>> In accordance with the changes, the Code of Virginia. Section 2 DOT 2, dash, 3, 7, or 8 DOT 3 B, which occurred in July on July one 2024. Members of the public body who have a disability are caring
for someone with a disability now count toward the as if the end of it was physically present in this case. Miss Sizemore Heizer has notified the chair and clerk of the board that she is using remote participation issues
caregiving for an individual with a disability. She will be counting is in person for the persons of Corum tonight and just need to be voted in by the board. All right. This
point, turn it over to Dre. >> Thank you, Miss lady and this morning. And it's >> great opportunity for our board and our community to
have an opportunity to review goal for and I couldn't be more proud of the work that the team done and continues to do. All of educators across the division our support staff
goal for I think we have some really great data. The share this morning and some information that's going to drive future decision-making. So we're in for a treat this morning and really look
forward to the conversation. So at this point, I'm going to turn the presentation over to Miss Neal, who's going to introduce the team. And I hope it will be a productive
interactive presentations. So us. Now. >> Thanks, starter. A good morning. Board members. It is my pleasure to introduce with us today, Mr. Howard Bell, who has been the CEO of able since
2020 and Dr Stephen Gehring, who is the chief academic officer for able and they are joining us today will be co presenting with us and supporting the board's discussion around the work we're doing to look course,
taking patterns. So our objectives for today's meeting or to provide the board with an update on our progress towards meeting our 2030 goal for measures on to talk about the work that we're doing
around, go for and to have an opportunity talk about policy budget and strategic considerations as it relates to our goal for work. And just as a reminder before is are equitable access and
opportunity gull. And the work is deeply connected to the goals within our strategic plan. There are 5 measures in goal for which are on the screen. And today's presentation is going to
specifically focus on measures be D and looking at accessibility and participation. Today we're going to share data that examines high school course
taking patterns through the lens of academic intensity. And we will also look at accessibility of activities for students at the very heart of our goal for is the notion that students are able to make
informed choices about the opportunities they pursue, that those choices are aligned to their passions and interests and that those choices support their future goals and success. school also
recognizes that availability does not necessarily equate to accessibility or connection to student interest. Our student experience survey that is currently wrapping up will provide some additional
insights into accessibility gaps where students want to receiving something that they're currently unable to do. And the data from that survey will be shared with the board in May. So we began a
pilot this year working with the able and 20 of our high schools to look at course, taking patterns by examining transcripts for last year's senior Our pilots schools were
able to see patterns of academic course taking for their students. That correlated with readiness for post-secondary education. We had Dre. Yeah, thank you. Miss know I just want pause for a
minute and I want to share with the board how this was rolled out because I think it's important. We met with the high School Principals Association a year ago. We
actually met last spring. >> And we began to share the >> ideas that were inherent in this work. And what I shared and I say this to the board
because we've had large discussion on being a system of schools versus the school system. And so what I shared with the high school principals was every high school would be involved in
this work, but it would be a two-year roll out. So this year would be the first year cohort. And then next year, anyone that didn't choose to started near one because maybe
they had other initiatives, transitions, whatever they can take a pass on your one that they would be starting in year 2. So when MS, Neal says 20 of our high schools were involved
in this work. Of our 25 schools. 20 said we want to jump in on year one. The remaining 5 will jump in and year 2 and all high schools will be doing this work by the
end of next will by the beginning of next year, every high school will be engaged. So I don't want to leave the impression that some schools are and some aren't. They had an on-ramp to choose started
near Wonder, Start in year 2 and then all high schools will be involved. So thank you. Thank you. Doctor Reed. So for our pilots schools, we had teams that consisted of
principles, high school directors, student services, school counselors. >> Assistant principals, department chairs and other teachers that came together and participated in 3 sessions with able to use the data and
an internal tools so they could identify opportunities within their own schools. Data to strengthen post-secondary readiness for their students. So in the first section of this presentation, we're going to take a look, at course,
taking patterns through that lens of academic intensity, meaning our students are taking the necessary course work to prepare for additional education after they graduate from high school. So this is
different from go 3 where we looked at student completion of one in advance coursework. This presentation is really looking at that pattern. Of course, taking that's happening in high school and
looking at the How allows us to ensure that all of our students are preparing for post-secondary path of their choosing and that their options are not limited because the course is that they're in rolling in. As a
reminder to our public, our middle and high school students typically have the ability to choose coursework in 2 ways. So for students can choose the level at which they want to take a required course. So, for example, they
could take an English 9 honors course or a standard English 9 course. And then outside of those required courses, middle and high school students may also choose elective courses in a variety of areas. And
this can include additional courses and required subjects such as taking an additional science class B on the minimum requirements. courses in areas such as world languages, the arts or CTE. Academic
intensity is focused on the selection. Czar students are making within the areas of math science, social studies and English and world languages as these courses of the most predictive of
post-secondary readiness. So this analysis does not examine differences in the decision students are making outside of those academic subjects with the understanding that the decision to pursue one
elective over another is often driven by students, personal interest and passion. And then each elected area has benefits to students based on their individual. Interesting goals.
To academically intense course taking is linked to on-time graduation college enrollment and higher earnings and research has identified several factors that contribute to students pursuing these courses,
including course availability and financial accessibility such as paying for AP or IB exams, recruitment practices and school culture as well as student and family
expectations and interests. Our key takeaway key takeaways for this section are that 75% of last year senior cohort had
academically intense course taking patterns. And we do see significant differences in these rates across student groups, the greatest gap, we saw an academic intensity was between or multilingual learners. Students who are
levels one through 4 and students who are not multilingual learners and to address these gaps and improve rates. We are focused on 5 key strategies that will discuss further after we talk about
the data. So based on Abel's analysis of last year's senior cohort data, we have set annual targets for academically intense course taking and on this slide, you can see both the student group
data as well as the 2025 target. To ensure all of our students are accessing coursework that prepares them for post-secondary. We are also setting a target to close
the gap which will ensure students who are not meeting the minimum readiness criteria are on track to do so. So to do this, we've set an annual growth target for all students to hit that minimum readiness
standard that Stephen, we'll talk about war, which does not prevent any student from going beyond the minimum. So Reverend Readiness or on a continuum on which all students can continue to grow.
So this point, I'm going to turn over the presentation to Dr Stephen hearing. >> Like to start off with this, quote, schedule is the place at secondary schools
were all of this interact. So as students start making those choices in terms of how many years, of course, is, what are their electives? The schedule is the place where students
can access more intensity or offense. oftentimes sometimes those inequities are memorialized inside. We started out with some of that work with the school's talking
about where are the future of jobs. So we started looking at Virginia's economy, looked at the national economy, talking about the shift in the United States, particularly over the last 15 to 20 years towards
post-secondary. Not all students need a four-year degree, but we talked about the need for students have something beyond their high school diploma. About 70% of the jobs in Virginia require is actually a little bit
higher in some of the latest projections. So talking about are we making all of Fairfax students post-secondary ready and talking about how this was based inside research around
post-secondary preparedness. When you look at the research on post-secondary preparedness for high schools, the single biggest predictor out of all the metrics that you can pay attention to its academic intensity. So if you had to
choose one metric, 4 high schools to pay attention to its the intensity of the coursework that students are taking. It's particularly important for African-American
Latino students out of all of the metrics to pay attention to second is grades. We also collected data on test scores which we'll talk about that. The most important out of all of this is intensity. So that's where we'll spend the
majority of time today. How did we do our methodology? It's a holistic evaluation. So when we're looking at it, there's not one right way. We talked about students having a mix of really rich electives
to complement that what we're looking at in their core class work is how many years, of course, is our students taking. Are they going above and beyond the minimum, Virginia in Fairfax County requirements. Did they access
advanced coursework honors AP IB College in the high school dual credit. What mix, of course, is did they choose their? And and we looked their stem course progressions, for example, lot of research
around the highest level of mathematics that a student completes what was the highest math course that they got to and specific science sequences, things like biology chemistry, physics, very
important for students majoring in stem subjects out of that continuum. We scored the transcript on a holistic scale. Very similar to how a college would score it on a 25
point scale. We're not suggesting all students need to get out to that. 25 points. But we do have research that shows if students can get to that 10 points, they're much more likely to move on. We
also have been to mark so we can talk more about in terms of GPA and test scores. Our methodology again look the 5 subjects students can score up to 5 points in English, math science. Social studies
were language a lots of ways to do it. We want keep reiterating with the team. There's not one right way. There's so many ways students can choose to add to their course intensity over their junior and senior year. And
we're really getting shooting for that score of around 10, which is highly predictive of a student enrolling somewhere persisting to their second year and completing some sort of post-secondary so students
can get to that level of intensity, increase their momentum. They're much more likely to move on and persist in some sort of post-secondary studies. That's why we use that benchmark and why we
verified that benchmark. The research. Let's get into the data. The exciting part. So this is a continuum. I want to start out saying we work all over the United States with school districts. I would
never seen and course taking intensity this high. So definitely come pull into the division. All of those students in that dark blues. You're talking. 75% of
students hit that benchmark. That's a very high and 61% of students are in that 15 to 25 range. Those students are probably ready for any selective are highly selective
college in the U.S.. So big story here. It's a very, very high performing school district with the vast majority of students taking highly intense patterns, of course, work across all
schools about one out of 5 graduates walking across the stage is a little bit lighter and their course taking intensity and will spend a little more time talking about them through through the rest of it. There's 2 students were
just using these 2 students to illustrate our methodology. This is a student in that blue. And the key thing to note is they're really strong core course Stand again as
mercy was was laying out. Students have choices, their junior and senior year in particular, the student chose to start French and 8th grade and move on to a 3rd year. Friends some AP coursework
added some challenging coursework through out there there for years. This is an example of a student who has lots of momentum in our analysis. I high GPA. The student will probably thrive
in their post-secondary studies. Lots of post-secondary moment and the next as an example of 25% of students. That's a little bit lighter. A little more at risk not to the student won't
succeed, but this is an example of Fairfax and who went through met all Virginia requirement chose not to go into world languages, didn't access any honors, didn't
access any up any I be any do credit. 3.8, 7 G P a drive probably could access to more intensity just trying to illustrate whose that student in that light yellow whose
that student in the blue. Here's 2 examples of Fairfax students kind of give you a a flavor of how the methodology plays out across the real transcript. This is
reiterating that point. in that green box, you'll see you'll see school with the Blue Dot is your school. The Gray bar compares your school to similar schools across the
United States. Big storyline on this graph is your schools are outperforming similar schools that we work with. I so if you compared the demographics of your schools to other schools across
states, Fairfax, the story, Fairfax students are taking more intense coursework across the board than similar schools across the U.S.. You guys have a very rich curriculum. Students are accessing that
ridge curriculum and completing some of the most intense coursework. The blue dots way off to the right are showing how intense some of the schools are. You'll see one school kind of right in that great band. But big
picture it. This is a good to great scenario with really high performing schools across the board. Inside that inside an incredibly high functioning
school district with students taking intense core sort. Not all families and not all students are accessing the same level of intensity and you'll see different patterns here and you'll see some families, some students, not
for whatever reason, getting access, choosing getting advised. combination of all of those things that the Marcy talked about in the research and you'll see some student groups did not complete the same level intensity and a
little more at risk in their post-secondary studies. We don't show the overall data and stop their urine where it's going to show you what we do with the school. So this is
a view of but by subject. So we start here. Our goal is to aggregate the data for years, schools and for your division play the data back. So you will see where your opportunities are. This is showing you where your
greatest opportunities for games, the subjects that you have, the strongest intensity is science, social studies English again, we haven't seen it course intensity like that.
The areas where you're likely to see the greatest gains is math and world language. Those are the opportunities where if you wanted to move the needle a little bit, those are the places where you're likely to moved the needle. The most.
And then we drill down inside the schools to show them. We showed you there's 3 ways you can improve your tent city. How many years you take? Do you access advanced coursework and then your progressions? This is showing you years, of
course, or or another way of saying that's persistence and you'll see a very, very high persistence, particularly in the humanities students taking up almost up to 4 years, the
place where you can see the most Games is in your math in your science is getting more Fairfax students to sign up voluntarily. Again, it's called elective. Some families
are choosing calculus as an elected. More chemistry is an octave other families are. So how do you help guide and advise students through that course selection process? You'll see math and science aren't opportunity more
students take a 4th year as world language. You could have more students take a 3rd and 4th year and go beyond that second year. Lots of different ways to improve the intensity.
And we also look at the second way we looked at was our students access to advanced coursework. So the last one was persistence. This is looking at advanced coursework and again, very high levels. Students are taking advanced
course work in it in English and social studies at incredibly high rates. areas where you're likely to see the greatest games on students accessing honors, AP IB dual credit is going to be inside
MAP and world language and a little bit in science. 4 schools in the vision. We also drill down to this is giving you a taste of how we drill down into the data. So this
isn't this is a breakdown by student groups. So you can see some families in math. So we'll just do a drill down. And that's just so you can get a sense of what's in the software and what students are what schools were able to see
in their trend data. This is an example not all students, not all families having access the same level of advanced mathematics and varies by student group fairly
significantly. And you get to see the flow through the curriculum. This is called the sinking graph. So you read this from the left to the right. You'll see students course work in their first
year. Their second year, their 3rd year and their 4th year. This is a group of stunts at a high school, for example, when we were working with them as they were digging into their data where 109 students didn't
after senior really showing them. You had an opportunity. Here's here's an area where your school might want to focus. You'll see about half of those students were from algebra. The other half were students who started already
have started out to Bryn 8th grade and started to high school in geometry. So it was a mix of their students. Some of the more accelerated some of the students are on track, really trying to show that high school. There's a group of students that you can
really tap on their junior year as they're choosing their senior coursework to really shape their post-secondary readiness. Mathematics in particular is one of the most productive. And this is
another high school just trying to show you the types of data that schools and the division can see. This is a high school on the left. You'll see this is their students who started with their very first course, an
algebra. So they had 181 students starting in algebra. You'll see the student's progressing to a geometry sequence. Some of the students continued on into a multiple
year. Geometry sequence and some donde algebra. 2 big ideas. Students at that high school who started an algebra. One only 6% got into a pre
calculus course at that particular schools are trying to show them. Here's an opportunity to really recruit students or to really market your course is trying to get more students into pre calculus is very predictive,
particularly for stem majors. graph on the right shows their students who came already completing algebra one starting in geometry. Those 162 students and again, an
interesting pattern at that school. That's why we chose it illustrate those students are moving through the curriculum to statistics but not moving to calculus at very high rates. You typically expect
when there's 162 students starting job a tree, a higher yield a higher percent of students moving onto calculus at this particular schools, only about 12%. So showing them. Here's where your
opportunities are. Here's what's happening inside your curriculum patterns. And then here's where you might want to intervene as you're thinking about your core selection process basement. Yeah,
thanks, Steve. In one of the things also want you look at that, we're taking a close look at on both sides. >> Is you can see on the left side, the geometry, the large group there. And then there's
a group that takes Jim Tree again. And on the right side, you see the algebra 2 and then you see a group taking treg and really that should be the same class right? So what
we're seeing is a lot of deployed, duplicated classes and some spaces where as we begin to look at our schedule and our course offerings, we have some real opportunities
to tighten up this persistence because that yield to pre calculus is not much. I mean, 6% is not high. And even starting with geometry. Having
a 12% yield to calculus is just unusual to. So I just we're going through the state of fairly quickly. And each of these slides really has a story that. How some depth to
it in terms of our ability to make this work. Actionable and his principal see the path in their schools. It's really opened up some significant conversation. I think so. Just want to pause a minute and
kind of take a look at. thanks, Steven. >> The other the other part, partly why created this when I
was a chief academic officer, I could see the enrollment in my courses. And when I was a prep school principal, what I couldn't see was the flow through the curriculum. It wasn't visible to be a new like how many students were in pre calculus or how many
students are now 2. This shows you the flow through the general to Sample High School in Fairfax. You'll see 284 students started in general
math. The big story is there. Whatever you chose your 8th to 9th grade transition at this particular high school, you're kind of locked in into that. You're going to stay in the general track. They did have a
nice bright spot, their senior year where 71 students did get into an AP course. That's that's a real bright spot that we called out to that school. This is great. Can you find more opportunities to move
students into that accelerated path where that might be ready to benefit might have great grades. I do really well. That's an example of how to use this data to really
leverage it for your advantage. >> It just piggybacking off of students last slide. This slide show a snapshot of our
map data from last year and it looks at advanced math in 6th grade. Algebra, one in 8th grade and the percent of our graduating seniors who had at least one math credit be on algebra. 2. And it's important. This isn't cohort
data, but it is a snapshot in time for us to look at. And what we can see is there are gaps and 6th grade between student groups. Those gaps are larger. When we look at the
data in the same year for our students taking algebra one in 8th grade and those gaps are the largest in high school. When we look at our final data point, we also see in the state that's for some of our
student groups and they're able to take advantage of honors. An open enrollment and higher rates. And we certainly anticipate that as algebra. One participation continues to
increase that high school data will also improve. >> We mentioned that we looked at 2 other data The academic intensity is the single
biggest predictor GPA is the next biggest predictor. We have 2 benchmarks for you, but we wanted to talk about test scores on test scores are useful. Triangulation point. Not a major individual
students as much as to major the system. >> And how? >> How students are flowing through the curriculum, the quality of the curriculum. And we have benchmark here of 11,
20 we collected from you are SAT PS A T A C T scores. We converted them all to a common number based on our predictive analytics. And we'll show you some data on how students are
the interaction of their course taking and their test scores. So first of all, this is the test score data again, very, very high performing
school about 45% of students walking across the stage hit that minimum benchmark. I have lots of post-secondary momentum and another 23% right on the cusp. Again, this is
all your PS City, a city and sat This one was interesting. So that little a little challenging the Green bar is your course taking some member. 75% of your students
are completing intense coursework. You would expect that purple Bar to be a little closer to your green. One track a little closer. So, for example, there's about a 30%
gap between your course taking said another way. Students are signing up for the right course is in Fairfax. They're not always hitting that test score benchmark even though they're enrolled in that course work. So that's
something to definitely watch. And when we drill down. This looks at the intersection of the 2. So the bottom access is your course taking so, for example, that 45% and that dark blue, those are students
who took very intense coursework and they also hit that test score benchmark. They have lots of post-secondary momentum. It's about half of your graduates. That's the gold standard. The
students, if students do not sign up for intense coursework at Fairfax, they're not hitting that escort benchmark at all. So it shows how important the course taking MS and thus elective czar for
students. The 2 that I wanted to really call out that green box. Those are students who signed up for intense core sort. 28% but did not hit that escort benchmarks are really
starts. Talking about curriculum, quality curricula curriculum. Fidelity instructional practices. The students in that gray box are the most at risk. They're taking not intense coursework
and they're not hitting that test for benchmark. Definitely a group to focus on overtime. And then this one we really wanted to call out different student groups are
experiencing. I hitting the test score benchmark at very different rates. The one in particular that had the largest drop off was African-American students. Noticeably larger than any
other student group in Fairfax. Their Stinnett said another way African-American students in Fairfax are signing up for very intense coursework. They're not hitting that escort benchmark
more so than any other student group in the school district. So we definitely discuss that with the division. But this point we're going to talk about the strategies that we're using increase academic
intensity for our students. >> So as we shared and go 3, we're currently revising the case, 7 math curriculum and standards to strengthen all of our students. Readiness for algebra, one by 8th grade as
Dr. Reid mentioned, the state also provides fcps with an opportunity to reexamine our current graduation requirements course offerings. And our enrollment practices and policies so that we can remove accesrriers and
ensure all of our graduates are prepared for their future. And multiple goal reports this year. And last year, academic advising has come up as an area for the division to focus on. We have a team that's
currently working on recommended revisions city academic advisement process, including activities during key transition years in this work is going to include the collection of student Family Boy to help us ensure
consistent. High-quality practices are in place at all of our schools, including early inconsistent academic and post-secondary planning activities. This also includes
an RFP for an updated college and career readiness tool. Our schools have been part of the able pie later using the stated to strengthen their practices and increased post-secondary readiness specific to areas of
opportunity that were identified for their individual school. And it's Dre, chaired will be expanding this pilot pending board approval to include all of our high schools and our pilot Middle schools next year.
Finally, we want to ensure all of our students are prepared for the rigors of advanced coursework. And during the goal 3 report, we talked about the honors framework that's in place to ensure rigorous instruction is embedded in all
of our courses and they're a consistent expectations for extensions and honors level courses. We also talked about the adoption of the bizarre resources, including the math adoption that's currently
underway as well as common assessments to ensure alignment between the written Todd and tested curriculum across all schools in classrooms. We've invested in increasing out in all of our title one elementary schools
to help our young learners develop those academic habits that will prepare them for advanced coursework in middle and high school. And finally, fcps is also providing already
know cost SAT MP, sat testing to 10th through 12th grade students during the school day and this year also planning to pilot no cost test preparations so students can demonstrate the readiness on
college entrance exams. As we shared in the last call report, we continue to add dual enrollment options and those schools offering current to enrollment has more as well as exploring new courses to be offered as dual enrollment
based on student interest, Ross increasing the flexibility of the AP courses that can satisfy graduation requirements and expanding access to AP beginning in 9th grade. And then finally to
support all of our students with accessing academically intense courses. We continue to focus on identifying and resolving common barriers, including our work focused on twice exceptional learners. Our efforts to provide
academic to support for students during non elect of time. So, for example, the pilot were doing to use advisory to deliver content that otherwise would have been provided and strategies for
success course. The ongoing work with our inclusion consultant to increase the inclusion of students with disabilities in the general education setting and have more access to advanced coursework and electives. The
updates to the ESA course sequence and providing professional learning to staff focused on asset base, mindsets and effective feedback for our students. So this time I will turn it back
over to our meeting managers. Okay. We'll start with the chairman fresh.
>> Thank Can go to slide. 29, please. So as described on the left, we have geometry being repeated in a significant
number. And on the right, we have out to intrigue, which should probably be the same class I'm curious. How much of this is because of our
repeating content. You've talked a lot about how. >> Compared to other countries, our programs here in the U.S. tend to repeat a
lot of the previous courses curriculum. How much of that impacts this these 2 charts. >> I think these are the posters for those charts or
these charts are the posters for that. They're know, Stephen, I've done a lot of work in this area in often what happens. First of all, through K 8, there's just a lot of review every year. as
we look at our math curriculum and are shifting basil resources that the committee is going to look at. We should be able to minimize that and to be able to support students
in higher level of mathematics. Sooner. Having said that, we also know that there's a certain. There can be a times if people don't
thing students are ready for a certain level of math to create another math class or create a two-year class that's really one your class or create, you know, out of a
good intention to be supportive and at the end of the day, it isn't the impact of that contention is not a good thing necessarily. If students don't get to where
they need to be to persist. Post secondary, right. So it's always thinking of that. Second that second, look at the to your point. Yes, I mean, this is illustrative of exactly that concept.
>> And one of the things that we're doing is the division to fix that is the new based on materials that you mentioned? Yes, sir. We anticipate much of that will be in place for
the next school year. >> Secondary material should be in place next year in the elementary, the following year. >> With a transition for those materials be similar to our
language, arts materials, or will it less intense for the educators to pull off? >> I think it will be quite similar to be honest with because it's going to be new
new materials, new scripts, new, manipulative CE I think it'll be very similar. >> One of the things that I think has been different with the language arts is the
transition to phonics, FEMA wear in us as opposed to whole word and everything else. Is there a similar kind of? Philosophical shift in the approach that we do. We would
be having here. I think so. >> I think that one of the things funny make awareness and the science of reading provides done well. There's a level of fluency that's
possible, right? The learning a vocabulary, the intentional teaching a vocabulary gives voice and language that can
increase fluency which allows you to read more fluently. I think we need to remember the importance of knowing our math facts and, you know, for a long time, we. Maybe shifted
away from that being important. I'm not talking about Fairfax specifically, I'm just our nation in general. And I think we need to come back to the understanding that if you
don't understand your basic math facts, your math, fluency is impacted and math. Fluency is just as important as reading fluency. If you are
going to be able to be effective in a mathematics classroom. So and we also are going to move too much like the basil reading materials and actual. Text math books,
if you will. And I I believe one of the things that I've shared with the teams, I think homework is important. I think practicing maths skills, not
learning the material home but practicing maths skills such as basic math facts. It's critical to develop that math fluency and those neural
pathways for I think it is a very similar shift to the science of reading. >> So it could be several years before we start seeing the dividends for the the
work. It could. Yes, sir, we should be stressing that as we have these conversations, I do want people to see this as a panacea that overnight things are going to change. going to
slide. 34. >> Alright, knowing what we just talked about. I'm curious if we have data breaking this information down by subject matter. Like how much of this
or the lower numbers are representative of math scores being lower. Then language arts. >> We definitely have that data. Not for today's
presentation, but we can get get that to you. So to your point, the SAT in a city provide subject. We get a reading score an A C t a very similar one on the SAT. You
also have a breakdown by mathematics so we can provide more detailed breakdown. This is the composite score. To your point and definitely further investigation that we can provide in the future. You
have any thing that you can share that you might recollect from what that might look like. >> In terms of the math component here. after opponent
definitely lags in my recollections. I want to be without having in front me. But you're right. I think that in my recollection and across the country, in the data in general, that math tends to lag behind students reading
scores in both in these exams. And that's usually the limiting factor that has students in that pink in that light red and not moving into the blue in general some time actually people on the bubble. I'm assuming yeah, it's much
more likely to be a mathematics and it typically isn't reading. There's some students that outstanding in mathematics. Him are on the other side. But you're right in in general, it's mathematics is the limiting
factor. Well, one thing I'd like see as we bring this to the regular meeting is some information about, you know, when we talk about title one schools, for example, we're
talking about the other schools that are on the bubble, but not getting the additional support right? >> I'd love to know, you know, if we follow through on these changes to our approach on mathematics. What is the
number of students that are on that bubble? Where with the additional support they tip into the next category because I think what I'm seeing throughout this part of the presentation, it's how
important the mathematics can put it is to each facet. so I think it expresses the urgency of the changes that are under way and perhaps even the changes to graduation
requirements that you've discussed. So I'll be eager to see more on that. >> Yes, sir, night. I'm glad you brought up the graduation requirement changes. I will be recommending to the board that
we add 2 things. One, a 4th year of mathematics because in talking with our principles, it would be so much simpler just to default to a 4th year requirement which many, many
states in the country already have. And we have students that actually are in some cases at the end of their junior year and are taking any more math. Some of the end of their sophomore year. And then
secondly, I believe algebra Trig needs to be a graduation requirement. It is the exam apprentice exams are based on.
