>> The August. 26 22,025 work Session is called to order at one 10:00PM. Mr. Fresh Israel has submitted a written
request to attend this morning's meeting virtually due to a personal conflict is a worker of related commitment. >> And is attending the meet this today's meeting from from
home in the prince and the Providence District skews me. We're going to check his microphone in just a little bit. In order to comply with
Section 2.2, Dash, 3, 7, 1, 2 d of the code of Virginia. It's just or for the board to certify that since the Fairfax County school board convened a closed meeting on 8/26/2025 to
the best of each member's knowledge. Only public business matters lawfully exempted from open meeting requirements and only such public business matters matters as identified in the
motion convening the closed meeting were heard discussed or considered by the board during the closed meeting have a motion. Aaron at Mr. McLean,
second, all those in favor. So Mistick said Misty John coming Miss Sizemore Heizer this Lady, Miss Mayor and Mr. McElveen Dr, Anderson, Mr.
McDaniel and myself with Mister Fresh Away from the table. I now call on Dre to kick us off with a band or
discussion. >> Thank you, Madam Chair. If we could put the power point up, please, Janet. So this
afternoon, a minute walk through a brief update of where we are on our current comprehensive school boundary review.
>> essentially we're going to start with the power point, which is that, Janet, can you move it to the next slide? Please. Thank you. >> So just as a review for
those watching, perhaps I know the board doesn't need the review. But for those watching who maybe haven't been a part of this conversation are new to the community. Want to
remind our community that about a year ago in July of 2024, the board approved policy. 81, 30, which did provide a mandate to review
comprehensive lior school boundaries. Every 5 years. In July of 2025, which was last month the board adopted revise language Woods which set of
phasing plan for boundary adjustments at the Middle Elementary and secondary school levels. Next slide.
Please >> boundary review priorities there. 4 of them. >> And there on the screen, they have not changed next slide. Please. This is a
reminder of the timeline. The red dotted line is where we are currently, which is nearing the end of August 2025. we've completed phase
one of our community meetings and data collection as well as the analysis. The phase 2 community meetings. >> Our
>> planned the part one were last spring. The analysis and scenario adjustments are occurring as we speak. And our phase 2 community meetings will begin in October. In
November. Essentially these Superintendent Budget Advisory Committee will received the community feedback. And in December, the superintendent
will review the draft recommendations from the committee in preparation of bringing them to the board in January. So essentially from here forward, we're still
working on the revision. Current maps and October will be engaged in 12 community meetings November. The committee will wrestle with
feedback from those meetings in December. I will review the recommendations and prepared for January of 26 for the board review of the final
recommendations. Next slide. Just summary of some of the feedback. The Boundary Explorer tool has received more than 12,400 comments.
Next slide. The phase one and phase 2 part one. We're at the summary here would be it. 20 meetings have been held with
close to 4,000 people in attendance and we received 3400 has been one of the more comprehensively attended and commented on bodies of work in
the last several years. Next slide, please. the review committee includes to parents from each of the 24 pyramids
as well as other school in department Bay staff and representatives from county and local organizations and associations. purpose of this committee is to synthesize all
the feedback that comes back and make recommendations in November to the superintendent, which will then be looked at and I'll be providing some recommendation
to the board in January of 26. Next slide. The recap so far of this committee work is 11 meetings thus far. We did have
summer meetings as well where we reviewed feedback and I believe we are coming up next week to review academic programming in transportation,
in particular. Next slide. The website would be communications. So just again, page views and videos. The website remains active and we
remain committed to. Feedback after re-written advisory committee next page. Again, this is a continuation of
communications. There's been a significant amount of communication and many data points to support that next slide. So again, just a
reminder about what's next. The committee priorities revise scenarios will be presented in October. The
phase 2 part 2 meetings, the 12 hybrid community meetings will take place in October and in amongst all of this will be also addressing evaluating the
relationship between Bell schedule. Start time possibilities. And the new boundaries to see what we can align for the start of school
in. 26 next slide. So feedback will continue to be analyzed. And as I mentioned earlier, the recommendations will be made to the superintendent by
the end of November. And then by January, have my recommendations will go to the board. Next slide. And that's it. So we want to make sure
Madam chair that we provided time for the board to prevent any feedback at this point. But that's a summary of where we are at this time. anyone
like to kick us off and we could put it back to the map. With the red dotted line.
Timelines. Find right there. Thank you. Mystics and then Dr. Anderson. So at Dr Reid,
thank you for the presentation of this is incredible compass of work. division taken wanted to ask about the inclusion of kid this process and how it's
going to impact the would that better. It's going back to timeline. So I think the purchase of any Western highschool conversation that
we're going to have next. Plus, who will be important if we? If the board's desire is for it to be a traditional comprehensive high school for
which we redraw boundaries, then we'll need to redraw boundaries to accommodate that if the board ends up with more
of a magnet type program in some fashion that kids from Western high schools or wherever we decide that that might land, if that becomes where we land, then that would
not require redrawing boundaries. So it'll really be determined by. I think the genesis of our next
conversation. Dr Anderson. Okay, thank you. I was trying to fight some of this language here in the policy. And so bear with me, I'm not fully
there but I I'm speaking to the public engagement you talked about in this timeline that there will be 12 meetings in October. Can you speak to how those meetings are going
to be organized? Because the policy, I believe said >> that public engagement shot occur and each affected school pyramid before changes a
proposed and again, after changes a proposed. But before any finalized and voted upon by the boy, I don't know if I see the engagement being as delineated as the policies
week. Wiring and what was shared with us just now. So thank you for the question. The 12 hybrid meetings include each one of those meetings will include 2 pyramids.
>> Because many of the possible adjustments spillover from one parent to another. So in the interest of providing
thoughtful conversation and feedback experience, we're going to be doing hybrid meetings, 12 hybrid meetings in October. >> Right. I understand that. But I'm trying to understand
how you are linking it with the language here that says. The engagement, Alek, her and each of the affected pyramids, whether it's one or 2, I think that's satisfies it before.
And after its, it seems to articulate that they would be 2 sets one before the change is a proposed I'm sorry and then again. After Cheney
before any finalize and voted upon by the board. So I'm not seeing. How this is sitting because we had originally just kind of the big region meetings. But this seems to be
that the language is articulating 2 sets of pyramid meetings, whether it's one or 2, 2 sets. We only have one
set here. We'vecommunity meetin don't know if each of those 2 rounds to sit every pyramid. >> I would have to go back to our notes may be done and you
know, did where they both regions. So 2 different organized by region meetings, right? We've had 2 sets of meetings organized by region.
And I think that the 2 sets of been 12 separate meetings organized by region. So. We that's essentially how we
looked at this in terms of timing to get a recommendation by January. >> I understand that. I'm just saying it's not consistent with what the language here says, which is what the public
is expecting. So I would definitely invite you to take a look at Page 2 because right now as proposed is not in alignment with the language of the boundary policy.
