order. Please stand for the Pledge of Allegiance. Followed by a moment of silence in honor of former Fairfax County school board chair and member Janie Strauss Dranesville District. Ward extend our
sympathies and condolences to her family and friends at this difficult time. The moment of silence will be followed by a performance of the national anthem by the Spring Hill Elementary strains under the
direction of Margot is Ben Skee. >> I pledge allegiance to them. It states of America.
And to the Republic. One
patient.
♪ ♪ ♪
♪
♪ ♪
>> We are another round of applause for amazing student Sen. And our Inc. And our
incredible music educators. Agenda item. 2.0 2 announcements Mystics. It has submitted a written request to attend this evening's meeting virtually due to a personal
conflict. She is a family event and is attending tonight's meeting from Amsterdam, Netherlands. All those in favor of approving the sticks request. This mayor and Mr. Mckelvie Dr. Anderson,
this Anderson Sizemore Heizer Mr. Moon, Saint John putting myself that is unanimous report. Members present mystic's that we test your
microphone and camera. You're very popular. Mistick said.
That I finished. announce the vote. Mr. McDaniel submitted a written request to attend this evening's meeting virtually due to a personal conflict as the S child care and is
attending tonight's meeting from Fairfield, Fairfax, Virginia. All those in favor of approving Mr. McDaniels request this mayor and Mr. McCAbe Dr Anderson, this Anderson Sizemore Heizer Mr.
Moon misleading, missing John Cunningham myself. That is unanimous for board members present, Mr. McDaniel you just or Cameron Mike. All right. We
hear you loud and clear. If you would like to review a copy of the meeting agenda. Please see the back of the auditorium to obtain copies of items are supporting materials being presented tonight.
referenced a QR code on the agenda or visit Fcps Edu slash board docs. Tonight's meeting is being broadcast on channel 99 and live streamed on YouTube and our website fcps
DOT Edu Slash live stream. Agenda item. 2.0 3 Holocaust Remembrance Day proclamation calling this a junk hunting for a proclamation.
>> Holocaust Remembrance Day proclamation. We're asked the Holocaust was the government-sponsored systematic slaughter of 6 million Jews who were targeted by the Nazis for
extermination per the final solution. Directive resulting in the Emily Ation of 66% of the Jewish population. And whereas per Holocaust survivor
and Nobel Peace Prize winner, Weisel, the Holocaust is not an example of man's inhumanity to man. It was man's inhumanity to choose. And
whereas the Holocaust was a genocide that specifically and intentionally targeted Jews powered by Anti-Semitism based on tropes and cut and conspiracies perpetuated for
millennia in societies. And whereas the distinguishing factor of the Holocaust is the industrialization of genocide to exterminate mass quantity of Jews as efficiently as
possible, including using gas chambers. And whereas between 1933, 1945, not see Germany and its collaborators also targeted Roma people with
disabilities and polls for destruction or dissemination based on racial, ethnic or national reasons. And millions more are also separate
previous oppression and death, including homosexual persons, Jehovah witnesses, Soviet prisoners of war and political dissidents. And whereas
education about the Holocaust is a prime method to ensure such atrocities never again occur. Reversing growing Anti-Semitism and consider that Holocaust survivors and
their descendants, including those who are the first generation from survivors live here now in our Fcps and Fairfax community. And whereas
in FCPS students receive Holocaust education partially in grade 7, 10 11 as per alignment with state social studies standards for which
fcps educators receive professional development with content from organizations such as the Jewish Community Relations Council, Capital Jewish Museum, the Virginia
Holocaust Museum, the and Frank Museum, the Smithsonian echoes and reflection and more. Now, therefore, be it resolved that the Fairfax
County School board proclaims April 24th 2025. as Holocaust Remembrance State in memory of the victims of the college Holocaust and its legacy from
which learning continues. And therefore be it further resolved that the Fairfax County School board encourages every member of our community to set aside moments of their time each year to consider the
over 6 million people emergent Kenya's he hang its result, unfettered patriot and personal commitment to being up standard for all peoples freedom and right to live in
peace. Is there a second so Mr. Chairman, Mr. Moon, all those in favor of the proclamation, this mayor and Mr. McLean, Dr Anderson, this Anderson.
>> Sizemore Heizer, Mr. Moon, this Lady missing John cutting, Mr. McDaniel, Mystics myself. That is unanimous. The proclamation is adopted. Congratulations. Agenda item.
2.0 4 Virginia High School League and academic team recognitions. The school board is very pleased to recognize the recipients of winter 2025. Vhsl State championships in
selected performing arts on some balls tonight. Please stand when your team is recognized. After all recognitions are completed, individual teams will be invited to to have a photo
with the board in front of the dais. Sizemore Heizer. >> The border like to recognize the Lake Braddock secondary school gymnastics team for winning the Vhsl Class 6 championship 4 years
in a row. The board also like to recognize Principal Lindsay Kerns directives didn't activities. Dennis pitch it. And coach Michael Cooper for
their contributions to the team. Congratulations. The board would like to recognize
the Chantilly High School Boys swim and dive team for winning the Vhsl class 6 state championship. >> The board would also like to recognize principal Amy Kudlow, director of student activities. Brandon Shapiro
and Cope coach James Mackenzie for their contributions to the
team. The board would like to recognize the South County High School Girls, Indoor track and field team for winning the Vhsl class 6 state
championship. The board would also like to recognize Principal Samuel Shot by director of student activities. Martin and coach Maurice Hutton for their
contributions to the team. The board would like to recognize the West Springfield High School boys, indoor track and field team from for winning the Vhsl class 6 state
championship >> The board would also like to rest recognize principal Elizabeth Fossett, director of student activities, Leah Conte and Chris in coach Chris
Pellegrini for their contributions to the team. The board would like to recognize the South Lakes High School
basketball team for winning the Vhsl class 6 state championship again second year in a row. >> The board? The board would
also like to recognize their principal, or director of student activities entered a gun and coach Mike Desmond and team for their contributions
to fabulous board would like to recognize the Thomas Jefferson High School for Science technology. Scholastic Bowl team. >> Finning the Vhsl class
class. 6 state Scholastic Bowl championship. The board. The board would also like to recognize their principal. Michael McKay, director of
student activities, David Arthur and coach Julie or food for their contributions to the team.
>> The board would like to recognize the Chantilly High School speech team for winning the Vhsl Class. 6 state speech Championship. The board would also like to recognize principal Amy Kudlow, director
of student activities. Brandon Sho and coach clarity for their contributions.
>> The board like to recognize comet's surface of the sciences in Tecumseh Symphony, Windown summer for their performance. It the music, food or National Council
Memphis Tumor. The board with those who like to recognize principal. Mike McKay tonight, that was to make to ease the for and then director Steve
Martin are for contributions. The girl. >> The board would like to
recognize the West Springfield, High School Wind Symphony for their performance at the music for All National Concert Band Festival. The board would also like to recognize principal Elizabeth
Fossett, director of student activities, Leah Conte and Ben director will send us for their contributions to the group.
>> The board would like to recognize the Cooper Middle School symphonic band for their performance at the music for All National Concert Band Festival the board, but also like to recognize principal more make Maureen McLaughlin, director of student Services.
Davis gave us and band Director Matthew Baker for their contributions to the group.
>> We will now paused for photos for the proclamation and recognitions honoring the recipients of the Winter Vhsl 2025 state championships in selected Performing Arts ensemble. will read the
recognitions reverse alphabetical order. The clerk well, first, I would like to welcome all of those here in support of the Holocaust Remembrance Day proclamation
to please join the board for a
photo at the desk.
>> The board would like to invite the West Springfield High School boys, Indoor track and field team school staff
and supporters to please join
the board for a photo.
The board would like to invite the West Springfield, High School Wind Symphony, School staff
and supporters to please join
the board for a photo.
The board would like to invite the Thomas Jefferson High School for Science and Technology. Scholastic Bowl team school
staff and supporters to please
join the board for a photo.
The board would like to invite the Thomas Jefferson High School for Science and Technologyphonic Wind Ensemble School staff and
supporters to please join the
board for a photo.
The board would like to invite the South Lakes High School Boys, Basketball team, school staff
and supporters to please join
the board for a photo.
The board would like to invite the South County High School Girls, Indoor track and field team school staff and
supporters to please join the board for a photo.
The board would like to invite the South County High School Girls, Indoor track and field team school staff and supporters to
please join the board for a
photo.
The board would like to invite the members of the Lake Braddock secondary school gymnastics team school staff
and supporters to please join
the board for the photo.
The board would like to invite the Cooper Middle School symphonic band school staff and
supporters to please join the
board for a photo.
The board would like to invite the Chantilly High School Boys swim and dive teams, school
staff and supporters to police
joined the board for a photo.
The board would like to invite the Chantilly High School speech team school staff and
supporters to please join the
board for a photo.
Chair
fresh. That was our last
photo.
>> Board members, please return to your seats. Agenda item. 3.0 1 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 fined on the school
board's website that Fcps Edu slash school board during the signup process. Community members acknowledge they were informed of the school board's expectation 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 and outburst will not be
tolerated. Please hold your applause until the conclusion of a speaker's remarks. Audience members may not join speakers at the podium and should remain at their seats, including one recording video
are taking photos. We are grateful to those who've come to speak to us today and thank you for your cooperation. School board members will be listening, but not responding. Before we dive into a
community participation and like to recognize that we have a former school board member present Sandy Evans, the former school board member from Mason. Madam Clerk.
Please call the first speaker. >> Alexander matter.
Do I begin right? Today? I am here to talk about the weapons detection policy affecting students like myself.
>> We are all very lucky to live in the district in which our leadership cares about feelings of student safety. However, my peers have not displaying that students are panicking, afraid of being
treated like a suspect for the crime of potentially being a victim of school violence and critically my peers. And I don't believe that the open gate system is capable of keeping our school safe. Open
gate promises AI weapons detection. But what does that actually mean on their website to give almost no information on how the system works, saying that if they did, which criminals will be able to
easily break it and other words, open gate is a mystery machine that we are expected to simply believe. And if we knew how it worked, it would fail. Even worse when a group
of security experts called IPV and testing it, they found that the machine was unable to detect even common weapons. Like a Glock 19 or a switchblade when they confronted CEO the caucus, the only about it, he said that
weapons detection term is a marking word and the open gate is identical to the metal detectors that were invented in the 60's. These metal detectors do not work. Even
the TSA using much more complex system than what open get can promise. This is around 70% of contraband move through it according to test by the DHS. This is why, according to the Department of
Education Schools that install systems like these do not see reductions in school violence. To spend millions on school safety. Even when our county budget is one 50 million on their next year is genuinely
admirable. However, open gate is promising a simple solution to a complex problem. Fcps deserves better. Reducing violence is a whole of society issue that should include
conversations from students, staff community members as well solutions like hiring social workers or improving repair relationships are what
we should focus on. Thank you for your time. Sandy Evans.
>> Good evening. I'm Sandy Evans, former school board member and co-founder of Sleep. I was coming here tonight to ask you to vote for
a later middle school. Start time pilot at Poetic Lasko tonight. My understanding is that that motion is being polled. So I guess I I will
start by telling you why. I you should have been able to do that. Your consultants have done an excellent job. Of creating. Cost neutral the
cost neutral pilot Poe and they promised that they could produce a cost neutral pilot Glasgow as well. It's important to do what's best
for students. So it's disappointing to us that deeply disappointing to us that you want to have this opportunity at least tonight
and we hope you continue on this mission because it is important to the health of our middle school students. We want to thank Dr Anderson, for her tireless efforts on this. And for those of you who have
supported us throughout this effort. I make a couple of other points. One is that. You're never going to get to the point where there's no
disruption for something like this. You're going to have some opportunities to see people who are going to be unhappy with this. But at the end of the day, parents. Deeply deeply want to see
their children have healthy start times. I would hope that the board could fulfill your promise to middle school parents and middle school students. And get this done.
If if there's no action this year, it will be a major failure of this board and of your superintendent. Thank
you. Elizabeth N D. >> Hello. I'm Elizabeth. Then be a longtime member of the sleep advocacy team who
chaired in 2014 when the school board voted to implement later high school start times. I saw the world of difference later lighters later start times made for my
daughter during her years at McLane High School. Thank you, Mr. Mcelvain and Mr. Moon. Voting yes. In 2014 and center
returned to the school board last year for your work to deliver on the commitment the board made 10 years ago also implement healthy middle school start times. How much
difference does it make if students start school before 08:00AM University economists answered this. We find that when a student is randomly
assigned to a first period course starting prior to 08:00AM they performed significantly worse in all their courses taken on that
day compared to students who are not assigned to a first period course. Importantly, we find that this negative effect diminishes the later the school day begins. Economists
estimate that performance boost for middle and high school students as equal to 2 extra months in school. What better investment could you make to improve academic
performance and positively impact mental and physical well-being. Prismatic has provided data that would allow you to cost effectively pilot
healthy start times at 2 middle schools this fall. This pilot could give you critical data for county wide rollout and would provide immediate
relief to 2600 students. Please vote to change the top. Start time at Gas Co in Co this fall as a step towards bringing pediatrician
recommended schedules to all of our students. Thank you.
Carrot dinner. Good evening. >> Thank you for your time and your ongoing commitment to improving the well-being of students. I'm here tonight to urge you to take meaningful
action on healthy school. Start times this board and previous boards have already acknowledged that are middle school start time of 7.30, is not healthy for young adolescents. Many students
make up at 05:00AM just to get to school on time. This is not what pediatricians recommend. This is not what's best for students. And yet despite the research, the data and your
own stated goals, we have not fixed it. The lack of prominent progress signals that the agency is not being communicated or worse, not being felt by leadership.
Staff are more than capable of making change when they know it's a priority from the top. Fps has Fcps has already shown that it can find efficiencies even in a short time,
representative took a closer look at our transportation systems. They identified real ways to streamline routes, including cutting steps of 0 riders. Imagine what can be accomplished if just a little
more time and direction. The benefits of extra sleep, better. Mental health improves focused. Higher academic performance are well documented. Please direct staff to do the additional
work needed. Students, parents and teachers will thank you. Let's stop talking about what's best for kids and start
showing it. Cooper just that. Kerry Russo. My comments may
know. But I'd like to see them anyway. >> Good evening. My name is Kerry Russo and I appreciate the opportunity to present my concerns regarding the Mason District start time pilot,
which would impact Weyanoke Elementary where I have taught for 16 years. The later start times for Po and Glasgow, Middle schools, schools that we know students do not attend
would push Twin Oaks start time from 8.35, to 09:00AM. Currently we're the only elementary school being pushed later. Fcps is rushing a decision. Which will
immediately place more economic burden on an area that already faces socioeconomic obstacles yesterday, the title one office reported Oaks poverty rate 93%. A later start time
will create more need for before school care for our families. This is a financial burden that is not ease of easily managed by our families. Moreover, we an oak has worked hard to improve
attendance. 90% of our students ride the bus with a later start time parents with rigid work schedules who cannot afford before school care. We'll be forced to leave young children to get
themselves on the bus further exacerbating our attendance struggles the later drop-off times could see our children getting off buses in the dark in busy apartment complexes
along major roads where safety is an ongoing concern. My last concern is personal. I'm a proud graduate of fcps, but I've lived in Loudoun County for 25 years where I've been
racing my own 4 children. I willingly drive this long commute because of my dedication to win a families. Many of my colleagues also face long commutes as they
live in Woodbridge. Stafford, Sterling, cetera. All of us are concerned that we may not be able to continue teaching at with the later start time the pilot was announced with very little warning on April
one at the end of the transfer window. And we are now figuring out how a later start time will impact our own families. And many of us are facing a difficult choice of having to leave Fairfax County to teach in a different
county. Now that the transfer window is closed. Thank you for your thoughtful consideration.
>> Vanessa Hull. I'll think very I wanted to address budgets and safety panel talk
about safety. Our county was rocked by the violence at West Potomac High School. The community is outraged and scared. Unfortunately, a parent who's received the first worst call that any
parent can get yet. Even I caution you against reactive decisions, arming adults in the building does not solve the problem. Instead, it's all to the appearance of a problem because aren't adults have not
yet prevented gun deaths in schools. Metal detectors may seem like a solution, but they come with limitations and then have not been shown to reduce violence. I really love Alexander's research on that.