It's really are going into the military and the worker into post-secondary. It's a must to understand the principles announcement. Trade those 2 additions to our graduation requirements I believe would
position Fairfax County, Public schools, particularly here in the Commonwealth to be a leader because the commonwealth doesn't require those. And it is clearly
lagging in mathematics is worth 50 out of 50 states and than 8 math scores. But over 40 other states already require algebra. Trig is a graduation requirement. So I feel like this is an
opportunity for Fairfax County to say we're going to raise expectations, not buy changing how we measure kids that actually changing the experience for our children
educational. And I think it's essential. This data is a key piece of that. But I just I really feel like that's something that our kids are capable of in our community would expect.
>> So be putting on the next tik-tok next steps document a request for more information about the benchmark tests. Data broken down by subject area, not only in the aggregate, but also in the
demographics, broken down on slide. 37, thank you very much. Thank you, Chairman first Dr, Anderson.
>> Thank you. And thank you for this very interesting presentation. >> I'm glad and it's not a surprise that you found that Fairfax County is a high-performing school division. And I'm glad that
you raised it before me. >> That while it to high-performing school division is just not uniformly self all about students. You made a point of highlighting the performance of African American students who are
accessing those higher level courses but not having the UIL's on the assessments. What are your analysis? What are the reasons for that?
>> Yeah, I definitely have hunches that we were following up on with the division. Some of the internal conversations because it's not all student groups with the to the same level. One of the hunch is that we have somewhere around
teacher expectations and teacher believes around student. So there's great research around, for example, African-American teachers having higher expectations in terms of their own students in
terms of discipline feedback to their their scholars. So that's one hypothesis that we were talking about around teacher expectation. Teacher believes teacher feedback and quality of teacher feedback.
So that's that's the that's the first touch is and then really looking at curriculum curriculum. Fidelity inside some of the schools with higher concentrations to making sure that the courses are following the curriculum following the creek and guys
have the same expectations across the city across the division across the region to make sure that those algebra, 2 courses, those pretty concourses are offering the exact same curriculum, the same standards using some of
the same benchmark. So those were the the first to start with his teacher believe teacher expectations, professional development around that combined with some curriculum curriculum, fidelity, particularly and targeted schools where you're
seeing larger to score drugs. >> Thank you. Are you seeing also consistent application of those African-American students in terms of where they're being the least successful around now, division is this uniformly
across all of our regions? Are there concentrations and spots? >> Concentrations in particular regions we broke scored a touchdown by regions. Not for this particular presentation, but we did break
it down by region and by schools and you'll see some schools are having more success than others. And some schools are less success some regions. So you can see concentrations that we
provided data, hopefully for the division to do some further investigation and follow-up tied to the strategic plan that were Selena. >> Thank you, Dr Reid. I would be very much interested in seeing some of that
information. And lastly, and I have that I have a hunch that this is connected to other hunches. What have you found as related to teacher experience? If anything?
>> Yeah, teacher experience nationally. When you start getting beyond 4 to 5 years. So there's there's definitely evidence in the first 4 to 5 years of teacher experience that there's a very strong correlation after that, the
correlation to drops off pretty dramatically. So you're not seen necessarily a teacher with 15 years of experience being 3 times more effective than a teacher or 5 years experience that researchers
doesn't show up. So then it gets really down to instructional practices. But in the first, if a school is impacted by large teacher turnover has large percentages teachers and their first few
years of teaching. There's definitely evidence you want to reduce the amount of teacher turnover and the amount of professional development if that's taking place outside of that, then once you're past your 4th or
5th year, you're seeing really wide variation in terms of teacher practices, less correlation to experience. >> Thank you. I would also be interested in seeing what the teacher turnover rates are in
those areas where you have identified as having greater issues with maintaining. The level that is occurring elsewhere. So thank you for
that, Dr. Regis, a question that I wanted to piggyback MS officials shared. You talked about the bay. So being able to address some of these concerns. Is the base will also going to address the
scope and sequence and Walk me through that a little Lynn clear. You're afraid Basil mass? Yes, of course. The Basil map has to be aligned to
the Virginia standards for sure. So if the standards of repetitive in and of themselves, how with that? Give us the opportunity to kind of move ahead a little
bit quicker. >> don't that the standards, you know, when there's so many words to describe days to talk about the cyclical curriculum there, there are a lot of
different terms curriculum and obviously mask like reading your still adding from the time you're in kindergarten until you graduate edition is still something you do. But I think what we want to make
sure is that we planned backwards from where we believe everyone should be. And at this point, the belief is based on all kinds of research that if you're in
general education, you should be an algebra in 8th grade. So and even the Virginia Commonwealth says that. I mean, I think the prerequisite is success in 7th grade honors level mathematics haven't seen
it well, but I think that was what we discussed in the meeting. And if that's currently the Virginia trajectory, we should minimally be there. I think
what we're talking about that for some children, Mathis or Friday night lights right? So we want to make sure we provide that extra experience. And we know that acceleration
for some children is just kind of where they are and mathematics, just as you can go into a librarian. Pick any book I can choose. Go down. Go or I can choose of mice and men depending where my
independent reading level is. But in a math class, often I'm going to be in 3rd grade math. All right. And so what we want to say is, look, you can do 3rd grade math, which is going to be robust and rigorous and
it is here in Fairfax County. And if you're ready really for 4th and 5th grade math skills were on a provide that as well. So that if you want to take out 6 grade, that's an option here in Fairfax County.
Regardless of the school you attend right? And I knew we would like eventually I think to get to a point we not to leave your school to go take algebra in elementary school. But there are a lot of factors
we're going to have to address to get there. But to answer your question, I think that we the idea of the Stupak it out a tree that you saw on the one
charge of the duplicate geometry. That doesn't hold even. If you're let's say, for example, an amazing tennis player. They're gonna go to
college on a tennis scholarship. The NCAA clearing House is not going to be credit for 2 classes that are the same class. So are setting kids up for problems. If we don't make sure that we have
those discrete courses in a really discreet and thoughtful pattern. sure. I definitely understand. And I also understand the need to have a basic uh alum because it also levels the playing field a
little bit in terms of what's happening in one classroom. >> Is consistently happening across all classes at that grade level. But I'm having a hard time figuring out how that's going to advance the
work of well reduced capacity and reduce some of the repetitive nature. But we're seeing here, I'm just ugly with seeing that. Well, I would say that. make 2 other.
Ops. Her 2 other observations. One if we eat, if we in Fairfax County Public schools provide a higher level of math in so well Target's. We have to remember that standardized testing is a floor. It is not
a ceiling, right? It's it's kind of a a minimum that everyone should be able to master. So if we end up for Basil mass curriculum that
actually is set as we do a reset here in mathematics to have if we move through things in the way that doesn't have as much reviewer kids are
going to be fine right? What I often notice not in Fairfax County. So for those watching it I'm sure it does not happen here. But there are places where sometimes they never get to the end of the book. Right?
And it used to be probability and statistics was at the end of 3rd grade. 4th grade 5th grade. And so by the time kids got the 6th grade they've never seen exit ever got to it
because they got stuck on Chapter 4 for TM weeks in Chapter 5. And you've never seen There. So it's not a Fairfax thing. I'm sure. But the problem is if we're not
going to get to all topics, then the next year, you think we would start with the end of the beginning, but we don't we start with the reviewing everything so we don't get to it again at the end of the year. So I think the standards
are solid. We just have to make sure we actually get to all of them every year. Sure. I have lots of questions, but the one that I'm Honan is kind of the bigger picture. This is all great. And as you know, I
love this information, this kind of data, but I'm more interested in what are going to be those actionable steps. One of the things that I'm thinking about as we're going through all of this is how do
we prepare all students from elementary school to be ready to take algebra by h grade instead of 8th grade to be ready to access on of other
electives at the at the high school level. Just kind of let me in a little bit on your thinking on where does this preparation began? And when are we going to start seeing those baby steps? Well, I
think to your point, the preparation begins in the home, right? Look, let's start. Their parents are a child's first teacher. I will say high-quality preschool also helps of every child
comes. Kindergarten school ready? Having said that, kindergarten on is our relief primary focus at this point and structurally with materials that we're talking
about, we have a number of pyramids that are working really has an entire K 12 pyramid to look at the We didn't talk today, but the state is going to eventually
move to a middle school project in the out years and then elementary. So we see course taking patterns that develop from middle to high and that arc is really
informative for regions. I know right now the Justice high school pair met in particular is laser-focused on this work and we know that
that laser focus matters. Every high school principal, it's been involved, talked about data. That they hadn't realized, right, like they're very supportive of this work.
We talked Friday, in fact about it and just the groups that are persisting in certain content areas. So this data is like it's extraordinarily
actionable because it's about conversations and beliefs and expectations and making sure that classes of equal rigor are available to students across the county and that the
expectations that they have all about students, rats. Also a piece that is harder to and still. And all staff and we could ask for it, but it's hard to see that play out in
the classrooms. Just very lastly, with my 8 seconds, what we talked about homework, we've talked about that many, many, many times. What is going to be a plan moving forward next year because that
elementary level, we still have a lot of local decisions to not have any homework. So I know our grading committee is
under way and I know that homework is a piece of that. I just think it's good practice. I think we lost our way a little bit on that topic and we need to get back to the
importance of the discipline of simply taking something home and breaking it back and practicing skills. Because it does mirror real life.
actually do things at home for one perk and trust all of us to do so. It's just good practice. Thank you. Doctors
and Miss Anderson. Okay. So if we can flip back to slide, 31 you guys touched something that I have been saying actually front since my first
meeting with Dr Reid. >> The only group of students up there that doesn't have a choice is where they register. Is the 6th graders because 6 graders don't get to choose whether or not they're in
advanced math. It's related to whether placed and there's not much parent advocacy that can happen. And anecdotally, I am seeing numbers dropped 4. How robust our local level for
programs are and how the level 3 Doug designate ERs are happening. So if we don't have kids identified as level 3 right now in our current system. If we don't have kids
identified level 3, then they can't get to the advanced math placement in 6th grade other than differentiation in the regular classrooms. And so that is something that I'm seeing just at schools that
were previously very high performing level local level for programs that were that had robust level 3 offerings. I'm seeing that anecdotally happen locations that I would
like us to pay more attention to that as we move forward. The other thing that I would love to see here is how many of the 34% of our kids that are in 6th grade math. What is their flow chart? Looks like
because I think that is essential information for us to understand why it's so important that if we don't provide that, that higher level math in the elementary
level that they they don't feel ready to necessarily get there. And I think that that's a hold its a holdup of ours that we need to. And you've got a bunch of kids that may
be deemed as discipline problems that are just bored. And I would really love to to CS Challenge those kiddos a little bit more so that's one
thing. The other thing that I wanted to ask is I know our focus right now is on math and I love that I think that what we pay attention to is what we succeed that and my question
is for world languages up to this point what benchmarking have we done among schools to ensure a certain level of
instruction for world languages across the board. I think I have a question. Is it about the instruction or about
the access to courses? It's about the consistency of curriculum. I mean, we provide we provide curriculum for level one through. I think 5
AP is obviously based on the a peak or kill >> I'm not sure what so I know we provide that and we support teachers with that. That cost a curriculum with by Basil
resources, for for those, I thought areas I think that I again, anecdotally I'm hearing consistency issue with how those pieces of curriculum are being utilized within the
classroom. >> And how much autonomy different languages may have related to what they're instructing because I would be very interested to look at how
our advanced course taking patterns, even going up to level 3 are dropping off at certain and I'm not going to get into certain schools here, but I would be very interested to see whether or not we have
trends going on with certain that could be looked at to ons ensure whether or not the act out acquit instruction is being given at level 2, which
would encourage kids feel comfortable taking a level 3 classes because if we're seeing that as some sort of pattern towards level of success, I think your question
is as smart around like, what are we seeing across schools? Because I know that graduation requirements drive a lot. The drop-off after level 3, right? That's what students need to get their advance. >> Diploma. And they have so
many other options. They want to explore. And the CTE or and other arts and all sorts of areas. So but to your point, if we're seeing a real significant difference across
schools, especially like schools, then there might be some questions. There not. Any other aspect is if we see a significant number of students at a particular school drop
language after level 2 and switch to a new language, then we know we we likely know that we've got an issue with in that language, particularly kiddos that have started in 8th grade. >> So I want us to look at some of those things so that
we can pinpoint where the problems are and that way we can provide those teachers and the schools with the support that they need so that the kids can be in those advance. Because the other thing that does is that means that kids
are taking 4 years of the language and it doesn't open them up to other opportunity last into high-level course taking patterns. So I would like us to spend a little bit of time investigating burn and
it could. look, I understand fully language arts is like languages, its whole its whole own ball of wax here, and we're probably not going to be able to be perfectly consistent just because of the
fact that different languages are different. However, I would like us to ensure that we're spending more time to make sure that the cohorts of teachers that sometimes are
one-offs in different locations. I would like to make sure that they're spending more time with their colleagues to ensure that across there's consistency across the board. So just
going to stop their Okay. Don't know that. And talked fast on this one. There's so much this is outstanding. This is just I mean, I I am
simultaneously thrilled. I'm relieved. I'm overwhelmed. But ultimately I'm motivated by this information. >> As a school board member and as a parent with 2 kids in the system, I'm also hearing
the clear cao this board and future boards to hold the superintendent accountable in the school division accountable to best practices and research board policies and state guidance when it's not tainted by politics. We
have policies that are out of date that we are working on. We have policies were not following that cannot continue. And we are doing the work. I know in governance we are. But that is the work of
this board. It's not all the other stuff that we tend to spend time on. We've got to understand that they're recommending the policies that are going to drive the work.
strategy sides. 39 40 strategy one. The enrollment in placement policies and I've been warning about class sizes because and there's the question I have for researchers. What are the implications of class size? Because that's been stagnant
for a while. And I know it's been. 29. 39 elmentary schools. The Basil resource adoption. Again, years behind where we're supposed to be. I know we're fixing it, though.
So that's the bright side because we've got Dr Reid here pushing the board. The funding and this goes right back to our Board of Supervisors. You know, we cannot quibble about
7 million dollars for this and that this is what it's going to take to continue funding our school system. And we've got to better. I mean, I I
wrote down, I want to clip your video remarks. We've got to communicate that we are an outstanding school system. And yet we still have 25% of our kiddos that have to reach that
goal. Post. And I'm also wondering what the number of math teachers, how do we do that pipeline and winning about state colleges of Ed the licensure. The best practices inducted. You mentioned NCAA
never even. I know that we need to know what the best practice research is on all the things that is going to take for a graduate of our school to go on. That's what I want to hear at a work session. I want to understand
I want to see this kind of data and modeling you know my questions yes, for 4 years of group in New York, New York regions that took early 90's. It was no-brainer.
Standardized tests. 4 years of math. I mean, world language. I don't know. I know you've got a lot of other things you're doing, but I'd love to hear what the plan is for that. Yes, the homework. The things I wonder about is the
schedule this schedule currently limits how students can take courses and if they're going to an academy, then they're wasting their time on a bus. So what are we? Where does that factor into
this what are the implications of this data on the inflammation of advanced academics? Level one through 4 and centers? There's a lot of operational stuff here that I'm curious to know about and then find. So I would love to
responsive to those 2 things. But finally, Dr Ponce, I think about when we went to visit our friends at Marshall Road Elementary and how they a multilingual learners families and were you educated about
how important it is to not just know their home language words, but their science and stem words. This kind of data, I think, is what our families need to see to it. They take
algebra. Where does that leave them? So this man, I'm sorry, which too things did you want me to respond to please? I'd like to know about schedule
and how the schedule is going to be adjusted to allow for more intense questioning patterns. And now we see timing of us, for instance, and the implementation and implications of the for implementation of advanced
academics, including senators. >> So I those are good questions. I think that when we talk about access to programming, we're going to need to figure out ways like
we've run the data across the school division, for example, at Middle School for how many teachers are credentialed to teach algebra and in some middle schools, there are not
sufficient numbers to meet that goal. We have. So I think we're going to need to look at options for program delivery that might look different. We
may needed harness online options for some Singleton courses are courses that are offered in one school, but are in another because we can't keep driving to places right?
I think we're going to think about how do we bring the program with the instruction to the students? So I know that's a big part of the conversation right now. As far as the implications for ATP
centers. I think that that study. The Jonathan Parker steady has certainly informed work here in the county. And I know ISD is looking at ways to
support AP centers. I think the curious data point is to take the 34% of think Miss Anderson said that were in advanced math. And where do they go, right? And where does students? So I think that's one of the things we like to
look at. And those charts as word is students go from each. Program is a predictable. I think it is. There will always be outliers, but I think it is
predictable and where it is predictable and not acceptable. We need to change system. Sizemore Heizer.
>> Thank you. I appreciate It's nice to see you all first, Dr Reid and This is incredible practice love hear that all. Can you hear me? Can
you hear me OK? Perhaps it's us. I don't know. We still cannot hear you. I can hear you. many. Change. My
microphone. test your like again. Testing. Can you guys hear that it's still too low?
You can turn mine up on my end. Can you hear me now? Can
you guys hear me now? Well, now I can hear you either okay. That's much better. Okay. Can you hear me Yes,
please. Proceed. All So I just do my my time again. apologize. I last month, China, your time is still threes or minutes. Okay. Thank
Second seat. Not appreciate that first. Thank Dr Reid and staff for this work. It's it's really excellent work. And I'm really excited to see the focus on intensity map. first
question and I apologize like had to come in a little bit late for a previous meeting. But what is that plan on really focusing anytime any basil material on increasing
the intensity of the elementary school level you know, I think colleagues that as Anderson mentioned about 6th grade, not having a lot of choice in who doesn't advance
map but also their pattern, as you mentioned, of the curriculum may be causing students to get bored and and I actually think the message of you don't have take 4 years map sends a message about map
itself. So what become a little bit you plan decrease in intensity from kindergarten on for all students all pause there. So I thank you for the
question. I think that having new materials that are consistent grade to grade classroom to classroom school to school are going to be. >> Extraordinarily helpful. And I think, again,
remembering that whatever curriculum materials we select should, as a matter, of course, lead students to algebra by 8th grade. That is the general track in this country. So we believe that as
we make the best selections of materials, that's where that will lead. So I and I think the ability to also enable
students, 2 soar in whatever way they wish terms of more advanced mathematics at younger ages. I think we're going it's gonna require us to ease some more creative
interventions to do that. But minimally the curriculum has to get all students to algebra by 8th grade. >> Okay. And I think that's super important, especially in
an increasingly technology world. I did have a couple questions. starts talking about intensity, in course, taking making a ques taking intensity. But then in your Spurs slides. Talks about
intensity kind of in all areas, right? Mathematics core academics were languages and other electives. But then the rest of the slides. Only talk about core academics been world language is the only
quote, unquote, elective that. You talk about it and specifically flight 23 24. I'm kind of wondering why we're not looking at intensity and other elective CTE, business
computer science arts. It's only on world languages. I maybe argue that if you're looking intensity, there's probably opportunity in all of those areas, not just in world
languages for increasing that intensity. All paused kinda ask why only world languages was chosen as an elective. >> So we had to make a choice given the time of the presentation this morning
about what we wanted to run to ground. And I think like we could have picked reading also in science, not just math, but we chose mask because it has unique. It also connects to
the Regal and it had some unique pieces to the arc, but we could have chosen any of those. It's more time that limited. But Stephen or Howard, you want to comment on
what choosing any of the others might yielded. >> Multiple things we did do research on CTE course taking patterns as well. And we have
that connected to students, intensity. That is part of the analysis that we did. We'd worked with schools so that that's definitely and component we looked at high growth. High wage industries
connected to CTE into core academics. We just because of time today we didn't put that content and but we could definitely share more on CTE course taking, course, taking
in the electives is interesting. There's a lot of research around students course taking in in the engagement to school, heir post-secondary connections,
mathematics, around specific courses that you see in in the 5 core subject areas. So in the 5 core subjects including world language. You see some very specific course taking
patterns and some very specific courses that are highly predictive us to the post-secondary enrollment in some of the other electives music. For example, there's some great research students
who take music courses sometimes do better in in mathematics, in particular, less so on specific courses them. So there's less evidence around taking orchestra versus
taking playing that require versus instruct playing the trumpet. That one is better than the other in terms of post-secondary where in mathematics, there's evidence that pre calculus very
specifically has a evidence around post-secondary preparedness. So that's why we call those out in the core subjects. And I know that there's some upcoming analysis around the electives in students, extracurricular that we could do as well.
>> Yeah. And Stephen probably didn't spend as much time on the set up by. We've been doing this work for a lot of with this type of data and one
of the things that when they pick the number 10. Right as being ready, that means that students don't just get into a college, but they get in. They
go and they persist because we don't want our students leaving Fairfax County public schools with the key to get in, but not the skills to continue or the skills to
complete. So state, just quickly describe why. I mean, like this is more than just he. This is a great, a great number as a superintendent.
When I look at entire roster of all schools in the division and you see continuum of possibilities here. It's critical that every one of our
high schools provide that because we want students that leave any one of our high schools to be able to successfully finished a high school diploma is no longer
enough and too long. I think around many parts of the country, not in Fairfax, been around many parts the country. There's been such a drive to get graduation rates up that
there's been I Stephen Ice to college credit grabbing fright. We find ways to just get kids across the finish line is that we could celebrate these high graduation rates. But if they don't mean something for our
students, then that were really the division with no clothes, right? We have to make sure that when our kids leave, they don't just have a diploma, but that that diploma is a ticket, too. And
incredible life, an open stores for them and not close its. That's why this work is so important. So >> The only thing I was going
to add was one we limit the data here because of time. But to be really clear, every high school just to see the complete are a bit and they make choices on where they want to focus as a school and
it could be in any one of the subject areas. So it really clears just a matter of what we can do in a limited time. We have here, the second part, which I think that the Reid is talking to is what we really want to create. It's sort of a
national understanding that when a student shows up in any post-secondary setting that they become identifiable as a Fairfax County's student. That they know when they show up, they're prepared and they're
going to excel. That is going to be the real meaningful thing that I think continues to attract more people to this region. By the way, introduce a CEO. But I am a Fairfax
County resident, my son with the school, Fairfax County graduate. He's now UVA graduating this year when we moved here from Connecticut 10 years ago and I distinctly
remember him saying at the time that the teachers a better here and of course, is a ban and it was unsolicited. And so you should understand what we're talking about. Here
is a good to great move. This. This district is already good nationally. But, you know, on the fringes where we have this opportunity to create additional opportunity to be able to say that anyone who
comes into the school district will excel when they leave. So this work and applaud every one of the questions you're asking around. What are we going to about mentoring? What are you going to do about kids of color? Those are the right
questions to ask because what we want is all boats rising and everyone to be available too. You know, whatever job military or court us post-secondary training. They
need to go to. >> I appreciate that. My and anybody to specially on the map aspect of this vogue out into this work. And I think it's very important that we do it. My concern was that in
this presentation, the way came across. When I read it. I felt like we're going down a path seen. Other school systems go down. That has me worried in particular is a lot
of research around the arts. Success in college and that persistence and that grit and having world language be the only elected that was
discussed had me worried that one of the things I think Fairfax is known for is the breath and the intensity of its elective. And so can talk about elected be helpful from where maybe in the full report. I understand time 2
days is not. You know, they're and computer science and it's or how we're gonna make sure students access the intensity of those as well. That also have dated behind success beyond graduation in success
in college and career. So that was the point I was trying to make that that and it seems like to me that got lost in this. And I don't know where an emergency team but data on
all of those other areas. And I and my 20 seconds I make it could go back. I wanted to mention Dr it. I'm gonna put a pride in that and slide 40. You talk a little bit about,
you know, the strategies pirate and some of the things that we're doing. I applaud your team for doing this work around the math. Populism at bays on the literacy Quickly,
if that other work also done quickly in conjunction you're going to continue to leave that set of students behind. I know my time is up take a back. >> Yes, ma'am. And I we had a
meeting yesterday morning at 8 of the team around the 2 we learn or data and this very specific bullet I think there's a there's a strong sense of urgency. But to your
point, that's not always transparently clear to the family. So we will >> The strategy is part the work for 5 years. So I'm just putting that out there. That is kind of have the same
urgency, leave them behind. Yes, ma'am. Thank you. Center and kind. sharing to make
today. >> First of all, want to thank you for all the work that you've done. This is really impressive and it's great for us to see this having just come back from the South by
Southwest Educational Conference and listening to what other divisions and jurisdictions are doing. I'm not surprised that Fcps is where it is. I mean, I told my colleagues over there is like we need to be presenting at
these conferences because we're light years ahead of some of the presentations. I'm hearing in. So that's always. Very comforting thing to know. Having had 3 students have
gone CPS schools and having worked at them however, it's that getting too great and working on the fringes. That's important. One of the things
that I did want to address in terms of how we work with our multilingual learners and how we work with foreign language. Just the door immersion program, how we leverage that.
I know that that. From experience, my own experience with my kids that when those students and scholars go through those programs, they opt out of college
requirements for language. So that that translates into dollars and cents for parents. It's with the space it or for the ability for those kids too. Do minor have the space
to do a minor. So that's a question I'd like to ask. How we leverage those opportunities in world language for immersion
students, but also for our multi language learners the ability for them to re retain and maintain their language and also have proficiency in it because once you start
learning another language, the proficiency in your native language drops. So those are things that maybe we can creatively look at just asking how we do that in our our
system of you came up with any data. I definitely wanted to follow up. I think your hunches really want to follow up on your multilingual learners as a great opportunity to do both
encapsulate and formalize their written language in their native language and has an opportunity to see themselves as scholars. If you see it as a strength. >> So you doing some competency based testing, very
robust competency based testing. But one of the recommendations that we had initially in the year is to take, for example, your Spanish speaking students who are highly proficient and
creating pathways for them towards dual credit, not just getting competency towards dual credit with a then see themselves as a scholar and then hopefully add some intensity and some other
areas. I think there's a great opportunity for you all to take those speakers. And there's some districts we work with that after a one-year or two-year on-ramp, those students are passing AP
Spanish language and AP Spanish literature to that getting multiple college credit money in the families pockets and then seen themselves as very successful scholars and then moving on to some other areas. I think
that's a a wonderful opportunity that you all could be capitalizing on a little bit more than you are with your competency-based exams.
All right, seeing no their placards all take my Obviously, I love this presentation. That's everything I do. And where I live. >> I just want to keep 2 words in mind at all times, which is preparation and persistence.