>> You have so we may need to add another 12 meetings October. So may need to spill into November. I'm not sure yet. As we look at those we May 8 to satisfy that. If the
6 larger regional meetings are not sufficient, having been done twice, we may have to do that. >> Well, I'm just going by the language that we've communicated because we know the community had been quite
up in arms when this battery policy was being written. And so I know there's lots of eyes on it. So there is an expectation that if you are going to be impacted, that you're going to have a pyramid
conversation. And again, whether it's one or 2, pyramids, I think it's, you know, irrelevant, frankly, because we do have those blurred boundaries is that is clean in terms of pyramids. But it's just that. When do we
go back with them with the final before the board votes? I would want for there to be any any thinking in the public that we are not even following
our own policy because we know that this has not been the process that a lot of people have found to be as. Clear transparent as I think we
would want them to believe. So I think that's a sticking point. There. the reason we're having this touch base today is if we want to make that adjustment. >> To the timeline, we absolutely can do that today.
I'm not requesting an adjustment to the Just request seeing and hearing. So the policy. So that's my take the other thing that I wanted to
only because it has come up and all community quite a bit I want to hear a little bit more in terms of how the consultant is utilizing the
umbrella approach and relief individualize it for the different areas of give you an example, for example, schools outside of the zone has become
a hot topic and I know and a lot of places it isn't very important thing. But in the Mason District, what ended up happening? The consultant was trying to deal with Bailey's upper, which is a magnet
school on Route 7. As a priority because it's outside of its mound way. It is always going to be outside of the boundary because of its makeup and structure. But prioritizing Bailey's upper
prevented him from working anything else because that was the driver. How are we taking some of these approaches and umbrellas, but really figuring
out what is important in each of the areas because driving using Bailey's upper as a driver for the Mason District does not even address the other issues and the Mason District. And it's a solution
to a problem that does not exist so I can't speak to the other all of the challenges in the Mason District. But I do
know that the region to team would have reviewed the feedback and provided feedback to the consultant in the most recent feedback iteration Loop. So that's my understanding that feedbacks
being synthesized and will result in some new >> scenarios with regard to maps moving forward. I think that was my time. Thank you,
Doctor Anderson misses were hazard. Thank you. The couple of questions you mention 12 meetings that's community
meetings, correct? I mean, so there was that the committee meetings. >> community meetings are the 12 community meetings. We've had 11 committee meeting so
far and it's expected that the committee members but also attend the community meetings. We have a meeting September 3rd in the 24th prior to the October sequence of meetings and then we're planning to
meetings in November to review the October. community meeting series feedback unless the board wishes to make an adjustment to add another 12 community meetings after that
in which case we would meet in December and then I would just, you know, work through winter break to come up with the recommendations for you in January. >> But that's helpful to know. One thing I think would be
helpful have a map. We have the tool, right? The kind of shows little areas you plug it in, be helpful to have a bigger map where you have the current, like, let's say by region, right where you have the current layout and you can
overlay and see what all the changeup for a just like, as you said, like it's hard to do one pearman meeting because this change bleed over impairment impairment. It would be helpful to have a bigger picture on the map as opposed to the tool which
seems make smaller changes. It's hard to get all of those in related changes in your head when it's piecemeal that way. So that's the first thing I will say with the start
times. I'm I'm with my colleague. I'm a firm believer in healthy start times my concern is how are we going to get? So we have a robust. Ability to look at the healthy start times and we haven't
looked Dre that the access to programming. When we look at start times everything I saw from is not a start times for this, too. a school. But then
you look at transportation times for students who are accessing programming outside of their base school. AP centers are especially education programs. The tradition has significantly longer transportation times.
Have we been able to and we haven't looked at our boundaries are going to impact that access to programming to make sure those students can access their programming close to their base school of not at
their base schools, which then impacts transportation and start times. So how are we going talk about all of those things in a way that isn't rushed? In this compressed
timeline? So it is a compressed timeline and we are talking about programming and transportation at the September 3rd. >> Advisory Committee. I guess
the I mean, I talk about it there. But that's a big thing to talk about transportation program that we haven't gotten to yet. And what's the plan to make sure in that conversation, there is
conversation about programming and transportation for both a school in on Facebook. So they seen so from the consultant Israeli-based school focused, right. And there's a population of students. >> Who may not be at their
base school. >> Right. I know the consultant spoken to Dr Presidio about Bay School homeschool. We're not in this process changing the program,
locations at this time for Bay Schools and special program. So I think the transportation calculations include those
current models. I don't know if that's different or if there's been different information provided the to the consultant, Dr Presidio. Just Prismatic Second. >> Well, no, I was just going
say we've met with the consultant several times to explain kind the programming works just as Sizemore Heizer Dre saying. So aware of the
special programming. The pull students out of their base schools and out of boundaries. I don't know what their analysis necessarily process is going to look like, but that information, but we've met with them several times.
They continue to follow up with questions. I just got actually an email question to The Hague from our consultant. So we're trying to partner with them and give them the support. I don't know what their analytical process looks like >> They appreciate that. And
that's helpful. But I think that's my concern is right. Several split. Peterson caused by program placement. We're AP centers are, for example. I'll give you example in my
District Robinson, kids go to White Oaks for aap White Oaks, pizza Lake Braddock. Braddock. Kids going to mill for AP which feeds to West Springfield. You have to split feeders created right there by
AP Center placement. So in the same thing as a special edion program in place and they're often sent out of pyramid. So is it really important? We can't leave out some of our students, you know, especially our most vulnerable who are going to
different areas programs out of the analysis, especially when it create some of the split feeder issues. So I want to make sure that those time for the consultant to take
these into account, especially the long the transportation ride that leads to twilight violations potentially it could lead to violations if we're not addressing, if you're sending your kid is going out of para matter out
of the Bay School, right? It takes a lot. I mean, having 2 kids who did that for many, many years for special Ed and AP centers, it took significantly longer the bus ride. So I think it's
important to make sure that's being talked about. I know it's being talked about. I also know that there's been a distinction between split feeders. >> That are voluntary.
>> other words, family chooses to go to and just a special ed. >> Right. talking about the AP centers for a moment. If they're choosing to leave to go to the AP Center versus.
15% of a school goes one place and 85% and another. That's not it's just by virtue of boundary. So I know that the latter was the priority in the
first round. And and I think it's something that's continuing to be evaluated go back city. That was my time.
This mayor. Okay. So I appreciate the steadfast work done to commit to this review, which is we know would be the first time in 40 years and it's been an ambitious timeline and approach.
>> However, it took us 40 years to get here. And I know that I as one board member desire more than 2 months from presentation to changes to approving changes. So. You
know, there needs to be time for us to have a thoughtful deliberation among the board. And while I appreciate the operational part of the superintendent has done to get it all the work done, I mean,
we've had deliberations for far less important things much longer I'm hearing my colleagues. I agree. There's concern that the scenarios do not reflect critical input per
criteria and lived experience. I know for FOX Mill us to FOX Mill Woods. The proposals propose kids going to far away. Schools taking the bus when these to walk. I can't
move forward until all of those things are hashed out. And I just don't see how that is possible. Given the work the board has to do, which includes ambitious legislative
and advocacy effort to continue to get the money after last year's budget. Disappointment. Political quagmire that we see. We have to spend our time on.