In spite of this terrible incident, Fairfax County schools are the safest in the country and the safest place for students spending money to harden our schools. Harden's are children as well and takes money away from critical
academics and programs that prepare our children for the outside world. So on to a happier subject to the budget. There's overwhelming grassroots support for increasing pay for fcps staff.
I preach appreciate each and every one of you who has advocated shown up and encourage others to speak since our schools are start for funding by the governor. I did a little research and I
was surprised to find that the average 2023 county salary was 15,000 more than the average fcps salary. That's a 20% difference. Our fcps stuff working less hard under less
scrutiny are involved in less important work. We all know that's not true. Even when comparing apples to apples, you'll find that Fairfax County is paid 20%. Their
attorneys paid 27% more that our own general counsel. And I'm surprised by that after seeing his incredible legal work in the courtroom, staff in schools and Gatehouse show
their commitment to our community every day. Honestly, in this age of culture, wars ever changing state and federal wind and constant harassment by paid agitators, it seems like they should get
hazard pay. So please keep on fighting for safe, well-funded educational environment for students, staff and fit. Chair
fish. That was our last public Speaker. Thank you. Madam Clerk. >> Agenda item. 4.0 one student Representative matters. I understand we have a very big announcement tonight. So that ado icon
missile want. And actually save my announcement. >> For the end, but it is exciting. Thank you. Mister Chair. In light of recent events, my heart goes out to
all the students, the staff and the community affected at West Potomac that could have been any one of our high schools and hearing from students about what they went through. It's just horrifying
for me. Thank you to our safety and security teams. Our school resource officers, our Office of Safety and Security that works tirelessly to keep our schools safe and to mitigate incidents like these
while we hope that this never happens to us. This is the reality that we live in. And we always need to be prepared with that said the extra money in the budget that we've put towards safety and security,
the weapons detection pilot, these things are necessary steps that we can take towards getting to greater safety and taking the steps that we need to. After that, we need to do more to promote our tip line. So students know what to do in
these situations and educate our students on how they can feel safe at school and supported by the county. At a recent superintendents advisory council meeting, students sat down with our
regional just an superintendents. And we spoke about areas of progress and concerns in our schools. One issue that repeatedly came up was bathroom access within
just region to one student mention that in their school, only 3 sets of bathrooms are open. They're locked during class during class during the day and they're only open during passing periods. Another student mention having
to walk to the other side of the school near a bathroom not near their classroom because none of the other bathrooms are opening the school. Another student also mentioned not wanting to visit the bathroom because they were
scared about what was inside and then at another school, but had no issues with the bathroom. All of the bathrooms are open. And the reason that I mentioned this is this inequity between the same
schools across one region shows us that students are experiencing vastly different standards of access to basic necessities. Many students have started to accept that this is normal, that it's normal for only a couple
bathrooms in the school to be open, that it's normal to only go during passing periods, but it shouldn't be it shouldn't be acceptable to feel like you can't use the bathroom during the school day. We need to strike a better balance
between maintaining safety like preventing vaping and abuse within the bathrooms and also preserving students, dignity and access to their needs. What really surprised me is how different it looked
across high schools within the same region. I also had the opportunity before spring break to attend the portion of the graduates symposium which brought together teachers principles, instructional
leaders and students to share their experiences on porch of a graduate implementation throughout the classroom. Our secondary Students, Voices Advisory Committee, which is a group of high schoolers, shared their findings on the
work they had done throughout the year on how projects period says vary between different schools, grade levels and specialized programs and the goal of this was to gain student feedback on porch of a graduate so we
can see how we can revise how we can better implement these in schools in 2025. and to kind of put it into perspective, these high school students juniors and seniors that were on the committee
were in kindergarten first and second grade when porch of a graduate first came to be in 2014. So we came back to share our experiences with everyone from the feedback that we collected from over 1000
student adviser, responses and personal interviews to help share with teachers, how they can better support portion of a graduate growth in Fcps. What we found is that portrait of a graduate Israeli used
strongly in elementary schools, their project based learning exit ticket reflections that emphasis by teachers. But it's kind of lost in middle school and high school and kinds of seems to be more of a requirement, put
it into causes when it's needed. But the thing is portion of a graduate isn't just a requirement. It's a real life skill. And when you get to high school and middle school and you're balancing all your classes, learning how to take tests going to the
college application process, balancing all of these different things in your life and what you need to be as a young adult. This is one portion of the graduate becomes more important. One thing that our committee
really stressed on was the importance of reflection and high school in ways that we can build part a graduate into advisory lessons into reflection into that personal growth that you have when you are struggling through those
challenges. Another thing that we found was that incentivizing student involvement in portrait of a graduate outside of the classroom. Their student leadership programs that are already built like them out if
and program or the Lewis leadership program for the Sox and START Program, which is give it a freshman at Langley High School when they come in, giving them the tools that they need was really helpful so that students can apply it to extracurriculars outside of
them. And then on top of that, it was really inspiring to hear from the other elementary school students who also attended that conference and how they're seeing part in that classroom and how that translates the high school. So I hope that we can continue to
spread that awareness about part of the graduate. And last but not least to the new superintendents advisory council held their student representative election for the next school year on April
9th at Thomas Jefferson High School. I am so excited to announce that our next student representative, if mckown in from South County High School where she's arriving few
years. She is part of our Student Leadership Development program. And I'm so excited to see what she does this next school year. I worked with her on the Superintendent's
Advisory Council on goal, too. And just seeing her legal to how passionate she was about the issues. I am so excited for what she'll do next year and the passion that she'll bring to this board. So
congratulations it. >> Thank you. Miss what you will be missed Excited, though, for faith. So thank you.
>> Chair fish may be recognized. Yes, Dr And you can have 3 minutes. Thank you. As was shared a little bit earlier in light of some new
information some feedback that have been received today. I do not believe that it will be prudent to bring forward. >> The pole middle school pilot program at this time. So
I did elect to withdraw from consideration for this evening. However, I have been in conversations with Doctor Reed. I've been in conversations with the consultant with Prismatic and
there appears to be some opportunities to continue to review the Glasgow Middle school component of the report. There were several next steps that have been
identified, which would essentially given giving a little bit more time a result and bringing that recommendation cost neutral
way. While the timeline is not ideal, Dr Reid has confirmed that she will continue to have those conversations with prism attic so that the board may
have that report to consider doing the next meeting. And so while we were unable to move forward on one section, I'm hoping that we can have some good data that we can review
at the next meeting regarding the Glasgow. the Glasgow component for the Justice pyramid. I deeply appreciate all of the feedback and all of the support in all of the advocacy of the community that
have come here and have written the letters and have done the work. And I'm hoping that we can be successful because we do know that having
healthy start time with kids. The research has already been clear. That doesn't need to be restated. We just need to find a way to make it happen. File students here in fcps and some way or other. I did also
appreciate Dr Reid's comments during the Mason dish, the Mason Crest Community conversation yesterday. Speaking about that, this is some going to be something that's going to happen in the very near future and having an
opportunity to piloted to work out the kinks would be important. So Dr Reid, I'm not sure if you wanted to share anything else as we discussed. The timeline is not ideal, but we will. We will do what we
can. Thank you, Dr. Anderson agenda item. 5.0 1 action certification of closed meeting, compliance. >> In order to comply with Section 2, Dash, 3, 7, 1, 2, d
of the code of Virginia. It is necessary for the board to certify that since the Fairfax County school board convened a closed meeting on April 24th 2025. to the best of each board member's knowledge. Only
public business matters lawfully exempted from open meeting requirements and only such business matters. 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 to have a motion. lady to have a second Mr. Moon, all those in favor this mayor and Mr. Mckelvie Dr Anderson missed Anderson. Mr.
Dunn missing Mr. Moon, Lady, Misty John cutting Mystics it. And myself Mr. Daniel, are you He's of Mr. McDaniel stating
my correct. Yes, that's Alright, the motion passes. Agenda item. 5.0 2. Action item. Confirmation of action
taken includes meeting. I call on Miss Anderson for a motion. >> I move to remand the school reassignment appeal of a student who fought another student in cars. Just a
disruption at school to the division superintendent for further consideration based on the discussion in the closed meeting, is there a second? Mr? Moon, all those in favor.
>> This mayor and Mr. Mcelvain Dr Anderson, this Anderson. Sizemore heizer Mr. Dunn, Mr. Moon. Misty John, cutting
lady. Beautiful background. Mystic's Mr. Mistakes you've ye >> And mystics and my son,
yes. And any abstentions McDaniel, abstain McDaniel, the motion carries. Agenda item. 5.0 3 action social
studies. Basil, instructional resources. I call on Miss Maren for a motion. >> I move that the school board approves. The titles
listed for the social studies as recommended by the Instructional Resources Review Committee and instructional Services leadership. Is there a second? John cutting Mister
Mayor? We like to speak your motion. Been a welcome opportunity to review a bit more. The social studies materials that were presented last week and discussed last week. The board did have some
conversations about how professional development for these materials would go about. And also we wanted to be sure that the materials were accessible meeting, not just digital, but that
students had hard copies of materials, especially in those years when they have standards of learning and also families could help students see, you know, at home and what's
happening. I did want to note that the purchase of the International Baccalaureate books for grades KIRCHEN for grades 9.10 aligns really nicely with the observations that I just received from the
board's I could advance academic Community Advisory Committee. That early entry to it for students in a certain number of courses will help with that rigorous coursework
trajectory that we heard our superintendent talking about and even so opting in we got up to all the students in Riken given that exposure. So that more are exposed to it in showing that, you know, we do
believe that they can a team high levels of of rigor. So I was pleased to see that group of of community members. You know, further validating with the superintendents been doing. We've been talking
here. So I did just want to ask a few questions. the professional moments is that was something we're gonna wait. I didn't group did not the presentation and that's
why just went right along. Yeah. Dr Reid, would you like to have staff present to the board? >> Yes, sir. That's what I wondering. We will have Marin back a few seconds over time so that you can get under a
questions presentations over. Yes, All right. I'd like to ask our assistant Superintendent Noel Plumbing Co to provide a presentation
this evening. And is coming up. >> Thank you, Doctor Eden and thank you board. I first want to thank you. Well, they're getting the presentation up
for giving me a second chance to to really bring these books forward and provide the additional information. for those of you who are watching and may not have tuned in on
April 10th, we did talk with the board about the process that we went through and the titles and all of those all that information is posted on board docks tonight. It could
go ahead switch to the next slide. Please. Tonight, the focus is really following up on some of the questions that we heard from the board last time. again, I welcome the
opportunity to bring this information back to all the first being some additional information about International Baccalaureate, then as a spare and just sort of set us up for a little bit
more about the professional development plan. And finally, we did some additional costing. There was definitely interest from the board to look at buying more protect. So we wanted to give an idea of what that looks like.
Something going go to the next slide. This man was sort of just mentioning for our 9th and 10th graders at or IB schools, they will receiving
the text books for the social States course is just like all the other, of course, is because our ID course really begins in 11th and 12th grade. I think for those of you who
aren't familiar with ID, it's important to realize that it's a it's a slightly different approach than our AP classrooms and that it doesn't
have it on a survey course. So for our classes that stand in honors classes grades 11 12. We have actually 3 class of history of America topics in
world history and geography. But within those courses, teachers make selections out of a list of topics to focus in and go deep on certain topics. So it's a little bit
different than a text book that covers a large breath of information and the resources they need our little bit more detailed. So we have been in touch with all of the IB schools collecting
understanding what they are currently using. they do use a variety of printed and digital resources for sure. And we do have an existing central
contact contract for an ID text that goes across content areas called Khan City. But we do recognize that as we are launching new things for
others, it's important to not to be sure to be sure that we have what we need Friday. So, you know, we're committed to working with the schools to identify that they have it
approved resources and have parity and spending. If we're buying the AP resources, then we should also be helping the schools with that purchase. And we've done some estimating based on the AP purchase and
how many students we have enrolled in those upper level IV courses that meet court graduation requirements. And we believe that would be approximately $500,000 to to have that parity. So we don't
have something to bring tonight, obviously that they will take a little bit more time to dig N, but we do have a plan for moving forward. And
that's the next slide. The next thing was around professional development plan. I feel like a lot of things in this county are elementary
language arts implementation and professional development has become the gold standard, right? That's what we and that's what we really are like. We want to do things to that level. But we do need to keep in mind that not all
basil resource adoptions will be the same as that particular one. Keeping in mind that for elementary language arts, we really were changing the way teachers teach language arts. So it was a significant shift
to the pedagogy. It wasn't just a new resource for them to to learn so for social studies, it may not feel like we have a plan that's quite as rigorous and then that's true.
But that doesn't mean that we don't have a plan that will be appropriate given the situation we find ourselves right now at the opportunity to introduce a new resource at the same time when bringing
new standard in most of our courses. So what you'll see appears the professional developments really going to focus on the new resources. But in the context and the
context of the so wells that are also being launched by D O A so. And we have estimated that the cost of PD will be $400,000, if you would like to switch the next. talk a little
bit about the kinds of things and what we're we're looking at. So we do have a staff development day, which is the day on contracts that there's not a cost to that where we
will be doing a little All the asynchronous model modules will be available to anybody and everybody in the school system. >> so that we can start to just break in and get some ground work done. We know
there are a lot of things happening on that day, but we want to make sure that we can catch some people before they even leave here and get 2 things introduced. We will have to symposiums and
elementary and middle school one and then a high school symposium. And those are not only about the new materials, but there also and forces we we have standards changes
because just a few forces whether significant changes too. What the content is then also the summer. Our plan is to offer a variety of optional
summer, virtual offerings. I know that virtual isn't always preferred, but when we're trying to capture people in the summertime when they have child care and vacations planned, we're going to offer
just a a variety of summer, a virtual offerings where they can be walked through. Obviously the asynchronous materials but also be available. But these would be things where they could have some more support. Then when
we return to school in August 13th, we have another staff development day and that would be an in-person Seth development to help support this. And then we know we're going to need some ongoing. So we'll work with our different
groups of teacher leaders throughout the 1st quarter. It will go beyond the 1st quarter. I just ran out of room on the slide. So this gave you a flavor of how we will launch this at that. Go
to the next flood. So this one may just take a moment to make sure you but one of year keeping in mind that we purchase these books were
purchased The books and the digital licenses for 7 years. So we make the one-time purchase and we keep them for 7 years, which is our cycle. Our typical cycle. The first
column after the grade and subject worse is digital and print for all. That was definitely interested in buying a a printed textbook for every student. And so if we were to do that, we would be buying a digital and print
license for every student for every course and when you take when you add them up for all the different courses that we buy centrally and add the shipping, it comes out to just
about 17 million plus. Another way we couldk at it is we could look at buying digital for everybody and then buying class set. So when we buy class set, that means each
teacher typically gets 30 books. And so then some of those books, different people do it. Different ways of a student needs a textbook. Then they usually check one out. Take it home and there's some
copies in class. So there's a variety of ways for students to access the print copies. And then the final one that that we presented last was
kind of a mixed bag. So digital for all grade levels set for elementary class set for 7th and 8th grade and then 40% book. So it's more than a class set for high school.
There for more students to be able to check them out. I would say a class that really comes out to about 33%. So this this last column is about
40%. So that is what additional information I brought for you tonight. I'm happy to answer any questions. clarifications that you have.
>> Thank you very much. go and we will rewind and pretend like. The beginning didn't happen. Except Noni already spoke. Now she's going ask questions this
>> Thank you. It's really is is really interesting. >> So the questions that will, first of all. >> I mean, if we want to save a million bucks coming months, the new halt and some of that's going to road trip and
pick up these books. I mean, wow. And that's a lot of money for shipping wanted to know more about the professional development and you did explain that come and go. And
also regarding last time you're talking about print sense. I believe the board was interested in making sure the classes at wells and the elementary grades had print.
And I so I just do wonder maybe doctors and has opinion on this. But like if the grade 4 through 6 get their own. Individual books like to be
one each to have it. So that's just like one permutation that meeting. >> Yeah. So with elementary elementary because teachers have one class. They get a
they are. And what they're basically it's the same. You'll see that the price you see how the price doesn't change from calling one to come to its because by buying one for every student and
buying a class that is synonymous elementary. Okay. There was a question that I'd ask that I think little more complex in Benita explanation. But you know, we're also going
to have the math. These will review on the horizon soon. And so when from you and I'm looking at this, like, what's the budgeted amount for this purchase? Do we need to be thinking about the budget
amount for the math purchase and the question I had. just leave it at that for a moment. If you could speak to that, like what? What's the budget?