Everything we do has got to be around preparation and persistence. The other thing I want to talk about is I want to highlight a couple slides in terms of academic intensity
if we look at the 2 samples slides on 1920 of the 2 students, I really want to highlight the second student who, you know, has a cumulative GPA of 3.8 7, but
is not taking any honors courses when a college I wouldn't transcript. Macy grades are this strong and they don't see any honors or act AP or IB. But there's a
cup. There's 2 thoughts that go through their mind. One is this is a student news perfectionist and and may be don't have to be quite frank. They have a mental health
issue around fear of not getting it be if you're not getting it they will push themselves or they're in a situation where they don't understand course taking patterns and someone hasn't
pushed them. The other thing I would say is we talk a lot about back with design. I think that we have to approach that with kids. That math is 4 years. I do have a question on
the slide that shows geometry back to back 2 years in a row when we drill down on that. Is that really just tree that code? Twice or is that jumper
part one code and then a giant part to code? >> It's actually 2 different courses. You all. There's a mix. Some of the students are repeating, but it's a very
small percentage. You don't have really high failure rates to Dr Reid's point what's happening in some of your core sequencing is some students are being identified as possibly needing extra
support. One way the you could do that is to try to provide that intensity inside one school year. And there's lots of strategies. What you all are doing in this case is providing over multiple years. So you're taking the
curriculum. You're stretching it out over multiple years in some slightly different course. Sequencing that and approach a strategy approach
that that is causing some of those students. And you'll see most of the students staying in that particular pattern across division. Yeah, I just want to bring that up. And I would also say we should never have kids spending 2 years and
geometry. >> With all due respect to mathematics, algebra one and getting down to our central. We've got to figure out how to head head to do this. And
again, sometimes if we have to double locking out for one first years are they're getting map every year and they get that solid foundation needs to happen. >> And this lady, I'm going invite Ms Clinton go to to talk about this because I
think we want to clarify that this raft a corps. And so I think she can provide some additional context as well. >> Yeah, I think we have some limitations and the and the modeling and so that it's been
representatives 2 years of geometry, which in some respects it is a another year before they get to college for 2, right. But we do have a course that is called up to
algebra functions patterns. provokes a state analysis and it is a step towards housing. 2, it's not a repeat of geometry and it's not even in the geometry. Family is in the
out of family and it gives students time to learn some of those Britt concept and more concrete and explicit ways to prepare them prosper, too. Don't disagree. That may be an
on-ramp isn't a good idea, but it's the on-ramp we have. I just want to be clear that it's not a two-year geometry sequence and it's not the majority of those children are not repeating because they
felt on the It's only been in place for I don't know. I'm going to say Robin others might know handful of fire. So it's something we have waited for a long time. at the urging
of many, we went ahead and put it in. Well, and I think that key to all of this >> is the belief our teachers have in our scholars. And I
can't underscore that enough. We've seen that with benchmark with reading a lot of teachers. Initial reaction to seeing the literacy benchmarking be teaching in
reading was our kids can't do this. And here we are semester and a quarter in there are a different happening everywhere. They were like, oh, my gosh, they can do this like we have not been stretching them to the point
we need to and I'm going take a go back but also echo Mike. My colleagues comment about behavior. You know, as someone who got an satisfactory, okay.
When we had those back in school throughout 3rd and 4th grade in just about everything, especially self-control. I was under challenged. I was bored when you started pulling me out, he
started moving. You need more challenge. I was like, alright, learning can be fun. So I see I'm out of time and I'm going to take a go back. The last thing I'd say real quickly because it's just a
comment is I worry that too often our our students are not taking physics for whatever reason they're taken bio Kim and they're jumping into other courses and there are a lot of
arc selective institutions who want to see the 3 core math. Max. I science courses. All right. We're going to go back. So I was going to check with everybody just in case Chairman Fresh Tuna, go back.
Okay. Dr Anderson. Okay. Dr Anderson. Thank you first see, I'm trying understand the targets that have been laid out in the document. I think
page. >> 38, it doesn't seem to have the typical demographics that we use. Case speaks to that a little bit to seem to be missing. >> So I think that to their
missing are economically disadvantaged cat Gori and in working through some partnerships with ability to share data. That's part of the reason that that's not included. That's a sensitive
data point to sharing. So we're working through some of those things. And then I believe the other one is 504, day to And I believe that's something that we've talked
about trying to get for future reports. Some of this is how they're able to take our data and our categorization and use the existing data because we're looking at how Ables
benchmarking across other school systems are looking at large aggregate data so that that's an asked that we have Dr. Anderson, thank you. also focuses on seniors, the conversation that we are
engaging in right now leads me to believe that there's an opportunity to have targets beyond that group. So what is the opportunity for expansion for us to kind of be a little bit on top of it before it's
too late there, seniors, they're gone. >> Now it's a great question. Now starting all have Steven Joan benso. We recognize that this is the culmination, of course, taking patterns, right? What students experience, elementary school
middle school is showing up in their transcripts, which is why we're going to bring this work down to the middle school next year because we need to do some additional work on topic. So we see this as a starting point for shedding
some targets for ourselves, but not the ending point. And Steven, to jump in as >> Another typical evolution in the implementation is when we start with a historical
analysis, we also have tools to look at current students for example, we have tools in the software where it's going recommend students who might benefit from an advanced course. You can find African-American students at a
school who didn't sign up after the course requests come in and you could use it as a tool to recruit. So that's typically in years, 2, 3, and 4 as you move forward, actual current students before they
actually sign up for their courses the next year. To your point to shape what they're taking before. It's too late and they graduate. So we start here to understand the trends and then oftentimes the
division chooses to move forward and say we want to have current data on our students as the course requests are coming in so we can have an opportunity to correct some of those and to
recruit some of kids who may be chosen not to sign up for whatever reason they get them into those courses before they graduate. I would certainly like to see some targeting some goals in that area
because I think it's just too late with the seniors. >> Just speaking a little bit to some of our practices. Where does young scholars fit into this work? Because you
talked a little bit a while ago, Dr Reid about when we are extending curriculum across multiple years when they're intended to be a single year. We're kind of having placeholders of activities
rather than going to the real thing. And to be honest, I've always felt that way about young scholars because our hope is to put them into a dance academics. We have we have this kind of separate thing. Where does it fit into
this? What has been the impact? How are we seeing that? It is motivating students to participate in these high level courses. So
answer that question in a minute, I'm going answer the question you didn't at Husk, but is inferred in your discussion with Steven Marcy, which is to say. Were actually
exploring. In some cases and opt out instead of opt-in. When we know as students capable of a more rigorous course, what stead of recruiting, we just need to
put them in it. And if they don't want to be in it than they can come back out of it. So we do that with other courses. We play students and without recruiting them into
other courses. Often remedial courses, right? Replace them. So what we're talking about, we had a very spirited conversation last week about having our default. If we have
data in front of us, it says Student X's capable putting student X and that rigorous course period. Certainly talking with them about it, but not waiting for them are tracking them down to find
out. So that's a system shift. We're talking about that is an implication for the conversation you just had. For young scholars. I'm gonna start to Presidio. So we just did a paper on this for part
of the conversation to this very question Dr Presidio and I thank you and thank you for the question. So our young scholars are actually receiving advanced academic
services rate. So we made a programmatic shift in that program a number of years ago that originally was like a talent development program to try to get students to bridge the gap for. >> Being included in the program. But really and
scholars are included receiving advanced academic services. So to Dr Reid's point earlier point, when we look at the data for young scholars, about 90% of those students when they moved from
the elementary to the middle school, middle school to high school level are continuing to enroll and advanced courses. That doesn't sound bad. 90% is good. But to Dr Reid's point, it really should be 100% because those are students
that were accessing enhanced services at the elementary level. So again, we're trying to try to figure out like how can we change the way that we work through the course of ising process to just make it
a default setting so that those students continue and advanced courses. And if they choose not to take, for example, the 4 honors courses in 7th grade and 8th grade, then we can work with the
family and the student through the advising process to respect there. You know, their wishes in terms, of course enrollment. But we want to send the message that the expectations that they continue with full time
services of secondary level. >> Okay. Thank you for that. Another opportunity that I think we need to include in this conversation. And Miss Anderson started to talk about a little bit. But I want to
hone in on the local level for programs. You and I had this discussion not even too long ago each and every single one of them looks differently from each other. So that does not inspire confidence by parents.
That does not give us that robust data that we're looking at. What could be the expectations in this area to have a consistent delivery of programming at the local level
for years. So yes, ma'am, I know we just talked about that and I I certainly there is opportunity for improvement and that level of consistency.
Presidio, I know you guys have been working on a plan for several years. I think following the placard Port. So where are we on that? so I think a number of things.
>> Just to remember, first of all, student does not have to take local level for they still have access to the center. So it's a choice if they want to remain in their base school to stay with their neighborhood students,
neighborhood peers and they can choose to do that. And you're right. There's differences not in the curriculum, but there's differences in maybe how students access the curriculum to some extent and local level
for programs because if you're in a school that has a large number of students staying back for local level 4, you might have an advance academic 3rd grade classroom in a local
level for program but if you're in a school that has a smaller number of students, you might have a cohort model of students in 3rd grade. So you might have 6 or 8 students in the 3rd grade classroom
receiving local level for services. And obviously that makes it a lot more difficult for the teacher because you're managing different groups of instruction for smaller numbers of students that are accessing that off grade level
or advanced grade level curriculum. So definitely there differences. And I think one of the things that's important is that when we're explaining those differences to parents that that's clear and transparent and that they
understand because if they think that they're going to have something that is maybe a different experience than what they're getting, that wouldn't be what we would want to deliver. So we try really hard to make sure that parents understand they have the
choice to go to the center or to receive access to the local level for program and what that experience would look like. So in terms of growing the number of students in
advanced academics and the local level for program, I mean, we we're serving 50% of our students right now in advanced academics in this county, their level to 3 or 4. So that's a pretty large
number of students. So we have to really think about what's the best and most effective and efficient way to deliver those services in the past. We thought it was centers, but we
perpetuated a large number of centers across the county and oftentimes that created more barriers to We open up the local level for programs and now I think board members and
community members are raising questions about consistency of We're working hard with our administrators were working hard with our advanced academic teachers to provide clear expectations of
curriculum delivery needs to look. The same instruction needs to look the same. The supports extra curricular experiences enrichment activities need to look the same. But that's an ongoing
continuous improvement I wouldn't dispute that we've got work to do in some of our schools and sure tune in to work on >> Thank you. And I'm looking forward to see some of that work because as I understood it, the last time we had this
discussion, the local level for its like The Cheesecake Factory menu. There's so many options that schools can engage in it. That's not reasonable. It doesn't give our families the rigor and
expectation that they're looking for. Thank you. >> Thank This Anderson. I know we have more to talk about. So
I'm only going to ask one other question. >> On slide 30 when we're talking about. Throughput like the kids that are going from
general the honors and then hearing Dre talk about some of our availability of teaching staff is every child that that signs up for an honors class able to take it? Are there any
that aren't able to take it because they haven't been part of the cohorts and then they're not in the planning. >> Honors courses are open enrollment. I understand that
they're open enrollment, but it doesn't necessarily mean that we have everybody that's teaching and honors force. >> And so what I'm asking is, is their availability. If every student at the school decided that they wanted to
take an honors class. You're you know, a new that next year. Would we have the staff available to teach those courses or any of those kids are at He would have the staff
they will because there's not a licensure requirement to try to course the only part where perhaps that might be an issue is, let's say, for example, if it was an honors geometry corps and you didn't have
enough certified staff and Dr earlier. talking about this >> That had the appropriate licensure to teach geometry. That would be a problem. We haven't run into that problem yet. And it's Dre pointed out. We've run the analysis. We
work with human resources to look at teacher licensure, particularly in math and science is the next area. A focus to make sure that we see those areas where students are accessing more advanced
coursework in future years that we need to work with the school to make sure that their current staff either increases their licensure or that they're hiring to make sure that they're prepared to be able to offer everything. So
we haven't run into a situation yet where that could happen. But if we're not thoughtful and for not planning that couldn't out years be be an issue. >> So the reason I bring this up as I just want to make sure that as we're looking at these
general members from year to year that were not we're not only aligning the fact that it's kicked. You know, it's kids that apps making a decision to stay in the general side. They're not and
could stay in the general side for lots of different reasons. I'm not suggesting that there's anything wrong with them. X exercising that choice. I just I am very interested in the fact that there's so few that are bumping up to honors. And so
be very interesting to me as to your year why those that such a small cohort from this example. So thank you. >> I don't know if Stephen wants to weigh in. He was
talking about that a little bit earlier in the presentation about some of the reasons why, you know, when you start to the standard level class making that jump becomes a little bit harder. So I didn't know if you want
to add anything to that. >> Oftentimes we talk about 2 types of barriers, the formal and informal. And so was talking about the formal barriers have been removed. Students can sign up and then
oftentimes there's informal barriers that could be issues around curriculum where preparedness or just not believing 9 part of that track or not communicating that this
it might be communicated in paper, but the believe just might be that that's just not for me or I'm not welcome. There are I can't really sign up and and compete. So how do
you take the how do you take the informal barriers away and really promote those opportunities? You can do the automatic enrollment systems move are oftentimes people do
targeted recruitment and really actively reach out to students and families and say, look at your grades, look at your test scores. We really invite you into this program in into this space because we
think you'll thrive both of those strategies often can work. I could add to the extent 2 high school students myself for senior and a freshman in both of them when they do course registration. The first thing that they do
is one of my friends taking right. >> And then they come home and they meet with mom and dad. We talk about are your academic goals right? So if every student doesn't have somebody
pushing them because obviously I know a lot more than the average community member about our course taking options. Then we have to do it ourselves. And staff members of Stephen the saying is
really that intense personalized academic advising process because left to their own devices. A lot of students are just going to go or their friends might become. >> Well, tonight, I speak from personal experience that I was
also in Fcps kid. So I was not a identified and second grade. So I did not receive advanced services and math until I was in high school and had to fight tooth and nail in order to get into those courses. So I do understand that there are
the informal barriers that absolutely happened. And just being able to feel like you're prepared with the extra work that's done in a pre in the previous math class. So I do think that spending more time
to get those kids identified is as young as possible. Helps move them towards that direction. Thank you. Miss Sizemore Heizer. I'm sorry,
Mr. This So I you don't want to say I support community schools, neighborhood school student. should be able to receive what they need to their ability at their local school not have to travel
somewhere else. >> But, you know, just reflecting the previous coming ultimately, it's really about considering the approach with each scholar. And I love that word. And I'm going use that more often. The burn accurate are those things that really
matters. But you know, what does the scholar need how to expand the scholars achievement to their full potential each year with an eye on graduation. Be on that. So yesterday I was meeting for
my 6 great sons. I into middle school dyslexic. And, you know, I some things, but I didn't know things about that transition. So that's one piece about. And that's what I want. I want to get to. But so
he's going to get fewer hours. But now that I understand that he's going to be in English and what not like, it makes sense. You know, that was one conversation once a year and now it's going to get, you
know, higher stakes, right Ezzy. So I really see like if we can, you know, someone's was dyslexic someone's artistic. You know, we have these labels and some of them are illegal. how do we move
beyond that? To really get to the point where we are counseling, our students and this gets to communication really, I'm disappointed. But we have heard about families
really at all or communications. And as the over-reliance on students to transmit, educate it, transmits information home to their families. He's got to
stop. I mean, these are 11 year-old children, 12 year-old children. They cannot articulate. And I'll tell you, I like that city. I know some things. And I had many questions about the course
selection process driver's Ed. I be credits summer school, course. I mean, and only got to meet with the counselor because my daughter amazing. We asked me to join her and
she can have a different counts or next year. And another one, the air after that. I mean, there's so many, you know, it's been on this that the tactical part of it. But we can have all the access
we want. But if we do not educate families about where the kids are going, every stat repeated messages every year, they know what to expect. So their next kid goes to the same thing and it's not different if their kid goes to
ID or TJ or whatever. I mean, we just it's got to be a school system on this. I will take another go back, work to
finish now. Okay. Sizemore Heizer. >> I think you can use to okay. Okay. Great. Thank you,
Adam. Just a couple the questions I want pick that arena where I left off in terms of strategy is pirate as
well any that type program delivery models as well as how would you commission is being delivered. But what's plans and do that in conjunction
with this work? pause there. >> Well, I know that the program delivery model, we're doing the inclusion work. There's going to be a cohort that begins this coming year.
I believe there was a meeting Monday on that. and the strategies pilot is continuing this year and I believe will be the model next year. So
that's city and you want to elaborate just both of those. >> There you're doing a great job, So pretty much Doctor Reed Rd nailed on service
delivery model. We have 12 schools in our phase. One early adopter model that we're supporting. We have 2 special education consultants that are
working with our 12 early adopter schools. And we're working to increase dramatically the number of students with disabilities that are educated in the general education setting. So
we have been working with those schools. We actually have a full day planned of support and professional development this Friday with those 12 schools. We're going to continue to support them
throughout The remainder of the school year, the summer and next school year doing intensive onsite professional development and coaching to make those transitions to a
more inclusive service delivery model. The idea is to try to develop 12 model schools that other schools can learn from. So we've got 6 elementary schools and 6 secondary schools, either
middle or high schools in this pilot. And then in year 2 and year 3, we will bring on the remainder of the rest of our fcps schools in this process.
And we anticipate. Probably would be about a 3 year process to within each of those schools really implement all the changes that we're asking him to make. If we can
go faster will go faster. But we're estimating probably about 3 years within an individual school and then the strategies for success. Pilot Sizemore Heizer has been a great advocate for that and
she's right. taken us a lot longer to get that We would have liked. >> We're actively running a pilot and middle schools and high schools right now where students and families can opt
to receive their strategies for success, supports that. >> Executive functioning and academic support curriculum, not in a stand-alone class, but embedded in a special
section of advisory and that allows them to open up another option on their schedule to take an elective class. And that pride project has been going quite well. And the goal
and expectation is that we make that available to students in all of our middle schools and high schools next year. And it will be based on an IEP team decision where the student in the family would
like to receive those supports either in a class or in this alternatives to the class, whichever is going to best meet their needs.
>> Well, I would just recommend I have a lot of topics this topic, but Dre really recommend on keeping those works. Those 2 together and not siloed because he is
not thinking enough time to get it done in time. But I think that the I also to slip them. as my colleague said about behavior and boredom, I think there's a lot of students who could access
advance not earlier, but then get turned off that because of Gordon for age. I'm really hoping that the teacher training will be to recognize those signs and then recommends that may be where
need additional challenge for the students as opposed to behavior intervention plans. I want to put that out there I was to are we gonna talk about the extracurricular aspect later? It was a part of this presentation as well. We're
trying to get to that. not done the presentation yet. Okay. That statement question about that floater and then the last question I really
have around this when you talk about for years and you're looking at 4 years and not senators testing at the end of story is a successful not because one thing I really do love. That's the philosophy setting a student's after
being successful in college because the cars completion rate per scps students. I believe somewhere around 60 65% come to my colleague knows that that much better than I do. So what's the thought
about setting students up for success completion in college? With the changing how we're delivering a mass curriculum. pause there. >> I think the intent is to make sure that their 4 years
successful map, not necessarily I wouldn't advocate another standardized test. >> I would move that. I just got a That's where same page there.
>> In our analysis looked post-secondary preparatory M****. Well, we're not doing in any of your subject areas is looking at a course that maybe meets a graduation requirement. We're looking at
courses that are post-secondary preparatory, which is different than doesn't mean map doesn't mean English doesn't mean social cities, which is why you're seeing some variation in the numbers. There were only
counting courses that are likely post-secondary preparatory in our analysis as part of our intensity score. >> Okay. I won't repeat what
my colleague said to now. So looked up what was said about local level for. I think that's a great opportunity to increase the consistency of math and opportunity to access more advanced math, 2, local
4, as well as what we're doing other classes. But that consistency has got to be there. So I think that's an important piece of is have the consistency of our local 4. Thank you your time and thank
you for this great work. MRI coming. >> Thank you. So I wanted just to pick up on where Sloan and
Melanie were going bringing parents and to the course icing process. what are we doing and and that area. And what do we envision doing in
the future? Thank you for that question. And I'm not going Jen on the spot, but if she wants to add she's welcome to do that. Gender lasers are director of counseling college and career readiness and
misleading. >> Project plan to revamp our academic advising process to have enhanced Collaboration
component. So the first part is just being more consistent from school to school. So one of the things that we've mapped out is that we're going to create standardized materials that we use in every
school. So genz team will creating those materials. We're going to standardize the engagement process in terms of like family information night, some things that schools Some schools do a lot of things
that are very robust. Others haven't done as much traditionally. So we're going to try to standardize that another pieces trying to be more transparent with what students are actually signing up for. Not just on an
individual year, but from year to year. So I think, you know, this is the first year that we've required schools as part of the advisory program to really focus on the academic and career plan, which is a
multi-year way for families to actually access and see what students goals academic goals are and how the courses that they're registering for can support them in achieving those schools. Again, it's not
100% consistent yet. The you're trying to do that. One of the things that's been a challenge a little bit. People has some concerns about some of the technology that we're using to support the academic
and career plan. So we've initiated an RFP to look at to see if there's a better tool that will be more user friendly for families. So those are just a few examples. >> Right? It's very helpful.
Thank you. So it and different topic is when were adding a additional math courses that it's inevitably going to squeeze out the arts, which as
we know coming through the pandemic are already suffering in terms of student numbers. So do we have do we have any sort of sense of the impact that would have? And those
courses, CTE courses, other courses. >> I don't know that it necessarily would impact a particular content area. When you look at a variety of our students who are currently not
taking a 4th year of math. They're not taking a lot of other things either. So when we look at the data, I don't know. I don't think the impact
will be chilling on the arts. In fact, I think many of our students work selling in the arts also doing for years of math. So but I think it's a great questions. We don't want
resolve one issue and create another, but I'll be happy to provide the data on that Mr. McElveen and that would not be an outcome. We would want. And
in just the last thing on Ali folks with, as I know, we chose world languages up here and that's very much appreciated. >> But that's world languages. It's not just like math. It's not a high school. Only
conversation. And I think we think about languages. We need to be pushing earlier earlier grades and doing some more robustly. And I know we've had that discussion here front.
Thanks. Okay. We're and 3rd rounds are going to minute Dr Anderson.
>> Thank get some of my questions that I did not ask. Yes. >> Well, you're looking question I think that was show
them that secondary >> That second student in that transcript that we talked about. I think it's an example. We can provide you the day that But that's example of a student. Who
excelled in the arts and had plenty of opportunity. And what we're talking about inside their their course taking there was still opportunity to really double down and that the student was
in advanced band was really interested in the visual arts and they still had opportunities in their other subject areas to add some stretch courses. So we think there's opportunity for students with good academic, advising families with good
academic, advising to have really rich opportunities in the arts ridge opportunities in their electives and still take their course taking inside their core subject
areas with good academic advising. So it's it's both and it doesn't have to replace and doesn't have to take up some of those opportunities in the electives. >> Dr. Be can you speak a
little bit to our students who are taking when medial courses? How will they have opportunities? Because I know we we've run into that problem in a couple of my high schools, whether it's not just
Nestle strategy's success, but maybe it's the class. How will that be remedy to that access can still be provided. Cause your data shows. That's the lowest group of kids accessing
these advanced courses. We currently have a bit of a quandary with graduation, even revolving around a multilingual students. Right
now they have to graduate in 4 years for the New Accountability Framework. And we've had some tradition of when they arrive, putting them
in 6 year. Schedules to graduate because we're allowed to have somethinlled sliders. And Virginia. That's no longer allowed. So we've got student center caught in the middle who are on a
six-year track that need to be moved to a four-year track. So right now we're dealing with that. Is it graduation data data point? We're going to talk more about that moving
forward, you know, seems like every week other states didn't have that slider provision. They just. We had received students and they have to graduate in 4 years and other states. But anyhow. I think
that we have to be very careful that we don't over remediate either. Students do need support. But we want to try to do is provide the support within grade level instruction. So I think that's
one of the topics for sure that our high school principals subsequently counselors and ESS has will need to be wrestling with. OK,
that is really terrible news to hear. I don't think I realize we have to change those students who were in that situation right now, essentially right now with no buffer. So thank you for that.
The RFP that y'all talking about is that to replace not the ONS. It's. >> Was that something else? OK? That is very terrible to use I-one sale. So as a parent
I had one more here. This is a question for you. Talk a little bit earlier in terms of how the effects county is doing very well among schools. >> And its own that a similar
what is that grouping that? What's the criteria that you use to identify similarity? >> Because we're working nationally all across the country were able to look at the demographics of the
student composition so the percent of students ride certain student groups. It's provided to us from school districts around free and reduced lunch so we can create similar type schools. So our
data science team created similar profiles of schools. When your senior dot of your school way to the right on that one graph that showing you that in those schools, they're outperforming similar schools that we work with
across the country in terms of the course taking pattern, students are signing up in general, the average Fairfax student. It's signing up for more intense coursework than
the average student in other other school districts with similar student body com. you mentioned, you work with it. >> But not all of the schools that exist and that criteria,
correct. So what's end of the schools that you work Right now? I think we're up. So me. >> Right now we're up to about 105 school districts around
the country. >> Okay. So it's a very small subset then of the schools nationally. It is. But keep in mind that most of the schools that engage in this work are very large districts like
WeWork in La Unified work in Baltimore City work important work Elk Grove, workers. Houston. >> So we've worked through summer. So it's it is a small in, but it's a large number of
students overall. Okay was meant. Mystic's. It. Mind.
want go Okay. All right. I'll take a quick This has sorry. Sorry, I'll take a quick turn and I'm trying to quick here. >> First of all, I think that
I heard an excellent argument Dr Presidio around AP centers being in all of our middle schools and probably all of our elementary schools, the programming that we've created is pulling kids away. And if we just keep them at their
home base, we save money. Transportation and we raise the bar for all of our students and we can differentiate instruction much better. Secondly, I B Mathur,
some tracks that ends. And junior year and I need those schools to be offering AP Staton AP calculus in their building. Although I do understand that that particular IV track does
Nestle prepare one for calculus and I'm not as familiar with that curriculum. So definitely a priest at. I also want to highlight slide. 35 and this is my biggest
point test scores. 75% of our students from course, taking patterns, put them an academic intensity and 45% ad. That is a bad, bad data point. And I'm
going argue that is because we have not been doing homework. And we have been doing Tess Corrections in mathematics some schools for years and
also reassessments of 200%. And I'm gonna argue our foundations are not strong. And I can't emphasize that enough. can't emphasize it
enough because before we got to this Way of you know, I was aware of practices that some of our schools and study them,
you know, sat I mean, AP tests. I'll tell you when I a chant, hilly, we did and it S corrections. We did do assessment 200 are Peace Corps rocked our kids knew their math and their math as a teacher act. And so I'm just
saying, I think we need to get back to homework. I'm not saying we should reassess, I believe in it. But we're talking about learning at that level. We have to buy expectations of our students because there's no retakes in
college. Yeah. Well, good thing. Governance, chair lady. We are we did the governance policy. And as you the grading policy which now incorporates our homework policy. So we are on the way board should have
done it in the past. But we're on the way. >> You know, I just saw little bit of an article in the Atlantic about teen engagement that really made me sad and I want to share it. But, you know, just thinking about it
was a comment made earlier about engaging ours, our scholars and Dre, you'll say, you know, when kids are engaged, they're not on their cell phone. And yeah, that's 2 on the basketball court and go someplace go to the state
championship this Saturday. By the way. But you know, can it can be doing a math may be that way in science. We have science labs. So there's all these things that engagement key is how are we, you know,
engaging them, the arts. I agree that, you know, let's include world language, but those arts we know are something. So how do we incorporate that into record with the academic thing? I opt
out of rigorous course placement. Yes, that's fantastic. And 3 questions for Dr Gehring. You said the teacher expectation is the biggest impact on student
success with morning about how the classes taught and the class size and the other questions. Colleagues, please. Did you investigate the counseling methods used the advising used in the schools?