Unfortunately. Facilities, which we are, you know, we are buying. We bought a new high school. What are we going to do about that? I mean, these are just some of those big things. you know, what is the
board's role in this at this point? Is it just to show up in November, hear the presentation and then come back and decide what is our board wanted to be. I I think
that and I think it's very important to talk about how transportation can work or can't. I'd like to know would there be even just semblance
of are we gonna is gonna be phased in? Are we going to come with like she's as pretty good person get tiered approach like this year? We might do this. And then this year remind you that because right now it just feels like the whole thing. And that does
not seem reasonable to me. I think it's reasonable to say we can't phase everyone in maybe the transportation work for everyone. But like let's say it then. And you know, as
far as middles school start times, yeah, continue to be on board with that. But again, how does this work? There's so many questions. So I also want
to reiterate that I have said from the start that I am not comfortable making changes without giving people the appropriate amount of time and deciding in January February that people have new schools to go to in August does not
mean that that test for me and very hard pressed to do that. The last thing I'll point out is that policy, 81, 30 references, the regulation 20 to 30. It's the process that
when the board updates policy, the superintendent is to update the regulation. This regulation has not been updated since March of 2022. So if the regulation is what is guiding this work, it is
defunct. And it needs to be remedied because the references things that are not possible under a policy. Thank
you, Mr. And I see no other placards right now except for go backs. I'm gonna go ahead and take a turn. I think that we've been pretty clear since the beginning of this process
that we were not anticipating being able to fix every every problem that we. >> Found ourselves selves. And I understand that we're we keep using the term 40 years, but I will tell you that for a
very long time, we only change boundaries when we build new schools. And now we've reached precedent and that western end of the county is the kind of the wall of of how how much
further we can continue to go out and for where we are. So I would suggest that it took us a very long time to dig this hole that we're in in terms of our placement and the problems
that have create been created over time. And I do not anticipate that we're going to fix every problem. This go around. I I think that we all need to be clear about the fact that these are interred of changes over time. That is
the intention. At least it was my intention when we were talking about the cyclical process. It was that was the intention of the cyclical process was being giving ourselves the window of being
able to make those entered of changes over time. And so I am very interested to see where the maps come out. I think we absolutely should see what they say before. We decide that we can't work within
them. I also think that. January January or February to August is an appropriate amount of time to give people if there's going to be a change. I believe that that the initial feedback that we received in the studies that
we saw the very beginning of this process suggested that as the timeline. So I am in support of this. If you look at the the entire plan of the work that we've done, in
addition, we've spent almost 2 years at this at this point and reaching the end, it does feel compressed because we're we're coming closer to the end of the process. And I think
it's a natural thing to to kind of work within that. But the timeline hasn't changed. We haven't changed anything about what we're planning on doing. We have had discussions about what was counting for
community meetings and all of those things all along the process the thing that has changed is that we started talking about school start times and I do want to have that discussion because so Dr
it. I would ask you, is it feasible right now to be able to do school? Start times and all of the phasing language that we just voted in. I
believe that You its team, we've reviewed. >> The start time proposals which really require us to compress are run times and
with the phasing language 4, boundary work. I don't believe that it's possible to address start times and phasing because we're not able to
compressed the bus runs sufficiently to do that. And I I would ask us you want to comment directly to the next I know your team took a look at that.
>> and you got it That is exactly. It's just so much unknown with that facing and the number of choices that are in there that it would. You know, if you just look at a right now without having any
of those answers from families on where they're going to go. The range of possibilities of where we would have to transport people is pretty huge and it would cause us to move that run time, you know, wider instead of shortening it
up like Dr Read, said so. Just pretty tough to figure that out right now. >> And I am correct that that is only in the traditional way that we've handled facing another school's cracked. That
is not it's not necessarily true that the board would have to move forward with the exact same transportation patterns that we've moved that we've utilized because if this followed, the student transfer
process, students would be responsible for for maintaining their own transportation to a school that wasn't their base school. Is that correct? >> think the answer is yes. So
was 100% sure on the question. So if they choose to go to a different school, that's not their base school. They would have to provide their own transportation, correct. it's been that's what seen it in
our stuff in the past. >> So this is a way that we could solve the problem and be able to do both is if we followed the student transfer process by allowing students that choose to stay at their
base school related to the phasing allowed them the same part of the student. Like if we follow the student transfer process that we already have in place, then it would give people the ability to both
choose just a to base. is to stay at school related to the phasing question. But it would also allow us the ability to look at school start times. Yes, ma'am. Thank you. Okay.
We're going to go to miss lady and then we'll some go backs. I just want to. Stay on this topic for second. Thank you for bringing this Chair Anderson.
>> I think it's important. I have struggled throughout the year. But the reality of very much being 4 healthy start times for all of our kids, but
also feeling sort of like. We're stuck because of the amount of It costs too. You know. Make the run times
broader or whatever. So I think it's it would laying this on top of the bounty work. I think My preference would be with the phasing to
do it like a student transfer process because I think it makes sense if you're going to choose to stay at a school because you're allowed to be phased in the need to get yourself there. Because middle
school healthy start times are not just middle school. All healthy start times is a priority of And just want to make sure mic mic me understands in my party is a healthy start. Time and we can't do both. So I would I
would go for that for first because all the research medically, socially, emotionally, everything lends itself to that. That should be our priority. Thank you. Thank
you. Lady missing time coming. So. >> I also concerned about, you know, same thing that my colleague just spoke about, that when we are looking at changing the times and looking
at some of the data that we received in terms of. 83% of middle schoolers in 84% of high schools do not provide babysitting for their
siblings. 98 1% of middle schoolers in 82% of high school school is to not have paying jobs outside the house. I would like to have that information to segregated in terms of looking at title one schools to see the
proportionality of how that that plays out. Because we recognize that we are a large county and there are differences in different
regions. And so those statistics might be reflective of the entire county but may look different. we're looking at specific areas. And so
those are things that concern me sometimes when we look at this, these numbers. Thank you. Miss engine coming. >> We're going to go to go back, seeing no other first
time folks around, we're going to do 2 minutes for go backs. So Dr, Anderson. Thank you. I just want to be clear, we don't have any decision points today. This is just
informational in discussion, correct? >> Yes, and if there are adjustments to. >> The timeline or process
that we've outlined. We want to make sure we hear those. >> the board would the if the board wants to direct a different. >> Set of meetings or direct a
different >> you know, timeline in terms of bringing information to board. That's certainly something in a work session that done in the past and or with next steps you know,
following the review bec this is really before we're going to launch our next 2 meetings to prep for October series. thank you just kind of
speak to the first, but that you just said. >> As far as I'm concerned in terms of the timeline terms of the sets of meetings, the board already gave that direction. It's in the policy.
So it's just a matter going to be in compliance with that policy are not at least from my perspective. So I I'm not seeing the need to articulate something that has already been articulated. So I will
take a pause there since this to me. One and a half minutes. My other question to you is I know we've talked about this before and too far out in order to predict a little bit
where we would go with this. you anticipating a staggered implementation because we're not that far out. we close
enough to be able to determine is it going to be any of the possibilities of the scenarios in the tool? >> We just going to do it all
at once in. 25 26 27. Or do you anticipating staggering different areas of the county? What thoughts have there been to that end? I don't feel like
I have enough information yet to speculate this afternoon on. I think any of those are possibilities. That will be great. I think this would be a
thing that as soon as it's a little clearer that we could start just signaling to the community what intentions with that because I know that's a
conversation because if we're rolling in the middle school, start times with a staggered implementation, what does that mean? Are we changing the start times for part of the
county and not all of the county. It's like a chicken and the egg thing here. There's a lot to be thinking about. And that's a piece that I think for me still outstanding. Similarly to the
West and high school is that we need that decision to be made in order to determine how it's going to impact the boundary work. Is that accurate? I think it is
accurate to determine the programming for the Western high School will determine the level of its inclusivity in the boundary work for sure.