We should be looking to spend. For this resource. I believe we budgeted at most 17 million for social studies. So if we
go with Colin One, we would be 641,000 over. What we budgeted for social studies and columns, 2, 3, Give us a
little space. And this money already in the fy. 25 current Okay. All right. I will leave it at that for now. Thank you.
>> Thank you, Mr. And Ms Eaton County. We like to speak your second. Now. I just really appreciate the extra information, the extra time >> you took that to give us
this information. So appreciate that you did that. >> Miss Anderson. Okay. So I can't gloss over. I have this
conversation. Dr Reid earlier this week. I can't gloss over to. you talk just for a second about why it is astronomically
expensive to ship these books. >> Actually, I think part of the is because they're going to the schools and not the warehouse to be distributed to
the schools and the so there's with that. Having said that, we certainly could go back as a staff and try to press for a better shipping rate because I agree. It does seem like even
just reading a the meeting or actually, I don't know if I want to drive it, but it does seem exorbitant to spend that kind of money on shipping. Yes, I I would love for us to
>> pursue other. I mean, I did basic research after I saw this today. I did make it to ship an entire container from China. If like $6,000. So I think that we're just I
understand that did drop shipments are our excessive like excessively expensive? I don't understand fully why we're not utilizing our warehouse to mitigate some of that cost. And so I understand
that that would be it would be an undertaking. But it does seem like it. think cost savings if it could mean that we would get closer to being able to have more looks with.
I what I could do, Miss Anderson is do you know, a contrast table if it was a drop shipped to schools versus drop ship to the warehouse. >> And, you know, come up with some options for us. I just I
know that renting entire like 18 wheeler full like it can't be a million dollars. So anything we can do to mitigate that expense in I think would
a very appreciated endeavor here. >> We've had some questions from staff related to this specifically I'm going to go through what I understand about how this is all working.
And so please correct me if I'm wrong when we implemented benchmark that was based on a state mandate to implement Basil resource for language arts is that is this the same
type of mandate? Okay. So this is our decision to create a standardized. So social studies pot for this is actually I think this is
twofold. there is a curriculum review cycle that if we want to stay current is. >> Every 7 years and Fairfax County and there's a we looked at curriculum committees, even
that the only requirement is to convene every 7 years. So I think so. And then secondly, there are so well. So we want to be responsive to. So that's
another piece as well as one of the things I this board has been very focus on is trying to provide similar experiences across the county. So having a basil social studies curriculum really enables us
to do that. >> I think that it's an amazing opportunity for our staff. I don't necessarily think that they can see it that way at this exact moment
because it seems like a lot coming on the same time. So I would hope with our professional development plans. Are we coming up with with? Plans that would help
show how the existing days that the new basil resources can overlay immediately so that it is not put on each individual teacher to determine that.
>> Yes, we what do is we take sort of the plan, pacing guide and we integrate it with the new the new resource. Yes, okay. Because I think that that I think that as we're talking about this with staff, we need to stress those
opportunities. >> That we're going to be we're going to be pursuing to ensure that its an easy role out for them because I think that as as we've gone through benchmark and everything else, that's been a heavy lift,
particularly for elementary teachers. And I'm concerned, particularly when we've got map coming. I know math won't be this next year for them, but that's that's a pretty significant left over over
just a few years to deal with 3 different sets of curriculum. And so I would really like is to do whatever we can to spend the time with our instructional folks to make sure that we're providing whatever resources we possibly
can to make that a later left for them. >> All right. We're going to take a 5 minute recess because there are some process and motion questions that need to
be resolved before the board
continues. 5 minute recess.
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Board members, please return
to your seats.
board members,
please return to your seats.
Board members. We have enough to begin business. But barely so please return to your seats. So in a moment, miss
mayor and it's going to speak to the motion. There's some confusion among colleagues board's direction is tonight.
And as the finishing point of the Basil Review committees, not voting on contracts tonight, we're voting on the titles of the materials that we are choosing for. The
students. So that should bring some clarity and mismanagement speak to that point, Mr. Yes, thank you. So to clarify, you know, usually when we do our
basil adoptions, we vote on adopting the titles that have been presented to us. And so those are listed in the motion. >> And that is what the vote will be about. And we can certainly each offer input on
which options seem most amenable. You know, this money is already budgeted in fy 25 budget. But it doesn't escape me that if we save some money here and it's okay for the instruction. We could maybe
use that for other things like paying our teachers. So, but really when we talk to our teachers and our staff and knowing what they need, the print for all really seems too
much that it wouldn't be as useful. And we think of little kids slept in their textbooks back and forth. It might be a lot as well as again with the math adoption. That's going to be a textbook. now. We're talking about kids bringing to
textbooks back and forth. But so it seems that I've talked to a few people briefly before the Middle column. its digital for all and and printed class sets for grades 4 through 12.
Right? So every teacher gets a set of 30, although in the middle grades, I believe it gets to the 40 percent. Is that correct? This >> In the Middle column, its
classes classes. >> Okay. So like a high school teacher who's teaching? 5 sections of history. Would that mean they get 150 books or? >> know a class that they
would get one class at of 30 one class 30 for all their sex right use him in class where they could. They could check them out. A lot of our republic to seize the digital. Okay. >> Well, in the last thing
I'll add is I just want to visit my own daughter trying to help study for World War, 2 exam and not knowing where to go for that content. And so I'm really I'm optimistic that the content resources will be
better available. So I'm in that. Anticipation, I think going more with digital on this is is the way to go. So for me, I'm I'm okay with the Middle column. But I do
continue to support the proposed. Materials that are listed in the agenda. Thank you, Miss Mayor and Dr Anderson. All right. Thank
you. Before I get started and some of my comments question do want to echo. >> What was previously shared by Missus, Anderson, regarding the shipping. We have to be
able to explore every pot. I'm sorry, Dunaway. we have to be able to explore every possibility to do that Million dollars for shipping just seems to be.
>> Probably not the most. Conservative thing that we can do, especially budget climate. We need to get that down. So I'm looking forward to whatever chart you can
produce. Doctor Reed regarding what the various options would yield. >> We are on the post its path. Awesome. Thank you.
question I had originally and you to speak about as come and go. But I don't know if I'm one the clear the 40% means that it is a class set. Plus,
one more. If you could just detail that out for me a little
>> a class that is as 30 is 30 bucks and 40% is 40% of I of 120 to 48 books. So the difference in column 2 and
Colin, 3. Right? when I say 2, 3, that of the options, a class that would be 30 books, the 40%. It's 48 books. Okay.
48 books so. >> And out that at the elementary grade, it's pretty easy because, you know, you have one teacher. The teacher gets a class that everybody use that I utilizes it. How does it look at the high school level? Is that the
teacher whose if I have a teacher with multiple preps, do I get a class set for may be the one prep that I have to teach this course. >> Multiple like multiple preps at the same class. Look
at their teaching 5 sections of something of of World, one they would get. >> That's not what I meant I'm a teacher like to have 3
sections of, you know. History and 2 sections of government. Why have all of the books that I need get class at the beach? I get the essence of case.
You're teaching both courses. I guess one of the questions that I had was regarding which options are recommending. But I think that has been. >> Taken care of. I do
regarding the professional development. A question that I did not. >> Understand clearly is there in a synchronous option for high school teachers? >> Well, is the June 12 for
everyone? >> So June, 12th is when we will have the asynchronous available for everyone. Yes, it's not just elementary at the those are available for high school teachers as well.
And then on June 24th and 20th and we have the symposiums. >> And though symposium. So when teachers are saying I'm sorry, schools are sending one individual and then overcome
work again that we come back and they will have virtual all summer long for any teacher to sign up for for all the different grade levels. Okay. Thank you. I hope that if we
if we are able to realize some savings and the shipping, perhaps we can. We allocate some of those funds towards some more in-person opportunities for teachers who
might want it. And I'm hoping you could keep some sort of the sting of that. Kind of an unrelated question. But Dre, when you are envisioning the
math textbooks for students, is that going to be one her or is it a class act? It must be one per and must be one per because one of the discussions
we're having here was how a kid's going to store them, carry them. So if they have to store and carry a map up. Essentially don't have that question anymore because that
would be applicable here. So one book versus 2 books for me is kind of moot. So. Having said that. You know, I was
very much leaning into the middle section and I think there might be some opportunity. Well, I'm just going to throw out that. that
mean? Can I have a call back Yes. Mr. Dunn. Can you please clarify the digital and the
print are identical. >> Yeah. The tax like the units and the tax and yes, they are. The virtual does enhancements rate things like
it can read. You can click on things and it help with the cabbie, Larry, or can be read aloud movies that might you know that the book only as a 2 dimensional thing, right? So there will be enhanced months
in the digital but aspires the text. Yes, will be the thing. >> So so there's nothing that would be in the print that would be missing from the digital. Is that right now?
Okay. Can you my colleagues question does it the example was are hypothetical us a teacher's 3 sections of one place and to have another. Does that mean the teacher get
5 set? The presentation says they'd be one grade level prince that for each school. So does that mean if there's for teachers teaching government one that there'd
only be one. Print that for the entire school. >> Each teacher would get a class act. So therefore, government teachers, each government teacher would get a
class that. >> So if that teachers, if each teacher is teaching multiple sections of the same class, they use the same class set of their classes, correct?
And so if you had. But that would make it difficult for students to take books home because that might mean that students and the next class when at the opportunity to to
access the that are. >> What we find is that children now that we're one to one, they had their computers so they can access that the text on their computer as well. Not all students choose
a print book. But that was some of the reasoning for the 40%, right? If we buy teachers like 48 instead of 30, there's a few extra. There's there's a little bit more for letting
students check them out. >> And so I'm not falling to 40% their phone and just. >> I am. So surprised. I'm so sorry. This is so confusing and I appreciate everyone's
patients with me. So there's different ways. And all of this is very a la carte like we can do a lot of different things for grade levels. But in the Middle column, it talks
about class set. So if a teacher has 5 classes of world one, they're going to get one ass set of 30 books and they will if there are students you
know, sometimes it say they need to print textbook. They go textbook or sometimes a family just says we need print textbook. Then teachers have in the past. Check them out. 2 student support for a period
time for the year and they will have digital in the end. That is what is in the Middle column class set grades 9 through 12. When you look at
the last comment is 40%. So if we base it and we base it on teachers having 120 students, I know they have more than that. 40%. Of 120 48 books. So
our original proposal was 40% to give a little bit of cushion to that class set for those check out. If that makes sense. >> She wouldn't just by one
class that you buy. >> By 48 book Sons of 30. So there's each teacher would have 18 books that if there were students who needed to have a print copy at home for
a reason, right? Because going to have class love books in the classroom. So it was just to give a little cushion and our original recommendation. >> Dre, can you clarify what your intention is with respect
to these options that are sign. >> I think when you start by going back to the publisher and see if we can get a better deal delivery costs, I guess I
would also just do a double check that the cost as best we can. This was if you will, at.
recommendation in terms of where we were at this point time, a draft of the possible costs and see if we can get costs down a little bit more. I do think classroom sets elementary make sense. And I
do think textbooks for middle and high school students that they're able to take home and middle and high school make sense screaming, cuz correct that there are students who
prefer digital there. Many students who don't have consistent or dependable Wi-Fi at home and therefore Digital's really not accessible to all students. So
I think it's important that. Students not also feel burdened to have to ask checkbooks out because sometimes that feels like you're being an exception. And we really want that to be a
natural thing. Students receive a book that they can take home, be prepared for class. I think some my intent would be to make sure that we
have print text available for all middle and high school students for sure. I think great sport through 6. The classroom set make sense. And
that's tantamount to a textbook for students. And it's less likely in elementary they would be taking them home and But it could happen as we don't have a lot of time
during the day with, you know, the literacy and math coming up, social studies and science. I think that it, you know, it's possible there could be some reading prep for
social studies that could be done at home possible. >> Thank you. I strongly all physical textbooks for every student, middle and high school because for the past
600 years since invention of the printing press, progress of our civilization is dependent on books. And I also support, you know, expanding as much as possible. The
availability of physical textbooks in our elementary schools because if progress all the way through 6th grade. Get them going for the first time. You put textbook. I think that's going to be a
rude awakening. I think there needs to be some introduction of textbooks along the way to socialize that textbooks just from being human.
>> You know, our our our entire base of our species is engagement with something physical, not something digital, right. Although technology is attractive. I think studies have shown the
physical textbooks are superior in terms of academic outcome. So as the proposed you described, I will support the hybrid between the middle
and left option. But I think we do need to look long term more basing our learning on what's worked for the past 600
years and not on the digital, which does not seem to have been as as successful in maintaining productivity growth rates and economic growth within our country over
the last 20 years. Thank you. Thank you, Mr. Dunn. Miss Anderson for go back. I think
I think second Mr. Moon has his light on. I apologize. He's not yet spoken, Thank >> I'm just going I'm going to
ask to be picky question. Compounding a second com with com just for great. 72. Look
at those 2 numbers. And our second com for grades 7 in What they are getting keys.
Did you learn? Cross? Assets? On their second com. Yes, and starting to out Getting
digital or plus. Assets for grades. 7, a. So that he's actually the same thing to
price difference to do with a I yes, I do believe I transpose those 2 digits and I apologize. one in 9 was for it. In one of those condoms.
>> That answers my question. >> Thank you, And I apologize for skipping you Anderson. >> I just wanted to also share that. I am I I believe that
the center column is probably the best option partially because I have test shoppers for And I can tell you that I doubt that I would ever be able to get my 9th grader to
carry his textbook back and forth. And so I do think that it's probably a good idea to have the physical copies at school and be able use the pre-digital copy at home where
possible. But I do understand that we've got some conductivity stuff that's going on for different candidates. So maybe we can look at those areas that we know we have the significant conductivity issues and offer
something different for those considered necessary rather than just do it based on everyone. So if we have a school where we know it's one of the questions were asked whether or not we have Internet access at home. So if we know we have Internet
concerns that could be that we could different purchasing for that for that particular area. guy, I am the other concern that I have with having textbooks, particularly at the
high school level. Is know that we have been actively working to take some of those locker banks out as they're no longer really being utilized by students has significantly. And so I do worry about what's
going to happen, whether or not if your depending on unless you also have a class that I don't think. I think the the process of caring back and forth. Plus a laptop isn't
necessarily going to happen. That's when I get nervous about. >> Thank you, Miss Anderson. We were side barring that we'd be happy to run a U haul, but on some black bandanay be
in drive out and pick up. The books ourselves. Save us money. just we'll work on the schedule. All right, Dr Anderson, for go back. I do
have a large vehicle. >> I've carried lot like a whole hoard. A whole troop of Girl Scouts. So I can take some books. Just going back a little bit. I want to make
sure that I don't get lost with some of the points that I wanted to make, which is regarding the IB this coming call. Just so I understahy you while you have listed here on the slide that their
options to standardize it resources, these will be options. That will be actualized. It's just that you have been developed. What exactly that they will get. But there will be funds that
are earmarked for those. It schools. Yes, okay. Terrific. Thank Dr it. I think I got lost in the sauce here a little bit. I thought I heard you say your well, your
preference was to have a physical taxed for middle and high school. OK, thank you. It's not that necessarily that they will carry back and forth
because some will some won't. So would you then anticipate that in the classroom they would be more dependence on the digital copy. Because would be class, a physical
copy for kids to take home and a class cent. >> You know, I think the Internet or the Wi-Fi is more predictable at school. Yes, so
if I were to use. You know, if I were to look at again, the most accessible opportunity, the I would probably use the digital. In the classroom
consistently. I think that in every school community we have students who are living in spaces that do not have reliable connectivity at home.
And in particular, perhaps not to be able to use extra features that might come in a digital text. I think having
it available is great meant relying on as a basis for graded assignments, I think would not be. Something that I would support. I think the
text availability at home. It's critical. And that is pretty much consistent with what we have talked about and very and previous conversation regarding map of the guarding any tax cuts we can learn have
parents that willing and wanting to support their kids. >> But they're not unable if it's and it's locked up space for a lot of reasons. So I'm full support of having that
physical copy acts home because we do have more reliability and no one is singled out in the school setting when every has to open the laptop that they carry back and forth every day. My one question is
because we have a delineation between grades 4, 6, >> And great 7, 8, What does it look like for the 3 middle schools that are not clean. So
will the 6th graders at Glasgow Homes and Po? >> Have whatever it is. And then the 7th and 8th graders will get the physical copies. >> Where will they fall? have
not talked to come go, but I would anticipate the 6th graders would have. >> Since the 7th and 8th graders have actually more access to written text that 6th graders in 7th and 8th
grade school would also have more access to that text. don't have a home room. They're moving from class to class. So we would manner that okay. Thank you.