They sampled and then how can we support our multilingual learners? More question for you. Dr Reid like teach and Heritage language, is it our East all program? So you got
that had 2 of those are my class size and the advising method. So what you know, how much is class size implement what's happening and how the classes taught and did you investigate the academic
advising methods used in our sample? And how does that affect the outcomes? >> Do not knowing the history of the conversation on class size in your school that can talk from a researcher I can
talk from a research perspective. There's not a lot of evidence on class size having a large impact on student performance until you get down to around 15 and then there's been some studies that
if you get to a certain threshold, the big evidence appears around the instructional practices and not the class size has no effect. Teachers will definitely say it's around their workload stress and I'm not saying, but there's not a
lot of evidence that changing the class size one or 2 students unless you change the instructional practice doesn't appear to have a large academic benefit in the
studies that I've seen the second one was the advising we did not do individual studies. So what we did we did bring to you all is best practices
across the country. a library of strategies that we've shared with schools in with the division around best practices that we've seen in the country. We didn't go to individual schools. One of the things I was pushing your
schools in the PD. A lot of the schools continue to talk about and Dr. Presidio talked about that with the new model. Continue to talk about counselors being responsible
and it was continuing to push the schools. A few counselors at the schools with the ratios that they have cannot solely be responsible for the
academic advising. If you guys are really going to move the needle and supporting all the families for all your scholar. So you have to think about every single adult doing it by using with kid. Now the
council is play a critical role. Absolutely, but it shouldn't be that counselors responsible for all academic advising him, all staff members and you have the ratios of adults to students and you have the model set up.
So if you can standardize that and really using your counselors as leaders to help support and train teachers and then using the counselors for the individual guidance and advising them to the really complex ones, but trying to
get away from the model where you're thinking about one counselor with 2025300 students thinking that they're going to have the opportunity and the time necessary to do the level of guidance and
advisement. >> Okay. We've had 3 cau backs and we have another presentation and we're supposed to be done by one. So I'm going conclude this one in
transition, too. Mr. Horns presentation or do who's doing it out of her? Back to Dre. Thank you. Miss Lady, Mr.
Harden. Well, join Mr. Smith. And let's go ahead Percy Time is of the essence. All right. I will try to go quickly through our side, stay south.
actually, before you go quickly. >> I just want to say this isn't just about activities. This is about student connections. This is about
mental health. And this is about actually this well rounded education that we think is critical here in go ahead. Marcy. >> All right. For a second
part of our presentation, we're going to take a look at student access to activities. And as Doctor Reed set up so well, participation in activities is linked to a
number of positive school outcome such as consistent attendance, academic achievement and student well-being. There are several factors that impact students, participation activities, including school climate
family in student obligations and student interest. Our middle and high school students can access many division funded after-school activities in areas such as the arts academic enrichment,
community service or athletics and inter murals and our title one elementary schools also provide a set of title one funding activities, including math and science Olympiad as
well as other enrichment offerings and then additional elementary school. After-school opportunities rely on our community and parent partners. Our current focus for this measure is
understanding the extent to which their or barriers to barriers are a factor in students participating in desired activities. And this recognizes that students may choose to participate in
programs in the community. And Lewis school-sponsored events such as travel sports teams. So to understand accessibility of activities, we analyze data from the Virginia Climate
survey as well as the Fairfax survey and based on the data from the survey is the majority of our middle and high school students are indicating they're able to participate in activities and most do so regularly. The
student experience survey is going to help us gather additional insights into participation barriers and will form the basis of tracking accessibility to activities as a part of our
2030 goals. So the climate survey is an anonymous state required survey that's given to students in grades 6 through 12. The surveys administered in alternating years to students in grades 9
through 12 and students in grades 6 through 8. So according to the most recent survey, which was last year, 72% of our high school students, which looking at that Green Bar did not
experience difficulty participating in activities. We saw that all of our student groups and grade levels had similar results with the exception of our Hispanic students who are substantially
less likely to be able to participate in activities. Based on this climate survey results. We also can see that high school students were less likely to access activities if
they were transfer students. So in other words, they haven't spent all of their years in the same high school. They missed 11 or more school days. They received an out of school suspension. They lacked
a positive relationship with an adult. They experience any issues with school Kleiman or they had recent moderate or severe symptoms of anxiety or depression. So it is important to note that these are
associations and not necessarily cause Asians. So for students who said they were unable to participate. So thinking about the kids the yellow bar from the previous
slide, this slide shows their self reported reasons for not participating in activities so far. Middle school students, the most commonly cited carriers were interpersonal factors and logistics. While
our high school students reported other obligations feeling they wouldn't fit in or be welcome as their primary reasons for not assessing activities. So as I mentioned,
we also analyzed the Fairfax survey data to measure measure participation rates. So in the green Mars on this slide, you can see the data from the climate survey. So again, looking that 72% her saying
they are not experiencing barriers to accessing activities. And the yellow bars. You can see that 62% of our students who completed the EU survey last year
participated in after-school activities 2 to 3 times per month. And this could have been in any setting. It was not specific to school in the blue bars. We see that 49% of
our students reported participating in after-school activities daily at their school. So what the state is showing us is that most students report no, except no issues with access. However,
that doesn't necessarily translate to school specific participation. So, for example, when you look at our 6th grade students, they had the lowest participation in the daily after-school activities that blue bar but
their regular participation in activities in any setting, which is that yellow bar was actually one percentage point higher than the division average. So it suggests that the students are just as
likely to have access to activities, but they're doing some of that in out of school settings. We saw the boys and girls had similar rates of participations school-based
activities. And while the EU survey didn't only include LGBTQ+ data for students in grades 8, 10 12, we also saw that those teens reported substantially higher rates of participating in daily
school-based activities when compared to the division average. So currently fcps collect student level participation data for both middle school after school programs and Virginia High
School League sports. And on this slide, you can see the percent of students who participated in the middle school after school program for 30 days or more for the last 2 years. So last year we did see a 2 percentage point
increase and students participating in the program at that level. We also see that 78% of our middle students participated in the program at least once last
year and 30% of our middle school purchased students participated in 15 or more days of programming last year. And there are additional details in the full report on this. And then this slide shows data on the percentage
of high school students participating in VHSL sports. And again, we did observe a 2 percentage point increase in this last year as well. Our student experience survey is
going to allow us to report on the percentage of students who have no barriers to participating in desired activities, which will be a new accountability metric for go for and the target for this
will be 100% by Twenty-thirty. So finally, I'm gonna highlight the division efforts in this area focused on accessibility to activities. We do have 3 strategies in this area. First, we're
currently offering a variety of after-school activities. This includes the recent funding of the middle school after school sports, the expansion of high school boys, volleyball and girls wrestling
and the title one funded activities. We're also focusing on leveraging insights from our student Experience survey focus groups that we're connecting with students and data that will be collecting from empathy,
interviews to inform future programming offerings. I know our our middle school, our high school boys, volleyball was out advocating in full I their excitement and get to see a little bit of that in our our upcoming board report
with our strategic Plan update. Our second strategy is looking at understanding and addressing barriers to participation So in addition to that student voice, we also
continue to focus our efforts on a school climate and belonging as we know those work or factors students cited as limiting their participation. So this includes the work around social, emotional learning and
continuing to provide programs like our Purple Star student Ambassador program. That helps connect those new students who are coming in to their school as well as programs like our Our Minds Matters Program that
aims to reduce the stigma associated with mental health. Are working goal to including the work we're focusing in on with discipline and chronic absenteeism is also connect skull as again. Those were key
barriers that students cited that decrease their access to activities and then finally, we're leveraging our goal. Innovation team to identify and activate student preferences for activities to
explore expansion of elementary school activities to prove some of our data collection practices and to leverage some of the insights from this report, including ways to provide access during
the school day. And this concludes our presentation for the sectional turned back to our meeting managers. Thank you. We have 15 minutes. So we were going to have 2 minutes
start off with and we're going to start with Dr Anderson. Thank you all. Speak really quickly on page. 25 you talked about the impact on students.
>> And their connections when they began schools that as freshman. I think that's an important point to raise because that's not something we cemented in own boundary policy when we could
potentially have moves. So I'd like for us to make sure that we are seeing that the data shows that we what place students to begin in a high school in remain in a high
school. And so I want to raise that full revisit by this board because we did not get the chance to cement that. And now a boundary work. Secondly.
On Page 30. that right? On Page 30 talked about. I think I lost my page. Page. 31, you
are talking about some of the activities. This is only sports. We don't have esports debate and some of the other execute regulars provided. Can you share a little bit? Why
we're so esports is included in the Vhsl. app. I Look at right? Yes, for confirmation yesterday. Sports isn't there. And and I don't know if you want to talk a little bit
about some intended data collection moving forward. So the Category vhsl, those include non athletic activities and our sponsors of
the Virginia as eastwards to beat forensics and And as robotics, if that school chooses participate in it. So we will begin collecting. >> What I would say
curricular, extracurricular activities, those attached to school day classes. Things that we have identified were not currently tracking in the Office of Student activities because their curriculum based
band theater programs where kids spend an awful lot of time after school. But we're not in a psych tracking it as an after school activity because it's attached to So will be improving. The numbers of kids that were I think that
would be important because if I'm a child who spending months and months on a theater program, I may not be available for some of these athletic programs. >> And so it doesn't give us a full picture of how connected out kids are. So I would love
to have that information. And I did find my place. The last thing I think it's pretty timely that we're talking about middle school activities. Given the conversation that we've been having the past couple of
weeks, this is not a question just a comment. I do appreciate. And I think it's important to to see that you about 9 on Page 30, that 70%
about students who participate in middle school after school programs are economically disadvantaged. And we have. >> 20 to 22,000 middle school students who participated.
>> Back in 2023. And then that number just continues to increase. It's just a point to share with the public what the impact of not having this program. We'll do 12 middle
school students. So thank you. Mr. Moon. >> I think I just want echo the comments by a top and that's about we didn't score
up. That's going to specially. If the funding is cuYou especially for the families who unable to provide own hold
a summit to tease for dinner. Potentially the phone, the Ripper. You know, young students. This is not a budget
work session we have to be a. You I mean, whole that county Board of Supervisors do the right thing. But in case it doesn't realize the time. We
need to make sure that 2 students not negatively affect.
>> Thank you, Mr. Miss Marion. Yeah. Only to say I do wish that we had scheduled this a little differently because this is an important part of our work, especially with the Board of supervisors, county
executive proposing to cut middle school activity is we really need to discuss the INS and out of that. So I appreciate the data. >> I just hope that we can and future things schedule things a little bit differently.
Thanks. Thank you, Miss Man Mystic's Cent. Everyone. Thank you for the presentation. Actually, I have a couple of
questions from the are presentation to. >> And out of stock from that on the page. 25 on the presentation. I talks about
different, of course, students have taken and it does not highlight any of the computer signs, courses. So I wanted to know if that is. Something you
could shed Hominy afar. Seniors are students and high school take computer science. All right. Great question. We can provide some follow-up data specifically on computer
science. >> We do code a lot of your computer science and a lot of your stem activities inside CTE. Inside this data. So it is, including so like year, AP, computer science, a lot of
your computer science we can do will call the courses and we do dual code so that showing up as math and science often. So you're seeing it there, but we can provide more specific data on computer
science in particular and computer science. Pathways in future reports. We have that data, but it is showing up in this more than you would think. And we could provide the numbers, of course, is
that it also dual coated. I'm not specifically called out. >> Yeah. I notice that I make my own son and he was taking computer science in high school. It was under signs as
a subject, not as as a separate Cs track. I which I think it's a rayon pardon giving our car. I meant at that we should have a separate
track for computer science it should be track from middle school of from then students start taking a little bit off those isolated, of course,
business have a question on slide. 28. Which is Really surprising. And I think not surprising to my colleagues who have been fcps for long
but seeing of data 0.29% of student or not mapped doing that seniors up. It never happened. And I are, you know, when I was growing up, Matt is
the most important subject. You can have high school just because if you are. Especially if you're going into the stem related fields and that that
has to be a better. I guess in Fest is given to that. This number can drop down. Obviously, if you want to be able get to 0 because obviously some students pay
for different tracks I think job and the first grade up. 38 is a great approach for So we can have stirred and still high school take map, course,
as 12th grade, but need to focus as a dropped that as you brought by 7th grade. I think everyone by 7 great is taken
care off, doing our basal in all that stuff happening in the next few years. I think we'll hit that mark, storms are going to be much more prepared post-secondary
education. I'll stop there go take a Thank you. Miss D***
Miss Sizemore Heizer. Thank you side to the minute to get my camera working.
>> frozen I know we were just a short amount of time for the sections. I'm not going to ask a lot of questions. A couple questions. I heard you meant the meeting today to currently
have is middle school school programming in men. The Giselle sports for high school participation. Is there. thought of how collect data
for high school special are the co-curricular activities or other extracurricular activities coming. That would valuable data to have. >> Yes, ma'am, we actually a lot of the data we wanted to
look at. We don't currently collect and that would be around musicals theater music. The Scholastic arts Decca right, like so putting into
place systems to collect that now so we can have a baseline. We're going speak in debate and since its partisan school speech and debate opposite. A cost that I think is.
>> So there you have talked about importance of adopting speech and debate in classes. But I know those International clouds also to things that we have. But it would be good to know that students
participating. And I on Friday, 47, there's a data high school students about 33%. But what they don't want to want be welcomed. And I've
heard concern sometimes. from students around us as well. What are we doing to maybe make it school activities more welcoming? there.
>> Thank you. Sizemore Heizer. I'm going turn it over to Doctor heard Mr. Not a doctor
>> candidly miss Sizemore Heizer. That's a number that is is new to us and our officer 8 in it and it is surprising is unacceptable. So today, I don't know that I can say that we have a defined
plan on how we reduce that number and attack it. But we have a commitment that no student much less. 33 1% would feel uncomfortable with the programming that we're
offering. So it's how we're making connections in buildings at at the high school level. How are making programming of known to
students straight, which teachers, how the students get connected, the use of home rooms, school counselors. And, you know, there are a lot of avenues where we can improve their feelings about whether they would be accepted in
those programs. >> So the other thing I would add Miss Sizemore Heizer is we have a hugely disparate level of school experience in these
programs across the county and what we often hear is if I have it from us to news, never play basketball and truly we have some high schools where
students come in or have have to be taught how to dribble the ball as the 9th grader. They don't want to come out. They do want to turn out for something they don't feel like. Maybe they have the ability to do because they
never had the opportunity to do it. And that translates to debate war model UN or music or they haven't learned an instrument to early because as a 9th grader, it's very
difficult to pick up the viola and suddenly, you know, playing the orchestra. So I I think a significant part of the 33% is providing earlier opportunities for students
across the county to experience these opportunities where there are fewer you know, every kindergartner believes there an amazing
artist rate and by high school, they don't want to join thing in front of anybody for the most part. So I think where there are fewer inhibitions and fewer concerns when they're younger. That's when we need to make sure
children feel more capable. And I think that would also add to that, which is why, you know, after school enrichment programs are so important for children. Well, that was
Ashley was going pass. It can get some training for the people running the programs as well. >> Right. In terms of how to build those communities and connections. I think it. Work
with the students as well. The kind of, you know, talk about this week, talk about accepting from things like that. I think that some work, but I did it. That's why we need to have some consistency or walking down. If you score
you not talk about how much is what programs? I think that would Mary will be offered elementary school after school to middle school school to what you have high score that would help that through lines
as well. Right? Like it's hard for soon to start doing theater increase going. They may not have access middle school families. I pushed the strategies. I love his many years. I have cried because so that's going access to staff
were already getting segregated. I'm going to think where right, they don't have those opportunities when it's not as high stakes. So we started with a middle school
with those in the not going to be high school and then we were disconnected for the after-school programs. It's hard to when you don't know anybody at all you with the same 6 kids all day long. So I
would really look at intentionality between not practice comment school. We offer up school middle school and how about as a through line? The high school and I promise that. But thank you.
Thank you. Miss lady. >> One comment from the previous part of presentation around executive functioning. I love this idea of 9th grade advisory. I think that should be universal in all of our
schools. I know when I told teacher a counselor T J we spent time teaching of sex and functioning indicted. Because they don't they don't come with the skills. Good thing. I want to make sure our public
understands because I've gotten a plethora of e-mails related to the funding of our our middle school. After school specialist, our public needs to understand that that is a line on the has been that has been funded by the Board
of Supervisors. It is not in our Fairfax County School board budget. It is in the Fairfax County budget. They have decided as of now to eliminate that. So I
appreciate the advocacy in my e-mail box. However, that is something that is completely out my control. If you drill down on their budget, you also find that they're eliminating crossing guards at several
schools and they're also limiting some of nurses. I just want to bring that because this presentation on activities, it's absolutely essential that our students
are connected. Extracurricular Co-curricular early because the more adults in their life. Then there's the greater chance they're going to see a kid who might be is stepping are being pulled by appear
perhaps in a direction that's going to take them off course of success. The more adults that we have mentors, coaches, that we can have a kids lives, the greater they're going to be with success. So I have
confidence in the Board of supervisors that they are going to fund that, but want to make sure that people understand we're about budget lies at the moment. Thank you.
take a quick turn before we consider going to go backs in the interest of time. >> Didn't to everything my colleagues said, but I would be remiss if I didn't point
out what I've seen across all of these graphs is the The lack of participation by Hispanic students and to ask if there were any specific
barriers identified that led to that. In this specific analysis, we don't have the ability to provide that information. But when we have our student experience data back, we will have that
ability to drill in a little bit more. At this point. 2 minutes away from our break and mystics. It has to go back. Can we agreed to take an
extra 5 minutes before we go lunch? Seeing no objection, >> And I'm going to be quick I'm looking at the slide of
46, which is, again, the one talks about students sent reported respect us, but they cannot there less able to participate activities. No positive result nation should
fit the doubt. there was, you know, quite a bit that section. I saw there's some room of improvement there it's
it's basically when my son was in middle school, I one of the principal at that time said that every student in the school should have one in the school building. They can
trust. And that builds that relationship. And there trust factor and then debt could also translate and I'm paying more comfortable. And the
school obviously of its not possible for everyone. But that's something is a champion for students. I think because did that time. It's the second 10 years ago. I don't remember
exactly now, but it wasn't a kid in middle school. Speaking a rocket in middle school yesterday we had a budget town hall yesterday. The students were amazing. They talked about there middle school
after school program and the talk and advocated for themselves. They said we don't know what rules laws and funding but the don't want to programs to get caught. I
really like voice coming up, student themselves and and speaks volume of 4 kind of students we have in our schools. They speak for themselves really proud of them. One last thing I would
say is that some of one of the other program. My son I tended was a vest in high school was doing summer camp for elementary school students and
a teacher clout. And that's how we got introduced a teacher. So if our high schoolers of gloves can into do invite middle schoolers and
entry and get them one week off, experience different clubs. I think they would really love it. They absolutely love that program. I mean, my my experience and the show off toward the hole
some of the week off a cam. So that something I was calm. Good. This is just think. What
I really want to say. I mean, we have this limited time and by no means does this indicate the lack of importance to this topic? We all know that
extracurricular activities. >> Our would help some of our students belong and what inspires confidence in them, which translates into their
academics. I would encourage my colleagues to look at the next steps document if they want more information about this because just due to the time factor. We were not able
to spend the time that I think that this topic merits and I do want to say that just like everything else that Fairfax County Public Schools does, we have seen that some of our
extracurricular activities are the top in the nation. And we have award-winning students and teachers. So I want to mention that, but we do need to have more kids involved and we have to move from that. Good to great. So seeing no
other placards up. We will now
recess for lunch. And thank
you for all your work.
Session. So thank you, everyone for being here. I would really like to thank the team for all the work they've
done on the S R and R and to bring back a report that has been very responsive to put the school board has And I know that was a huge lift. I
appreciate the efforts. You have to increase consistency and equity throughout our division. And I think that's a really important point that when we look at the student rights and responsibilities
that we don't neglect the responsibility part. And that responsibility also extends to our parents. I just wanted to make that point as a former
family liaison. I'd also like to welcome in thank our principals who will be sharing their experiences on the execution of the new cell phone policy in their respective schools. And that
was a new program that I think we're going to find has been very positive. So without further ado. We start write, thank you. I'd like like to
thank the board and those community members watching. That's an important said. >> Topic and want to introduce doctrine, artists, King, our chief equity officer who's
leading this works of Doctor King. If you'd introduce your team, please. >> Thank you. Doctor Reed and thank yous Team board members. We are excited to be here. It's been a nice long year of
engagement, robust. Inside joke. So great in school board members, colleagues and community members today, our time will be spent engaging in meaningful discussion
regarding the student's rights and responsibility. Regulation for the 25 26 school year. This is the first of 2 work sessions on The second work
session will be held on April 8th. Our work in refining the Sr nar's not just about proposed policy adjustments. It is about ensuring that our schools are spaces where
students feel safe, supported included and empowered for educators or provided valuable resources to make positive discipline decisions and community members.
Relationships are further strengthened and all these efforts, the line to go to our Division strategic plan. Today's presentation isn't is
divided into 2 areas. First, we will explore the proposed discipline related changes to the S R nar that focus on improving clarity, equity and consistency in policy
enforcement. After reviewing these changes, our team will pause for and allow for collaborative discussion and questions following that. We will transition to discussing
proposed cell phone policy and storage changes to the U.S. on our which have been guided by data from our cellphone pilot program. All the changes presented today are reflective of extensive community
engagement. In this section. You will also hear from school principals who will share firsthand experiences from the cell phone storage pilot. At this time. I would like to introduce members of the chief
equity office who have been instrumental in leading this work. Kathleen our executive director for Equity in Student Relations. Tiana Shannon, senior manager too, for Equity
and student Conduct. Alicia Martinez, Administrative for equity Programs and Lisa Forest, Administrative hearings office. We have other members of our collaborative
team from different offices sitting in the back and here to answer specific questions. If they should arise, I invite Kathleen wants to begin our presentation and guide us through the foundational
elements of today's discussion. All right. Good afternoon, everyone. Today's session is intended to achieve to desired outcomes.
>> Review and seek approval of proposed changes and recommendations to CERN are and determine alignment between school board and staff around community engagement,
feedback. The Virginia model guidance which governs state discipline codes of conduct requires that school board policy provide for the systematic review of local
discipline rez regulations as such fcps reviews. CERN are on an annual basis to ensure alignment with any state mandated changes. Staff
recommended changes and community feedback on May 9th 2020 for the school board issued several follow-on motions which directed the superintendent and staff to
engage in robust community engagement around the cell phone policy, a cell phone storage pilot and an assessment of disciplinary practices starting June first
2024, the chief equity office engaged the community through training feedback forms, focus groups, Web dialogue, office hours, surveys and has provided mechanisms and tools
to support the data entry of cell phone violation incidents into the student information system. This community engagement is ongoing. Our
community engagement plan produced opportunities to hear from community members, including school-based administrators. >> Teachers, central office, staff, students, families and
community partners. To date. There have been 55,343 touch points between June first 2024. and January 31st. 2025
related to the 5 follow-on motion set forth by the school board on May 9th 2024. As we consider feedback from these community engagement touch
points, it is important to highlight key emerging themes that have played a crucial role in shaping these changes. Feedback on SR in our revisions emphasized the need
for consistent disciplinary focus that still allows for consideration of student context and ensuring serious issues are addressed rather than over. Prioritizing minor
infractions like cell phones and dress code violations. Community members called for more student education on disciplinary consequences along with continued expanded
staff training to improve policy enforcement, consistency. Regarding cell phones. Feedback highlighted highlighted the importance of minimizing distractions while
allowing for educational use and safety considerations. These insights are shaping policy updates to create clear, fairer and more effective as are our
guidelines. We will now begin our review of the CERN are changes assisting in this review is Tiana Shannon, our senior manager Equity and
student conduct. Good afternoon. Recent legislative proposals may require updates to SR in our policies to ensure compliance.
