to magnet schools, Hunter Woods and Bally's and they both are founded on the curriculum developed by Kennedy Center for changing education through
the arts. We've had CPS teachers, found in a private businesses. Teach what they call arts integration and it's cheap. I looked into it for fun my schools. So in the
system basis for, you know, investment of tens of thousands of dollars, we could potentially, you know, make some of our elementary schools may be one for pyramid. You know, arts integration, magnet
schools for those permits and then, you know, promote a whole pipeline all the way through middle school and high school. And that would be a revitalized these programs because we need numbers, right? I mean, it's not this
isn't we don't need to have Timothee Chalamet tell us like, you know, Valley for old-fashioned. vital programs and viable in value valued by
the community. Yeah, I think would suggest is that we consider partnerships with private businesses there. All these teachers out there teaching piano guitar, you know, all kinds of musical instruments when we bring them
in, you know, we can make the match and teachers and if we don't have the money to support them and other countries, they, you know,
allow teaching to happen during the school day. You know, as an elective, you may not get course credit for that fund or an after school activity exposed kids to more opportunities for music, for
theater, for whatever and those people get paid by the students, not buy a house. It's just there are ways we can really partner with business in the private sector
to be able offer students more and revitalize our programs along the way while broadening their perspectives running their minds and delivering that world-class education that is really the core
mission of STPSO. I look forward to furthering the conversation and have more out of the box thinking about, well, I can do to deliver on that. Thank you. Thank you,
Mr. Dunne, I mean, take a brief turn and then misleading need to go back when I talked to Kansas State for the engine department, what I notice more than any other students with
any of my other classes was that. They were my engineering. Students were more often artists and musicians because the line
between the creativity need engineering and the creativity needed in other disciplines that traditionally considered the arts is so fine. And so I mean, that's really where the
idea behind steam came from is that it's a push to move towards across. So I do think we can get there by pushing steam into all of our
elementary schools. >> As a point of entry to kind of get the creativity going related to how the arts can work. You know, we have great
things going on in terms of making sure every gets musican and those types of things and opportunities for Bannon's strings and all the things that Entry schools and I will never forget the recorders
that came home. day before a snowstorm for my old us. That was awesome. >> The other thing and I would say is we have an entire that same
>> Is now in leadership and goes to events all the time in order to support the school. And so I do think that we have an entire group of kids out there that could serve as
marketing for us and we need to connect the dots more because I think that we have kids that are in all the skin that want to create the videos for us that want to do all
these things. Let's use the strengths that we have to help them with the marketing campaign rather than have it just be something else that we feel that we have to put on
our plate. And so I would love to get the student voice in this more and have kids help recruit because it may not always just need to be. There's nothing necessary. I
know that the timelines don't always work. But if you could figure out for her souls that they could come with elementary kids for a short period of time, you could get higher level kiddos from the
high schools involved with it doesn't always have to only be our teachers. And so I would love to look for other opportunities my parents for both. As beings at Falls
Church high school, which I grew hearing all about all the time. I was not, however, I was heavily involved in the arts in high school and
digital. I had my own digital show when I was a senior. So I'm right in that with with what's going on now. And so I saw the precursor of how that was all built around,
particularly with related to does arts. And I'm just so impressed with the fact that we haven't given up. We're going to keep fighting to make sure that our kids see engagement. And I just want to encourage us to keep doing
that. So I think that you have the right word to focus on that for right now. And I I can't wait to see routes. We go so Miss Levy for go back.
>> Yeah, I didn't really ask a question. So my question is, can we look in a dual enrollment and more of our classes? I understand what the requirements are in terms of
the 18 hours. But I just feel like it's important >> for number of reasons, one being the crow nation. So can can I get some sort of assurance that we will look into that? >> Yes, ma'am. I believe we
will look into that. Thank you. Thank Doctor. E. Thank you, Steph. >> Agenda item 9 consent
agenda are adopted rules. A entry procedure. Robert's rules provide for consent agenda listing several items for approval by the board by single motion. Many items listed have gone through border view.
>> And documentation has been provided to all board members and the public in advance items may be removed from the consent agenda at the request of any board member prior to the meeting, the consent
agenda is on the Items are on the screen. Are there any objections to the consent agenda hearing and seeing no objection. The consent agenda is approved agenda item 10 new
business the following your new business agenda items. There will be no vote on these items this evening. But action is scheduled at a future meeting. Agenda item 11 Ford
Committee report calling Mr. McDaniel for report of the Comprehensive Planning and Development Committee. >> Thank you. At our last meeting, we move forward. A couple of policy items that sent to the board for, you
know, for to prove decided to defer some of those and to get more feedback from staff. >> But most. Importantly, in what I'm most excited about, because as of 30 seconds to go
for the consent agenda, we just passed new community members CPD sees so the had. Fortunately, there was a slight scheduling snafu in the next meeting was mistakenly
schedule for spring break, but now are far the actual next meeting will be on April 13th. Thank you. >> Agenda item 12 Superintendent matters icon
Doctor Reed for Superintendent Matters. Thank you, Chair Anderson given the lateness of the evening, I will. Simply wish or community joyful
renewing refreshing spring break look forward to seeing students and staff coming back afterwards. Excited for a strong finish to the year. So thank you. Agenda item. 13
board matters in accordance with the board's consensus to the late hour. We're going to go ahead and skip this item for this evening agenda item 14. 0, 1, convening a closed
meeting. The board will now make a motion on 3/26/2026 to go into closed meeting. 2, 1, discuss personnel matters pursuant to Section 2.2 Dash,
3, 7, 1, 1, a one of the code of Virginia and consult with legal counsel regarding specific matters are acquiring the provision of legal advice, bisexual council pursuant to
Section 2.2 Dash, 3, 7, 1, 1, a 7 and a 8 of the code of Virginia specifically personnel. Do I have a motion Mr? Fresh Travis second, Mr. McLean, all those in favor as
Mr. Fresh, Mr. McDaniel, Miss Mayor and Mr. McElveen missing John-Cunning Ms. Lady Mr. Dan and Mister Dunne, Mr. Moon and Dr. Anderson and myself. That
is unanimous board members. The regular meeting has now recessed at 11:00:06PM, and the board will meet in closed
session.