>> Thank you, Dr. Anderson. Seen whether will vote for the motion of the clerks could put it on the screen. Please. We're voting on the titles here. If you have additional feedback to the superintendent, you can share
it with her after beating whenever. All those in favor of the motion that is arriving
on the screen. All those in favor. This mayor and Mr. McElveen Dr Anderson, this Anderson Sizemore Heizer Mr.
Moon, This Lady, Miss Saint John coming. Mystic's that I can't see you. Mystic's that has left, OK, Mr. McDaniel.
All right. And myself, although annual boats, I Mr. McDaniel, all those opposed. Abstentions, Mr. Motion
carries congratulations. Thank you. Agenda item 5.0 4 action strategic plan goal. 5 report leading for tomorrow's
innovation. As a reminder, the board has already had an extensive work session on this topic. So board members are not obligated to raise the
same questions or comments that are already on recording and available for you to view it. Anybody's pleasure at double speed. >> So thank you, Chairman.
First, good evening. Board members this evening. I'm happy to share some highlights from our goal 5 work session that Mr. Fish just referred to. For the public. We did
have a comprehensive session on April 8 where we had a chance to discuss data related to this school. And the full report is posted to board docs. So just want to make
sure we center ourselves Engel 5, which is leading for tomorrow's innovation, which is really opportunity for us to be future ready here in Fairfax County. There are 8
measures in goal, 5. And this evening, we're going to be focused on measures see through G. First of all, what is graduation equity when we
think about that? We've talked about. The statement. Our equity commitment is that we want to strive for all students to graduate with a plan and a way to demonstrate
their qualifications for post-secondary success, whatever they choose that to be. So this report looks at several related factors and
that you can see on slide. And why this matters eyes. It's really the culmination of many of our earlier efforts from PK through 12 and 12. Plus, in some cases. If we want to make
sure we're thinking about supporting student growth and learning in earlier grades, regular attendance and facilitating access to and
success in advanced courses. So let's talk. Take a look at to on-time graduation. First. And Fcps and Virginia calculate on-time graduation
rates based on the percent of students in graduating class. The burned a standard advanced studies were applied. Studies diploma. So essentially the
data on the screen shows some changes increases and decreases. But across the board, we continue to meet
targets that we have for this work. So looking at slide 8. On-time graduation rates of increase by 10 percentage points from multilingual
learners, classified as levels, one and 2, which is a significant increase in our data points. This was while data are still not where we would like them to be. We are
making. And the significant progress year-over-year. Our former multilingual learners had a rate of on time. Graduated graduation that exceeded the division average
at over 97%. So what we know and that far right column is one star, multilingual learners, exit, the programs that are there to support them. They actually graduated
a significantly higher rate that all students so. It's a lot elebrate there. Last year. We want we want to make
sure we take a look at our freshman on track rates because we know graduating credit ready. Our graduate, her leaving 9th grade credit. Ready. It means there's a high
likelihood that students will graduate on time. So we want to make sure that we follow these data points and don't wait until students or seniors to track credit really proud
of the team that we're looking at this level of detail as students are completing 9th grade. We also had a really lengthy discussion of the work session about the impact of the state's new school
performance and support framework and graduation rates beginning this year. The four-year graduation rate will account for 10 to 15% of a school's overall
accountability score within the new framework. And this is going to be slightly less than it previously counted in the last call on the new six-year
graduation measure effectively recovers most of the homeless for students needing more time to complete high school are needing to access. The applied studies diploma. So if this
point again, the graduation rate with these additional 2 years and broader diploma acceptance, the six-year rate is only about 0.6 percentage points below the traditional
on-time graduation rate. However, note that the 6 year graduation measure will only account for 5% of a school's overall score in the new State Framework. We want to make
sure and we're going to talk more about this. Not just tonight, but in the coming weeks so that our community better understands how these graduation rates we're going to be factored into
accreditation of our schools. Let's look at the student dropped out data and again, we have declining rates of students dropping out last year. We saw improvements in
these rates across multiple student groups. Again, with the largest improvements for student groups that we've had real significant challenges
with you. The rates of dropouts and looking at our multilingual learners. They're improving, but they very similar to the on-time graduation day that we saw a large improvements for our
level one and level 2 multilingual learners and our former multilingual learners, dropout rates that were lower than the division average. So
leaving with a plan and a diploma. It's hard to believe, but we're getting close to graduation time. So can't wait to see her students is celebrate the end of their
career here, the beginning and the launch out into our greater world. So each year our high schools and Minnesota administer survey to our seniors to determine if they have a post-secondary plan for
students who completed last year. Senior survey 99% have post-secondary plans. A rate that was similar across all student groups. we're very
excited to have that data point proud that work for most seniors. Those plans include college, the majority of
seniors at the 88 to 87%. This is really high rate, particularly for a school division our size. Want to mention that the on time
graduates by the Pullman student group. Again, this was for S why 23 24, there are differences and diploma outcomes by student group which was similar to the baseline. And if you recall
Gulf War, have measures around academically intense course taking patterns which will begin to shift these numbers quite a bit in the coming years. So that next year will begin to see some real
differences in the following year. Even more significant differences. Most students who plan to go to a four-year college of earned an advanced
studies diploma. We do see that the majority of students were planning to attend a four-year college pursue the advanced studies. However, there are differences between student groups again, as we
deepen our work with the abl group and both consistent academic advising in enrollment. We expect to see changes in this as well. We
also know that 79% of fcps graduates enrolled in college within 16 months of graduating. And this is a cross all It's a higher percentage than the
Commonwealth and other divisions in northern Virginia. In addition to monitoring students post-secondary plans, we also have access through the National Student Clearinghouse
that both 2, 4 year programs on this slide. We're looking at state reported clearinghouse data that provides information on enrollment in college within those 16 months of earning a
federally recognized diploma. 79% of our graduates from the class of 2023. That is the most recent year met this criteria. So our strategic
improvement efforts focused on graduation equity. Last year. Again, we saw improvements that we attribute consistent structures and systems in place of the school level.
That s data that identify risks and provide personalized support. Dr, Ponce, Muslim and the teams that have been out
working with schools, our regional offices really in our school-based staff have done a lot of work. 2, make sure that we have systems in place that and structures that are
effective. Our efforts focused on student attendance last year's recall also resulted in large improvements in the rates of chronic absenteeism last year, particularly with
seniors. As you can see on the slide. We have both new and continuing actions related to the strategies and our goal teams actually have done some
reporting even this week. I didn't get to sit through all the presentations yesterday as we had several things occurring. But our goal team reports which include
principals and Central Office staff have just done some phenomenal work in these areas. And I'm just really proud of how they pull data together and not just made
plans to continue processing the data but actually plans to engage and make difference. Make a real difference. Honestly, in the data which affects and supports our
students. It's so key takeaways. 2023. 24, as you can see. Our graduation rate
was 94.5 a percent for division the size, which is incredible with a 3.81% of students that dropped out. And we saw increases in on-time
graduation and improvement. dropout rates with the greatest improvement in those areas where the gaps were the largest. We met our overall targets this year and are on track for our overall 2030,
targets and goals. However, we're going to need to make sure we continue the support and that's why we're counting on our county partners too. Support our budget transfer so
we can continue our arc of progress towards are 2030, goals, Mr. Chairman, this concludes Michael 5 presentation. >> Thank you, Dr. Con Dr
Anderson. Thank you, Mike. I did it again. We have a different way of doing this now. Just one moment. >> I call
>> Mr. Moon for a motion. Thank you, Mr. Chairman. I move that the school to approve the cooler 5 strategic plan report for us. Why? 24 25
thank you. Is there a second? Second? Thank you, And we like to speak your motion just briefly. And perhaps it was
some questions or comments. He's I think purse, pens, shows regional besides for my son, spent the progress graduation rate. And and
reduction in dropout rate and Bushnell pushed us committee. Please that I shootings. So to have on minds who really caught. hope that we continue
to continuously improve on those measures as well in the future going forward. However, at the same time, I am really looking forward to, you know,
next year city port because if you if you look at port is center of the measure she and measure H. I'm going to be
adding next use up poor. 25 26, especially one regarding the. Shouldn't perceptions of opportunities for innovation
and coach. If you choose move. Lee's bill with me trying to go in between. To be from.
porch And a cooler 5. He and equity commitment. H. He says students innovating in preparing for the future. You
talk to me and I had this conversation with today. We're not in age of artificial intelligence and that changing
so fast. I wish you the INS. 2 going to the word. Love it. If intelligence as they graduate from us. And that's the kind conversation really want to
have. For the next image of the port. Thank you, Mr. Moon. Dr Anderson. Yes, thank you.
>> One of the things that we discussed during the presentation back on April 8th. And I probably spent the majority of my comments on this. We're around the diploma types, home at types and
pulling up the presentation from that meeting. It was 32. We had a section where it's said to be determined just to have some conversations
regarding goals. Since then, you have provided to the board because I also requested much appreciated giving us that information in terms of how what the diploma types looks
like across our schools. And it's anywhere from 7% to 84% so wide range across our schools. One of my major advocacy point when looking at
this data and that was provided. On the 8th is that it looks very similar to the data that we had the year before. Why we not having any
targets to that end? And I still don't see any targets for diploma types. So she could speak to that. Please. Yes, ma'am. I is.
>> As I recall and we discussed with the team there was a bit of a reluctance, I think of the time of the work session a year ago on setting
targets attributing. There was a I think, recall robust discussion about the distinction between standard advanced diplomas in
particular what type, of course, taking patterns would lead one way or the other. And I I don't know that I were the team felt like there was a
consensus around. say what Ray Show the board felt was target of this and probably sound right. But what would be our goals with those? Because
>> it's not so many I did. I don't know that the I saying this right, this Neal. >> There wasn't a consensus as we look back on the notes. And so then the question is, I mean, staff can set a goal.
>> And around. >> Advance versus standard diploma. Us. I do think that we also need to make sure it's part of our abl work, right? Making sure that students across the entire county of
access to the most rigorous courses. But then there may yet be students who we'll choose to take that standard diploma route and perhaps do
take other a different course Pat. So I think we're still in a space where. Working through what we think would be a
reasonable ratio for those. And I also would be curious about the appetite for setting targets within those 2 diploma types.
>> Well, I certainly think the data require that we set targets because when you're looking at this list, it has all students at 66% of advanced diplomas. Yet there
are some groups that are significant outliers, multilingual students are 23% students with disabilities are 22%. Black students are to
52%. Hispanic students are 45%. Everyone else is somewhat kind of close. love the average. We have an achievement gap. This shows us
this. And so I'm struggling with staff not being able to wrap their minds around the fact that there's a gap year that should be closed because we do you address those same
kind of gaps and many other areas where students elect to do different things. And we also had an extended conversation with doctor about regarding able work in terms
of how that could impact this. So not having any kind of target is for me just dismissing this gap that exists.
>> So the reason we retained and are working with the able Group is to make sure that we provide access to those advanced courses for all students. I mean, that's why that's why we're doing that work. I think the setting of
targ Trying to make a determination in terms of the cohort experience because when students begin high school is really when they begin that
path towards a diploma typewriter, standard or advance. And often it's determined again by mathematics and where they're going to start because that can determine the level of
science are able to take and so forth. So I think that we would want to roll any type of target into a cohort model with incoming 9th graders. we're happy to set those
targets. So I will have staff make that across the board. Then we'll just move in that direction. If. That's something as a result of our discussion, you know, that
certainly it's something we could. Explore bit at the end of the day, we want ake sure the courses are accessible at all. Schools to all students.
>> Right. you've just described multiple efforts which again are very good efforts. We appreciate that. But Target's help us to measure the impact of those efforts, whether it be a
cohort, whether we're start with 9th graders on the entire high school group having some sort of target keeps keeps us focused. It measures the
efforts it really gives us on time data. I mean, that's what all the dashboards are about on time data in order to quest, correct. This just seems to be missing. And I'm
don't understand why I personally would like to see some sort of target, whether it's a cohort of across the grade levels because it tells me that we're paying attention to the fact that shipment gaps
exist here. >> Yes, ma'am. And I do want to share that. We do have dashboards around course taking patterns and advanced
course acquisitions. So. >> We will be providing year-over-year data which should show growth in this area. >> But I'll take that as a
point to know. Thank you. And my second question also speaks of this area. I'm very curious, too. >> Your thoughts when you review. How that the 25 high
schools presented themselves when this was disaggregated. Came to mind. What were some of the aha moments and what could that potentially lead to?
>> Well, for me, one of the most moments again was around or mathematics sequences and they look very different at this time around the county. And we're working very hard. I
know the ISD team is working very hard and compacted curriculum and working with staff and Dr. Ponce and his office are working with principles in terms of mister
scheduling. And the high school principals are working with. Dr Gearing and our Abl partners to make sure that
course scheduling is occurring consistent ways across the county. Rd assesses are part of that conversation and making sure that. Our students
are even in some cases. I I will some point the spring here share our elsewhere, a dashboard that actually what student by student with swell
scores their performance and their current class cetera. So we are able to look at a student by student, course,
registration plan were some students. I think we're not advocating for themselves. Their families were it similar ways across the county. So we're really trying to look at every bit of data and make the
best course placements possible. >> It was. Thank you. It was
was weird. Thank you, chair and fresh. Thank you for this report. I think that there is a lot of good news in here.
And I really appreciate your leadership around high standards. For all students and pushing all of our students to eve at their
at their highest level I do have a question on slide. 19, which indicates a clearinghouse data. Is this 79% of kids who started
college. Or is it 79% of the kids who self reported in the tent to go to college because when you look at the other slide, 16 that self reported
data. That's an 88% are. But when we look at 16 months in, is it 16 months in those who started for 9% are still attending. This Sure. So lady,
this is a report that the state generates using national clearing It is looking at. >> The students who are in the federally recognized diploma who started college at any
point in time. So the denominators are kids who graduated with the federally recognized diplomas, who enroll in college at some point and that 16 month window. >> So the 79% doesn't
necessarily represent. That. 79% of our graduates. >> Overall were enrolled at the 16 month point. That is correct. Right? So point and
the reason I bring this up as I really believe in transparency and when you click on our Web site in the about Fcps, we share students self-reported data. And you
have to have a keen eye around this. To know that that's not reality. I'd like some clearinghouse data on our website and even in this
particular slide delineated because if I don't ask these probing questions, it's misleading. And I know we want to be transparent. I just think it's important. But I also want to say that what we
have in terms of our current college going culture is phenomenal when it comes to other school systems in this entire country. And we are we
are among if not the best to Doctor Anderson's points if we have some schools. Whose advance a supplement numbers
are low. I understand targets. But I will also tell you that I have worked with lots of families in my career where I advise them not to get insights diploma. Because they
wanted to be pretty mad. So do can provide you a peek him. That's not 3 scientists from 3 different scientific areas. You've just forfeited the vast size diploma. We have just
introduced a Pima geography in 9th grade. Maybe you don't do world one will too. Because you don't do too world histories, you don't get your van states diploma. People needto understand that. What
we're talking about with the able work is the priority, which is having access to high-level coursework and the ban stays diploma was created Virginia back. We didn't have
school counselors and we didn't have college going cultures we have today was kind of a way of saying, hey, if you want to go to college than you should you should take these courses which are above the standard. We have
lots of kids who don't need that sticker but have incredibly impressive transfer apps. Having said that in some of our schools where we really see that we're struggling with
access issues. I think we do need some charter goes around and study. But I just want people to understand I'm not comfortable with a blanket in advanced a supplements for the whole county because I often advise families not to pursue
that because I was best for their kids. Thank you, Miss Mr. Dunn. I won't ask that. I
beat up on because there is vast disparity in my experience from attending. >> Graduations last year between the number of it departments received a
different schools. And and I'd like to see as part of this graduation equity, more effort to vote by Fcps on a on a system-level basis because
you've rightly said we should be governed as a school system, not a system schools to ensure that the IB curriculum, especially the full IB program. Is is made
available to a broader number of students because it is an amazing program and I think of our generation on this diocese
perhaps we don't have a full appreciation for the opportunities that exist with Ibi diplomas today because you can get much more college credit with Ibi then with AP
in many instances and it teaches critical thinking whereas AP teachers, more rote memorization. So I wondered if you could talk about what your what your intentions are, if
you have any plans, our thoughts about how to ensure greater implementation or consistency across fcps of the IB program.