>> The state, discipline and conduct mandates Senate bill 908, expands school board responsibilities by requiring stronger policies and procedures for preventing and
addressing cyber bullying. Additionally, House Bill 1987 updates, the Drug Control Act by adding new substances to schedules one and 9. These bills have passed both the
House and Senate and are awaiting the governor's signature. In response to community feedback student S on our lessons and videos will be revised to better in the
size student rights and ensure their voices are heard. These updates will include a jump rope. You lesson plans, storytelling videos with relay double scenarios and student assessments to measure
understanding and identify areas for reinforcement. Key learning areas areas will focus on student rights and responsibilities with materials made accessible to the district website and
parent news that to keep families informed and engaged. Here. We have summarized the saw in our discipline changes. The updates include clarity and enforcement enhancements
to ensure more consistent discipline practices across schools. The proposed discipline Matrix with now feature clear definitions cross referencing for infractions and detailed
guidance on weapons policy and substance use to support context based responses. Data monitoring has also been strengthened with required interventions. Mandatory says
data entry and 20 per hour parent notifications to enhance transparency. Additionally, the chief equity office will review key discipline cases to ensure fairness in enforcement to
support effective implementation. Administrators will continue to participate an animal integrated discipline training, reinforcing consistent disciplinary practices. Now we
will review the S on our discipline crosswalk. The crosswalk is a comparative tool. The systematically aligns in contrast, our current discipline policies
with proposed changes. These discipline changes reflect community engagement, relevant legislation and be back from our school board. We'll begin
with their first clarity enforcement enhancements. The chief equity office hosted 3 groups on the U.S. on our. 3
focus groups on mandatory versus discretionary decision making also known as May versus Shell and a community forum focusing in part on the same subjects emerging as a
universal theme from these community touch points. Participants from art that the S on our was seen this complex. The following changes helped to make the S on are specifically the discipline
matrix easier to use. In terms of clarity and enforcement as a current practice, the discipline Matrix does not include a definition for the K 6 icon steps on how to use the
Matrix. Guidance on where to find additional violation codes. Information. The key found each page or mandate interventions. Instead, interventions are described with the language that
sanctions quote, should be paired with an intervention from the same level or an earlier level as appropriate. To address this. The discipline Matrix will now
include a definition for K 6. That States K 6 equals the required starting level response for students in kindergarten through grade 6. Additionally, a more detailed guide on how to navigate the
Matrix will be included, offering step-by-step instructions for administrators on identifying violations, determining response levels and selecting appropriate interventions and
sanctions. As another change towards greater clarity. The updated us on our will include an expanded discipline Matrix. The Matrix will house an additional column indicating
where the page number of the corresponding narrative can be found. For example, BSO 7, the code for dress code violations will contain a direct, but I will continue direction. The
additional dress code information can be found on Page 13 of the S on our. And at the back. It had been requested that the discipline Matrix key currently found on
Page 20, the added to the top of each page with The Matrix is found. However, upon beginning the redlining process, we realize that this would at several pages to the document and create issues with the formatting of the
regulation and the S Barco chart. What we are proposing instead is adding a note on each page with The Matrix is shown which would refer the reader back to the page number with a Matrix key could be
found. The narrative sections found in Chapter one Section 8, also known as the right to voice concerns and Chapter 2 Section C 2 B, 8 around disciplinary procedures and
interventions. We'll clarify that parents that's guarding indiscipline concerns should be directed to a school administrator, our region, assistant superintendent, if applicable. Lastly, the Matrix
will mandate that whenever a student commits a reportable incident named in the regulation, the student shall be required to participate and prevention and intervention activities as deemed
appropriate Biden referring Administrator. With improved clarity in the discipline Matrix. We now turn our attention to another critical aspect of enforcement, the handling of weapons
violations. Also emerging from engagement, touch points. Community members requested strong, consistent application of weapons violation coating,
coupled with consideration of student context, the following changes reflect this community focus. As a current practice. The S barcode bsc 27 provide some information about weapons
covered by the code. However, this guidance could be expanded. Additionally, current provisions do not require suspension for weapons violations or interventions changes now allow for the BSE
27 weapons code to include guidance. The blades less than 3 inches attic weapons are included. Additionally, weapons violations related to
possession or use of statutory weapons possession or use of switchblades machetes and certain other knives and use of other weapons will now require a suspension unless the refrain administrator
determines the students age background intent. Previous infractions, disability status and or other circumstances should not warrant a suspension as well as a referral to the school-based
prevention team to determine appropriateness for further risk assessment in accordance with regulation. 21 11 and any other appropriate intervention. Having established clear guidelines for handling weapons. We now
shift their focus to another area. Substance use. Community members request for consistent application of coding also extends to students. Substance use as a current practice substance use violation
provisions. Do not provide guidance on how to determine if a student is under the influence. Changes will now include a footnote in the discipline matrix that when determining students are under
the influence, administrator shall refer to the signs and symptoms of substance use within fcps over those protocols for administrators before rendering a decision. While ensuring clarity and
substance use policies is critical is important. We now turn our attention to assault and battery on fences. As a continuing thing. Community members requested strong,
consistent responses to salt violations. The following proposed changes are responsive to community requests and feedback from the school board as a current practice. There is no clear
distinction in the narrative sections of the regulation between assault Pso one and the and assault and battery BSO 2 and B E despite the
district distinction being made in the discipline Matrix. Proposed changes will include this distinction with the following specific provisions. Assault violation narratives
applicable to B E S '01 and so will now provide the V DOT definition of assault, which is defined as intending to cause physical injury to another person. It will
distinguish the assault violations that will distinguish that assault violations occur without injury and require a file to one or more of the most appropriate interventions,
assault coding violations B E S '01 and B E S '01 a will not make any changes to the current provisions discussing suspensions or referral to the division superintendent. Lastly, the sub provisions
related to hazing will be removed from the South section and placed into its own section titled Hazing since Hazing currently has its own
Barcode B E 11. Assault by Alicia narratives. BSO too. And the will now be outlined in a new section. The S on our titled Assault and Battery.
The new section will contain the beauty of the definitions of assault in battery, which is defined as causing physical injury to another person or staff member. The section will provide that violations within
this provision may result in a suspension from school for up to 5 days unless the principal makes a referral to the division superintendent and which event the principle may suspend for up to 10 days.
This language mares the same provisions discussing suspensions and referral to the division superintendent found in the assault narrative. The assault in bought by side the assault in
battery violations. Also, mayor, the assault violations to include any involvement in a group assault and battery assault in battery upon another student when the other person other than a staff
member assault in battery upon a staff member and improper touching of another person, whether or not consensual for students in grades K through 6 and assault in battery upon a staff member identical to the
provision may result in a suspension from school up to 5 days unless the principal makes a referral to the division superintendent and which event the principle may suspend for up to 10 days for students in grades, 7 through
12 assault in battery upon a staff member show result and referral to the division superintendent and the principal may suspend for up to 10 days in the event of an assault and battery. Referring administrator should make a
referral 2, 1, or more of the most appropriate interventions. Lastly, an additional COVID be added to The Matrix till after the coating a group of assault and battery. This coat would be
listed as B E S a one B. Now that we have addressed clarifications and assault related violations. We love you enhancements to discipline procedures and oversight. To
ensure accountability and enforcement of proposed changes on our revisions include new requirements data entry, parent, notification and oversight by the chief
equity office. As a current practice, there's currently no formal requirement that administrators into all disciplinary incidents into the city information system also known as ISIS or notify
parents within a specific timeframe. Additionally, there's no current practice that provides monitoring to ensure weapons and assault violations. It here to set regulations. The revised us on
our will mandate that all disciplinary actions be entered into says and that parents slash guardians be notified within 24 hours of any discipline incident. Barring extenuating
circumstances. Lastly, a section will be added to the introduction portion of the regulation titled Monitoring and Enforcement. It requires the chief equity office and the chief of Schools to
conduct a semester review of all discipline cases involving weapons us out and assault and battery to determine Yusuf acquired intervention and are factors considered prior to
issuing a suspension for the related violations. To ensure that all these policy updates are implemented effectively. It is essential that school leaders continue to receive
comprehensive training and professional development. We want now with huge changes to the S on our governing administrator training. The revised U.S. on our includes a commitment to ongoing training for school leaders as a
current practice, the regulation requires that school-based administrators receive semi in us on our training. The revised us on our will now require annual integrated discipline training for all school-based
administrators. And we'll cover integrated discipline practices to include changes to the S and R. Sinai scenario, processing and procedures. Policies related to vision. Superintendent
referrals title. 9 bullying and harassment by some discrimination discipline, data entry and turn key professional development for on our training school bay staff. will now turn our
attention to recommended editorial changes. Editorial changes referred to revisions in language, formatting or structure me to improve
clarity, consistency and accuracy. There are 3 proposed site. There are 3 propose editorial changes. These changes focus on hate speech, stealing and stakeholder
terminology. Current practice does not include cymbals as hate speech, religion as a protected class. The revised definition of hate speech will now explicitly include cymbals as a form of hate speech and
ensure that religion is a protected category alongside other identified protected classes. Next current practice uses the term stealing in the discipline Matrix to describe property related violations.
However, the term theft is used in the near regulation sections and sis the sonar us on our will replace dealing with that for consistency purposes. Lastly, current
practice uses the term stakeholder throughout the on our to describe individuals or groups but interests in the school community. However, the term has historical connotations slated to land
ownership and exclusion. The revised us on our will replace the term stakeholder community partner or community organization. The next set of updates focuses on expanding
the glossary to provide clear, clear definitions for terms frequently referenced in disciplinary policies. These that to eliminate and ambiguity and offer administrators and families a consistent framework
understanding on our enforcement. Current practice does not include a definition for the following terms in the classroom. Additional consequences, alternative education programs, assault
and battery force who puts out individualized education plan, intent, progressive discipline and region. The revised us on our will now include these terms. The sonar will also
include updated, expanded and or establish definitions. These changes include updating the definition of assault from an act criminal or tortious that threatens physical harm
to a person whether or not actual harm is done to the DOT definition of assault, establishing a definition of assault and battery with collective of the deal. The definition of assault and battery. Expanding the
definition of drug paraphernalia in transitioning transitioning into drugs and tobacco paraphernalia. This expanded definition includes tobacco products, electronic cigarette products and
marijuana. Establishing a definition of force which defines it as any physical action news to compel restrain or harm another person or to damage property, including but not limited to physical
contact, abusive objects, threats of physical harm and restraint. Accidental contact or contact. That is part of a school activity that is not is not considered force. Alyssa Dixie's the normal
expectations of that activity expanding the definition of restorative justice conference to include guidance that was sort of justice conferences are voluntary. It may only be facilitated by Fcps certified
facilitators and conducted in accordance with protocols set forth the Office of the chief Equity officer and expanding in the glossary the definition of weapon down in the narrative, regulation
sections. This definition is pending. Final approval from the Vision Council. We appreciate the time and
dedication of our school board members, staff and community partners and engaging with these important updates. The students rights. >> And responsibilities. Your commitment to fostering a safe, equitable and supportive learning environment is
essential as we refine our policies to better serve our students and schools and to achieve goals outlined in our strategic plan. As we have outlined these proposed
discipline updates are designed to clarify definitions and has informants enforcement consistency and ensure a more equitable application of the SR in
across all schools. My refining the discipline Matrix providing clear guidance on weapons and substance use policies and distinguishing between different levels of us. All we are strengthening
the consistency and enforcement of disciplinary decisions beyond the disciplinary measures. We are also reinforcing data tracking timely parent, notification
and comprehensive comprehensive administrative training, the systematic improvements will enhance oversight, promote consistency and ensure that disciplinary
actions are informed by best practices and a commitment to equity. At this time, we would like to open the floor for questions and feedback regarding these proposed discipline related changes.
You set your insight are invaluable in shaping and SR. That will be clear, equitable and responsive to the needs of our students and school communities. We look forward to your thoughts and recommendations as we move
forward in the process. Thank you. Turn it over to the managers. Thank you, Dr. Anderson. Thank you so much
for this robust presentation. >> And all of the documentation that you provided us. Every time I went to my mailbox, that was something else from the equity office on this matter. I'm so
appreciative the the intention to be more consistent practices because we know this is a concern in order to provide greater clarity. I think there's so many things that you've just outlined that
will be so very helpful. And this division not just for the administrators who have to carry this out, but also to the parents. And I'm glad that we're having that conversation
regarding not just the responsibilities of our students, but also they have the right to particular things. And we've all sat around this table and talked about the concern that we've heard from my students about activities at schools and
bathrooms that caused him to be to feel unsafe. And so I see that this work is to intentionally address that. So thank you. One of my
overarching concerns regarding this. And this is not going to be new because it's what I shared in the 2 by 2 that we had, which I was also very grateful for, because a lot of my questions were answered.
There and one of the dot. It's a it's states under each. I think the weapons and a couple of other areas. >> That the administrator
shall suspend for up to 10 days, a nest referring administrator determines the students age background intent and previous Internet infractions, disability, a
cetera, do not warrant that. And I know the intent of this section is to provide flexibility. But to me, it raises like a bagel flag, a red flag regarding
inconsistency of practice just like everyone else and not division. You know, we just talked a little bit ago about teacher expectations of students where it's not the same across our student body.
I see the same thing happening with our administrators. So I'm very concerned this will further raise more discipline. Disproportionality because of
how I view a certain students age of how I view a certain students back mound. That's all very different in so very subjective. This one is giving me some heartburn. So I would
love to hear a little bit more about your thoughts here. Thank you for that question. Dr. Anderson when completed
our focus groups, one of some of which were on the SR in our and we got just general understanding around. >> Perceptions of the vote of certain are as well as the concept of neighbor says Shell, one of the universal
themes that emerged from that was that we didn't want consistency in the application of policies, but we still wanted to be able to take into account student context. And that was something that was
really strongly enforced by parents as well as by students. And so this policy is. Trying to be responsive to that request at the same time
to address are concerned. One of the things that we've done is put in required monitoring tool specifically for weapons and assault violations that had this provision in regards
to unless ages the 76 cetera. And then that proposed changes a partnership that exists between the CEO and the chief of schools to monitor those specific provisions to make sure that those factors are
being put in place during a suspension. And if we don't see those particular things happening, they able to provide supports to schools. So it's paired with the monitoring kind of
enforcement. So the the office, is responsible, will be monitoring every one of these. >> Referrals. With that. We will monitoring weapons and
assaults, correct. Those have been reported for a 10 day suspension and those that have not. Because if you don't have both sets of data, it will be hard to determine where there
might be some concern of and implicit bias. That can be part of our report. Certainly that we can make sure that we are. We have that comparison data between those which are 10 days, 5 days in regards to
weapons and assault. >> And providing support to schools. I think that will be important in the other thing that I would love to hear more because you've talked about all of the opportunities for
for staff training. And I also want to hear why you went from a semi-annual to an annual admin training. But I I don't know what that's going to exactly entail in the areas of
making this section less nebulous and also. Ensuring that folks are being cognizant of implicit bias. Is that going to be incorporated in your work?
>> Yes, it absolutely will be incorporated into the training. So the the annual training, the shift from semi-annual to annual. It's within. The schedule of how we
are operating trainings throughout the division as well as just being responsive to administrator request to kind of have training at the beginning of the school year. So that's why we've we've created that shipped. But more
importantly, in terms of the S on our training is absolutely going to include training around. Plus, a biased harassment discrimination and how to make sure that we're actively enforcing these policies and understanding of
these changes to the SR as they are extensive and impactful in our schools. >> So that rating will occur at the beginning of the year. But you'll capture new administrators throughout the year. Is that the plan?
Absolutely. Okay. 48 seconds, what can I get through? One of the things that I also want to highlight is the notification. But you talked about of
parents. It's so important that students are not the first reporters of what occurred and that that is happening in a timely manner. How is this being monitored?
How is this being recorded? Is? We on the honor system? I did. It is their checklist somewhere. We'll hear about it when a parent complains.
>> Yes, so we have already started conversations in anticipation of these proposed changes with the Department of Information Technology in order to be able to make updates. This is to ensure that there is monitoring of that of the parent
notification and the 20 per hour requirement as well as many of the other proposed changes. >> So what I think I'm hearing is that once the communication has been made, there will be a
check off in a debate on that insists. So they'll be affirmation that did occur. Absolutely. OK, thank you. Lastly, if you could speak to you mentioned there was an
organization part of the tool that you said you unable to do. I kind missed why and that they can go back. >> Can you give us a bit more
information on that? >> When you talk about reorganizing the columns, that was something that the red line was going to make for extensive pages. I didn't
capture all of that. >> So we've already started editing. The sarin are for next year and redlining it. And one of the things that we have realize is that when we try to add that key, that's on
the top of page 20 to each and every single page of the Matrix. It significantly alters the formatting. So instead we're going to be creating a footnote, which redirects them back to the
initial page where they can be able to find the key instead of altering that specific Charge. Matrix chart. That's there.
>> Thank Chairman Fish. >> on pages, 4 through 6 here. We have some changes from May to shall it seems. I correct
in saying that this is part of the response to the the board's follow on. I think what's hard for me is that it's not really a shell. Not
even close right? It's it's using shall language, followed by a giant. Unless. I can't think of another category that we could include to make it
broader in terms of what the discretion of the administration is at any given school. And so if our intent is to. Bring some uniformity
here, I don't think this does it even if we do keep the data, it doesn't. It doesn't, you know, increased necessarily the uniformity of of sanction, even though the
word shall is there now, without the work may might as well say they may do this. Providing facts right? Because Sharon implies that this is
how it is you can have this is how it is with a unless any response to that.
>> I definitely see a We want to make sure that when students are sitting before administrators, I'm going to give an example kindergartner
brings a knife less than 3 inches to Doesn't understand that he brought that knife, that he wasn't about to bring the knife to school. And we want to make sure that
principles have autonomy in ensuring that their age is taken into consideration as to why or how they're going to be disciplined. >> It's not just age, right? It's a whole. Battery
potential. Mitigating factors. And if it was aged, couldn't we just say here's the penalty in this age group, this age group in this age group, we could. all right. Well, that's
all I have in terms of the substance. I think the work is obviously very well done. I do want to talk a little bit about how we get here every single year. It's perplexing to me that our board is this
deeply involved in the drafting of the for the superintendent or others who may know from looking at other us ours or whatever they call them in other divisions. How
do other places do this? >> Well, in the in the state of Virginia, the the D O E does recall does require that
there is review of the discipline code conduct by the superintendent and the school board. So other divisions may not engage such as process process as we do with 2 work
sessions and cetera. But there is a process of it. That does happen by the superintendent in, of course, by the school board as well. >> Do any of the school divisions delegate the responsibility. The
superintendent, there's a lot of portions of the code. the school board must that we then delegate to the superintendent. All I ask this
because, you know, there's probably another way of doing this work and getting similar results without taking certainly large amount of this board's time compared to the other work that this more
focus is on. I mean, where else do we have room for 2 work sessions on a single topic. Let alone a 2 by 2 with that. And then a board discussion at the dais and then a vote. That's almost it.
I mean, that's comparable to the budget. So I think I'll be talking to colleagues little bit about our approach here and see if there's a better way. I'd much rather have some
very specific guardrails in the executive limitations work that we do that spell out exactly what we're looking for with the S R and R and then we can hold the superintendent to account and then she'll have
to come up with a method. Maybe that does include 2 by twos and, you know, other things to get there. But I'd be much more comfortable with that. And then the the slide
about the feedback from the community. I'm just going to reiterate what I always say when we get these slides is that there's no scientific information here. So it's informative, not instructive.
It's a large sample. We should be able to break that down into segments of school population that our scientific in nature to tell us what we're looking at here.
Otherwise we are bound to have over representation of certain school communities than others or parents who have multiple kids and so on. And so on.
>> Thank you so much for that comment. Chair fish and good afternoon to everyone we embedded in some of the reports that you all have received and the the Friday letter about the composition
of those who are included in all of our community engagement efforts. And I will say that we were very intentional in partnering with an external party, a 3rd party to ensure that there was
representation by race by pyramid, by school community, by language spoken at home. We really were very intentional in doing a census opportunity.
But making sure that those who attended our respective focus groups and community form were indeed representative of our Fairfax County. Don't doubt that. And you don't get to 55,000 without doing that. >> But it also doesn't give us
any scientific value right? There's no waiting to those different numbers based on who's represented in that sample. For example. Yes, agree with that statement that
it may not be scientific. However, it was a census opportunity in giving everyone an equal chance to participate. >> And we did that. We didn't work very closely with our partner to ensure that all of
those voices were heard heard Representative Lee and proportionately at those respective community engagement efforts. That was our best effort to do that.
>> Thank Mr. Except Thank you for the presentation. I think my 2 by 2 was I did not go much in I do. I do with >> Time constraints. But I
read to topic what I was looking for is a more restorative justice in our discipline actions and I know it's not possible in every
section. And and but Jennifer size that innocent, I send and our debt. The advocate for that has. So we feel like students are in that age which
can be given the right direction Chen change the course of their life, especially stories are coming from low-income family are
broken homes or other history there. There seeing some situations in which think is normal, but it's not normal. So I definitely feel that as a
constriction, they should make as as a school system. agree my colleagues that this is a much in detail. Andy Reid should do stuff continue work.
The Dre don't just dealt, but the ELN plays and then believe it to the schools to monitor this and continue this. Bob I
did want to ask the language. Some of the language is, you know, as us as a parent, if I am beating us Rnr document and if I don't have a veood
language skills, it's a difficult Language for a lot of people. So how do we make
it simplified and home? How address the shot them or parents to collect data because I saw in some languages and it was only one serve. One person responded to
a survey to a person responded to a survey. It's not enough. So maybe our dew point on that. Sure. Thank you for the questions must get. I
definitely want to. >> Have miss Shannon. Respond to the restart of justice. As you know, Doctor Reed invested time, energy and training into ensuring that every school in
Fairfax County has to certified facilitators for RJ. That's how much we believe in our J can share with us. She oversees RJ team some of the work that they've done. And
then we'll respond to your second question. So thank you for that question of aspiring to the first portion. So
>> one of the proposed changes in the S on our is to require interventions. It is a requirement per the video we that every single disciplinary action has an intervention. And of course, one of those
available to administrators is restorative justice. And we do have an expansive restorative justice program that we are able to support schools with. As Doctor King mentioned, we have our central office
facilitators as well as 2 facilitators in each building. And I'm happy to report that as of Friday of last week, 100% of our schools have one
trained fcps facilitator and 81% of our schools currently have to certified facilitators and we be just finished that on Friday. So we'll be able to have updated numbers in
regards to that. So the application of that and the opportunity for that intervention is available to schools. Additionally, we have seen about a 10% increase in
our referrals at the central office level. Right now, we have a target to have about 30% of our cases be school-based. And we've met that target for the year consistently. 36% of cases are school-based. So schools are
using restorative justice and will continue to support them in that. In terms of being able to. Support accessibility
of the S on arm. We do have our quick guys which are available, which provide very quick snapshot of understanding the Exxon We are also going to be expanding
arrests on our student lessons in videos. And of course, they'll be available for CPS that Edu website for families that we also translated into the same language is that on
our is translated into. And then lastly, we are in development for S on our ai-generated chatbot with the Department of Information Technology which also has
language services translate into all of language is that the S on is currently in so that in minutes, traders, parents, teachers, community
members can be able to access and understand sign on. >> I think last thing I would say is I have a minute. Okay,
the dip or king to the authorities level of assault or any kind of progressive, you know, to be defenders and things like that, then does it
go to authorities? But I mean, to say that important to the police. >> There are certain offenses
that are required reports too. Police when it's a malicious wounding sexual assaults. Those are required and enlisted in SR in our as
mandatory reports, too. Police but a minor physical altercation between students are not required to be reported, too. The place. So
the. >> So we had an incident last year and now I guess, a 6th grader was. You know, police, gay men. That took 6th grader
of in handcuffs. Wanted to ask, does every school sites and principals and the. >> The people hand handling the situations that of air
that all the again students situation and and to have any special needs going on is a it's a before deporting death
to the police save some student hit another person and they did not know they were doing it to men. If it, you know, it was one of the
special need to of cases. How do you then address that? >> And I was stopped.
>> Certainly school administrators are training in assessing a student's cognitive ability and weather and we also train on what an assault is. And so if a
student has special needs and it's escalating and makes incidental conduct contact with a person. Even if it harms that person that is not considered an assault and
battery and therefore we provide that training to school-based administrators to identify when it is indeed an assault. And when there is
just physical contact and so. We make a very intentional effort. Boardman us traitors to know the difference between
the 2. This lady. Thank you. Thank you for this great report. Just a couple things, one this is all
>> related to. Disproportionality and what I believe it's created by a lack of reporting. Versus of reporting. I think there are
too many situations where things are not entered. That are part of the U.S. on our I'm not gonna and 2 more related to that. But having
worked in the system, I've observed firsthand. So I one question I'd like to raise mostly the principles is going to ask that you honor your
discipline by Alphabet or by Gray, depending on who that administrator is to see. If I mean, it could be that, you know, 3 C's are the ones who
skipped class the most or have suffered violations the most or it could be that people are not entering things with the fidelity that it's expected because I do believe that's the under reporting. That's
creating a lot of our disproportionality across our system. So I just wanted to bring that. It says we do have some of our boost U.S. team. Fantastic principle sitting with us people. They can take back to their colleagues. But I can tell you that some of
the schools I worked in the faculty would have loved fried audit that because there are situations where faculty say, well. The student is this particular person's Alphabet's
is worth my time write the dismal referral. Thank you. This lady. Thank you for those comments, not like a mission to talk to you about a new process that we're going to implement for next year. That will address just that. So
again, thank you for that question. One of the initiatives that we have currently in development is what we're calling core. >> Which allows for us to be
able to monitor and be able to assess and provide an audit for discipline infractions and how they have been interred. So essentially the way the process works is we work with
the Department of Information. Technology who provides U.S. reports weekly audit reports or at least monthly reports which shows schools which have audit errors, meaning they've entered a disciplinary
incident incorrectly, according to the guidelines. And then once we provide that, we give that information to reach an assistant superintendents who then support administrators and
correcting those errors and that looks like one engaging in a root cause analysis to understanding why those areas are occurring and providing a corrective action plan to make sure that they don't continue
to occur. And then the actual correcting of those errors. And then we monitor that to make sure that those audit errors are declining and are not continuing to happen and then issue, of course, reports
based upon our findings. So that is currently in development. And we are working with the chief of schools and the Department of Information Technology making sure that that is launch before July one. When our administrators begin the new
school year. >> I appreciate that. And the integrity of things being accurately reflected based on what the discipline codes are. However, if I don't bother to enter anything, I'm not going to come up in your core audit.
I'm asking for an audit. The principals can do this to see who's in putting and who's not, because I believe that our disproportionality us now say this again is lack to people who not hurt or not, who are under reporting. Thank
you. As they did back in to share. The reason why we made this change, this that you have to implement because it was never in the document itself.
>> And I agree and will look into court and see how we can add that as part of it. Dr,
Anderson, for go back. >> Thank you. The other thing that I wanted to highlight when you talk about the student videos, I think that
is so important because and talking and all even asked Dr, Roll on to even speak to this. If that's possible, students don't seem to make the connection between what's in
the Sinai and what they are doing at the school building. They seem to think the scenarios and not clear to them. And we also have to realize some about students, a
very young. And so I would love to hear a little bit more in terms of the scenarios that you are intending on building and with the assessment, which is great. It's kind of a check
the understanding which we do in a lot of things. And this is probably one of the most crucial things for us to do it in because not following what is in here. Could we move students from their schools?