>> Okay. Thank you. And also grade 6. I know it was your desire to include grade 6 students at the elementary school across the division. But clearly they've been some
obstacles to that. Do we have a stake in the ground in terms of that decision? We do not have final decision made on that yet because we're not
done with our analysis. OK? Thank you. Thank you, Dr. Anderson Sizemore Heizer.
Thank Saint John County. Ky what direction I want to go. But when they want to be careful with this with this >> survey percent and try it. 90 something percent of students, 90% of respondents
to the survey and only 22,000 students responded to the survey. So it's 90% of 22,000 students. >> When we have 180 3,000
students, right? So I think the data has listed the Prismatic report when we just have a percentage of students, it's a little misleading, right? So I think would be helpful if you knew when we
have 22,000 in change in that exact number of students responding or I think is a 39,000 parents responding. I don't 39th out. You responding. Be helpful desegregate where they came
from. Right? Like is it parents mostly from this area or that area like where are we hearing from some with students? And then we should say out of the 22,000 students responding, 83% said that they
don't take up much of sibling after school because I think I don't want to fall in the trap that I think we've talked about before on this board and on the previous board of. You know, to make sure listening to voices from across the
counties are getting a good sense the needs of students and families across the county. So when we have 183,000 students and we've heard from 39,000 parents,
caregivers, guardians. That's it's not large percentage of our families we're hearing from. But that think so. I would just stop there and say I think we need to get a better sense. On the start.
Times of our students needs after school. So thank you, Mr. Munich, that was a Prismatic survey. My recalling. For man so did they
leave us any kind of data some parts the county or >> to Sizemore Heizer is questions. Do we have any source data so we could disaggregate it? >> No, I'd have to go back to
them talk to him. And I'm trying to remember some of the questions we asked in there if it was enough to disaggregate, have to go back and take a look at it. >> Okay. Lets see if answer
some of those questions. my concern would just be there for going rely on that in terms of start times. We want to make sure that we're getting a good, good sense, especially if those areas that may be there's less
respondents in other areas of our county. That was my my big concern about that data. Again, I want I'm very much in favor healthy start times. You know, I So ice is not that I just want to make sure we're
not accident leaving making more difficult. Another group as we're doing this because it's a big change. to go back
to the boundary work. Put. Thank you. my time was Mystics. It.
>> So I convey regarding the boundary My question is about. It. So okay. So my question is
actually the timeline again, I believe. Especially Mike, my district. And we decide to go as Weston High School as the regular transition and traditional high school. >> It's going impact a lot of
changes, not just in high school level, but also mention middle school. I would like community to get some time. And the reason I said community start to meant to me
and said that divest. The high school is not just going by the high school is going back to middle school elementary because this kids go together and in the schools and they kind of follow that path. I'm
also getting a lot of resistance from community members who are really truly staying living a mile away from school, a high school in their schools being changed.
The new boundary changes and there my own residents I live and I wonder that fly why, Mike? It's been to the school, likes 2 schools far far from
where could have gone and no changes in that boundary not to single changes and then dementri middle school or high I'm literally like thinking about this more and just want
to listen more to that from the community member and then This I'm hearing from like Kocian to leave or, you know, on other community members that a lot of people are not
reaching out to us and of the want to be the voice of entire community. we need to like, but are the second the Sizemore Heizer said that that
beat out to all the different class is in different of dopes county. So we get data. So I'll stop there. Thank Marks
it. Aaron. With a kid. I do want to point out that was hat. What has changed since the start of this project? Is that the scenario some of them presented reportedly >> And that has eroded the
trust of some members of the public in this process. And until they are corrected to reflect the lived experience and real it would just tickle issues that families would have to face. I think we're
going to be hard pressed to do this smoothly. I also changed. also received 8 about change the start times that was not present when we kicked off this work in January 2024,
which is when we kicked off K it's been a year and a half. There's much data missing that would allow the board make informed decisions such as what are the data if families need to transport their students to their new school.
How many students is that? How does that impact other aspects such as kiss and ride, which we know is problematic. So we forcing more people to do. Cousin riding create transportation problems and pedestrian safety problems. What is the cost for the
changes? Do we have the funds given the budget cuts already made? Where being funded at out of what is the process for assigning students? I cannot understate enough colleagues
that the regulation is defunct. There is no plan. On how the students will be assigned. If you look at the regulation, it is old. It does
not align with our policy. I'm not saying this is easy but less than 5 minutes status update today with the only new information seemingly being that there are public meetings
in October and the board is scheduled to make a decision in 4 months. That's not wise and does not instill public confidence. I'm not hearing that more data is forthcoming in the interim. I have not
heard the superintendent talked about a scaffold. Did you know, rolled out approach? Could we do something like let's take a scenario. I to Carson Middle School last night talking to a student, 3
her friends 3 different high schools and her and we just bought the school next door. What does that look like? Give us a scenario to make this real because this is very theoretical and we know that
that's not going to go over. Well with our community. lady. So going to go back to healthy start times because I want to
do this work with Fidelity. Mr. Knew if I I would love to suggest the facilities create a very brief straight forward. >> survey, I would take the
183,002 down to about 90,000 because I think we're talking 7 through 12th graders that I think need to be surveyed around sleep patterns around whether they take care, siblings and whether or not
they have jobs. I don't think it's a big set of questions and I think it can be deployed advisory. They have advisory lessons everyone's in there. They'll computers. It can be deployed. It will take them
like 10 minutes. I think that that data can be crunch pretty easily because there isn't really subjective in there. But we're just trying to get a sense to my colleagues points around who may have chosen to
respond with the way was deployed. NY also care deeply about our parents feel. I think it's our students who are actually living it right. It's their lived experience.
And so I think that, you know, I would I would not Nestle go back re target parents. I think we get a similar response is those who are on top of it would do it again. But I would like to ask that
may be for us be a quick turnaround that some of you think you can maybe do. Okay. Thank you. That's my main thing. And then. I do agree
with lots of comments are being made around the problems that we're in. The current scenarios and the the work so far with the boundary my
expectation is that the next generation we see that these things that are were obvious and some of that may have been a more subtle will absolutely be addressed. So just want to
share expectation. Thank you. Thank you. As Lady. I'm gonna go ahead and take my go back really fast. And what I would echo on to that. >> Oh, I'm sorry, Mr. Fresh.
Go ahead. >> Yes, points to make first.