>> So I think I don't today have any plans to expand it to other schools. >> In the county, I don't mean to expect, but just where it is right now. Okay. He's being
underutilized. So there I would agree with you, Mr. Down there are different. >> Numbers of IBD diplomas depending on the IB schools in
some cases remarkably different. >> I wonder. >> I wondered why that is. And I know I've staff,
particularly at the chief of schools chief academic officers. I know to look at what those percentages are and
really be thoughtful about. Opportunity. And again, it's somewhat different, right? The opportunity take it courses versus that whole sequence, of course, is exams. And, you
know, leading to the IB diploma. I don't We have specific plans, but I'm gonna ask maybe Dr Presidio that upon say if you have any thoughts because think it's a
fair question. >> It's it's a great question. And I think you've already framed pretty well the courses are available. Full slew of courses are equitably available across all over it.
Schools. I do think when you look at the enrollment numbers and some of those courses in particular, you see differences across schools. So that's one of the areas that be high. Schools are going to be working on when they work
with the abl team to look at getting more kids in a more rigorous academic trajectory. So we definitely have a lot of work to do. There. I would say
with the diploma, I think we have to be a little careful about using the number of students who achieved the diplomas, the success measure because that's still comes back to that individual choice just like we were just talking
about with advanced studies. And I'll just say just, you know, you're not going to find a big year. I'd be proponent to me. It was B student teacher the principal. And I
mean, I'd be parent and IB students. If you take the full load for the diploma, you sacrifice a lot of elective choices. When you do that. So I think what we some of our
students. Perfectly capable of earning the diploma, but they might choose, as misleading mentioned earlier to take additional coursework and other areas of interest, whether it selective areas or
other courses within a particular discipline that they might be more interested in, but don't put them on that track for the diploma. So again, I think it's one of those areas where we have to be careful in our area of
focus right now is not looking at the number of diplomas looking at the enrollment in IB courses and trying to get greater parity in enrollment courses across the division.
>> in some ways that that. We have to start earlier because ID, if you just encountered first time and and high school or if you encounter that a middle school where it's not implemented effectively, then
you may not be familiar with that, right? There's there's a little bit of education on the tap and with our local population too. Talk to them about the benefits that both
for obtaining college credit as well as for teaching critical thinking, which is I think in our society going to lead to a more successful career. Ultimately, rather,
whether it's mathematics, scientific or of liberal arts field. Can you talk little bit about what you might have in store in mind for and we can
expand 2 elementary schools or implement more effectively and middle schools. >> Again, given our current budget. situation. We know
that I'd be for the P y P primary years. Program is more expensive because the professional development, the coordination and so forth at elementary. So I don't believe there are any plans on the
books at this time to expand and RM Y P the Middle years program. There are plans to expand either. Now, that's a different question, though. Then effective implementation
of night have to. I have to hope for effectively implementing our p-y Pnm Y P. But we certainly can take a I believe those are externally
reviewed, buy it on a cyclical basis. So perhaps everything do is provide the most recent cyclical review to the board in a Friday letter think would be appropriate. don't think I-41 since I've been here, but
I do know there is an external review. That's correct. Okay. >> Thank you, Mr. Don't Miss Sizemore Heizer. Thank you. And I appreciate the conversation. I just want to
pick up a little bit I think with this lady was talking about and in terms of in terms of having a for the Vance to I
think it's important to make sure that students have access the advanced diploma to make sure that they have the opportunity and they're encouraged to take the classes and they're also ready for the
classes. When I we've talked about with our elementary school, making sure about advanced math and things like that. And I think if those disparities in who's getting an advanced diploma looking into the reasons for this is disparities important from
school to school, to understand that I just want to be careful about setting target. For more students to get the advanced diploma I think one of the things that makes Fcps so great invalua
to is the breadth, the depth of variety of classes. We have. I know lady talked about the body to science classes and people might be quite a certain field. But I'm thinking of our CTE credit and
a great academies may keep talking about the certifications are students can achieve and how they can help kick start. Their careers are in the colleges were think about the arts. I'm thinking about DACA and I want to be
careful that were sometimes when you have targets for more of an advanced diploma, which is very academically pace than it devalued and maybe
disincentivize is what this lady talked about with the counts are really looking at an individual student and saying what is your goal and how would you be able to get there will be the best path to get you there. And that may be
advanced diploma. That may not be advanced diploma. It may be a science. Heavy pack may be an arts. Heavy path may be a, you know, hey, you want take a look at this great CT credits are very interested in cybersecurity, whatever it may
be, I don't want to accidently and unintentionally disincentivize those because we've had target sets for the advanced diploma. I would love an advanced diploma that actually looked at multiple
paths. For advanced coursework. Right? You know where you have? A strong academic basis and then if you have students who want to do a
lot more science, right, there's a pathway to advanced diploma. The 5 multiple AP classes in science or an advance arts be great to have that the state level
conversation. That's not a local conversation. But in the meantime, I don't want to accidentally disincentivize or principles because they're trying to be Anderson to be a target from making our
counselors, making sure student can council in the way that's best for that student. But looking at disparities and trying to dig into the reasons why and making sure access opportunity, readiness, encouragement are consistent
across the county, I think would be really great things to look out. Thank you. Miss Sizemore Heizer. Dr Anderson.
I think you can. You put that slide 17, please. >> I just want to make sure comes back up here because I appreciate both of what my
colleagues shared definitely spot on, but we can't see the slide and not have questions. >> Regarding our >> economically disadvantaged
students. Our multilingual students, all students with disabilities. Our black students and Hispanic students. >> I don't see the slide and not see.
>> What is it in the words of Jason Morgan is a there. >> We have a revenue problem. We have an access problem. And this is the same slide that
showed up last year. So, yes, I am still on my target. Rain because this does not just speak to choice because there's no way we have those
students and those groups. >> Making the choice to do other things. And these numbers. That to me does not compute. Thank you, Miss
Anderson. This lady. Yeah, I'll be Made one other note to myself down here and that was. >> We ever given any consideration and teaching
roll history. One in 8th grade because that that will help your van studies diploma numbers, in my opinion. But we have surrounding jurisdictions, you do this. Arlington does it. I believe I
think Prince William does it. I think that there actually I don't know what else they're doing, but there's a possibility that some of those students are coming into high schools like 3 or 4. Senator.
I mean. As well, credit courses like they're coming in with a for high school credits. So I just going to put that we ever consider doing world history. One in 8th grade.
>> I don't know, but I will ask it's coming Cup. >> What I would say is I don't think we've ever put it forward to to serious, seriously consider it. I think there's always been a question
about how many high school courses to be want to push down in middle school where they start their their high school transcript. It's something that could be discussed
>> Well, I think along those lines, I can appreciate that. But I think along those lines, there are lots of colleges. Turn a blind eye to the grades that actually are generated from high school courses in
middle school. Just like we have some college like University, Delaware. If you get the advanced at a new take. Spanish, one in 8th grade and then Spanish to a 9th dispensary intent. Your knowledge going work. He
didn't take 3 years of foreign language at the high school level, right? So there's all these kind of intricacies, which, again, I'm an advocate for better professional development for our counselors around college preparation and
how it differs Stanford and even look at 9th grade, right? Not that I'm sending kids to Stanford, but I'm just saying that there's so many different ways that things are a value weighted. But what you hear more often than not is that the middle school grades.
Well, people per separate on them because they're part of a GPA. They're not as much of the evaluation from a college reader's perspective. So just that we should check it out we can ask more and more of our
colleges what their thoughts are. I don't want to, you know, run with scissors, but I do think it it's it's not hurting our surrounding jurisdictions. It's actually helping some of kids and and
helping them get to the vest the pollen, which is one of the things we're talking about. Thank ma'am. >> It would be interesting to to Doctor Anderson's point if we're doing some practices in some parts of the county and
some not that are disproportionately impacting students. So. I will make sure we take a close look. >> Thank you, Miss lady this
Anderson. I just have a quick question. And I'm learning in public a little bit here. I'm hoping it's not something I'm supposed already know >> is and is the diploma type.
One of the new things the accountability and accreditation standard. >> I know that advanced level courses are doing wrong. Mont are part of it. I don't know
about the new for that differentiated diploma type time. Still sort of learning these multiple diploma types coming from a state that didn't have them. We have a
diploma. Not deployment type snow. Okay. >> So that would be another reason why focusing on advanced course work and not necessarily just a prototype would probably be an important thing across the county,
certainly to the extent that we need to get these numbers and a better place that it's cohesive across the board or better representation for what is appropriate for kids. And
that indicate access. But I'm just maybe not focused on the actual type of diploma. The focus on the access that's behind the diploma type. I think it's part of it. Well, I
>> yes, ma'am. And I I think, you know, when you look at this chart that's up. It's hard not to. that there's something else going on.
Absolutely. that individual choice not not to speak for my colleagues, but I believe that that's what I mean. It's hard to look at this and not recognize that there are the same the same patterns that we're seeing. A lot of our heart issues.
>> And so I want us to make sure that we're increasing that consistency and access opportunity that I think that we talk about every time we
see a report because it is the same groups of kids that that tend to have the larger gap that we're trying take to reach. And so I understand the desire, but I also am very
cognizant of what this lady was talking about in terms of wanting make sure that we're actually preparing kids for what they want to do in the future and giving them the opportunity and not being as worried about the diploma type. So
>> I do think some of this will Some of this access is resolved around mathematics and >> I will be sharing a little
more about our light bulb data project which really really puts shined a light hate to say it shine a light on a
variety. As we said, even in senior leadership and looked at students, data points. It was very surprising. There are a number of students that actually by data, we're better
prepared to be in the next most rigorous course who weren't. students who actually were. And we, you know, we can theorize that parents
advocated to put them in or there was some methodology by which they were placed there. But there were many, many students that we then met with students and families of the school staff level and move
them into the next most rigorous courses. So I think we're going to see these data points move as well as we really dial down to the student level at each school. And that's the level we're
working at right now. >> I'm so excited to hear more about that as we move forward because I really think tha Particularly as we talk more and more about how much math
as we know it right now review and how lost kids get in the tournament. Factor of it. Where map really should just be exciting and fun. But yes, I so I really want those
opportunities that we can push kids so that have the staff that can push kids even when they may not have those cheerleaders at home for lots of different reasons. And so I
think that to lady's point as well, having that. That eye towards professional development for counselors so that they can the part of the driving force behind that push is important. Yes, ma'am.
>> Thank you, miss Anderson, Mr. Dunn. I guess I'd like to understand whether there's a formal plan and maybe it. You
know, within the scope of this strategic plan. But is there something written down saying, you know, for these groups, blacks, Hispanics illegal
learners economically disadvantaged that we are, you know, here today and by 2030, we want to be there. And this
is the way that we will. I don't I don't know if you'll be able to achieve, you know, parity white students in Asian students by 2030, but you
know, if we if we cut difference in half. That would be significant. Right? And and that's what I'm trying to understand. Like how formalized for these groups,
which, you know, may reflect, you know, historical legacies, but but now we're at a point where we need to overcome those historical legacies and make sure every child receiving a world-class
education and my experience, at least unless you have a plan, you can't really get anywhere. >> We >> reviewed goal plans for
goal 5 actually yesterday afternoon. And there are some very clear plans and we want vet those plans, right? And that those school teams include central office and
principals school based teams and central teams. And as we vet those strategies and it's full Bora had just like we've done with a number of other topics reported on this year.
You have a generic on sly. 22 a generic pursuing strategies to. But we have some very specific data tables that. I probably won't share of the
more public setting. That could at different setting that are very directive very specific. And we've got attributes of what those
theory of action plans look like yesterday. I was really impressed. We went through lots of our multilingual learners plan that champ goal
champion team did a really nice job about separating. I think it was policies. >> Persons practices, the 3 P's. And so not just I was
just really proud of them because are not just talking about professional development or policy changes. But what actually is going to happen and how is it actually looked different? So I think we're
going to continue to make the progress. I mean, we had some double digit gains here and all 5 and a number of areas. So I think you'll see a lot more detail very shortly.
>> What I'd really like to see is that, you know, as as under your leadership and the school board, you know, we re-establish Fairfax County is the gold standard for public education. My frustrations coming into this is that there
just seem to be so much more art and science. And we've been educating people for hundreds of years. We should be able to apply a scientific approach, right? There's innumerable research studies
and sounds like you are putting together, you know, a road map to success to student achievement, to overcome these disparities that existed for decades. And I would just ask
that as you're going down that path that you document what you're doing so that, you know, we can then publish, you know, our results and how we
achieved that. So that other school systems can can follow our model, assuming are model is successful because we should not leave others in the dark where we can be the light. Yeah.
>> Yes, sir. Right. Appreciate that. I think one of the things that the team here, for example, we talked about SAT scores we have over 70% of our
students taking the assessment and still maintaining a higher score in the commonwealth. The country in the world and in the commonwealth, there are
around 50% of eligible students taking When you think about 70% that's around opportunity, access and the scores are excellent, right? So. The team that's sitting
over here and the school-based team that they represent are doing incredible work. And so anyhow, I appreciate that all make sure that we continue that path. >> Thank you, Mr. Dunn, will
the clerk please place the motion on the screen?
All those in favor of the motion is listed on board docks and in the agenda item in on the screen. This mayor and Mr.
McLean, this Anderson Sizemore Heizer Mr. Dunne, Mister Moon Mislaid the missing John cutting and myself with 2 colleagues away from the table. All those opposed Dr
Anderson abstentions. Will the clerk read the vote?
>> The vote is 91. The motion carries. Thank you very much.