So we want to be sure that there's clarity about what is it that they understand that is being provided to them? I would also like to. Advocate
what kind of pacing that out a little bit because as adults, we can sit here and read this as are in our and being completely overwhelmed by it and not really build the understanding that we really
need to. I see it kind of counter productive to just kind of throw all of this at kids on at once. >> So I'm hoping there's some opportunity to Chuck, the
learning and to do those check for understanding. And of course, I know this is something put on your radar for the beginning of the year. >> But also when we come back in January, where in many
places we tend to have a whole new crop of kids. So I would love for doctor Alon to kind of talk about some of his experiences, if you could, regarding kind of the disconnect in terms of kids
understanding of what they are, responsibilities are based on what we are instructing them. >> Hi, good afternoon, everyone. I would agree with
We see a disconnect at every school I've been at specifically justice. There is a lot of issues with understanding what the is. Some of that is language barriers. Some of that is tied to chronic absenteeism and not
attending when we're doing us are in our sessions or that particular makeups. But I would agree generally speaking with the scenarios oftentimes the way that it is currently presented our students. Well, laugh it off, not necessarily
pay attention to the degree that they should. And that might be a way that we are presenting it. That might be worth revisiting. >> Thank you for that. One of
the things we've been responsive to this year that came out of our focus groups is exactly that idea. Hearing from our students that there's a disconnect with the SR unarmed, that they don't necessarily understand it,
that it feels very complex. And so in order to be able to support that, we are completely revising our art student lessons. So the videos which currently exist will
actually now transition to a video storytelling format. So that it has more really double scenarios and stories for students that they can be able to identify with.
Additionally, we're going to ensure that we create a lesson plans that are attached to the videos and which have a longer duration. We are recommending that schools, of course, to that like within the week, Pierre and they take their
time going through those lessons, know that some clients, those lesson plans also include interactive activities as well as discussions. And we have enlisted instruction teachers and instructional coaches to
help us the planning in the development of those lessons. And lastly, we are. We are aiming to ensure that students actually review those lessons before we post them so that we
can actually get student feedback to see it. These lessons are even likable or really double. So we certainly want to be able to hear that from them. And then we do, of course, have the S on our
mid-year review. And that will case schools are able to alter to determine their their mid-year review based upon their discipline needs. But they can use those same lesson plans and videos to be able to support students. thank you.
>> I would imagine that you plan on delivering those lessons doing advisory. I also think, you know, it's great to to use that time because that's where we want to send
out information because the curriculum does not really allow us a lot of flexibility. But I also want to say not all advisory periods created equal very often. A lot of the
things that we're trying to push out as a division through that period. They're not coming see consistently to all of our students. It could be because they had us all can
be. It could be a number of reasons. But we also have to keep that in mind that not all advisory periods are created equal and I have no experience
with that as well. Just one last at the end of the presentation. Mission, you talked about some changes
religion. You mentioned that and I kind of miss that. Can you also articulate that for me? >> Yeah, certainly so currently right now, the definition for hate speech included in the glossary does not include religion and it
does not include cymbals. And so we want to add those 2 to the definition for hate speech to allow those to be able receive interventions. Of course, under the hate speech
definition. >> Manama that one over a little bit. Thank you. That's
Miss Marion. Yes, hi, I guess I just want to share 3 things. One is the theme of engagement and we talked about that this morning. We talked about developing that core pathways
and students will be interested when they're engaged and, you know, this is tremendous effort is actually thinking about the first year I went through. This was during COVID. I was outside somewhere listening to this
call and I feel like it's come a really long way. And it's super thoughtful and it's evolved with our students needs. I do think it has a place in being part of the ELN. The superintendent
closely. Our policy is currently redlined in our governance committees talk about that next week. And I'm really excited about that because the current policy is a paragraph and we could probably put more in there about the board's values
expected by the community to do the work there. So, but with the engagement keys, I wanted to call upon one of our principles like him so many
here. Thank But Dr muzzle of Langston. You know, I saw firsthand my daughter was there. The level of engagement and so on the one hand, we have this very specific
document with all of the things. So we're ready when something happens. But I actually would like to conduct a muzzle to talk about. What he and his team are doing to prevent the needs of a lot of
the use of a lot of this. So would you mind Dr muzzle like talking about how you are engaging students too? Avoid some of the infractions and just what your data are
showing about discipline. Particularly a leaving the school dismissal time. It was one of the first data points you told me about So I'd love to free to share with the
board. Please. >> I'm simply want my administrative team. Being
visible throughout the day. Hallway. Transitions huge in the cafeteria. If you make sure your cafeterias intact.
That solves many of your problems. Again, we're just all over the building. The kids here us over the every transition. My admin team. We just spread out. I want to
read Hall. I'm on the blue kids here. It's a good thing. The other thing is we're consistent. And clear with our expectations. We're not out to
get kids as I often tell parents, our goal certainly is not to make learning punitive. Just like I implemented hall. Sweet students have 3 minutes to get to class. The goal is
simply that to protect instructional time and get kids in class and kids will do precisely what you ask them to do. And so I often tell teachers you have to accept
what you allow. So again, clear, consistent expectations. Would you mind sharing the data about how you
adjusted the dismissal and the results you got from You remember just a year and half ago. All right. Well, with dismissal, the school was
really soon around. 1100 students simultaneously. So I implemented staggering dismissal more so with buses rather than have 1000 kids walking out when the bus loop.
We released 10 buses at a time. And it works perfectly. We have 3 waves, 2 waves of 10 and one of 6. So it works
really well. Teaches. See that our building empty by 2.30. And so we don't have a staff meeting. Teachers are more than welcome to leave. I also
recall you sharing the scary not to cut you off, knowing I will say we have multiple ways in which students know buses are being called. We project a bus board. Every teacher is
expected to project that bus board. Students have access to the bus board on Schoology page so they can pull up the bus board as well at dismissal. So they hear the
buses as well as they see the bus board. I can even monitor the busboy. That's what I was just doing. Watching dismissal. So Well, thank you,
Dr. My not to mention the school culture that he's created. The students the first month. You were there every $60,000 in a chocolate selling event and 30 had to go
back to the vendor. But they now have beautiful murals, outstanding chorus theater. I guess, you know, it. When
people a lot of times down there saying what can we do to help public education? It's the school leader. It's. Can we take the things that we know work and make it can then distribute? It just goes back to the same system of schools
or school system. >> If this passport strategy is working. Can we implemented? I mean, I'm not trying to tread on anyone's authority or but like it
worked. It literally changed the school over a matter of days. So again, we need to have all of this. am just worried. I'm just wondering
about consistency. The last thing I'll ask about is I'm glad to see the hate speech definition updated. We need to be bold and instructor students on the matters that
we're dealing with right now. And we know that that's involving the situation with Israel and Palestine and our Jewish community and our Palestinian Muslim Americans
AB Americans. We are not going to do better until we figure head to facilitate the respectful learning of We've been dancing around for a year and a half. And Anti-Semitism
is the highest rates pretty much ever been since World War. 2. And we know that our other parts of our community feel hurt as well.
>> Thank you. But before we move on, I just have a few words to say. just echo. Thank you for including the symbols as well because those weren't included before and I know of
situations where nothing could be done when there were certain symbols. And now the fact that they're included is going to be really helpful for administrators. I'm also really happy to see that there
is going to be guidance on documenting everything insists because they know that that has been inconsistent. the thing that I would like to
advocate for is the training that goes to administrators is wonderful. It's a lot on their plate sometimes and not, you
know, throwing any shade at sometimes it doesn't filter down to certain teachers are certain staff members. And so how we can bolster training for the staff members, I think
is really critical because that's where I've seen a gap no fall to our administrators because they do a great job. But that's where we start to see the in consistencies with
certain staff members and teachers. I know it's a lot for everyone to do and I hate to be the person adding more 2, over full plate for
everyone. But if we start doing this systematically that I think it'll become more routine and not not as it. I
want to say not as heavy of a left. Once we get into a pattern of doing. Thank you. Thank you for that question.
>> One of the changes to the annual training for administrators is going to include turn key professional development for staff members. So as part of that training, they will get their materials,
their supplies. They'll get a script to lesson plans, cetera, on how they can be able to turn that running around that they got and get right back to the administrators and start to tests staff and then we're
going to pair that with our acknowledgement form, which has already launched this year, ensuring that those S on our lessons with staff members are being done. And we asked initiations to complete that
acknowledgement form so we can verify that. Thank you. Also, I fail to see signs were high-res hand
>> I got the floor. >> Thank No at all. a lot during 2, but whose I have a couple questions. I appreciate all the hard work. I know this
is a lot because it a lot of pop will work. Went into doing that. I also agree, I think having that consistent reporting and training will be very, very helpful just to kind get a lay of the land
writer were really we really around discipline incidents. Once we have a little more consistency in that reporting. A couple of questions that I had was and ERs. I think what
my colleagues asked earlier about special education students. I know talked about principles are trained and understand can you speak to work? Treating goes into it
for principles around understanding, you know, cause of behavior as well as how to conduct and Dr. Pass. My time comes. >> Dr Acts. Are you prepared
to share that? I mean, I don't see anybody from but here that can go into detail. Okay.
>> just think it's important to know because I'm one my my understanding and hopefully someone can correct me I'm wrong is part of it's looked
at. An empty eyes. The IEP. And mentioned the stock to retain the Florida think Doctor King and I have from conversations, too. But I find it problematic that using the IEP one and Dr One. It's not
written for that purpose. So my next question, we were training to give IEP teams and write IEP to make sure that is also, including along with the other goals. And Rick wanted
it to make sure families know and Ipt members know that. Hey, if your child is involved, that this one incident, an MD Ares needed, make sure that IP documents
what you want end your team to know. So what training or work consistently do we have IEP meetings to make sure information is documented? Hope is not to get right. But
if it is, we want to make sure our and your teams have the full information they need so workers. And was it meetings for purposes? >> So thank you. Miss Sizemore Heizer and I am in
>> phone, a friend, principal. Tracy Phillips is going to talk to us about what it looks like on the ground. I would but for sure, obviously we want to, you know, be
thoughtful. So principal Yeah. So I would like to clarify, we don't particularly look at the IEP necessarily in the MDR meetings. What we look at is that that disability.
>> What is the child? What qualify the child to receive an IEP? So you're looking at the disability and or what their qualification was and then having a conversation, does that disability impact
the behavior and the decisions made in the process? And so we're not looking at what's written in the I p versus what their eligibility area is. So you're talking about what their eligibility is and then
talking in those conversations, did that eligibility impact the decisions they made in their actions and their behavior? I think some of that. And what we do also is that, you know, you have somebody from the
clinical team, you have teacher representation. You obviously have family members that are there at the MDR at the table having those conversations and answering those 2 questions related to
the MDR process. I think it's pivotal Are. Yet really important for MDR teams to have those staffing is ahead of time to review any questions or concerns that may arise. Before we get to the
actual table, you're not predetermine the outcome of the nbr but making sure. But your clarifying any questions prior to getting to the MDR table with those staffing meetings in advance with this
staff that are going to be attending the meeting but yeah, I think I hope that answers your question. We're not talking about it. We're talking about area of eligibility.
>> for help, because I've always in other formats. What about have been told that the team looks at the IEP? So that's the percent for that. That isn't the That is super helpful to now. I guess the other question I have and
follow up with that is when you look at the end of eligibility and some of result how a wide range, right and how they present I, for example, ADHD or autism. You know, they can be varying
differently from each student to student. So how do you have familiarity people in the room? I think you saw You talk to some stop it. Who do you have in the room that might be familiar with how the student,
you know, present on a day-to-day basis and roles of the families have been providing information for that as well. >> sitting at the table. The parent obviously has their input regarding what they see versus regarding their child
as well. As you know, you have a general education teacher and a special education teacher who are familiar with the child to talk about what they see in the classroom. And we try to have the case manager present to be part of
that discussion as well. So most you know, all those teacher input of behaviors and actions are seeing if there's, you know, questions that remain. We try to get those
answers prior to making the decision to those 2 questions that we're giving it at the table. >> appreciate that. So it's it's not just eligibility. But 3 talking to teachers and
staff familiar with the student regarding that that out that I'm just saying I'm not a place for that student. Yes, that's correct. That's
help. I appreciate that. And I do think that it's also important as we look at the U.S. on our really figure out where our roles here, how we balance our roles because
document is quite And we do that quite up. Not so. I agree my colleagues. That want to come to get someplace that I think I'm rethinking this process from U.S. on our that's all I have right now
are creating. Thank you. Thank you. I think that we are now ready to move on to part 2, the presentation. >> All right. Thank you. And thank you for that conversation was very helpful to us as we move forward in the process.
>> I'd like to introduce the principals who joined us today. They are part they were part of the cell phone pilot process this year. Whether
headed a storage unit or not, they were still part of this and provided great feedback to us throughout this process. I want to say thank you publicly to all the principles who
signed on do this journey with us. So we have Tracy Phillips from Robinson, secondary Chandra Lawn from Justice High School. I mean, Hughes, Middle School math now from 20 middle
school. >> Cindi Conley from Irving Middle School and the bird from Edison High School and Dr Alan Riley at McLane High School. So want to thank you again for joining us.
>> As we transition from the broader discussion on discipline, we now turn our attention to another tsr not issue the cellphone policy in storage based on extensive.
And I mean, extensive. Community engagement and feedback. The proposed change to seek to balance minimizing distractions in the classroom while acknowledging the role
cellphones and student safety and communication in this session. You will also hear from school principals who we share firsthand experiences from the cell phone storage pilot. At this time, I'd like
to introduce Dr Alicia Martinez, the Administrative director equity programs, who are we view? The key data metrics collected from our community engagement efforts related to the cell phone
policy and storage options. Thank you, Doctor King. I have the pleasure of walk you through community engagement efforts over the course of the school year.
>> Has shared in a previous slide. Our team had over 55,000 touch points in our comprehensive community engagement efforts related to the 5 follow-on motions. There
were 18 focus group convening switch involved close to 8800 voices in our Fairfax County community. One community form where we gathered final input on the proposed options cent.
Which included voices from community partner organizations, students at the elementary middle and high school levels, parents and caregivers represent
representative skews me sample from Central office and several school Bay staff members, including teachers and administrators. The final community engagement effort reflected the collective
feedback we received across all of these engagements spanning from September of this school year through the community forum and final input received from principals participating in our cell
phones, storage pilot, many of which here today. Either as a comparison or control school or school piloting one of the 3 cell phone storage options the school year. Our team
partnered with a third-party k 12 insight to develop the S R and R and cell phone policy survey which was open from January 17 through February. 3rd, this Census survey was
sent to all fcps parents and caregivers Fcps staff and middle and high school students. The survey was available in English Park,
Arabic, Chinese curry in Spanish Urdu and Vietnamese. We have participation details presented on the following slide, which I will present in
a few moments. Overall, there were 14,592 responses. Keith findings are presented on the slide and indicate. 49% of
parents and caregivers preferred to keep the current fcps policy. 57% of staff favored the governor's recommended policy. The majority of secondary
students, 85% preferred to retain the current fcps policy and when broken down that represented 74% in support. Among our middle heist, middle school students and 90%
support among our high school students. While 63% of parents and caregivers and 77% of staff either strongly, sir, port or support fcps creating
some kind of cellphone storage policy, fewer students, too, only 13%. When asked about their top choice for cellphone storage, the highest
percentage of parents and caregivers. 66% staff at 57% and secondary students. 35% indicated that elementary, middle and high school
students should all use cell phone storage options during instructional time. Recognizing the importance of inclusivity. The survey was made available in multiple
languages, which charity shared this helped ensure equitable access across all community members to share their perspectives. In terms of participation. Our team is
most proud that we had the ability for people to participate in the survey in multiple languages. And as you can see, while the majority of participants opted to complete the serving English, there was
participation in each of the 7 languages across all 3 participant groups, students, parents and staff. I'll now turn it over to Kathleen.
Okay. To assess the effectiveness of cellphone storage solutions. 14 middle schools participated in the middle school cell phone storage pilot. >> Which launched on September
3rd, 2024, the pilot was designed to evaluate 2 approaches schools, implementing structured cell phone storage Yondr pouches and comparison schools maintaining current policies
without a formalized storage system. 7 middle schools volunteer to participate in the pilot using the magnetic Yondr Pouches. And Alicia has
one for you to take a look at the schools included frost Irving Jackson, Po Robinson, thorough and tween middle schools in the school. Students carry their pouches with them throughout the day
at the start of the school day, students place their cell phones inside the pouch and then are instructed to lock their pouches. The pouch
remains locked until the student leaves school, ensuring that phones are not accessible during instructional hours, students with IPS 504, plans or medical
conditions who are eligible for a medical pouch were provided one with the exception of the locking mechanism medical pouches look the same as the non-medical
pouches. This approach was selected because the existing fcps cell phone policy already requires funds to be away for the day at the middle school
level. 7 additional middle schools were designated as comparison schools, meaning they continued enforcing the current cell phone policy without using Yondr pouches.
these schools. Go ahead. I'm sorry. These schools included Franklin homes, Hughes Kilmer Lake Braddock, South County and Whitney Middle Schools,
the Office of Research and Strategic Improvements selected these comparison schools to ensure a balance study. This allowed for an accurate comparison between schools implementing Yondr
pouches and those enforcing current cell phone rules without additional storage requirements. At the high school level. A similar pilot program launched with 16 high
schools participating in structured cell phone storage solutions during class time. However, unlike the middle school pilot, high school students retained access to their phones during passing
periods and lunch as consistent with the current policy. 8 high schools volunteer to participate in the pilot implementing they the structured in class
storage solutions beginning September 3rd, 2024 2 different storage options were tested. Calculator storage bags at Edison High School in McLean, High School and
hanging holder storage at Falls Church. Justice Lewis Madison Robinson and Westfield High Schools under the storage method. Students are required to place their phones into designated storage areas at
the beginning of the class period. Similar to the middle school pilot, 8 high schools were selected as comparison. Schools, meaning they continue to enforcing the current cell
phone policy without implementing structured storage solutions. These included Chantilly, Fairfax, like Braddock, Mount Vernon OK'd in South County, South
Lakes and Woods and high schools. As with the middle school selection process, the Office of Research and Strategic Improvement determine the comparison schools to ensure a fair and
balance comparison between pilot and non pilot schools on the slide. You can see the various tested storage options and their cost per unit or
cost of unit per classroom. Perceptions of cellphone storage options. At the elementary school level revealed. Key insights, the highest percentage of
secondary students. 50% include indicated that fcps should not create a storage policy. Whereas 32% of staff indicated that they do not have a preference. And 31% of
parents or caregivers prefer a door mounted storage unit. When looking at perceptions among community members about cell phone storage options at the middle school level, the
highest percentage of secondary students. 54 1% indicated that Fcps should not create a set a storage policy. Wait, where is 28% of staff indicated that they do not
have a preference. And 28% of parents or caregivers for for a dorm mounted storage unit. Finally, when looking at perceptions of cellphone
storage options at the high school level, 72% of secondary students indicated at that Fcps should not create a storage policy. Whereas 28% of staff indicated a preference
for door mounted storage and 29% of parents or caregivers indicated that Fcps should not create a cell phone storage policy. I will now turn it
over to Dionna Shin who will guide us through the relevant legislation in the next section of our presentation.
To provide policy context to this discussion. Recent cell phone, free education legislation was reviewed. >> Executive order number. 33 mandates that Virginia public schools implement cell phone,
free education policies to protect the health and safety of students in Virginia's K through 12 public schools. As an expression of this executive order, the Virginia Department of Education issued
guidance to every Virginia school division and local school board to review existing policies and or work to create a revised cellphone policies that heared. But the
provided minimum guidance. Lastly, State Bill 7.38, which has passed both House and Senate. And is on its way to the governor's desk for signature requires each school
board to develop policies that restrict to the fullest extent to restrict to the fullest extent possible. Student's cellphone possession and use in the classroom during regular school hours and
expressly prohibits any student from being suspended, expelled or removed from class as a consequence, any violation of such policies.
Research on cell phone restrictions presents a complex landscape of benefits and challenges a 2024 New York Times report found that cell phones can contribute to school fights as students
often use them to provoke record and spread videos of incidents, schools that implemented classroom cell phone bans alongside increased security. Sot noticeable decrease in fights. Similarly,
the Virginia pilot in 2025 highlight evidence from Indiana and New York City showing that restricting phone use leads to improvements in academic performance, sitting gauge Mont mental health and
participation in extracurricular activities. Feedback from fcps principles participating in pilot programs aligns with these findings with many reporting
fewer fights and reduce bullying, particularly in middle schools that introduced storage pouches. Mental health research further supports limiting cell phone access in his 2024. But the interest
generation Jonathan Hate reported that teen depression rates have surged, rising 145% in girls and 161% and boys he
recommends implementing phone-free schooldays were students lock their phones upon arrival to create a healthy learning environment. That's cpsu survey for the 23. 24 school year reflects
similar concerns showing that 29% of 6th graders feel persistently said well, 2025% of older students report feelings of hopelessness. However, research on the effectiveness of phone bans is
not conclusive. A BBC study in 2025 2025. found no clear link between restricting phone use and improvements in grades, behavior overall well-being. Likewise, the survey that was
concluded, sorry, conducted by or seeing among students participating and one of the 30 pilot schools findings revealed no significant difference in digital stress between students in phone,
free and phone regulated environments. Many students also expressed concerns over needing access to their phones for safety, emergencies and communication with their families. Ultimately, while
reducing cell phone use can enhance school, safety and minimize distractions. It must be paired with policies that address student mental health and security concerns. I will now turn our presentation over
to Dr King to review our proposed changes to the cell phone policy and or storage options. The chief equity officer recommends the updated cell phone policy reflect
extensive community engagement. >> With a strong emphasis on student voice feedback from students, parents and educators highlighted the need for clear equitable enforcement of cellphone rules
while ensuring that policy support of focus and distracted for a learning environment. For elementary and middle schools. The CEO recommends about the bill ban
on cell phones and cell phone accessories, ensuring that devices remain unavailable for use throughout the entire school day. There will be no instruction use of phones and students who are violate the
policy may have their devices confiscated. No confiscated. Phones will be kept overnight any circumstance. All devices must be returned the student or the parent by the end of the school day, depending on
the severity of the frequency of violations, no student will face suspension or expulsion from cell phone related violations recognizing the importance of accessibility
and equity policy includes accommodations for students with IEP is for private, for plans or for medical needs. For high school. The CEO recommends about about ban
with one exception. Students may access their phones during lunch in designated areas this adjustment directly response to student be backed balancing
the need for students with the reality that older students often rely on their phones for communication and personal management. As with younger grade levels instructs the use of cell phones will not be
permitted. The confiscation will be available excuse me and confiscation will be and available disciplinary measure. No confiscated.
Phones will be kept overnight under any circumstance. All devices must be returned the student or the parent or guardian by the end of the school day suspensions and
expulsions will not be used consequences policy violations and accommodations will be made for students with I P I have a 4 plans medical needs to ensure consistent and
equitable enforcement of the cell phone policy. The CEO recommends a progressive discipline model. First time violations will result in a confiscation parent
notification while repeated offenses may escalate to detentions are temporary loss phone privileges, confiscation of phones will always be returned to the end of the school day either to the
student or the parent depending on the violation history, but no devices will be kept overnight. The positive discipline approach embedded in the policy reflects community engagement,
feedback advocating for fairness, start of justice and student-centered interventions rather than punitive measures. Inforcement will focus on corrective actions. Stuart of
justice and support through multi tiered systems support. But we call an tss referrals importantly, also from violations will be classified as level one infractions,
meaning no student will be suspended, expelled or removed from class due to cell phone related offenses unless required by the SR. That CEO recommends aligned with
student concerns about fairness, access and enforcement consistency also addressing parent and educator priorities regarding academic engagement and school safety
by integrating community feedback and student voice. These recommendations create a balance structured and student focus policy that supports both learning and well-being
across all grade levels. If the school board mandate cell phone storage during the instructional time, 3 option, 3 options are under consideration. Flexible school
choice will allow schools to determine the storage method that best fits their environment but providing autonomy and how cell phones are managed. Uniform storage would require all students
excuse me, all schools to implement the same storage solution, ensuring consistency across the district. The 3rd option policy enforcement only would eliminate the
requirement for physical storage but mandates strict enforcement of existing rules that prohibit it phone use not permitted. Its storage units are mandated. Several options
are available, including individual locking pouches, which would prevent student access throughout the school day. Other options include classroom storage cases or
wall-mounted storage holders, which would provide a designated space for students to place their phones during instructional time. Well, the storage methods offer physical solutions to the issue of
phone use. They also introduced logistical and financial considerations. That must be addressed. The CEO recommends option 3 policy
enforcement only ensuring that schools strictly enforce the bell. The bell ban without requiring mandatory storage unit. This recommendation is directly reflects the student voice as students
overwhelmingly expressed that they do not support mandatory storage options. Feedback indicates that storage requirements could create a net unnecessary logistical
challenges. Increased transition time and had complications to an already structured school day. Additionally, students raised concerns that mandatory support storage could lead to loss or damage of personal
devices and create unintended areas to access their phones when needed outside of instructional time. A key reason for this approach is that bell? The bell bans limits the temptation for
students to access their phones during passing periods distractions, social conflicts and unauthorized phones that tend to escalate, rather
didn't and just diminished by prioritizing student feedback, academic engagement and equitable enforcement. This recommendation ensures a structured distraction, free
learning environment while respecting student concerns about storage mandate. I will now turn this over to a mission to a guide us through the cell phone policy
crosswalk. >> The cellphone policy crosswalk provides a detailed comparison of the current policy and the proposed policy for elementary middle and high
school students focusing on 3 key areas use storage and access outside of the bell to Bell School day. These proposed changes reflect
anticipated legislation and community engagement. Feedback with a particular emphasis on reducing distractions and ensuring equitable enforcement. Under the current policy elementary entry
students must keep their cell phone silence and stored in backpacks for the entire school day. However, teachers may allow cell phone use for instructional activities. The principal approval. In
contrast, the proposed policy eliminates all instructional you use of cell phones. We enforcing a strict beltzville ban, both phones and accessories. Regarding
storage. The current policy requires phones to be turned off and stored away from the student during school hours. But in practice, students may still access them in their backpacks. The proposed policy mandates that phone Jermaine
often away from the school day preventing any unauthorized use. For use outside of Bell to bell hours. No significant changes are rec recommended elementary students may still
use phones before and after school and on buses. They may text or listen to music with their phones but cannot make phone calls unless an emergency. Middle school policies follow a similar
shift. Currently, cell phones must be silenced and put away for the school day with limited instructional, you out of the principal's discretion. The proposed policy eliminates any instructional use enforcing a strict bell to
bell ban on both phones and accessories. For storage. The current policy allows phones to be kept in middle school students, backpacks, which means they remain accessible. The proposed policy
strengthens enforcement requiring that phones be off in a way for the entire school day to prevent distractions regarding use outside of school hours. There are no changes. Middle school students may use phones before and after school and on buses.