I colleagues concerns where we find ourselves in insofar the community's feedback about the various scenarios. >> As I've indicated to members of Providence District
community over the last many months that there's this tension. began this conversation with one. We have committee, which essentially
an internal committee that doing additional work to come up with boundary ideas. And because we're being transparent in sharing all of
that initial work. It's creating a lot of confusion. And that's the tradeoff with being transparent. The confusion being that each time
we've rolled out a scenario the public is seen as the fully baked thing that is and then only going to be, you know, place and impacting their community instead of the
beginning point of those conversations. And, you know, it seems like with copper up every time would meet avenue set of scenarios. We be having
the exact same conversation because the community was under the impression that the board would be voting any minute on and obviously I probably would be voting you know, very soon on these
suggested changes, you know, many of the problems that identified in the scenarios are common in the boundary where a change process period. You know, one off boundary
changes that the board has pursued in the past. go to community meeting and the community would be kicking the tires on the suggestion and they elevate things that the
school division had not identified. So I expect that to be part of the process. What don't think dissipated is the level of fidelity to the
school board's policy, not being where I would hope that would be in. So I took all of the feedback from members of my community, hundreds and hundreds of e-mails for
various different scenarios, unconsolidated that feedback. And you know, tied back to the various parts of our policy. To provide with an assessment
of where my community is seeing problems, more advantages to various suggested scenarios and to ensure that they have that feedback because I think it is some my colleagues have
mentioned not everybody is reaching out. I think mistakes that mention is not everybody reaching out to Bracken. The superintendent so wanted to ensure that all of that feedback is getting to the hands that needs to. So that
hopefully and when the next scenarios come out, we actually see things that are better in line with the policy that take into consideration the feedback that they've received from the community.
Very real feedback from on transportation, for things like moving live across the street from a school. We from that school to another school. Just very basic things that you would hope would be
captured based on the feedback that's been received already. And we're talking about the fact that come in over many months. So I think people are eager to see adjustments based on that feedback and obviously
not every bit of feedback wants a change in direction, but I think a lot of it does. So I'll be looking forward to seeing how that plays out in the in the weeks ahead. Thank
you, Mr. Fresh I'm going take my quick turn here. One of the things that I wanted to mention personally was that the most significant community that I heard from >> related to school start
times was actually elementary school parents. And so I I wholeheartedly want the student voice. I agree completely that we need to talk to them about what their constraints are. All the things that we get, the information that we need to
make the decision. But I do not want to lose the parent voice in here because for present, particularly for elementary students that along with the second group that I
heard the most from was our teachers like our teacher moving start times for teachers is our is a significant undertaking. And I do want to make sure that we have some visibility on on
what's going on with that. So I I'm very interested to see how we move forward from here. I do think that. Well, I agree
that there are some concerns that I've noted that day. I didn't expect to see on my maps when I went from for schools in my district. I also did the same thing them are for stood where I pulled all that feedback together and
made sure. But I got it to the superintendent. I do think that we are the people in our districts that understand the makeup of our districts, the best. And so I do think having the ability to be able to give that feedback is essential
while still allowing the process to continue the way that it's been going. I am inter. I'm very eager to see what the next generations of maps look like. And I will
fully and completely acknowledge that we're not gonna be able to make everybody happy Like the whole point of this is that we have changes that need to be made and that's going to make that
change the uncomfortable. And so we're just going to have to figure out how we can mitigate that changes much as humanly possible. OK? So we're in the second round of go backs. So
we're going to start with Dr. Anderson. Thank you. Just looking at some of the key dates that identified in the documents for today, it says November December.
>> School board votes on school start times we're going to speak about the scenarios now is at the scenarios that were e-mailed to us that we're going to be voted upon. Now we're going to be vote yet
that we're going to vote on Dre. >> I'm not sure what you're reading from, but I the scenario recommendations are going to come to you as a
board in January. And that's when the board will be voting on the recommendations. >> It's this document that says an integration of
boundary review and start times project planned recommended key dates said December November, December. So town? Yeah, No, I think Mr.
Smith's team put that together and I think this was a draft at trying to in a great start times and a boundary is but the actual boundary recommendations are going to
come to the board in January. >> And that's been consistent and speak into the middle school start times. If you just take a look at what's highlighted, a not document that talk about the same and that would be for the
recommendations coming to the board for start Times. >> Right now that's in about 37. Better boundaries coming in January, correct? Right. So November December is the middle school start times. So
I'd like to speak about this. Can we put up those scenarios that we're going to be voted on in like 2 months?
>> I don't know if those were posted for today's meeting. They were not. >> They were not posted for today's meeting in the eye provided to Dr Reid. I think
she provided to you on a Friday letter. >> And by because has not seen it. All right. That's working backwards a little bit because we know people will have a lot
of feedback. When do we anticipate to have a work session and which those scenarios will be made public so that they could be a discussion and we could receive feedback.
>> Would guess sometime between now and November? I I don't know when those would be scheduled. It. I wanted to make sure that the board got at least a first glance. It
the team's work and could write provide feedback and we might make adjustments even for a work session. I haven't heard feedback that I'm sure we can get that scheduled because I thought we're going to talk about it here. That's
why didn't give any feedback. So >> I guess what I'm hearing is we're going to wait. I can give you internal feedback right now with what you've provided. But then we need to
ensure that there is going to be a public discussion at some point before November December when this voting is going to be happening. Is that accurate? Sandy? As far as I
know, Doctor Anderson, OK, thank you and again, I'd like for us to also couch how we're going to. How we're going to
use that feedback. I'm just thinking back to the PO bound to the Pope Middle school start time proposal which staff said was feasible. Cost wise. It was good. We know it
was good for kids. That ended kind of dying on the vine because of the teacher feedback that said, no, this would be a little bit too disruptive. How is that going to be used now? Because I
anticipate we will get some of the same feedback from teachers. How are we going to catch that versus the need to
do what is good for kids. So my recollection of the middle school pilot in the Mason District was that it was not cost neutral. >> Mr. Me my remembering that
correctly. and what the yes, ma'am. >> You know, it's not accurate at The Glasgow was not cost neutral. The Po was cost neutral. Actually, it saved
one bus. I know these things. you know in my memory. >> Dr is great. That was that like the first iteration of the Mason pilot where we were, we were unaware that we
couldn't students that were impacted from different magisterial despite and that's first one was negative one bus. And then once we took out North Springfield.
>> Which I think were it was the issue. It was still even it was at 0. It was the Glasgow pilot that was over and not cost effective. So.
What I'm trying to stress here is when we have a good scenario that we know is good for kids. How are we going to treat? That staff feedback?
Which reflect what we received for the Pope pilot because if disruptive, last May it's going to be disruptive next
November. my recollection is that the pope pilot was not enacted because it involves students outside that magisterial district. Is that correct?
>> It was not because of staff feedback. >> Yes, ma'am. The the first generation had 2 elementary schools in the pyramid that were not part of the Mason District. And so we fix that.
Then the second scenario also had students that were coming my 41% from a different district. So we canceled that one. Then we've got to Glasgow. That was not
cost-effective. >> And I would definitely encourage everyone who speaking on this to go back and take a look because, again, this is etched in my memory, not trying to be. In
combat is. But this I know for a fact. But it looks like and how it ended up being polled that second Po presentation that proposal, was good to go from a stop, a suspect perspective because I sat in
you and your office for us to have that discussion initially. But the thing is, is that word quite a bit of concern. About the teachers feedback on to a change in
their schedule. And my question is, how is that going to be assumed and any son as moving forward isn't going to be a driver is what? How much
of a consideration will that be? I can put Genna another go back. Oh, yes, you thank you. Sorry, Miss Mayor. I did that
backwards. Sizemore Heizer. And then as mayor my Okay. That's what won't find me. A couple things.