Thank you. Dr Reid. I call on Chair START. 5.0 5 action Item Award. A contract solar Power
purchase agreement at 15 elementary school sites icon Cher, Fresh promotion. >> I move that the school board approved the implementation of a rooftop
solar power purchase program at 15 elementary school sites and authorize the division superintendent or the chief operating officer to execute deliver and administer the contract on behalf of the school board. Is there a
second by second? Chair fresh. Would you like to speak your motion? Yes, this was on the consent agenda and I pulled it off for 2 real reasons. Want
highlight the progress we're making on the school board's critical jet climate and carbon neutrality goals. Another is to elevate the student inspired work. Were it not for the passion of our
students advocating for solar on the school's? We probably would not be here today. And so where are we today? Here's where we stand. Our school
pilot project is finished. 9 more schools are in design and going to permitting next month. And tonight we will approve. 25 more schools, which should be finished with
design, permitting and installation in the next 12 to 18 months. That's 17 more elementary schools. 5 more middle schools and 3 more high schools. And it was not easy
getting here. We faced a lot of hurdles. We had trouble finding the right partners let in 2022 Dominion Energy revised its interconnection requirements which freaked a
lot of people out in Virginia because they would have significantly impacted the cost of solar projects across the commonwealth, particularly for those being planned by school divisions and local
governments. The change exploding the costs by hundreds of thousands of dollars, perhaps even millions of dollars for different projects. And it created a lot
of uncertainty. And so how our staff responded to these challenges tells the story that we should be talking about tonight because they did it. Incredibly smart to keep
the ball moving forward and to save us money in the process. They planned these projects, tough, Albany, Dominguez, 250 kilowatt threshold for that interconnection rule. So these
projects will not be impacted by that price gouging. And by the way, our friends in Richmond are working to address that. That gouging additionally, our staff negotiated. This is my
favorite thing rate with an escalation. negotiated escalation rate. >> Of 0. Over the next 25 years. That means that the
rates we pay today will be the rates we pay until 2050. I'm sure some of us will still be on the board them. All of this
ties back to the incredible energy conservation work that we've been doing in fcps to be good stewards of the communities tax dollars for years since 2014 fcps has
reduced its energy use by 31%. Surpassing the goal set 10 years ago for a 20% reduction and resulting in more than 100 million dollars in savings. These energy
efficiency measures have resulted in a substantial decrease in greenhouse gas emissions contributing to sustainability and helping us combat climate change. So I want to thank Dr Reid for
helping to get our jet work moving again. These solar projects are evidence of that. I want to especially thank our Office of Division Council, our Office of Procurement
Services and in particular, Janice Umansky in the entire sustainability team within the Office of Facilities. Management. None of this incredible work would have been possible without your
tireless. Incredible and innovative work. So thank you. Would you like to speak to your second
>> Yes, this has been a long time in the works. It's been 4 years 2021, unfortunately that of things taking a really long time in Fairfax County seems
to permeate a lot of things. So I I'm really pleased that we have the fortitude to go on. But if we want to established green goals that we want to meet. And save
money. We can't take 4 years to do this kind of project. That said we plan to have a savings of 3 million dollars over this time. And I do want to highlight that because one
of the things during our budget advocacy right now to the Board of Supervisors is saying that we have become as lean as we can to include saving over 800 million
dollars spanning the last 10 years. And those categories include compensation savings class size increases. Fee
increases. been able to to do some things. But we are. Always trying to look for savings. And so we did send a statement today to the Board of Supervisors about our
budget advocacy saying, look, we've done what we can. We need the funding to fund what our executive has has told us to do so. I will let one of my colleagues speak more to that letter later. But this is just
such a prime example of how we are trying to do the right things in the school division by students by employees, by the environment and by taxpayer dollars. So also do
just want to highlight that further down on the consent agenda. We do have even more schools listed to get solar on the school's. So this is just
fabulous and thank you to Miss Umansky and her team. Mr. >> Well, I think anyone has studied like the utility
sector and has looked at projected for electric use and Virginia and see how they're expected to skyrocket as the number of data centers
continues to explode. would be grateful for having stable electric rates the next 25 years. I think, you know, this
isn't just official from a climate change carbon missions perspective. This is fiscally responsible. And I appreciate the enormous efforts have been made to save money. Because
when you save money, this comes out of the operating budget and that operating budget is the same budget that funds teacher salaries and other popular things. So I
wanted to emphasize that this makes sense from a taxpayer's perspective as well as from an environmental perspective. And that's why we should continue to explore every avenue to
save money be more sustainable in our operations. Thank you. >> Seeing no other speakers. I will call for the vote for the motion on the screen. All
those in favor. Looks unanimous for everyone present with Mr. McDaniel and Mystics
away from the table. >> Agenda item. 6.0 one
academic matters icon Dr Reid. >> So lots of excitement this evening. Our Academic Matters
segment focuses on advancement via individual determination. Are avid program. And how are recent efforts to expand avid directly support our school
Division strategic plan as many of you both on the board and at home, no evidence of K 12 College and Career Readiness program backed by over 40 years of research in
teaching and learning it prepares students for success by equipping them with the skills to navigate rigorous academic courses which connects to our earlier report
and prepares them for future college and or career trajectories. Avid implementation in Fcps has grown considerably over the last few years in the upcoming school year. We had 3 23.
Additional schools are going to come on board. 21 of which are title one elementary schools and this will bring the total number of Abbott schools to 76 and the link in
this slide provides a breakdown of where our Abbott schools and fcps are. It's actually really an exciting time in our school division to see all of the younger
students coming on board. Were they set those patterns early and the foundational skills that so critical to closing opportunity gaps. At both the
elementary and secondary level, add to evidence designed to be a school-wide model where teachers use high engagement strategies in daily instruction. And you can also
see that there are certain strategies often called the wicker strategies which are embedded and a really helpful across the board for students. The Abbott Elementary Program,
Lisa Foundation of essential skills necessary for future success provides a rigorous learning environment. It's really been exciting to visit some of the schools and visit with students as they explain
how it's made a difference for them. Finally, the ultimate goals of avid secondary. build again essential skills
necessary for academic life and career success. Abbott tutorials are a core Abbott strategy that support students as they access higher level courses. And as you can see in the picture from an avid
middle school class, a tutorial group includes 5 to 7 students in an avid tutor who helps facilitate the inquiry process. Students bring a point of confusion from their
core classes, too Abbott, if they can find a point of confusion and with the help of their collab or group, they present their question and work through a structured process to gain a deeper
understanding of the content. And honestly, it's a great way of showing their thinking and making learning more visible. And I think that's just a
really key strategy for group later in life as well. So programs are only possible with high-level professional learning, which is where a lot of the costs for the avid
program also exists. Educators to attend avid Summer Institute and they train and collaborate with their school teams to establish their simple line cycles for
implementation. But I asked one of the principals this morning at all county principals meeting. I was asking what fun summer plans do you have? And those are Mount Vernon Woods. Principal
actually. I said so what to fund the summer plans? And she said, well, our school teams going to have it. And I thought, well, that's exciting, right to get to get away. avid professional
development. So I just think that the time our staff spends during the summer to work on their craft. It's what makes so many of our principals and
educators be able to do the magic they do during the year. anyhow, lots of excitement. You can see some of the comments here and the work
staff are putting into this. We also know that Abbott supports the fcps strategic plan. I'm really pleased to share the data on the screen
because both their strategic plan and the avid program are committed to excellence, equity nd opportunity at the secondary level. The avid elective is designed to uproot improve and provide academic
support to students who are engaged in rigorous course work. Many of the Abbott Schools have incorporated avid into their individual school. Innovation and improvement plans. And this year over 74%
of avid 8th graders are enrolled in algebra one or higher, which is 7 points higher than the division-wide average and the IT division white percentage. In addition,
86% of Abbott's seniors have taken at least one AP IB year. GE course. When you include honors courses, medication, that percentage increases to
97%. So I think as we talked about the slight single 5. Avid Mister Dunn is a research forty-year practice to improve strategies for access. And this is one. This
has been one of our key, series of action along point of view in Fcps. Many of its students are eligible for free and reduced price meals and also in rolling and rigorous
courses in planning to attend college at higher rates. So here are some thoughts. Or if you will, students, staff and
families one the things I know that as we visited elementary schools, it's really fun to have elementary students explain their binders, how they're organized and they like to hold them up and shake
them and nothing falls out which be different than the binders. I recall toting around as the students when you had to kind of hold it this way so that papers to drop out the teachers and
counselors can cite how Abbott complements division initiatives like Benchmark and how its organizational systems instructor structures have increased school. The family
communication. d I just think we also have a father of 3 Abbott students. He shared how grateful he was for the impact evidence had on entire family. I just think being
organized to such a key skill to learn that personal management of our materials from a young age really matter soon as we transition next year to recognizing homework
again isn't important. And key aspect of our educational experience, the avid program really is going to provide some structure and how we do that. So. Chairman, first,
that would be academic matters this evening. >> Thank you. Dr. Reid will get started Sizemore Heizer. >> Thank you. I appreciate the presentation. I appreciate the hard work of staff in and
that's sort of the staff and that the schools are in plain the avid program I've heard really great things about the success stories. But in that round, we talk about sir, the proven data strategy. Do we have data and our system when
you're looking at school were avid was like maybe before Abbott got there. And after avid got there in terms of the difference, it may be good to sort or maybe comparing schools with similar populations that do and do not
have avid somewhere. If you have any that date ourselves. >> Well, we did look at data on slide 6 and that's not preschool and post school. But I know we've been keeping some
of that data related. Do school improvement plans, Dr Ponce. We have some. But you could kind of put your hands on data around. Schools said
of implemented avid, maybe how their performance has improved after. >> From before or Dr Presidio, do we have anything like that that we've collected? We could
run it definitely have access to that data so we can do that analysis help. >> So they can provide something to get back to you on that. I just heard anecdotally so much about and these numbers are fantastic,
but it'll be good to kind of see a. >> You know, how is what's the difference in terms schools that have been don't. So yeah, if you if you can, that would be great. Just as we're looking continue improving our
programming. I am. Again. I've heard great things with the avid program, visited some of the costumes and the teachers and staff of talked about it. >> I am a little surprised.
>> That the presentation has 0 mention of executive functioning skills because I know in the last. >> For 5 years when I've talked about the importance of executive functioning skills that our classrooms, one thing
it's often brought up to me is avid as a place that they're Todd in practice. But I know we talk with the liquor skills that's it's built around. But right in the presentation, I
bring this up because we we talk about those learn to learn skills, executive functioning skills and how underlies students so much as students build it successful right. And yet we don't talk
about it much outside of the special ed realm. And the reality is that executive functioning skills are important for every student, right? So I'm just surprised
that the missing piece of that here, some cures are they taught it. It sounds of the bind organization is are they taught in that including the self regulation planning and all that? Well, are they not?
>> I think the planning. >> Obviously the goal setting is a part of the avid. And clearly the wicker strategies are scaffold and
organizational skills in terms of the intersectionality between executive functioning skills and Abbott. I think there's a strong tersectionality doctor per city and you maybe want to let
him know >> Yeah, absolutely. And I I appreciate the question because there is some overlap, as you mentioned, for sure, with executive functioning
skills through the wicker Abbott. Very specifically, when we talk about collaboration skills, when we talk about organizational skills. But we also know that executive functioning and
teaching executive functioning has been a priority for school system for the last several years. So we didn't want to give the impression that were adequately covering executive functioning skills with just
the avid program. And we don't have the avid program right now and every one of our schools. So we didn't make that connection. But there's definitely a connection here. What I will say is that
through our advisory program and through that's responsible advisory at the elementary and then our advisory program at middle school and high school. We do have explicit executive functioning skills as part of
that curriculum at every grade level and even in the schools that don't have happened. We've embedded the Wicker strategies into advisory so that they're getting those know, taking skills, study
skills as well. The advisory. >> That's great And I appreciate that. I just the reason I bring that up is because one thing I know we're trying to work on Dre this kind of ending the seiling some of these conversations. So having that kind of
embedded throughout different areas with those skills are actually focused on. It's very natural way to and some of that filing. So I I'm glad it's an advisory, that that's
another way to do it. But I think it's important to name it as we do it so that way, it doesn't get all executive function. That's for this group. And this is for this group because I think it's an important thing for all families to realize, too. So I
just wanted to put that out there, something that I would have loved to see this presentation >> have a question. Also on slide 2, it talks about how the strategies for both
elementary and secondary bedded. elementary intake structure with teens, existing curriculum and secondary. It says incorporating to train
site team members, Casa strategies. Could you talk a little more about what how that looks embedded? Because one of the things I've talked to many years is we can't do these types of skills and isolation. So I'd love learn more about how it's taken from
Abbott embedded throughout the day because that's what this and asked if I misread that. Let me know. But that's what this implies to me. >> Yes, ma'am, thank you. It's a great question because I think not to again, this is a
train site team members classes. So I don't know that. The employee may be implication is broader than what the prime is being the slab that would count came across Yes, ma'am, no account.
Mister hitting it at And perhaps we oversold it a little bit. But I hope not. >> Because I do believe that this is happening. school-wide at the main reason that we chose to emphasize that point
is I think sometimes people are familiar with that, but they just think about the tutorials that we focused on and some of the other slides. And those are really important for the students that are taking that elective class, but not all of our students in
the school taking have a collective class right? So again, as part of the training, the Abbott staff work with our faculty to talk about, how do you take particularly those workers skills, the writing skills, the reading skills,
collaboration, the inquiry skills right? The organization skills. And how do you teach those? And then at those and reinforce those skills in all of the classes in the school? So at the secondary level, you
can think about trying to do that, you know, focus, know, taking in a social studies class or a science class, for example, at the elementary level, you can think about those teachers. You know, it's actually probably in some ways
easier because as one teacher with the same kids all day long, so they can find the appropriate places to build on those practices that they're being trained by the staff with.
>> I appreciate that. I just would look maybe another date, some more information about how it's kind of strategically and systematically being done because I do think that's a really important point. You can't to practice and teach
the skills and isolation. I think it has limited academic perhaps alluded to use more that systematic Betty is happening. But it's a great program. Great presentation. Appreciate it. Thank you.
Missus. More Mr. Dunn. >> Could you elaborate just weather? This program is fully implemented at elementary schools and all secondary
schools for the school wide models that are described sight. >> Yes, sir, it is currently not at all elementary schools in all secondary schools. We
have been adding numbers. I know for the last 2 years and there is a cost attached to implementing Abbott at a particular school. I don't know again, rather, it's not a
concert City owes office that has those. >> Growth numbers. We really work through title one. We want to make sure avid was going to be provided at all.
Title one elementary schools. But I can't recall how many we've added. I know we're adding 23 additional schools for the coming year. And 21 of the 23 we're addin the
coming year are going to be title one schools and a slight 2, I believe shared. Actually, it's probably not a fair bit. We have a total. We'll have 76
of our 200 schools be Abbott schools by next year and are where we started. But we're a lot less. And 76. >> Well, yeah, I mean this year, for example, where at
approximately 50. So it's pretty dramatic increase. And I really appreciate the partnership with Dr Ponce Steen because the title one office sits in his department and we've really focused on expansion to all of our title
one schools for next year. So the academic office, the Chief of Schools office have been working together on this issue. >> Would it be possible to receive a list of all the schools where implemented the
list of all the >> they're out and expand that. that that link right does linked to the list so we could publish that. I'm not proud a letter that would be helpful, but it is right there
on the slide. >> I'm proud that the representative for the men from district has gotten elementary was the first elementary school Fcps that implemented avid elementary. And it was actually the first
elementary school that the founder of add that witnessed Abbott Elementary in action so I you know, something I've seen is that have it, I think was originally designed or at
least implemented within Fcps to assist title one community's low low income communities. But I'm seeing that the same lack of and I'm hearing from many constituents
that at all income levels just as kids today don't know how to program a VCR because it's a foreign technology. They also don't know how to get organized, how to take notes,
like basic skills that we take for granted that we assume at a certain income level kids know how to do. And the post pandemic world, they don't. They just don't really any
income level. And to parents are coming to me and saying, hey, where is the class where my kid learns take notes? And I say, well, Abbott and they say I I go to my school
counselor and I'm told that's not for my family, right? And so I do appreciate the expansion of this program. But I do encourage it to be
implemented systemwide because I think, you know, in our digital world. Unfortunately, we've lost many of the skills
that used to be Todd, I guess out of family setting or taught in elementary schools and might not be taught for whatever reason anymore.
>> I appreciate that. And I I think part of why we're providing us a title. One is because there are title one funds to support the implementation. Professional
development and we can provide that scale. Because I believe every student benefits from avid. There's just no question about that. Where where in
this budget strapped time over the last couple years. I don't want schools do have extra dollars to enable us to roll this out. And some schools have been able to carve that
out of there budgets. But point taken. I was going to ask, how much is it for each school right now? We have a round number. Let's try to recall.
>> Yeah. Off the top of my head. I don't know, but we can apologize. But what I can get that for you in a Friday letter. I think as we think about planning, definitely there's a a plan, if not the
whole program, at least a week or strategies, you know, having those be something are available across the board. >> Yeah. If you could share just the budget numbers of what that would cost
implemented every school system wide and maybe if there's a different cause development reverse of middle versus high school versus secondary school to 12. That would be helpful to now. I'm also just concerned because
our definition of what is a title, one school has changed significantly over time. And I think Risa materials I saw said for a high school, you have to have 75% low income or
more, which I think it used to be much, much lower, like half, right. I mean, I think if you have 51% low income, that's a title one school. But it seems like we have differing definitions and
we're stretching those 10 to one dollars more broadly. And so there are schools that are technically not title one but might have a majority of low-income families and
students. And so that's why we need to think more broadly, not just let me up the title. One understanding that there is a cost associated with that, but has you know,
security improvements. These are just seen elemental to providing students with the skills they need to succeed as well as being a learning environment where they can
focus on their academics. Thank you, Mr. Dunn Dr Anderson. >> Thank you. I just want to echo couple of things that I had here that my colleagues
have or have asked. But just want to just lend support to it. Nevertheless, one is the data that shows the impact about it. I think that's important to show. I think
don't really I could speak to some of this data that is that are on what I do know, slide 6 because the avid Justice High School is one of the largest
and I had the opportunity to participate in their evaluation and having students who were graduates of the program come back and give back and speak about the benefits of the program and
have prepared there. They were how it helps with college applications writing a college essay, all of the things, which is why I told my son, you're going into that elective because we don't have
to do that at home. If you're doing this at school. Having said that, the growth that you're talking about, the expansion of avid at the second, a level of these
elective just being embedded throughout other courses. >> So the growth, the 23 additional schools that are coming on board next year. 21 of those 23 are title one
elementary schools. So the remaining 2 are. Title one elementary schools. Do we know what they are? The remaining 2 schools, someone that have the
presentation of income linked to it. It was real middle school, my color and Centerville high school and will those be elective courses
or again just in betting the tenants and 2. >> Advisory, however, it is that we do it when it's not an elective class. is coming. what is our plan for those 2
schools? So those are the schools adding Abbott's. They would be adding the elective. Everyone has it in their advisory. >> OK, thank you.