I'm a text or listening music that cannot make calls the most emergency. The most notable changes occur at the high school level. The current policy allows cell phones to
be used during passing periods. Lunches end before and after school, teachers able to prevent phone use during class for instructional purposes. The proposed policy
significantly restricts access requiring a bell to bell ban on phone use except for lunch and designated spaces. Principals will determine the space is based on student enrollment and school
capacity. The proposed policy eliminates any instructional use enforcing a strict bell to bell ban on both phones and accessories except during much. The storage guidelines also shipped while the current
policy requires phones to be silenced and put away during class. The proposed policy mandates that phones and accessories it completely off in a way throughout the school day except during lunch, reinforcing their enforcement
and minimizing clash and disruptions for use outside a bill to Bowers phones may still be accessed before and after school, but they will no longer be allowed during passing periods. Change aimed at reducing Khalid
distractions, potential social conflicts. The proposed operational guidelines for cellphone policy violations established a progressive discipline structure, ensuring
that all violations remain classified as level one often says this means that students will not face suspension, expulsion or class removals as a result, a violation of the cell phone policy. Instead,
the response follows a tiered approach, escalating consequences based on repeated infractions prioritizing corrective actions parental involvement and student support. For the first
violation, the phone and or accessories confiscated by administrator and sent to the front office. The city can pick up their phone and or accessory at the end of the school day, a parent or
guardian is notified pursuant to listen SR in our discipline notification policies. The violations recorded insists detailing the confiscation as the sanction, the correct of warning as the intervention,
the assigned violation number and the parent notification. If a second violation occurs, the phone is confiscated by an administrator and sent to the front office. The student retreat may not retrieve the
phone until the end of the school day. A parent or guardian is again notified in additional sanctions include a one-day detention and confiscation of the phone for the remainder of the day.
Under no circumstances will phones be kept overnight to reinforce expectations? The student will also participate in an administrator student conference and the parent will be required to engage an administrator parent
conference. This incident is recorded insists ensuring documentation of the sanction intervention, law violation and parental notification. For a 3rd violation. The phone is
confiscated by administrator. And sent to the front office. However, this time the student may not retrieve it. Only a parent or guardian may pick it up at the end of the school day. Sanctions increase to a 2 day detention and that's
almost be returned to the parent or guardian rather than the student. However, under no circumstances, don't be kept overnight. Interventions now include restorative justice requiring either an individual
conversation or from a conference led by Fcps school-based certified restorative justice facilitator. Additionally, an administrator student and administrator parent conference is conducted to
address ongoing concerns. This violation is documented insists including all sanctions interventions and parent notifications for a 4th violation and be on the phone is confiscated by an
administrator and taken to the front office. But the panel required to pick it up at the end of the school day. However, under no circumstances will phones be kept overnight at this stage, the city receive a 3 day detention and for the
consequences include the loss of phone privileges for 5 to 10 school days during this period. The city must report to the front office the 20 to turn in their phone. I mean, she would only at the end of the school day, this structure
loss of privileges designed to reinforce expectations while avoiding exclusionary, discipline. Additional interventions include a mandatory administrator student and administrative
parent conference along with the referral to them to the MTS as team to develop a behavioral to, to develop behavioral goals and monitor progress. The city will also be referred to their school
counselor for ongoing support and check INS all details of this intervention process, including in tss referrals counseling services and disciplinary sanctions are logged in CIS for tracking and
follow up. By maintaining a level one classification for all violations. This policy ensures that students receive appropriate interventions rather than punitive disciplinary actions that your
progression reinforces clear expectations prioritizes corrective actions and involves parents and support teams to address concerns proactively. Now we will hear
from pilot principles who have played a key role in implementing and evaluating the cell phone policy. >> Pilot program in their respective schools. Each of these principles have
firsthand experience navigating the challenges and successes of enforcing the Fcps cell phone policy, managing storage solutions and assessing the impact on student behavior engagement
and overall school climate, they will share their insights on what has worked well, areas for improvement. Key takeaways from their participation in the pilot program. How great
we just got it. We will begin with our middle schools, cellphone pilot principals, who will speak in the order in which they appear. >> It afternoon, I'm Sydney,
Conley, principal Irving Middle School. And I will say we started as an away for the school back in 2019. And so we have been working on trying to
have cell phones be away for a number of years. And so when the opportunity to participate in this pilot came about, we jumped on it because we've had
a number ways we've been trying to to keep the phones away. so I'm excited that we were a part of this pilot pouch program. What works? Well, I felt like our
implementation went really well utilizing the pouches was really easy. We were able to check them out very quickly. Our students, we were able to amend our schedule at the end
of the day to make sure. 1217 ish students in my building. And so we were able to quickly amend our bills scheduled just a little bit stagger just muscle so that students could
get access to the magnets really quickly and then move on. So we letter is graders out first and then our 7th graders and it seems to work really smoothly. even on the first day we didn't have a
delay in our bus departure. So it was that it was that easy to implement. The students are using the pouches. We do know some students might not put their phone in the pouch, but they're still putting it in
the backpack and they're not coming out. And so there is seems to be a little more teeth to this. We're not chasing phones as much as we used to chase them. On a daily
basis. Teachers have reported that they are not seeing the phones out because they're in the pouch is in the backpack. I think one of the areas that we still are, you know, trying to work through its students
who don't have phones, some of them didn't really want the pouch to carry and be responsible for through the year. And some who didn't have owns one of the pouch. So they didn't stand out for not
having a phone. We've had a lot of students who report they just don't bring their phones to school anymore because they didn't like the hassle of doing the magnets. But that was good of their choice after they went through
a little bit. overall, our staff is really pleased with it. I think our students are used to the routine. Now and then I would just say, I. love
for it to continue. We have had, like I said from 2019 till now. Those private previous years, we didn't have those patches. And I think having the patches just adds a little bit more teeth to it
and keeps that temptation, especially for middle schoolers. We're you know, that prefrontal cortex is still developing. We want to make sure that they don't have that temptation. Thank you.
I'm just going to ask our principles to use their school voice and speak up so that we can all hear you, including those people listening at home.
>> OK, well, you know, this cell phone is the center of the middle schools world. I will say we are a school not implementing pouches, but it is going really well. I go
back to being visible vigilant, making sure that your expectations are clear consistent, make sure that teachers understand it. The other piece is I don't I try
and deter teachers from confiscating cell phones simply submit a support call in and allow an administrator to show confiscate the cell
phone. It is going really at Langston Hughes. Again, I just think it's a matter of being visible vigilant. with your
expectations. Thank you. Thank you all for the opportunity to be a part of the pilot and to share. >> 20 middle schools experience with the this
afternoon. A lot of what I would share would echo certainly Cindy's experience the implementation, although on the front end was a heavy lift. We were supported by Dr King's office throughout that
and made that work much easier. Our our faculty and staff enthusiastically. I think I'm understanding that we're part of the pilot. They were excited to try something new to combat and issue that
they've been dealing with for years. 20 already similar to send his experience serving before I arrived, had a strong policy in place. The issue is consistency and that word is
come up a lot in our time together this afternoon. Not just in this conversation about cell phones, the tool, the cellphone pouch has allowed us to be more consistent. It has taken some
of the interpretation out of the equation for our staff whose energy I need focused on instruction, not on the minutiae of did I see a phone that I not see a phone? Is
that kid checking the time? Is that kids, someone who I can trust truly was getting a text from their parent or were they engaged in social media? So it is allowed for instruction to
flourish in a way that we haven't seen in years as cell phones have become more prominent 4 middle school students it has reduced are incidents where we have
students recording each other when in conflict which is, of course, a gasoline on the fire of conflict. Once of phones out, becomes hard to walk away for our young people when they
do that, they'll be that video of them walking away and potentially looking week will be shared with their peers. It has reduced are incidents student meet ups to skip class
and to vape. And that, of course, is central to our making sure that the environment and tween is safe for our students. I don't I don't intend to speak in
hyperbole, but I will say our students are addicted to their phones. This is a tool that helps address their addiction.
And I am a huge supporter of student voice and it does not surprise. think anyone in this room that they didn't like this policy, but I would I would make the argument that our students that don't like
the policies because they're addicted to their cell phones. It's reasonable that they're not going to like a policy that restricts their access to the cell phones. Thank you.
Thank you. Principles. We will now hear from our high schools, cellphone pilot, principles. >> And I'm going to when Tracy speaks that she speaks from this perspective of the
secondary school. >> Thank you for having me here today. In case anybody wants this is I called AKA the launch pad, a lunch box. But it holds about 30 some cell
phones in it. Absolutely. Please take it. so some things that have worked well at our school. >> First of all, as you can see, the collection holder is easy to go. So if you have to
leave the building, you can grab it and go and we practice that with fire drills. You see every teacher walking out with their lunch box and heading out the door. So the kids know their phones are coming with
them. So that has been great. Students and teachers report on increased engagement and less cheating and the classes. >> One thing I'm also going to speak share many people know
we had a crisis at us and not too long ago not having the phones out. Why that was going on allowed us to focus on the crisis and not manage all the
calls coming in and the increased anxiety that calls from people communicating back and forth. That may not be in our building. >> So for me, that was key in everything that happened in our building that day and allowing us to solve what was
going on. >> Areas for improvement. Teacher Inforcement is always an area of improvement. There is in consistencies among classrooms. We do my students
and I asked them what I should say today. They wanted randomized cell phone holder checks, which I was surprised to hear from kids. So I just think knowing that, you know,
that that expectation is there is an area that we all could improve on the associated with the door locks, teachers, locking doors when they're in there the first year we juggle handles and see whose door was unlocked. And then this year,
all the doors are locked. And so we have to use our keys again. As far as a safety measure. So that has been great. Some takeaways kids have seen the value both academically and socially. They'll tell you that they
interact more with their peers, even in the hallways when they can still have their phones. So they have seen that that increased. They also say their overall screen time is down. just for some numbers
are fights with no injury last year at 33 by the end of the year, we currently have only had 5 this year. One of those being in the cafeteria for being in the hallway. So for looking at where we might
limit for high school hallway is an area that we're still >> trying to figure out. As far as the phones go for a minute that vaping alcohol and drugs on one category. We had
88 incidents last year this year. 28. So there is a direct correlation between them not being on their phones and how behavior plays out in the school. And it's a positive one. I started the school year
with my teachers having to have some hallway duty to monitor hallways. We quickly saw that with the cell phones. We didn't need that anymore. And they gain back their time far as not having to monitor the hallway.
>> And I think that that's all about. So high. I am the they were in the unique piece in
fcps with the 3 secondary schools because we have. >> I have 2 different policies under one roof with all 3 of the storage options going on in my building. I already kind
of ratted myself out an artist a little bit earlier in the school year because we realized really quickly that the over the door pouch solution did not work in PE classes. And so how are we securely store items in PE? So
we bought a couple of the lunch boxes with rolling carts that have locks on them, that all the PE teachers have the keys to. So they take them from the PE students, put them in there and then they go to the locker rooms to change and
then come back and get those. And so overwhelmingly, like all of my colleagues that I would echo all of their sentiments and he's been Super easy to implement. We've seen
great progress with to engagement with the reduction in discipline issues across the board. you know, I think for us what is going well, that communication being early
and often not only with our students, but with our parents and our community as well as with our staff being clear in our expectations. And when I say often that in my daily announcements to remind
students to put their phones in the pouches as they enter the classroom and for middle school students to put them in the Yondr pouch and for teachers to check those pouches every single day. We
also do regular pouch and storage checks as we go throughout the school year. So I put it on my admin teams calendar and we rotate through our areas and the building like we do a fire drill and
walk into classrooms and observe what we're seeing. And so teachers know we're checking-in kids. Now we're checking teachers can remind students like, see, they're checking on me. >> To make sure that we're all consistent with the rule. So
we've been very clear in that. And I think we do see a difference between the middle school and high school in terms of compliance. High school has been a lot easier to manage. I think some of that is maturity because they
and they also know that they have access between classes and at So they have been much more compliant. I think if you look at my data in terms of entries and desist, it's it's
very different from the 2 schools. Middle school there, a little savvy or they don't like to use the pouches as some of them stated. But for you know, it is often the way in their in their backpacks.
We aren't seeing them as much. But we've seen burner phones. We've seen just cases in the pouches. But what we did, we created a generic email address. Rebel phones and it
goes to about 25 people in my building. And so as we said, we don't want teachers having to have those conversations about as they just simply send an email to robo phones. And one of us responds and deals with that situation during
that school day during that class period and implement the consequences or confiscate the phone either way you know, so all of the same things I think for me at, you know, removing
the class change will be a challenge when you have 4500 kids in a hallway somewhere navigating like, hey, put your phone away or I'm trying to collect this phone. Theirs. 20 going by. At the same time, you're not going to be able to
consistently enforce that. So I think we have to lean one way or the other. I will share today. We did have an AL school pep rally with all students in the gym and it
might even the best pep rally I've seen in my 10 years at Robinson, the students were completely engaged. There weren't cell phones out. There was singing. There was dancing. There was clapping. And so we do see the effects
across the board. Some of you visit with my principles Advisory council. They shared with you like while they don't love it, they like it and they understand and recognize it's been beneficial for them and
see, you know, the outcomes within their peers and in their classrooms. So I fully support what we're doing. Thank you.
>> I'm Dylan Riley. I do not have a teacher voice used to teach American sign language. So bear with me. So. So want to talk to 2 ways teachers and
then I'll talk about the with teachers. When I told them we're going to be part of this pilot, the beginning of the school year, literally standing ovation. What they're like. Cheering and they're so
excited. And then what happens is what we call in our school teacher and teacher crime right? This teacher is going to be consistent and this one's going to be the fan
favorite. So what happens is they start falling one by one by one. And what happened was I would say that consistently, they're out the door. They're taking them and they're watching the kids put them in.
And then they were like, get engaged conversations and then kids started not putting a man and then kids started noticing don't have to put it in it just I can't have it out in
the classroom. So because we told the teachers don't say I need your phone. It needs to go in here. Don't engage in that fight. So they didn't. So then when we would come into
rooms and look, there would be it's beginning of the year. There be 30 pounds and then probably 3, 4 weeks in there might have been 10, 15 veterans and their and now you probably go in there probably
would be less. And it's some kids who just are like I know I cannot have this. I need to put this up. So in the classroom, when you're in there, you will not see fans. You don't see kids out on
their phones during the instructional time. What the problem that is incurring is that they are then keeping it on themselves and then they go out into the halls. >> And then there in the hall
and then they come and then they run into shoes usually give it away here. Make before they see me. >> And then they know to put it away. But a lot of the times they it will be that
give me your phone and then have to walk them back to class. And I say put this in there. And then the teacher has to write the referral. So that has been our biggest problem. Teachers don't want
the phones and the school in their classroom, but they also don't want to monitor its. They would like me to just make it go away and I need them to do those things. So
the consistency is the hard part with the adults maintaining that. So that's the part. what the teachers will tell. You also is the
chatter in the classroom has increased dramatically dramatically be on like there's started having kids answering started like there's laughter back in the classroom. There was so much
happening more in the classroom that they enjoyed being with the kids again. today we had sophomore talks where they came Listen about
career talks and we told the students leave their phones inside the classroom and the teachers to lock the doors. And they did. I only caught one student who had their
phone now and that was it. And so we had a pep rally. We let them take it to to to the pep rally because we were like really need to be kids. They have to have some fun memories of high school. You know the
picture. But I looked up in the stands and the kids weren't on their phones. They were just engaged was happening because they just don't realize that they weren't using it as much. So
with the students, they they want you to take their phones. But then they don't want take their phones. They know it's the best thing for them. They know that this is what I need
to have happen. But they still think they can manage it and they can't they're they're really they're have a problem. They see one person on it and then it goes. So a teacher
will describe that class period last year is walkable. But you don't put your phone away. Put your phone away like they're trans there thinking loses its train of thought because all they do is see
kids with phones out. And so it becomes very difficult. So putting it away has been very helpful. I will say that. I don't know how it happens, but we just had a major cheating
scandal, a child during class was able to take her phone and take pictures of 6 pages. The test light to the teacher. What were you doing? You know,
like how can you miss something so blatant? And if you had just held on to that phone in the beginning. We wouldn't be here or if you just gotten up and walked around the room, we wouldn't
be here. So we still have a lot of learning to do and a lot of, you know, just because we say put the fence way doesn't mean they're really going to And we still have to do the monitoring for PE
class. What we do is we have cage. We've always had this big cage and all the kids put their backpacks in it and then they get locked up so all their phones and everything is in there. So PE has always
been pretty easy to do. But overall, we're very happy with it. We really only have the problem out in the hallway and that's about the only problem
that we're having with it far. >> Good afternoon, everyone. thank you to everyone. That was a part of creating this pilot program. It's been transformative in so many ways and very appreciative to be a
part of it. talking from the initial part getting started. Parents were unanimously supportive. Teachers were unanimously supportive. Students were unanimously opposed by and large too much
of this. That data is not surprising. Starting the school year myself. My Ministry of team, we went to all of our class meetings with every single grade level and talked about the importance of this cell phone pilot. I read
the inches generation over the summer and that really changed my entire perception on this and shared a lot of data with the students from this. And you guys are spot on. This is an addiction for our kids and
they don't necessarily see it that way because it's just extension of them in so many ways. But removing that from our classes. I have yet to go into a classroom doing an observation this year and I've
seen a fun. It's incredible. And it is a game changer. Our dialogue our classes are higher. amount of laughter that you hear is higher. The kids are definitely engage
with each other in a way that I have not seen in my career. I did a survey at our February staff meeting asking staff how they felt this was going in the classrooms and outside of
the classrooms. 89% of our staff felt it was going very well in the classroom. Only 49% felt it was going well in the hallways. And I would completely agree. We are seeing the same exact things.
The dri we just discussed. We have the calculator pouches on the back of our doors. Are overweight boards at the very beginning. They were jam packed and filled with phones. We quickly realized that this
was putting teachers. Any contentious position with students and we did not want our teachers in that position. We wanted to be able to do with ourselves. What we've found is as time has gone on the storage pouches are not
being leveraged in the majority of our classes unless it's a student that really knows that they just can't have their phone on them. So we went from 30 or so each of our classes down to a handful. But you don't see phones.
They're often away. The problem is are often not in their backpacks and their on their person and what this has led to a justice is a lot of students leveraging bathroom breaks and being out on their
phones in the hallways and air pods as well. Constant. We are playing whack a mole in many ways in our hallways right now. And we try to be as present as we possibly can. It has definitely. We have
definitely seen a decrease in our way videotaping fights, which has led to a decrease in fighting over all 8. There's definitely positives of that. But the hallway issue is definitely concerning. I
definitely am in favor of a total ban as best as we can in our school buildings because I don't think we have the ability police our hallways without that. But the consistency is huge to support
and knowing this is happening at multiple schools has been tremendous in the students duck Consomme, I know give me as we hate this, but we get it. But that addiction is
very, very, very serious. And I've had several students that have had disciplinary consequences for other reasons because they would not let go of their phones. And it has led to some contentious
situations between admin in students, teachers and students. And we've had a lot of parents come in and they're basically begging us in our offices to help them with their cell phones. So I think one part of this that we're
really thinking about a justice is how can we better educate our families on what they can and can't do as well. But these phones have completely consumed that parenting dynamic in many cases. And it's by the time we
get to high school, it's really hard to pull back on that. If the parents have not been as top on top of it throughout the entire time, we've had 40 students that have hit the 4th violation. So
we've only had 40 that have made it that far. We have put in some restored of practices anytime there is a violation. And so far data to stop students around too. Not
getting past that for the most part, but only 40 throughout the course of the year. Given what I've been told it was like in the past is definitely an improvement for us. And so we are very happy to continue
to be a part of this. And thank you. That the king of my, if I me and it looks like I'm the only school here. This 9 Pat hopes. >> Let me just add again, just
want to emphasize it's a matter of being visible and vigilant. I will tell you our students use their cell phones during lights for vending
machine purposes. And I've shared this with Dr Keen. I want to make sure students eat so cell phones throughout the day are put away. But I do allow students to use them
doing And my Langston Hughes Panthers do a fabulous job with the they know that we administer a terse are in the cafeteria where monitoring what you're doing. So students will take it out, used a vending machine and put it
away. The challenges with this is occasionally you will get a stubborn recalcitrant student who's determined to use the cell phone and constantly. And then you may reach out to a parent who will say keep the
phone overnight. Now, I have had parents to tell me this Wa parent to not show. So what do you do in cases like this? Now we as principals a last result
is suspending a student. That's a last result. Students are not learning when they're not in school. We want them in school, but that can be very difficult. If a student is
caught. If the cell phone is a constant problem. And you will have a handful of students who are determined. They're at the 20 day limit. It. And it's
very difficult to tell child. That you should not bring your cell phone to scan for 20 days and some parents don't support So that's the ask you all to look at very closely keeping
overnight again, when a parent will tell you, I'm not picking it up. Keep the phone or 2. Again, our last result suspending the student. But sometimes we're forced to now
cellphones lead to other things they take make copies of tests. They videotape each other. They drop to messages and pictures and other places which leads to other unions.
So be mindful of this when you're having this discussion again, that me reiterate, my son Hughes is not using pouches and my students are doing very well. I just think
it's a matter of being does a vigilant consistent? And clear expectations. Thank you to
all. I asked them to share their truth today. And they did just that. I appreciate it. I do want to clarify when we say that they cannot be
suspended its for its use of the found in possession of that them that any violation of the S R they use their phone. Then it's on our takes precedence over that. >> As we conclude this
presentation is important to recognize the significance of Sr our changes and the impact it will have on our fcps students, families, educators and staff. These recommendations are more than
just policy revisions. Their collective effort shaped by the voices of those we serve every decision for me finding discipline policies to the strengthening of cellphone guidelines has been driven by
our commitment to create a learning environment where every student experiences and equitable school community, student, health and well-being are prioritized and student voices centered. First, our
recommended discipline policy changes Mark, an important step towards ensuring clarity, consistency and fairness and how we support students while maintaining a high expectation
for behavior. Are we finding intervention strategies? Bringing clarity to discipline provisions and reinforcing equity monitoring. We are providing clearer more focused
holes for equitable discipline. These adjustments will help reduce disparities in enforcement, ensuring that every student has access to a safe and supportive community
accountability and support are not mutually exclusive. We can hold students to high standards, also guiding them towards growth. The proposed cell phone policy reflects the overwhelming input from
students, families, teachers and administrators who have shared their perspectives on how cell phones impact learning. Our team has crafted some possible recommendations
at the elementary middle and high school levels to protect the integrity of the classroom. Foster deeper student engagement and minimize distractions. We are
reducing the temptation to disengage from learning eliminating unnecessary social conflicts, ensuring that instructional time is maximized and protecting
student mental health. The decision is strictly enforce. The skis made the decision to strictly enforce the policy without recurring storage unit. Also reflects the voice
of students. Many who share that mandatory storage would create more logistical challenges, then solutions. Instead, we are reinforcing clear expectations that will
be consistently applied across all schools. A call that the my cell method. To our students, these changes are designed to support our growth. Your growth. I'm
sorry. Keep you engaged in learning and ensure that your voice is heard and respected to our families. This is about ensuring that every child in Fcps has access to a
structured focused and safe learning environment to our staff. These updates provide clarity and consistency needed to enforce policy fairly and effectively and to our school
board members. This is a step towards building a stronger approach to student rights and responsibilities and a learning culture. Change is never easy. But when it is driven by shared vision for
improvement, it is powerful. These updates bring closer closer bring us closer to the fcps. We all collectively believe in one that is fair structured and centered on
student success. With a clearer more focus and more equitable framework for discipline and cell phone use. We are ensuring that every student has the opportunity to thrive. Thank you for your time. Your engagement and your
dedication to the future of Fcps community. We will now open the floor to your questions. Comments, unrelated cell phone policy storage changes. Thank you for the
presentation and thank you for all of your amazing feedback. >> Almost everybody has a question. So I'm gonna started 2 minutes because I think this is going to be a robust conversation. I want to get to everyone and I want everyone
to at least have their first and not their second. Go back. We'll start Dr Anderson. >> Thank you. First I'd like
to thank the principles for the detailed accounts that you've provided. So I'm much appreciate it. Dre, given what we're hearing from the principles, particularly
regarding the teacher experience. I think most surprised by your recommendation. Can you speak to that a little bit? Certainly Dr King since that was the recommendation coming
from your office to want to share the response apps. If okay 0nd. So that is not a recommendation that you have if this is coming from the chief equity REITs. So what
recommendations do you have? I'm going to reserve judgment on that and have Dr King answer that. >> All right. The reason why we made the recommendation that we did one was because we
believe if we asked the students throughout this entire process, what they wanted. All right. If we totally ignore and have a complete ban, at least at the high school level, then why
would we asked the students to begin with? Right? That's one part. The second part when it comes to the storage unit. We know that because we had office hours with our principles every other week. So we heard from them. We knew
that some of them really wanted to keep the storage units, but our team and looking at all of the information that was provided back to us came to the conclusion that if we ban cell
phones right for the entire day, with the exception of lunch. And we asked the students to engage with their cell phone every period by taking it out of their phone,
putting it away, putting up on something back and forth and we're asking them to engage in that with their cell phones. And we wanted to eliminate the engagement with cell phones as much as possible during the
day. With the exception of lunch at high schools and teach our students and hold them accountable to the policy. We have an example of principals who are able to do that. And yes, we know that it
is challenging, particularly in our bigger schools in the hallways. But students rise to the occasion. If it's consistently applied throughout the entire district and everybody recognizes that cell phones are not allowed in
Fairfax County, Public schools. We didn't want to send a secondary message by saying, Oops, take it out of years to put it in something and put it back, then take it out and put it back. Because every time they do that, they're going to stop and look
at their cell phone and they're going engage. So that's why we made the recommendation that we do not that we don't support, but the principles like as well. >> Sure, appreciate wanting to
give voice to the student voice, but it seems as if you're not giving voice to the staff voice to the principal voice. So even to the parent voice, even when you show that right earlier, I'm trying to
figure out why the student voice has become the driver in this measure. Well, the student voice only became the driver at launch. >> During their time during the day. We're not asking that
students engage with their cell phone any other time during the school day. And the parents overwhelming overwhelmingly majority wanted that as well. And so did the teachers. The teachers wanted to make sure that students
didn't have their cell phones during instructional time. We did that. The parents wanted us to limited as much as we could during the school day and the students want access to their phone. At least one
time during the And that's why we provided the line. I think I this is some parts of it. I don't think I heard from the principals either that they wanted for the lineup for at least the high schools because middle school is different.