>> I honestly, this is just another commented I'm making, doesn't this they mean I think we need to push the boundary timeline back. I just want to make sure that these things not about as we move forward. I think that question can't
really be answered until we go through the next round community meetings and meetings and see what comes out of that to see what's feasible, right? So that's, you know, probably November,
December, January, conversation. So I just don't want to get to that point and go wait a minute. We didn't talk about these things that these were brought up and that's what I'm trying to bring these up for. I I we
very uncomfortable if we get to that point, we haven't really fully discuss access to programming. I think that's a really I mean, we I was the chair of the bound of the governance committee when we did that. that was an important factor. And I think
it's a very complicated factor. So my concern is the time to build a do that. I think it's important to make sure we take into account the Transportation times. That's why I've been use up because
it's important to have that. One thing I wanted to say. With the boundary is. Is there a plan? we've got all these comments. It's similar to what
MS as Anderson shared at. We did the same thing with a lot of comments. There are some things in the boundary, initial scenarios which I would expect there to be. This is a huge project we have undertaken in 40 years, holistic boundary. There's
going to be in the first round issues that came up. That's what we have the community meetings. That's right. You know, those of us who know I districts the best wait a minute. This this is a quirk of this This is unique to this district. Let's make sure
those So what's a process to make sure that things that were that were brought up. But of course, our district or mistakes, clear mistakes that
were made are incorporating the next one scenarios. I know I had turned in a lot of detailed analysis my meeting with the boundary consulted was told yes, these 2 things are clear mistakes. Is there a process that that's being
compiled where there's clear mistakes being found? So I think there been a number of areas of focus that have been identified. The >> consultant has those. We're
going to talk about those on the September 3rd and September 24th boundary advisory committees and trust that the maps that come out in October will be better. I think they will not be
perfect, but they will be better than the first round. And this is a process. my expectation is that they feedback is incorporated to
the degree that it's possible. I also think we run a danger. Some of the feedback if in taken in totality, we could land right back where we were
when we started. But to instill have schools that are. efficiently, UNOS. I think I'm populated, I guess, for lack of a better term. Yeah, I
think I think I'm more looking at clear mistakes like there's just things are emitted off the maps or lack of understanding about what a neighborhood it is. Right things as opposed to. >> I mean, as miss Anderson I think we're getting a lot of feedback that we can't please
everybody. But when there's clear like we forgot to label of school on the map, which happened in my district. For example, those I want to make sure addressed. Yes, ma'am. I think my hope is that those
will get addressed. Thank you. This Yikes. I don't want to hope for things. We have to have them addressed. I'm very concerned at the Cavalier approach to this conversation.
There were several of us that are gravely concerned about the status of these maps, not including critical data and it's not that the superintendent hopes to address it must be addressed.
I also just want my colleagues to know what regulation, 20 to 30, which is still in practice says. And I hope the rocket here, it's hard to hear with the talking in the room, please colleagues. Regulation
20 to 30 says that a family can ask for student transer reasons, childcare hardship. So the staff member wants to bring their child to K 6. I know that's that accommodation. Now, are we
aware that how many people is that medical emotional or social adjustment? Gosh, that sounds familiar. People have asked for that, haven't they? Well, it's in the regulation right now that that is a valid
reason to be placed in a school. The high school curricular program going to a different school Ezzy this all the time in her. Did you got kids that want it come to Langston for? I B, they want
to stay in Southlake. They have no bus. What do they do? I thought this boundary review is going to address these things. Where is the discussion about the programs
that are going to be involved in this decision-making are expanding ID or we can allow AP for all. >> What about the career centers? I don't have any sense of if that's even on the
table. But it is a criteria in our policy that I don't hear us talking at all about. We're talking about addresses. Siblings, cut regulation, says
so can come along. So. That's what standing right now. And again, the lack of urgency for the superintendent to have this updated is really
chilling. And it just makes me more and more uncomfortable to move forward with this. I don't hear any talk about what's coming forward. And as one board member just said, we know the makeup of our
districts the best. And yet we have not been asked for input any formal way. So when are we going to have that discussion? Is that going to happen at a work session or is that all
supposed to happen in January when we're also legislative? We're doing our legislative work and our budget work and the capital improvement program. Those are my questions. I hope somebody else is interested in finding
of those answers. Okay. We're going to go to Mister McDaniel who for a first round and then we're going to come back to lady go back. Number 2.
>> Thank you know, I'll be quick I appreciate the conversation. >> Continue down this timeline for potential implementation
next fall. There are several things that could be happening. All it wants next fall. We could be potentially opening a a Western high school of some sort. more we will be open less my school,
some sort. We potentially moving start times. And we're going to have boundaries being adjusted as well. Now we're also looking at program distribution, which I agree
with this comments. That was something I was also very interested because that is a root cause of some of the transportation problems. That is the other flip side of us doing boundaries. All that to
say we need to be really careful about change management. And what I don't want to do is find us in a scenario next fall where? Even though the people sitting in
this room know it's coming the public at large may or may not know. It's coming until. Here it is. So we need to have a very aggressive outreach plan.
I don't, is to say the more or out the more outreach, the more public input we can gather for Leon, I'm would be supportive of I'll defer to the superintendent on, you know how what she would do for
a timeline on that. But the more we get out there and from the public on this, the better it's going to be for us all. So that's all. Thank you, Mr. McDaniel mislaid. Yeah. To go
back to my earlier comments. Thank Chair Anderson for mentioning Bill meant school parents. Yes, there are utmost importance. >> I guess in my brain, I'm thinking that I would never,
ever. I don't think I don't plan to ever vote for. >> In elementary school that ends later than the current. Thank for 20. I don't want to push that. So my my brain was skewed to my thinking and I
think most of the feedback that picked elementary didn't like was pushing that later. But their voices be heard and also Dr Innocent. Your question? Dr, Anderson, to
your question around the faculty, I think big difference here is that we were both areas were being brought to us the transfer process that ended. And so these faculty did not have the opportunity to seek out
positions that were posted as available within our system that would align with their families needs in terms of timing. And so based on the time that I'm seeing, the faculty will, this will be
well before that window. And that should resolve that issue because of the some faculty that swap. Because the last time we did this, we switched middle and high. We didn't a timely fashion. I was a chance at the time we had some Chantilly, folks go to middle.
It's a Middle Commissioner. Kelly, but they found homes and it was really not a lot of consternation around that. So wanted to make that point. And
then I may have had one other. I forgot Thanks. Thank you. It's leaning. I totally agree
with us, mayor and that this regulation to updated. This is the driving work. It needs to be updated because I also I'm aware of that. There are a lot of kids who have been a lot of student transfer for world
language cited in the regulation. The fact that ever happened is completely wrong. It's out of regulation, but it has happened. And so we need to revisit this because this
has become a game. When I was a director student services, it was a very frustrating game for Be very frank. When I got the plethora and I mean, they were lots of them for social, emotional transfer to
Chantilly. You know, I would reach out to families. I would say, well, you who's the therapist you're working with? What's the treatment plan? And most of them had nothing. They basically went to their pediatrician. They found
someone who would write them a letter. And here we work. And so I fought hard against those because don't really talk with me about a social national issue. If you're not getting
your kid. The medical that they also need to support with the school money doing so with the season during revisited soon. Thanks. Thank you. leaning. Dr, Anderson. I mean,
I could go on and on with the things I have on my list. But that I know we're nearing time to move to the next topic. So I'll just kind of make these last statements.