>> The second point is one a sudden began to talk about, which is, you know, our students don't know how to take notes. Honestly, every year by my kids, multiple, no books. The center school expecting that they would
utilize them at the end of the year. The blank because everything is done electronically. How are parents to see some of the work that is being done to
some of those skills of note taking. Because I don't think we've seen that connection at home. And I hope that and also speaks of this because we've had this conversation multiple
times. These wonderful things. This was to be happening in the school. But yet we don't know how to help support to reinforce what even request that all kids show this
learning that they're doing that should be organizing them for you know, very, very long future ahead of them as adults and minors. >> So great question. And know
Miss Burton and I share and excitement for the Cornell notes. note pad because that's what we learned to use an it's actually like seriously excitement when we have our a
Cornell note pad. But miss coming code you want to respond to the more specific question when students are digital. I find that I often
am hearing that and we both have heard some of that. I think in our parent but meetings that it's hard. Her parents sometimes to find those digital footprints to have those conversations.
>> And now I agree. I mean, a lot of students, lot of you're probably your children and students find that taking notes on their computer is the way that they prefer. And I
think it leaves a lot of us who learned in a different way and a place where it's a little bit hard to week. We can't see it and it's hard understand if it's as effective as what we did win
the hand with our own handwriting. I think that the process of note taking as we embed the Abbott strategies and in a advisory, they can be
introduced there. But students practicing is something we would probably have to look at to be more explicit about. could not name for you exactly where that is happening.
>> So that raises another question, particularly in the classes and in the schools in which it is not an elective. It's just embedded to advisory to teach skills. What is the
expectation of the division in terms of how those skills will then show up in other classes? Because without stated expectation. You get what you
get. Yes, ma'am, Dr. Ponce do want to explain how the showing up. >> Yes, well, I know the first question how we support and
work with the parent, something that we have working with with the region's we have habit night out. >> Where he's kind of festival with that parent are able to
see the that project to the children. The binder, what they have. So I we us that it this year next year is going to be mandated for every
single. Have it. So that's going for the parents to know and something else that we have been talking cross. How
do increase? Cornell? Know what a crossed. So I know that he sits on a pace that we can make copies and make sure that
the students have been, you know, at utilize that across content areas. So this is something that we have being his cousin in talking with the 6 regions. So we're going be
able to 2 up, sir. It's going to be part of the conversations that that addresses and EPS will have every single I have the
school. I'm just sorry. Just reiterate, you're saying that next year there will be some expectations regarding the usage of Cornell notes. >> That's correct. And it's
every oh, yes, going Ron usage. Physical paper or electronic. I have both. But sequel paper's gonna be number
once the weekend and get feedback. Read it straight. And we all know that the research shows also when you write something down, there's the there's a connection that
really impacts the learning a little bit deeper. And we are always looking for opportunities to reduce screen time. And so I think there's a benefit here that we could certainly take advantage of.
And that is especially for the multilingual as soon as you see a multilingual, how they take that up and you can make it in France. What kind of support we need to give to
that student? And so I will look for those avid night out because I'm very interested in that. And I look forward to your plan for next years. Use of corn now notes across the
schools that have avid. >> Thank you, Dr. Anderson. Missing time coming. So I just want to say that throughout the years that I've been in
schools, I've seen so many students really take advantage of this program. And I've seen the success that. It has, you know, engendered in them. And I'm really glad to see that
it's been expanding and and that it's starting at and that it's moving entry schools because that's where we lay the foundation. I just want to bring up that when we did act topics with our school board
leadership cohorts, one of our students, their hill. That was a swarm talk, topic. He said I love that. It was great and we've got expanded. We have to have more avid programs so that more kids can take it.
And I think that's the best testament. I think sometimes we sit here and we talk about what we think should happen. But I think that one our students are telling us that
it's working. That's what we need to listen. Thank you. Miss Coming, Mr.
>> Thank you. And Saint John Cummings, questions are supposed to meet me. Ask you this question. First, we have a waiting list. For the second Number.
>> For schools that want to become its schools. >> And its Cruz with the elective classes and the second every But leading my to Miami able to. In will be in
classes. >> We have a limited number of the tutorial sections for sure. I think the number of students that might gnal
interest to enroll in those sections is going to vary by schools off the top of my head. I wouldn't know. We have to consult with the DSS and the principles that each of the schools. >> When you sit or sections,
could you explain sections? >> Yes, I think there's 2 big buckets that we are trying to point out in this presentation about Abbott. There's the tutorial. Class that students
can take it the middle school and high school level. So that's a period that they would take like it as an elective class. So I'm referring to sections, I'm saying how sections of those
classes are offered at each school. There's going to be some variance from school to school. And I just don't know that off the top of my head. But the other thing that we do in our Abbott schools recognizing that the
strategies are good for all of the students as we work on in vetting those strategies school-wide. So reinforcing the know taking strategies, for example, the critical reading strategies by training
all of the teachers in the school to be able to use those strategies with their students and their own classes. Separate from the tutorial classes. >> Ken, the second did ever if
you know these classes yet win footing, classes. I mean, we seem to have don't that are and 13 high into second. It which could do 28 as of this
year for the second in row. at your neck to cause Mass? Is one full repeal? It? If they have a block scheduling insanity under the? And I
understand correctly. >> Yes, sir. And today have. Like a set of concrete room. Yes, she go through and that
when you say sections. In each that Democrats. >> And would you vote certain amount of time for more years? The classes I I'm still lost.
You know, you section. >> Now you're explaining it perfectly. Well. So when I say sections, I mean, the class that the student taking the avid class that the students taking 3rd period, for
example, right? You had asked the question about that. We have a waiting list. certain school. So what I was trying to say is the number of students that want to take that class each of our Abbott,
secondary schools is going to vary and I don't know that date off the top of my head. So schools will staff the number of sections that they can offer of that class based
on student interest and staff availability. So there's going to be some variance from school to school. >> OK, since you mentioned tutorial IU trying to say that
and classes just devoted to to use. >> The avid class is the tutorial class. So they're doing a number of different things in that Some was what
we tried to illustrate on the slide where you saw the 5 students working with the teacher on a point of confusion that a student had in one of their classes. So they're practicing their critical thinking skills,
their problem, solving skills as the tutor works. The group through that point of confusion, sometimes there's direct instruction on some of the workers strategies in the
class. Sometimes there's individual support for students. The tutor working with the students, sometimes its peers working to support each other. So there's a lot of different things that happened in the Abbott
tutorial class. So >> what kind of a teachers get to teach the classes? >> Well, again, I mean, it could be somebody for many
different discipline who's really interested and passionate about working with students in this way. So again, I mean, going to vary from school to school. There's not just one type or one certification that you would
have, but you do have to be training by the Abbott Organization. >> You know, for fighting for us and in the class 2 from students with different needs
to focus that. If a teacher used to be a bit tarp, those studens, whether it's a wanted to writing who are. lot of someone, some of them needs
that. Studens teacher. Should be really more to come to be able to work with or just different. Shouldn't get from these? >> I mean, it's kind jack of
all trades and a lot of ways. Yeah >> What's the average class size just like any other elective class? >> No, it's about half the size. Typically are less.
Number. >> So that is when they'll be a pretty, you know, additional resources. Yes, not just PD, but the staffing ratio, right committee. I mean, I have a
feeling that in those classes, the relationship between the teachers shoot guns got to close. Because, you know, teachers, we have to understand needs at least 10
the students in the class to provide what the students BBC Q, what may be needing. Yes, she going to be able to trust. Gonna be able to go to patients time teachers By the way, I need some heart. Yes,
the only a center, a. >> Yeah. We hear a lot of really positive feedback from the students, not just about the strategies that they learned that the support from that trusted teacher that trusted adult in the school.
>> Yes, I mean, that having that kind of relations, he's needed from. And pretty one every school. And that's just in to sing the elective and
the class when re. Yeah. >> just another plug for advisory. That's one of the, you know, objectives of the advisory program is to develop those relationships with one trusted adult for every
student in the school. >> But they don't meet him to just like every but that's true of any class they meet every other on a block
schedule. Thank you. Thank you, Mr. Moon. Thank Just to
piggyback on some Mr. Ms questions. I think I can have some for some insight to since I was a chance we win, we implemented avid. People
understand it's a commitment to a program and you committee elected elective in 9th grade in 10th grade in 11th grade and 12th grade. You don't just take an avid elective. It fits
in one year. It is a program studies. It builds upon itself. Different grade levels introduce different things that are essential for college success. One of most difficult
things we ran into was kids willing to give up a period every year so they can participate in the program. I do believe that the larger the
program is at given high school. The more interested kids aren't doing it. So I think when you see discrepancies, a lot of it has to do with the fact like Chantilly has an academy.
Chantilly has a robust performing arts program. There are other things that will compete. But I want to continue to push on the need
to train all teachers in avid strategies so that they can be utilizing them instruction. Ali, I've shared this before. When I worked to TJ as a school counselor, you know, we
had I did write so integration biology in Russian technology as a counselor, all of my freshman were in the same. I but I can walk in any of classes. And those are my kids a to Z. We spent the first
month the school doing executive functioning. We talked them, had his lies, kids just absorbed material within have to even reflect on it because they were so gifted
but I also want to talk about. We've talked about this in governance. We as it those of us on governance are very interest in seeing homework be a part of every students
experience starting. Kindergarten first grade practice your letters practice writing numbers because we're building routines. What we have done is we've gotten away from those practices and we
also have kids because of these distractions who listening intently in class is that you can I can Take note. So I want to. But if you don't
listen and then engage in the practice. You're not going enhance your learning. So when it comes to homeroom experiences, elementary and advisories in middle high
school. We need to be embedding this instruction because it's crucial and it does build upon itself based on how courses get harder for students and how you introduce world language versus
different levels of science because you different strategies within that. But I just want my colleagues understand Abbott is great, but it's major commitment within a student's schedule.
But if we can can train all of our teachers on those strategies, hopefully they can start to embed them like porch of a graduate and all of kids will be getting the exposure.
So thank you. Thank you, Miss lady as some want. Thank you. So I love about it. I talk about it all the time. And that's because I hear from other high school students about how it affects them, how they go through that program.
>> And actually, Sergio who mentioned Abbott at that forum when we got to the discussion, half the students are like WhatsApp and I don't know what that is. So we have to start by explaining it to them in a lot of students. Tell me I wish I had that. I wish I was
able to do that. And one thing that Sergio mentioned is that at his school students do have to apply into that program. He goes to Senate Bill, which has a bigger avid program and so I'm really excited that we're
having avid programs that title one elementary schools. But I'm wondering if there is a plan to expand it to more of our high schools, if not in the next school year, the school year after that because the students who take it have
really good things to say about it and all us are schools have the college and career Center. But having that teacher that you can make that relationship with and that connection over 4 years is different.
>> It is. I am not aware of a plan at this time to increase a bit high school. Less. We do not currently have a plan for
further expansion. Any particular high school who would like to do that? Certainly can. And we would support that. But there isn't a plan in place at this time. We've been really focused on
the elementary the last 2 years. >> And then my other question since most of these elementary schools are title one is this implementation next? We're going to be affected at all by
the budget and what happens to that? >> It will be if there's any. Lessening of our title. One funds as long as we retain the
title. One allocation. We relying on, we should be able to roll the new 21 schools out. Thank You bet. I do remember, though, MS want that. We talked about access
to the College and Career Center was one of the big but forms even and sac and how to more effectively use those resources. So I appreciate the comment. >> Thank you, Miss Owen. Thank
you. Dr Reid agenda item 7 consent agenda are adopted rules of parliamentary procedure. Robert's rules. Provide for a consent agenda listing several items for approval of the board by
single motion. Many items gone through board review 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. Anything any board member
prior to the meeting? The consent agenda is being displayed on the screen. Is there any objection to the approving the consent agenda? Seeing and hearing? No objection. The consent agenda
is the consent agenda is approved. Agenda item. 8 new business the following on the screen or new business agenda items. They're not up for a vote this evening. But action
is scheduled for a future meeting. Agenda item. 9 board committee reports I call on Miss Sizemore Heizer our budget chair for a budget
committee report. Thank you very much. I appreciate it. And I appreciate the chance to give an update on the Budget. >> Committee report. We had a really great budget committee
meeting work session on Tuesday of the committee of the whole. >> As a reminder, the budget committees, the entire school board and there is a chair and vice chair that help facilitate the work. And also just as a reminder, the goal
of the budget committees to reflective the priorities of the board towards the superintendent and help work with superintendent on a budget. >> In addition to a budget committee meeting, we had a
great conversation about the crossroads that we're at and some of the talking points that we've been memorialized into a letter that we sent that are chair Senate on behalf of school board to the Board of Supervisors today
where we respectfully reiterated our request for full funding of the advertised budget. Well, we're waiting for the county to amend it that it has budget. Currently
our it's advertised budget is under funding fcps to the tune of 149 Million or 120 Million. If the governor signs the current state budget proposal. As we've talked about in the meeting, our public schools
really the foundation of the county strength, not just for centers of learning centers of the community, but really the employment and economic engine of Fairfax, especially given the ongoing uncertainty at the
federal level. Fcps is one of the most stable and trusted institutions that businesses and residents count on when choosing to relocate to Fairfax County. And yet we
talked about that. We're at a crossroads now. Our student needs are increasing and the demands our workforce and continue to intensify. And we have on president fiscal pressures at the same time,
we're asking to do more to prepare our students inning increasingly complex world over the past decade, we've implanted with duck shuns cost avoidance is in fee and have spent more than 800 million dollars to align with the
funding levels were provided. And in the meantime, we remain laser-focused on the classroom with the but the bulk of our staff and our funding to the
classrooms. 4 things that we specifically asked about and a board of supervisors. Letters was we know that our Board of supervisors are considering a food and beverage tax, which we really appreciate as a way
to diversify the tax revenue in the county. But we're asking if they do have that talks that the revenue be given to the schools to help cover that deficit in funding.
We're also asking for restoration of the proposed reductions of spending and programs that impacted the schools that were part of the county budget. This includes the middle school after school
programs are asking them to arrest rate, Mr. The funds for that high school crossing guards and several other programs in the to about 7.7 million given that we're
currently at 149 million dollar gap, it would be very difficult for the schools to absorb that additional 7.7 million. And then we're asking to look really at the county year in surplus sure that
surplus in the same percentage as our county transfer, which I've heard similar to what we did in the past and but the crux of this all is I think, as we're going to these tight
budget years, we really need to focus on collaborative future budget planning an earlier and collaboration. We all I think the Board of Supervisors and the board want to work together for what's
best for the county. So that the crux of the letter that was sent. I look forward to hearing back for our chair from the county. The couple things I wanted to mention that the Boca Budget focuses
on salaries. This increase for teachers is really necessary because while we are about the middle of the pack for salaries now, the longer a teacher stay with us. That
further they fall behind. We really want to make sure that our budget keeps our experience teachers because we cannot have exit schools are excellent teachers. So thank you for the hard work of the team. Thank you. Thank
Sizemore Heizer, Mr. Done for a report on the Comprehensive Planning and Development Committee. >> I can't promise to be as
detailed in life is my colleague. But I am excited to share that the facilities department provided detailed updates and various construction and renovation
projects taking place at 15 schools across the county this was prepared by so the staff and will be shared shortly with all of my colleagues so
that you can see what schools in your district, the great work being done by the facilities department. I also want to share with my colleagues that we received a
report on multiple multiple. >> Queues that have been developed for everything from playgrounds to asphalt. And this provided unique insight for the first time. And just
how many cues exist. We have asked to receive. More information on exactly how those schools are prioritized reaches cues and examples of
the spreadsheets the queues don't always result in work being done every year for every que, but it depends very much as with everything else
on available funding. We did ask for more detailed information and we will be getting that at the next CDC meeting. In addition, CDC approved a motion. There was
some initial debate about parliamentary procedure but did approve a motion directing AF Pak Too, revise its charter to incorporate the content into its bylaws consistent with the direction received
from the Public Engagement Committee. F Pack is seeking feedback from the school board on topics that they would like to see. And next year's
report. Specifically on memos that they would be useful to school board members as we approach the cip and other school board priorities.