>> For students to not have access to a lunch. What I thought I heard is now without the storage option, the responsibility shifts and returns to what we had last
year, which is teachers and consistently supporting the the the initiative and so they're playing That's what I heard the meeting up in the
bathrooms for vaping, which we know is a concern. The hallway behavior, which is not which we know is a concern. So I'm not clear on how we are supporting those challenges
that have been raised by the people who are. Serving all schools in leading all schools and are being very articulate in terms of their concerns. Absolutely. And that's why one of the options that we provided to us to also allow.
>> Principles to determine whether or not they want to storage unit and use our recommendation was based on the overall feedback that we received from all levels.
>> Well, I will definitely be leaning into the recommendation that seems to serve the purpose of the principles that are sitting here talking with us about what they need to have a successful school where students are engaging.
Teachers don't feel the burden of having to be the enforcers in the way that they have been without the storage process. >> But Sanders can I can I just say one thing if you listen to the principles they
talk about at the very beginning of pilot program that students were putting their phones in the storage units. And I'm not talking about the middle school. I'm talking about even the middle
schools right? And then they stopped. And they saw last. You know, somebody said describe that there might be 3 or 4 zones. So it's the policy that's in place is what's going to stop people from
playing whack a mole, right? Because if the students were not using the storage unit to begin with, but they were putting their cell phones in their backpack like that. Teachers asked with the exception of the few, then I
did not see the need for storage unit to enforce a policy that we have in place. >> I think I may have captured some different things, but I will hold that I go back. But I also say Doctor Reed, I'm a
little confused about. The recommendation that is provided by staff not being a recommendation because your staff, I'm confused as to why that's a divorced activity.
I'll pick that up on Michael back. Thank you. >> Chairman, Fresh. >> And I would ask I would kindly ask for staff can size.
I know we have a lot of questions and I want everyone to have a chance to to speak and get their questions out. >> All right. I was deeply
confused by the presentation because they didn't get it. What I thought I would, which is the results of the pilot. I got suggested changes in a survey I assume of the entire
community, not just of the schools with the pilot and then I was grateful in the principal's began to share. But what I heard from the principals was pilot, one great going very well, heavy
lift, but enthusiastic allowed for more consistency. Great increased engagement fights are down. Don't see the instructional interference is
more engaged, overwhelmingly And then the issues that were raised teacher enforcement high schools having easier
access burner, phones, halls and bathrooms and I don't see how any of the suggested recommendations address any of the shortcomings that were
raised by principles. And if we're doing a pilot that I would expect that we would get a report back on the pilot that tells ue efficacy of the pilot, which would be more than the recollections of
principles, right? It might be a survey of the principles and staff to say how did this work and how did this work? But I don't see how you can move away from a pilot. But every principal said went really
well. I also don't think that you can go back to what we had before. on on the question of the survey, what percentage of the survey respondents were
from pilot schools. We don't have that, but we have the information, but it's not in the information that I would encourage staff to stop saying the students wanted this. The staff wanted this. The parents
wanted this. That is not true. The respondents one of this. We're talking about like 13,000 people out you know, well, more than 200,000 possibilities. Without waiting
this information to tell us its value. It has no real value other. I mean, clearly the students have a point of view. It's very lopsided. So even if you pulled all of them and probably be very similar.
But without waiting this information against other, you know, scientific information for a bigger value. We have no idea what this information means. It's 13,000 people out
of well, more than 200,000. I know a lot of work went into gathering that information a little bit more work could have gone into wing what those numbers actually mean. Not
just saying because the students who responded said this, that is what all students think. Or that is what 50% of students think we'd like to go back. Chairman
Fish. Misspent. The other most valuable part of this was hearing from our principles. >> And what I hear them saying is phones being away is best. But the recommendation seems
to put us right back where we started, which is teachers and forcing. So there are 2 things that we need. We need consistency. That's number one. mean, this is again, one of those universal theme system of schools, not the
school system. We can have different rules in different places and it can be subjective. We need 2 things. Implementation and inforcement consistency, implementation.
It sounds like perhaps having a heavy dose at the start of the school year for maybe we're teaching kids. Maybe that's part of it. But then there's also enforcement. But I have to say this is not a decision for the board to
make. And I know we get a lot of input about cell phones because I think I got a 9th graders. That's I get it. Okay. But this is an operational thing. This is I'm
sorry that tell there was another spate. But I'm gonna go this way because this is a regulation for how the superintendent's going to do the work. And I am concerned
that in this case there's been bifurcation between the superintendent and the chief equity officer, because our directive is always to go to you. Dr Reid, not to the staff. So I need from the
superintendent to recommend what we're going to do. I think we've got away the tradeoffs. I also think just like this morning that like having principals talk this
way is super powerful and more people should hear this sharing the video clips. You know what hearing that our children are addictive, that there's more laughter. I mean, that makes me want to cry. You
know, I think maybe we There's something that's got to give here between the trade-off of lost instructional time with educating people about what's going to be gained when we get the cell phones under control.
And also think there's a bigger role for this board to advocate for our kids. Again, this is an outside problem that comes in. But anyway, at the end of the day, we need consistency of implementation
and of inforcement. And I do believe it's the superintendent job. operational is that and for her to make the decision. Mr.
Moon. >> They try to talk with since we to Keeping our individual
or prefer this one, which we to go. Healing the prince upper all of this crucial, especially one from Fusion, the to I think one thing
that's repeated mentioned was being. Visit president and consistent. How we would do is go to someone's rest visit
her. This consistent. the different options. Which one is going to make easy the part of a stepped TV's over, put them into consistent with
storage options for so without storage options, even though he been with the stories, you options you a feeling that got us to the toward the end, those national in school Yes,
in this field and fewer participated, I still feel best keeping them storage space storage. When make job than not had thing. can expect
him to be consistently enforcing some fun part must see with that. I would not be able to support at this point in time. CEOs see was
recommendation and missed. We need to leave, you know, schoolers and dished the as an option as a flex much depending upon schools, whether they wanted to help
out what the doing of the launchbox with a you know, world would like that. and where handlers. But, you I
think this had been that would make teachers job what means for a easier to be. Visual partisan attempt consistent.
Thank you, Mr. Mister McDaniel. >> I don't know if I've told this story before in this room
this context. I was at Hayfield several months ago. They probably walked over, give or take. And I was doing a presentation of the government class as a pin from the class. And the teacher
said ask questions. He's the one is cracking down your cell phones. So was an interesting conversation. But well, I was
trapped at that point. So I did not run. But laughter is back as what I'm hearing. Kids are engaging not just with the
teachers that amongst themselves and, you know, the fact that the kids wreck the pep rally and really weren't concerned about getting pictures. I think that speaks volumes. And what this mayor
and said, I agree with completely. That's impactful. So, you know, I could critique some of the stuff that's in the recommendation. But enforcing the rules as they're
written is key to this. We can have the best policies and the best rules, but there's not enforce a mechanism there. doesn't really matter. At the end of the day. So I do support the policy
recommendations that are in this document. I especially support the fact that it says so at high school and course middlemen tree school cell phone shall not be used as an
instructional tool. And that's I think this was one of the questions that we had going into this program into pilot program, whether or not cell
phones would be needed for academic purposes. And it seems like the answer to that at least based on this recommendation is no. So that is one definite outcome. And one decision point that my
mind I've made up my mind on. I agree, I don't want to take a step backwards by not requiring some type of storage solution. I don't want to get into the weeds on what that exactly looks like. But I
agree Mister Moon. We need to have options on the table and have expectations of those options are utilized. Thank
you. Thank you. Miss Anderson. >> So as someone who's taught at the college level for 14 years, like I have a lot of experience dealing with kids and trying to get them to do certain things for you,
particularly when they're older and cranky. I want to say thank you to the principal is because I think that what you guys did more than anything else is enforce the policy that we had and that
worked. And so I guess my point has always been enforced. The rule that we have. >> And then see where we need to go. And so all this told me is that when we enforce the
rule that we had, we got where we were trying to go I am deeply concerned that no one is talking about the fact that these kids are smart. They are
already using their school device for things that we don't want them to. Please do not for a second. Believe that fights will stop happening or vaping will stop happening because their cell phone is no
longer with them. When they have a device that we have given them, that they can share a document with anyone they want within the school system. So we are taking it
off of something that their parent owns, that their parent can control and we're putting it on our system, which we don't want either. So I am deeply concerned with the fact
that we are headed down this path. I will ask a question, though. If you slip over, decide 20 on. I believe it's on the stack. Can you tell
First 8 mil 7.38. Which part of that? Are not in compliance with right now? That one right
there. So 7.38. So we are generally in compliance with SB 738. >> With the exception we currently allow cell phone use
during those passing periods during lunch, etc. And SB 738. Says that we restrict to the fullest extent possible that cell phone possession and use in classroom regular school
hours. So I mean, we are in compliance with that. We're just allowing it outside of like those clash in the hours. And the S on our does currently mention that. can
only suspensions are not permitted for south on violations we are generally in compliance with SB 738. So what I see it, what it says is that you can't use a cell phone in a classroom.
It does not say that you cannot use a cell phone cell phone in a school building during school hours. So we are already in compliance with this. And all it did was take teeth out of enforcement. So
the law basically says that we are removing consequences from cell phone usage in in spaces that it deems an inappropriate. And so it actually is going to make our
enforcement harder in the long run. I sat in on some of those student groups where the kids are talking about the fact that they want to be treated like responsible members of our community. And I really,
really strongly believe that we should listen to them. So I will not support anything that takes it less than lunch, at
least. Mystic's >> So this is a vain just in conversation. I agree that though, Mike Lee Gomes,
Anderson, we need to enforce the policy. My son was in high school Fairfax County, Central High School a few years ago. He just graduated in 2024.
Centerville High School has a great inforcement policy. He would never text me during the school day he had he had a rule that I to put the phone
away for many, the only the time those lunchtime, but he would sometime message. I feel like there should be some place for students of high schools. Do have their phone still because they're working
that have extra class isn't of the plans, some of them support younger siblings. So Ed lunch hour are any break hours. They could few minutes
and that they should be able to get to their phones. But at the same time, if the rules of it clear do then and the school is enforcing them this
possible because I have seen that. But my giant in the school and I never told him don't use your phone school. I'm going to get mad because of I have no really no way to
know what he's doing at school. It was a school doing that. And he was just following the rules. So I think it can be done so for me, I don't like their
determination made by they quickly office that you know, we may give them storage units are even not. But the whole thing is that the full of the
fallen should be elevated instruction. That's what I'm going to Stick with and I'll support that. Thank you.
Sizemore Heizer. Thank >> I appreciate and I won't take too long. I fully support the statements of my colleague
Miss Anderson. On this. I think. and appreciate the pencils being here. Appreciate what you share. Appreciate you talking about joy and laughter back in the classrooms. But
everything I'm hearing goes to enforcement. We passed the cell phone policy that we currently have. I just 3 years ago now by 2022. Policy is not
new. And so it's really been instrumental now. How do we make sure it's clean forest? We can keep tweaking a policy but the board can manage enforcement. That's not on us,
right? That's the staff. And so I appreciate that. You know, having storage units may help President Obama put the thing on the table that I don't think isn't talked about you at least I haven't heard enough. I did. I apologize if
I missed it. Some of the options for storage, a much less expensive than others. And facing a pretty significant budget shortfall right now. And so if we're
going to go down the path of Sturridge, perhaps a lunch the over the door. But let's look at the mouth of that as well. Especially one when hearing is the students are using it less and less anyway, which goes
back to my first point of enforcement. Right? If the students are using less leverage stories of students putting burner phones and we on the patch is ripping them open. Finding magnets, all sorts of things. So the
students are smart. How do we and power everybody to have a consistent enforcement if we needed a pouch storage. Let's look at one that is going to
be used. But let's not spend a ton of money on something that is getting used less and less anyway. Lets be realistic about what we need to do to support consistent enforcement of the rules that we've had in
place for 3 years. one last thing say. I wouldn't I agree us, Anderson. I don't think I mentioned going any less to can we how we all you have bell the Bell elementary
school middle school. We have and in classroom for high school, which I totally agree with in the in the classrooms. I agree What for instructional use? But we got to teach your kids to be responsible. Adult
in high school. And then my time is up. want comment on the appreciate it. But otherwise, I appreciate the chance to to talk and share this lady. Thank you.
Appreciate the principles. >> And understand one of the things I came when I first got on the board and asked for was exactly what you all did and all of our high schools this I
feel strongly about a band. I feel strongly about how schools changed in the course of my career. And we last left or we've lost joy. We lost
engagement, learning. We lost steam, the detriment of what these instruments of done to our kids is awful and heartbreaking yes, we've Acosta containers will deal
with that. We have to maintain and I'm gonna go back to Dr. Mind in terms of visibility being vigilant being consistent. We knew courageous leaders and when you create leaders in our classrooms and we need people who understand
this and who are you are respected by your students. When you do the right thing. When you try to be their friend, they don't respect you. >> Everyone, it's simple. It's
simple. And a couple quotes from earlier today and I think these might have been also do back to you, My so you have to accept what you allow in your classroom and the lowest level behavior you accept becomes
the standard. We have to establish a standard. I support. Kids having phones at lunch. I personally support them being away in between
classes that and that includes your buds and phones and all that. It's hard to do. I also want to talk about the Google Doc problem and the other ways they're using this piece of
technology to get around it. Okay. I just this is an it problem and has to be addressed where they're creating a shared Google Doc that we can't get into because they didn't share with anyone. The instructional side, but
they are planning things. passing notes just like I did back in the 1980's. But they're doing it via Google, Doc, with there with this. And just back to back Riley's point, I'm not sure how a kid
took 6 pictures of a test. We've got to get up out of our chairs and walk around our classrooms. We've got to get up and walk around pay attention what our kids are doing. It's hard to police, but we need to enlist it to
help do that. The last thing I'll say is to parents out there. When you give this to your child and you don't monitor it, you give them the opportunity to go anywhere in the world without your
supervision. And as a parent, I don't recommend you do that.
Thank I'll take a quick turn. >> As school board members were asked to support our staff. I mean, we're here to support students in support with their team. But one of the most powerful thing we can
do is support staff. And I think these principles here told us and one of the principal said we now have the power of the school board behind us. And even though
this has been a policy, the problem has been enforcement. And when this came down. With a plan. That gave them greater
power. And I think that's what we have to recognize and realize that our job is to help support the staff that is supporting our students. What
I heard from everyone was that staff. Teachers love it. And even some kids I've spoken to some kids at high schools who have said at the I really
don't like this and afterwards. Well, yeah, it was a good idea on talking more 20 friends and I'm hearing that from students. I agree with what my colleague just said. We have to have courageous
leaders in the classroom. Because that's where it falls apart. The policy has existed. The practice of enforcement hasn't. How we can help
support you. Work with those teachers that are telling on each other or whatever is going on. Let us know what we can do. Do we need an answer
in our for teachers quite for teachers to follow the plans? >> Because at the end of the day, the positive things that I heard word game changer.
>> Laughter, joy engagement. That's what it's all about. That's what we're here for. This is a ticked not just for kids, for adults. We know it.
It's hard for an adult to control this. We need to help our kids. First. Go back
Anderson. I'm Mr. McAfee need to I put it I didn't get to 10. You can't multitask. Thank you so much. So first of all,
I'm so glad for the first time in probably 9 months. >> We're actually engaging conversation on this. We've been told to wait for the and it's finally here. So thank you to our and team for all
the work that you've done over those 9 months to survey to to implement. And clearly the principals, appreciate the support of your office. I just
want acknowledge that. So that frustration aside. I do also want to thank you for putting student voice at the forefront. I know some of my colleagues have some concerns
with that and terms of not acknowledging other groups, but I think you've done a good job groups and my biggest frustration at the start of this was that we adopted this plan through a budget
amendment without any outreach to students to teachers, to principals, to anyone. So I'm glad we're finally hearing that voice almost a year into this. So something Mr. Moon
said if we were to take a different approach at each school, I think that that goes down to that. The purpose of having a chief equity officer, which is it's an equitable,
right? We're giving different resources, some potentially much more expensive to different schools. So I I don't think I support that at this point, whether it's a
lunchbox or pouch or whatever. This lady brought up the idea about related items. And that's one thing that I have not seen here, which have we
through the pilot figured out how to deal with Air Pods. Are the note passing or things like that? Because when I talked to students, that's, you know, one of their concerns is that there are many ways around this. So I
think that that would the first question I have for you. That's why we added accessory is to the policy before accessories worn explicit in the policy because we know we've heard from the
principles and the pilot throughout the year. >> Of the same concern watches AirPods students are finding a way around that even when they put their phone in the pouch,
they still have access to it through listening to music. So that's why we explicitly put in the policy that it's not just cell phones. Its successor as well. terms of
enforcement. That's challenging right? Yeah. I think all of this is going to be challenging, right? But I think that it's doable. You know, I think back to when I was principal, we first had cell phones. We since we're
not allowed to have in schools. We enforce the policy. Well, I think this clearly not the last discussion will have on this.
>> finally for this round. I like my my colleagues and they're really confused about the differing opinions among staff at the table. So I hope by the end of today we can
figure out what's going on. Thanks. Thank Dr. Anderson. One minute go backs. Yes, thank you, Bobbie quake. What
you've outlined here in terms of having the band. Yes, what I've heard about the storage be needed as an enforcement. Yes. >> I think that's where we need to get to. But I also
have to say this, Dr, read our direction of the board is to you and has missed Marin said we are looking for you to give your recommendation. Yeah guidance. I'm one confuse
that. Your recommendation May what I think I'm hearing maybe I'm wrong that it may be different from Doctor Kings because I expect when staff office recommendation it's
been done under your guidance and your blessing. It's coming forward with your full-throated support because we delegate to you not to her
office. So I I'm confused regarding why you won't even give us enough give an opinion about what we're talking about here. >> what I think is important
to think about is my response earlier was I would reserve comment until got further into the presentation. I support the recommendations. DR King
brought this to senior leadership. This was a conversation around the table with senior leadership and the recommendations passed senior
leadership muster. And so she is bringing with senior leadership. Felt was an appropriate path forward. Thank you with my last 8
seconds. But I will say is this and this is just my perspective. Perhaps it's not that of others. >> But when as a staff recommendation, I see. Does your recommendation? I don't divorce you from that work
because we delegate to you. So that's the lens that I bring to anything that says staff recommends Dr Reid recommends. So that's how I view it. So that's why I'm in this turmoil
at present. >> Chairman Fish. >> One minute I want to talk about burner I heard about that about as quickly as the
policy started as quickly as the enforcement of the policy started rather. Creative, I the putting in the empty case
was a new one that I had not heard. Should there not be a different penalty for that kind of premeditation? Or
maybe an award. I that? >> Thank you for that. The back us. >> all right. Well, you know it. I think we're going to have another one of these conversations will be here to
talk to colleagues and staff in the week said, but, you know, my preference is to enable and more ready. Inforcement. And I think that happens with more uniformity.
And, you know, I think lunch is an important place for access to phones. One thing I heard from a lot of parents is that they didn't mind students having the phones taken away, but they wanted them accessible in case of an
emergency. And so I think the Yondr pouches would be out for me and the door hanging or the. Versions of the door hanging for non, you know, for
PE and whatnot would be my preference as well. But I do want consistency, not because I don't think principal should have discretion, but because I want to enable the easiest way to have enforcement and and I
think that's probably the best way to go. But as the next steps in there about wanting more information about any kind of report backs on the pilot and we'll see where and up. >> And Mr. Fish on Page. 95 of the information that we
provided you in this questions from the pilot to the from the pilot principles. If you look at age, 95 on this, there's information there. We can provide you more if you need
to. This man. >> Yeah, I I wish I had some more clarity as well. some of us in this room for 6 hours today. I wish I could leave today understanding with the next step is and we get here
often. What's the recommendation of staff is recommending this? Then if the board should take a consensus and I know that we have next steps. But do you agree of
keeping the violations as a level Do we agree with? No instructional used agree with high school lunch only do you agree with no phones overnight if we should even give that input again? I know it's hard for us to like a rip ourselves
away from this very intimate topic. But I just what's the outcome of today's are going to put some more questions? I have questions, too. But at the end of the day, I trust
staff if they're listening to the principles and the principles are saying, you know, I just how do we get past this? I don't see why we would need another work session in April. 8th. I don't
know what is left to disarm 8 April 8th. I don't know what's left to discuss and maybe that's a board thing. Maybe it's a superintendent thing. But we're on the same team. So can we figure out how to move
this forward and be done and let everybody move on with, you know, life. be open to
taking consensus on various things. >> As Anderson. >> So I have a little bit of a
different perspective that I want to share really, really fast and start my time. So get in trouble again, so what I've been hearing over and all is
the phones of the problem, the phones of the problem. And then I saw I heard about a study that I'm going to track down that actually talked about the mental health issues going on with our kids are related to the fact that they
have no ability to disconnect themselves from us. And what's happening is we have driven them into the only. Place that they're not monitored. 24 7
and what's happening. That's so interesting to me is that I don't know about you, but I was thrown out of the house at 10 o'clock every morning. And nobody expected me to be back in. No one knew where I was
and I could make a whole lot of mistakes. But I knew my parents were there to protect, you know, too, that I can go back to if I made too big of a mistake and I need help. And the problem is, is that our kids don't have that
opportunity anymore and they see the phone is the only way slanted when they don't have that opportunity. And so I worry about having it be one more stipulation that we're
putting on them as to monitoring how they pass for classes being that they can't listen to music as they walk to the next class. So I worry about how close and how much
we're going to have to monitor them to make that happen. Dr Anderson team. Another go back. Oh, I'm sorry. I'm
sorry. I didn't. sorry. Agency Mystics it Mystics and I'm sorry. >> That's Does a lot to I
quickly wanted to add to the music Latos Trends do map music and there's a connection. But a new listing using a solving math problems,
some some sort find it very helpful. tonight the new somebody said about digging the music of and the year. But I was thinking about my own son who has the ear buds on.
you know, years all the time and and really focused student that is not trying to do anything. You know, all out wrong here. Just listen to music. But I did want to say
about the pace by a point part here. It's a big role. And I think the band's boys in this survey is that a bit weak? A lot of tears did not support.
FCPA should have a policy and some don't care. this is actually the spa their children graduating from school and going to college
and get a degree. for 30 year. So I feel like we need to bring veterans more into this conversation because I just saw they limited support from just in this particular
survey. I'm not saying in general, thank you. This lady. >> As the representative on
check the student Advisory Committee. I think I'd be remiss if I didn't talk about this is their priority pretty much their number one priority of this year that overwhelmingly they have read
and been done presentations on this and I believe want to misrepresent check, but it's a majority representatives that we have put on that committee are very invested in in the
banning of cell phones during a levels of schooling. I just need a bluff that just because, you know, that's their charge. That's what they've been working on. They've been doing a lot in-depth research and they
don't get a seat at the table. But I don't want to misrepresent them. come back if I'm wrong. But I maybe they're OK with lunch, but I think they pretty much we're arguing. A lot are not arguing, but having a dialogue
about the ban for all day for all levels. That's all. Thanks. Dr. Anderson. Because
it because we're going to have do you want to do want to take a few minutes and all Colin, these thank you. >> 2016. That's the last time the policy for the student rights and responsibility was
revised. The reason we are here just like we are with with grading and boundaries is because the policy has not been updated and even I'm tired of hearing myself say
it. I am. >> Okay. Like can we just do the things that were uniquely qualified to do, which is evaluate the superintendent? >> Executive limitation, 8 super tense relations with the
board executive limitation, 10 learning environment relations with students, executive limitation, 13 safety and security. We have the opportunity each of those meetings to publicly, hold her
accountable. That's where our power is, as well as the governance committee in one week from today will be reviewing that. 1 policy, which would be great to updated before 10 year anniversary. That is where we
need to spend our energy. I'm really hoping my colleagues can consider that emails out. I really feel like we will get where we want to go. If we could focus on the
foundational things that we are charged with doing. Yet. Just very quickly, the school that used a little lunch box
thing. How much of those costs? $45? OK? That is much cheaper than the Yondr pouch.
And I know there was conversation earlier regarding students accessing the the pouch back the phones back and forth to put them in a and the
hangars. But at your school, it's not as if they put the and the Bucs the whole day. They still have to do it in every class. Okay. Thank you. I will reserve the rest of my
comments but next time. Thank you. Mr. Moon. Just a quick comment to one. This wanted to stay, you know, about.
>> This particular policy. You talked about a policy that the regulations, okay. I wasn't looking at the policies. 26. 0, 1, because and it's right
is regulation. He he's concerned with annually. to defuse it. And then adjustments changes need made,
we scoop what has been making it. latest shows effectively paid off almost one 2024. and he's got back in August. School board must have done
something to make something effect with Chairman Fish, you're right. We did do something last week approved
the SR. >> Which is abnormal because it's a regulation and in every other facet of our work, we have the superintendent create and edit and change
regulations. And she does that as a result of the policy changes we make. So Aaron's point I'm grateful that governs committee is picking up that work. I'm a swing by
for the meeting and participate, although I won't be voting is another member of the committee. But I look forward to it coming to the full board so that we can perhaps chart a new path forward on how this part of
our work is done. Suffice it to say, I don't think that we should be in the business of doing the regulations. We should be in the business of judging the superintendent
based on the regulations that she does. I really want to thank the principals, all of
you for being here. It's a huge chunk of your time and of your day, which I know you're more valuable at your school site. So it really means a lot
to us that you were here. I'm sure you are missed. I hope you don't have any fires to put out when he to schools. But thank you for your time and your wisdom and your words and know that we're here to get your feedback all the
time. Not just now, please reach out to us because you help inform our work. To the team that put all of this together. Thank you so much.
And I think there's been a lot of discussion here, please for, you know, go back to your it is a next steps. And I
think that the board has to discuss some issues in terms of what his policy and what is regulation. >> Thank you. And I am very happy to say that my partner and I were ill.
>> Able to finish this on time. And one last word to Dr King. Thank you. As far as next steps are concerned, normally we would start to red line. The S are not, but we got no direction. So I just want to put that on the table so that for the next work
session, we can present a redline version of the Thank you. discuss that with the
chair. In Miss Saint John.