>> Very much appreciated Miss Marion had captured. We don't know whether or not 6th grade is going to go to middle schools across the rest of the county. We don't know how
middle school start times is going to be embedded in this. We need to gather more data. We need to put it in front of parents and community and staff. We do not know whether
or not we're going to stagger the implementation. The rollout there are so many unknowns. And of course, just adding to whatever the
regulation does not currently state. There are so many unknowns and it is August and we on a fast-moving train. Yes, that timeline has been
out. But some of these things should have been worked out a little bit. I think by now. So I'm I'm worried as well that this is not going to be received. Well, by the time we
get to it to have a vote so that we have enough time for teachers to transfer they need to. And thank you for that This lady that was very helpful. I think I would like
to see the the list of when we could start checking off some of these other things precursors to this decision making that we're going to do
that. We're going to do in January. That speaks to what Mister McDaniels just talked about. What is that kind of change management? I almost seemed I need a project management just to check off the things that are still outstanding. And when those
things will come to the community and I appreciate your deference to the superintendent in making sure that we have all the time lines. But some of these have already been articulated in
the policy and we're kind of skipped it. I don't want to lose. >> The opportunity to adhere to what we already said in the policy, which now I feel like we're being asked to do
something else. It's already been stated. So I'm excited for this to happen, but I'm seeing it really the runway is very, very short for these
very, very important decisions. If we're going to tell parents you're responsible. Transportation, that has to be communicated in the next month or 2. So at Dr
read, I'd like to see what ever is whatever we need to check off from this conversation that you're hearing. To prep us to be productive and effective and successful in January for the
larger decision making. Thank you, Director Anderson. Mystic's it. So Thank you, Dr.
Anderson, I would. It wanted to mention this that. So a lot of communities. voice are not hearing and down. I would like
to hear from them. So I don't know if it can send surveys parents family service or center because I think there hearing from the same
community members are same group of people again and again. But there like people, I think from title one schools maybe Hispanic community, need to reach out about a rather
larger audience. >> I think before we move forward and when they to say and that's watching this video from Steve Jobs and it was the non lunging, Macintosh
computer. He said I can learn something next year. It's going to be just as bad as the competition Encino computer. But if we do it right, I need
a little extra time. And now And I've I've heard this from Lake visionaries and leaders that you take more time to do something right and rather than going and then fixing
fixing in putting putting a substandard product. So I would just say they just do right. takes a little bit longer. That's okay. Thanks.
This ancient county. So look. This timeline was a timeline that the school board imposed on the superintendent, OK? So she's coming to us with a report and same. I'm following
your timeline. They can impose on us. This discussion now is do we want to change that timeline? Okay. She's following what we've asked her to do. All of us knew this was
going to be a heavy lift and that it was not going to be easy. And we say that it's been 40 years since this has happened, but we really don't even have a record of that actually being the time there
was ever a comprehensive. Family change 40 years ago. They're never may happen. So there's a lot of changes that do have to be made. In the
process of doing this work. Things have come up. The Western high school. The start times. Some of the maps that
we looked at and we felt were not drawn accurately because of missing information. So now we're sitting here with the superintendent giving us a
report saying this is where I am following your timeline. Now, the question that was just said about, do you have to drive your kid to another school to go to obey school? I have no way. That's an issue
that's always existed. If you do not go to Bay School, you have to drive your kid. I don't know why we have to inform parents of that one. That's always been I mean, we're bringing up these if
scenarios that we already know. So let's look at the work. Let's look at this timeline is realistic or not. Let's as a board figure out, do we need the time? Do we
need extended? Do we need to consider all of these things? I do want to say that having said all of that. I think it's been a tremendous amount of work that has been done. I
think that we have tried to do as much outreach as possible. Do we always have communities that responsive as others know. And that's incumbent on us to try to try to get some of those communities,
particularly our immigrant community and our socioeconomic, underserved community. time's up. But I
think I said anything to say. Thank you, Miss engine coming. We are going to switch over to talk about the new Western high school location. Just a second. We're going to kick
that off at 2.30, serve. Everybody wants to take a
quick break and come back.
>> Then we will kick off.
>> Discussion of the new
Western High school site.
Thank clerks for pulling up the presentation. At this point. I'm going to turn it
over. To Doctor Thank you. >> Thank you. Miss >> This afternoon, we're going
to talk about the new Western high school and want to begin by thanking the board for >> your vision and work helping to support our
acquisition of the high school. We were able to acquire this after many years of looking for a solution to the West Side high school
overcrowding. And I really appreciate the board's vision to actually accomplish that at this point. And the opportunity comes a
responsibility and the responsibility. We're going to begin talking about today is the naming process. And then also following the naming
process discussion, programming discussion, which is how are we going to determine the programming possibilities for high schools. Want to start with
naming and that's going go to the next slide. Please. Whoever's got the slide. Click or thank you. school naming
procedure is governed by policy and regulation. 81, 70, it's generally has a fairly straightforward outline for naming. I will go ahead and
hit the next light of this has been posted. So primarily for the community, also to review. What we look at in the naming timeline is that generally
there's a planning principle and attendance areas established. And in this case, we we look at about 4 to 6 weeks out from the beginning
of a process and that we look at a public comment periods. Public hearings, community meeting scheduled and so forth. Often this is facilitated at the region
level. But in the regional assistant superintendent and the magisterial board member for that region. About 8 to 10 weeks out, we have recommendations shared and
then there's generally another one month public comment, period that begins. We collect that feedback in. Our pattern has been within 10 to 12 weeks
out from the start or essentially about 3 months out, the school board will vote to take action on the determination of a school name. So it's a fairly
straight forward process. think the next slide is really discussions. So just want to make sure that we know that this is a process that is
outlined in policy regulation. again, looking forward to some feedback from the board this afternoon on how we would like to proceed, we have named an
acting planning principle which is stage Aigles who will be our he's a retired executive principal in former principal and the school
division who has a lot of experience with high school programming he will be the planning principle until we post the position of principal at some point and then begin
to select a staff. But this part of the work session is really limited to the naming process and just any feedback, if there is any, because we'd like to kick that process off
here in the coming days. So thank you, Miss Lady. Thank you. Doctor Reed D R Anderson.