Finally, we received positive reports that outdoor classrooms currently under construction should be substantially completed by early May, which I know will be very exciting for some of
our colleagues who love outdoor classrooms. In addition, the stadium bathrooms also be completed, estimated to be by late June, which I know will be late June early July, which will be
greatly appreciated by everyone who attends football. Another outdoor athletic events. Thank you. Thank you, Mr. Dunn.
>> Agenda item 10 Superintendent matters icon Dr Reid. >> Thank you, Chairman. Fresh. It's been a busy couple of and I say that because spring
break, there was a lot of activity here in Fairfax County, Public schools during spring break in a chance to Visit Pine Springs Elementary School, which is one of our 31
schools that offered programs over spring break. The 2 programs specifically where spring Sprouts, which was the Pine Springs and many other title, one elementary schools
where? The staff worked on addressing chronic absenteeism and provided students many hours of attendance, recovery options. And it was really
great visit, Pine Springs and see all the work going on and getting an opportunity to read the book. We're too with some of our young students and it's nothing to be more fun than
that. Are blooming readers program also give students in 3rd grade or higher some extra support and literacy. So it was really a lot of a lot of fun. And want to congratulate
the bobcat's for their strong work and all of staff and families that supported that as well as transportation. I've the pleasure of attending
several ribbon cuttings to celebrate building renovations being complete. Both of Frost, middle School and Oak Hill Elementary School and really
appreciate our capital projects. Team designing construction, our facilities team that brought those programs in on time. And then this week I had a fabulous
visit at Oakton High School on Wednesday morning and talked with their robotics team. And there's going to be a video coming out shortly because they have answer the eternal question that every maths
student has asked since the beginning of time. When will I ever use this? All right. So they were able to answer that.
So stay tuned. Spoiler alert. It is it's an impressive group and just really excited to talk maf and science in also shared with them. My intent to
recommend to you as a board, requirement for our students to be able to pass algebra Trig prior to graduation. And to a student in that group there like they were surprised. We didn't already
requirement and said that, you know, trade is just central to life itself. So look forward to the video and the that's my report this evening, chairman for us. >> Thank you. Dr. Principal
Harris take you on the roof of a frost middle school. >> I declined that. It was say it was a rainstorm. The likes of which would have made Seattle cringe.
>> He brought me up there. Felt like it was Starsky and Hutch. was very took my life into my own hands, I guess. All right. It is time for board matters. Agenda item 11.
I call him a Saint. John County. >> Yesterday our school community was shaken by a senseless act of violence at West Potomac High School, which 41% of families live in
the Franconia District. My heart is with every staff member or student and family effective. We're grateful the injured students recovering and that swift action ensure
the suspect was quickly taken into custody. To those who witnessed the altercation and are processing the trauma of what they saw. Please know your reactions are valid. This
kind of experience can leave a lasting impact. And we are committed to ensuring mental health supports are in place for everyone who needs them. In moments of crisis. The first priority is always to
protect students and staff. I want to commend the team at West Potomac for their calm, decisive response under incredibly difficult circumstances. As a parent and
former school employee. I understand how distressing it is to be on the outside during a locked him. You're desperate for information in an era of instant alerts in viral video.
Uncertainty can dip deep in fear. We must follow emergency protocols first protecting students and staff before sharing information that is accurate. Verified and
responsibly communicated. Now we must look forward not just what happened, but why and what we can change. We must review the incident and assess where the protocols work and
where they can be strengthened. We must look at how we're investing in school security and whether we are maximizing limited resources in the most effective way. And we must engage directly with
students around conflict resolution, emotional health and digital responsibility too often. We see a culture of spectator ship phones raised
instead of hands extended. This has to change. When I visited West Potomac this morning, I saw community hurting but also one that was
calm and resilient. This board owes them more than thoughts. We owe them actions. Please tell your kids tonight. Thank
you. Miss Eaton, cutting lady. Thank you, Miss Saint John coming for those remarks. >> I also want to share my condolences for the passing of Strauss, longtime Dream School
school board member. Jenny was a preschool elementary teacher Advocate PTA. President and mother for Fcps students. She was appointed the school board in 1991. Has not large school
board member. She served for 2 years. The county Newton elected school board. Jenny was elected as the Dranesville district representative in 1986. where she served for 24 years through 2020 in tandem
with her husband Bill. She promoted arts in the Harris County Public Schools, community with their work to create the cap is critics and awards program international program launched in Fairfax County, Public Schools
recognizes celebrates and provides learning experience price school theater in journalism, students and teenage playwrights. Speaking of the arts, his high school middle school spring
production time to view the possible 2025 copies nominees check out Langley's High school's mousetrap and or TE Jace Big Fish this weekend. Heard in high schools.
Footloose McLean, high schools, only teachers, big fish and Westfield Santa Music next weekend. Today is Holocaust Memorial Day. I was honored to be part of the DMV areas and every person there
is a name. That pays tribute to the 6 million Jewish victims of the Holocaust by honoring them as individuals were reading their names aloud. This year's video will be published to YouTube on
Sunday afternoon. I want to offer congratulations to the dranesville awardees of the National Merit. Corporate sponsors, scholarships. Clear channel of TJ National Merit.
GEICO Scholarship. Jade Leave Lakeland heist. Langley High School National Merit. George Watts, Hill Scholarship Riley suit. See where of Lely High School National Merit. Boeing
Scholarship Lee Woo of McLean High School National Mary and the idea a corporation scholarship. I've been out and about yesterday I attended there are heard in high school
buzzworthy awards that honored the 97 students nominated by their teachers. Counselors, administrators. We have made progress across academics attendants and attitude. I also attended the Herndon Elementary School Capital Project Community meeting
excited. This project is moving forward. You can see the community meeting presentation on the Herd in elementary School Capital Project website provide feedback through May 8th. And look for the presentation of
the feedback from the Herndon Elementary School Capital Project website. I'm also looking forward to I guess it may be a ribbon cutting ceremony at Cooper Middle
School, the their Final Capital Project Community meeting is on for 29 to 06:30PM. And then lastly, I'm excited to go to can't guards tomorrow morning for Ptsa
meeting and also to experience a kindergarten orientation at Great Falls Elementary. That's it for my board matters. Thank you. Thank you. Miss Lady, Mr.
Dunn. Yesterday was Potomac High School witnessed horrific act of violence and unacceptable act of violence that should never have
happened. >> I believe with greater measures we can prevent such incidents from ever happening again. My concerns are with
all those who are involved in my heart goes out to all the students and staff were annesley exposed to this trauma. I pray for the students were injured. I pray for everyone who witnessed
both this incident and its aftermath. No one should ever have to experience or even witnessed violence and the place of learning and no student should there be asked 2 step over a pool of blood to
exit the school building. I'm grateful for the quick incompetent response of our fcps staff, school administrators are paramedics, law enforcement personnel and
security personnel by no more must be done to ensure that our schools for a safe refuge for each and every person who walks through our doors. I'm committed to working
tirelessly with Fcps staff and our partners to strengthen safety and security measures for all of our schools are the days and weeks ahead. I will look forward to partnering with my colleagues on the
school board and the superintendent to advocate for new protocols and resources necessary to strengthen our layered security measures so that when parents and families and trust their children to
us, they can be assured that they are safe. I want our children to feel safe because they are safe for too long. We have talked about bathrooms that that kids are afraid to
enter. Bathrooms are locked because bad things happen in them. That time must and I know that my colleagues agree that we must work with the fierce urgency of now to
ensure a situation like this never happens again. Ensure that we don't turn a blind eye or act with complacency. When our students are fearful when our parents are afraid and
when parents have a choice frankly and making a decision on whether to send their children, the public schools versus private school. I look forward to sharing the next steps of our collaborative
efforts as we work to achieve a permanent resolution. Finally, I'd like to also thank my colleagues for her beautiful remarks which I found very striking. Finally,
if you haven't heard on a positive note, a Montessori Public Montessori program is coming to the West Potomac permit at Bucknell Elementary beginning this coming fall,
the 2025 to 2026 school year. It will start with multi age classrooms at the Pre-K and kindergarten levels. Families of current 3, 4, 5, year-olds
are invited to apply through a lottery process. The program is free. Let me repeat that. A public Montessori program with free admission and free
transportation. The application is available online. Now through May. First 2025. Please visit Fcps Edu
Backslash Montessori for more information. Again, the deadline is May 1st. So please act with alacrity to ensure that your child, 3, 4, 5, year-old can benefit. Thank
you, Mr. Done for the excellent vocabulary. Dr
Anderson. Thank you. Sorry about the delay there.
>> Firstly, I do want to say thank you to Theresa Burn and 2 principal Nowak a couple of weeks ago. They put together a beautiful memorial for Amy
Baker with the bench dedication Falls Church High school. It was a wonderful moment and to be able to see the class of 1989 be able to participate in that moment for
their classmate who has been slain and the case was finally closed this year after over 2 decades. It's so thank you for
that. I also do want extend my condolences to the family of Jayme spouses. So thank you for sharing those beautiful
words. And this miss mayor and and Totally escaped me there. And I too want to extend my
heartfelt condolences and thoughts with the community of West Potomac. How students experience the horrific event yesterday. And I, too, will commit along with the rest of
the board. Members have already spoken to this to do everything that we can in order to prevent future activities of that sort. That is not the purpose of our
schools, but we do know that some of that violence is beyond us, but we will try much as we can to take care students when they are with
us. I do want to also thank the community that came out for the community conversation at Mason Crest last night with Doctor Reed. Thank you for
your thoughts and all of the questions that range a number of topics I had the opportunity. I believe yesterday to visit Belvedere
Elementary School. It is one of the 2 IB elementary schools in Fairfax County. And for many years, it was the only until Doc would join date.
>> 2 years ago. >> And it's it's just a fantastic opportunity. 5 students to really have that deep learning. And also our teachers who are just continuously. Questioning and
learning and bringing that back to the students. I also have had the opportunity to participate in the evaluation that comes from the leadership
when they have come to Belvedere. >> I do want to say congratulations to the following Mason District students who are selected to
perform at the 2025. All Virginia Band Chorus and Orchestra event that is taking place this week in Richmond from and a high school. We have Alina Boo. Now a lot from
Falls Church high school. We have cold Armstrong from Justice High School. We have Kyle Al Ward Max Hofmann
Rachel Kesa. And so Ron Watch and from Woodson. We have Kathryn Morton and says theater season is upon us and TJ theaters premiere of Big
Fish. >> It's tomorrow evening with additional showtimes on Saturday and next weekend. so we have several productions coming from Annandale theater company. Little Shop. Cars
Falls Church will be spotlight theater company, the Addams Family Luther Jackson. mean, girls Junior would send Mamma Mia. So please come on out and support those students. Good
night, Dr, Anderson, Mr. Mckelvie. >> Thank you. And I just want to join my colleagues who remembered Janie Strauss
tonight and just to share that as a community, we will be coming together on. 18th. I haven't am McLane High Schools. Look forward to seeing people there. Thank
you. Thank you, Mr. McLean, Mr. >> Thank you. Good evening. I did share with the community. My own thoughts on the horrible incident at West
Potomac High School and I want to convey that there are many plans and supports in place to help keep children and adults safe in our school facilities. However, there's no way to guarantee anyone's safety,
whether it's in a public place or at home. There is much though that Fcps could do with increased funding for safety measures and personnel. But your parents and caregivers,
their children's first and foremost teachers and they are the first line to prevent children from accessing weapons. So I think, you know, we need to continue to include our families, help them with
strategies and also really think that these today's students and children are different, you know, so many wonderful ways. maybe we need new strategies. Certainly more
counselors, more support, class sizes. So on. It's yeah. I just want to speak to that. Another solemn note. I appreciate Saint. John,
cutting reading the Holocaust Memorial Proclamation. And I think I'm sure this but my husband is a first generation survivor of the Holocaust. He was he was hit as a child in
an attic and survived. And this means that my children are survivors of attempted genocide. Because on my side, my ancestors fled the Russian pogroms in the 18, 100's. And,
you know, there's a pattern of bigotry that is Anti-Semitism and it's now at the highest levels it's ever been in America. So again, I really appreciated the thoughtful reading of it and just know
that the Holocaust is not in the past. It's it's still here. And what made it happen is is increasing again. I want to say a huge congratulations to amass an high school were
bought for the robotics team. They are in Houston over spring break for the world championship. They are in the top 200 and the whole world 6 in the Chesapeake region. And
3rd in Virginia's. And think that how one percent in the world, but I think what really sets them apart is that they had a lot of fun. It was a total team experience. And I even had the good fortune to
fly spring break. And I ran into my friend who is the lead mentor whose son has long graduate in Madison, but he continues to volunteer, including flying to be a part of the country to support
these students. So it was it was really fun. And while I was on the plane, I did choose to watch going Eddie, actually, because I know that Doctor Ponce is trying to bring that music to school and
I want to learn about it and I'm so excited and I can't wait till it comes to our schools. >> So And then finally, the you know, Tgif. Tomorrow. It's been a long week of budget
advocacy. And I'm just so pleased that our board put out a statement. And, you know, it's I don't understand the continued pleading and begging. It seems we have to
do our teachers. I look at what they went through in the high school yesterday. This is not a typical job and to think that they're doing the same kind of thing as other people who might be doing very hard
work. But office with security guards and other adult like it's I'm glad we're able to do what we could highlight of the week was the students who came out. I saw students, we will
says who are in the debate club in Carson, Middle School, one who had been there for Molina was a Southlake student. The one who got the Jefferson scholarship is going to UVA the, you know, but up
and got their friends to show up. And then one of the moms got advocated and >> that's what it's about. So on the one hand, it's it's disappointing that we have to keep asking so much. But on
the other people are learning about what's happening and they're not happy. They're actually really in disbelief that this is what's happening, that things like middle school programs are being cut N-word
and hopefully we'll get to that end of road budget in a really great place. Thanks. >> Thank you, Miss Mayor. just take a moment. I was grateful
to represent my colleagues speaking at the Board of Supervisors, Budget public hearing on the first day, we're express the. The critical importance of funding
a budget that allows us to raise our staff pay so that we can attract and retain the world. Plus, educators are students deserve. Yesterday. I was able to attend the Falls
Church pyramid. Our show, which was incredible. That was part from every school in the fall. Church pyramid. And we all received a report or a little punch cards. I say we
all did, but it was the children and I got one too. And so I have a little punch card stamped by all of the different schools from the foster experiment. And I got to see some really great
artwork along the way. I also recently with Dean Fairchild from University of Virginia's northern Virginia campus. And and connecting that great institution, which is newly
opened in Providence District and Falls with the administration, the superintendent and her team so that we can partner in innovative ways going forward.
Some shout outs. The 2025 Fairfax Student Peace Award winners when it congratulate to students who are from my district guy Sock Lee from Marshall High School and Sri
Bola from Falls Church High school. One also congratulate the 2025 regional Scholastic Art Award. Winners. Congratulations to Chloe Dolan
from Madison and she was one of 4 FC it Fcps students who are nominated for best in show American Visions Award. So incredible work there. And then of course, 9 fcps
projects received the Grand Prize awards at the 2025 regional Science and Engineering Fair. And I'd like to congratulate to students for my district to won the Grand Prize eligible to compete in the rest are on
international science and engineering fair in May. Ethan Lee, who attends TJ for Biomedical and health sciences, modeling risk and Richter transformation with and without chemotherapy
treatment on C L. This is a high school student. Thomas Parling from Oakton whose project was energy sustainable materials and design micro
closed-loop pumps, hydrogen power system. Turbine assessment. so obviously we're going to expect great things
from the students and for students projects that received the Grand Prize at the 2025. Virginia State Science. Fair congratulate Alina. I'll be KFOR Marshall
High School who one for her project in implications of reversed are all on memory.
Retention in Do gza. 2 we have incredibly talented students in Fcps and I'm not going to read all of the drama performances that I get to a
10 over the next few weeks because several of already been mentioned. But I'm really looking forward to the man to a drama clubs, performance of the Frozen Kids Edition. But I
will be able to attend this weekend. So with that, I would like to say it is 10. 43, which means that the pool of our staff. Did not work out in
their favor. This meeting is adjourned.