Just very quickly. Thank you. region, will this school BN or is this a little bit too early to tell it? Is it? >> I think that's a great question, right? I mean, I think there's a geographic
region, but there is also the possibility that it depending on what type of programming the board selects at it could be reaching Gnostic. So it
geographically, I believe, will sit in reach 3. No, I think idea the on 2, 6, I don't know. >> actually like the with him
could be read. Made mainly in region. One. Okay. And they met with region 5 to that will be something to it. >> Back at Doctor Rhee said
has to be a stab least. Okay. So depending on the could potentially be like TJ, which is not embedded in the region per se. It does. He does not
in bed in the region 2 days. And are you? That's correct. EJ, but not the only one. What's the other one? That went? yeah. Yeah. I was just
asking. >> I think >> it could be in the region. It could be in a Western side only it could be division-wide. I think those
are not answers we've answered yet. I think it's still an open conversation, which is why we're really initiating that this afternoon. >> Thank you. And my next comment is regarding the
planning principal, one of the duties of the planning front. Supple. >> The planning principle. There's actually it's their essential duties are to begin
planning for a new school. >> They're going be coordinating in this case directly with Marty Smith, who's going to oversee this
project with the team at the table. >> you know, the variety plating principal duties that will be a committee that will
be >> That will be overseeing once a decision is made about program, the staffing registration, just all the things necessary to begin to
open the new school in the division. And it's been we looked it recently. It's been about 20 years since they've opened a high school Fairfax County. So it's been a while 2
decades. It's a real opportunity at this time. But to planning principles really pretty much what it sounds like. It's planning for a new school. >> Sure. I just want kind of
toss and, you know, having worked in Louden for a number of years and they open up schools every year and has every single year that I work there. And I had the opportunity to also open a brand new school in Loudoun
County. It was great to be on the ground floor to be hired before anything was done. So that inaugural principal had the opportunity to really be the planning principle. Yeah,
I would love if there's any consideration for that to be consolidated because it's an experience that really carries you through. I would hate for the program to be determined and its planned by one person.
And then another person has the kind of come in and carry it out which means that you would have to hire like right now because essentially when principals are hired for high
schools in mountain, they got a year to do the planning. But it's a great opportunity for them to be the opening principal as well the school.
I understand that and have opened schools and prior divisions, which we usually at several years notice because we had to build the school. >> Yeah. And where the unique position where we're not building, we need to hit the
ground running right now. If we're going to open this building in the fall of 26, which is why we wanted to go with someone who had. You know, significant experience to get us kick started, but for sure will be looking to
post the position shortly. Okay. Thank you. >> And regarding the naming, I mean, this seems to be pretty standard. >> Based on what we've done
before, I've had the opportunity to be part of now to Well, I guess all 3 of these I didn't even think about Lanier. But yes, so thank you for bringing this in
front of us in the community meeting. That will be 2 weeks from notice. He's also kind of my my question. Who is the community? >> Is it the regional
community or potentially on Fairfax as a community to help? >> To contribute to the naming? That's part of >> what we're going to be
determining once we determine the program, which is the next conversation this afternoon. Okay.
>> Thank you, doctor, Mr. This is very exciting. And I've only heard positive things for many different people about seizing this opportunity. And it's very hard for big. >> Bureaucracy to move quickly
to get some how it happened over the summer. So thank you, Dr Reid, for your even your team in the leadership. And let me have a new chief of facilities here. This is a new
experience for me as well. I think starting by talking about the naming misses a lot of important information that this board as as a did you,
Sherri, you know, overseer needs to discuss you know, the policy and Reg again with the policy in the regulation, we should know what that is rate.
We need to be sure that the school is is governed by the values that we set forth actually do have the number front of me. But I know the regulation from the last session can apply to this one.
And we already know that one's got a problem. Cost payment. I have been so excited to celebrate this, but it's there hasn't been a public announcement of the school
that we even bought it. I waited and waited. And then I finally put some pictures up on Facebook and said, hey, we got this school. But while there's been news stories, there's not been a statement
from the division saying how much it was, what costs. Certainly not provided to me to to share out. This really brings up a very important
conversation about our bond. And we are in the bond this year for that for the election. And the bond as it stands, has priorities that I don't think are priorities
anymore. And I can tell you that people who support the bond are concerned about it as well. Lots happened this year and the last time this pond,
you know, this proposal for what is on this November bond was out there was before Western High School is even a twinkle in eyes. So we need to do our responsibility so that
the Board of Supervisors knows that we know what we're doing with the money. And finally, the capital improvement program. How does this impact
the queue? The renovation? Que? There's change into this bond from what was proposed as the list for renovation in the Capital Improvement program. Now, we do know that we can
use the bond money on different projects. We know that legally that is allowable and that's fine. But we also had talked about being committed to the renovation. Que and there is a change now
and we need to be up front about that. So I've you know, I've asked about this beforehand and I am concerned that we're not talking about
money on this big purchase. So I don't know what's prepared to discuss it now, but I would certainly love to hear other board members thoughts about re the visiting the bond. but
I will say a way more positive note. I am so excited for the next for the presentation. It is so exhilarating and the future forward work. So I'm excited to get to that. But we have to do due diligence. you
know, the overseers of the money. Thank you, Rick. Thank you. As really looking for any response from staff at the moment. I'll happily take some
if there's any. Clarification information. Okay. Ariana reconsider the bond. Will the
purchase of the property be publicly announced by the school division? Is it within the current policy and regulation? Do we have to
change the queue? So we can certainly announce the purchase of the school I feel like so we can certainly do better job of announcing that
>> the Q? I don't believe. I think I put together and attached a document of where the funding for the school came from. I don't know. I
think the Centerville High School, place in the queue was it's still at issue because of planning and per not planning but permitting to enable us to
move forward with the far or the density work. And I don't know, Mr. Gordon, do you have any kind of an update on where the negotiation for that work is because that's been a bit
of a a pickle that we've been caught in for Senate bill to move forward. Ma'am, what I know. >> Understand the position to be is is correct. You are
correct. It is a far situation on Florida area. Racial and so I think the county's perspective is there's an arrest in Cub run.
>> Yeah. Well, I think there are a variety of issues we propose ways to mitigate this. And the county has responded with, but we haven't reached agreement yet. So right. So I
think that certainly can be discussed in the And it was the 3rd question. It was the cue the announcement. While the bond is the van going to
remain the same with half, which is about half the bond on. >> Retrofitting that 0. I think that's a discussion to
be had. If the board wants to continue the net-zero initiatives, the retrofitting costs are significant and we lay those out in the current bond and that again, would be
something that we certainly could have a conversation about in terms of rather not. That continues to be a priority or a priority that would be ahead of other priorities like it's for lack
of a better way to phrase that. Mr. Dunn. I wonder if I definitely support my
colleague's suggestion for a public announcement. I think it's and just involve the cost. But the savings savings for. >> Twice the purchase price. So I think that's something to
be emphasized. The time that we're facing potential loss of federal funding that we have been prudent from a a fiscal responsibility perspective. I
wondered if doctor, you have any perspective on naming conventions, but I see at the middle school level are all of our middle schools are named after poets and writers. >> Which I have no idea why
that was put in place. That doesn't really make sense to me. Whereas of high school level, it seems to be geographic based. Centerville Hayfield Herndon, McLean,
cetera. So if if with the exception of Lewis and unless I'm missing any others. All right. Do justice and Edison
Derrida and whereas as a team teamwork makes the dream you know, he seemed generally to have geographic names for high schools that something in
favor of continuing or do you have any 5 to 2 conventions for middle school and high schools in the weather. Those convention should be established in policy or we visited.
>> I I don't know that I have an opinion on. >> The naming conventions and you know, rather to revisit those are not adding some
school divisions have very clear. Guidelines for naming and some don't. And I I would want to examine whatever our traditions here are. And I
don't have a personal naming favored at this point. favorite convention that this time. >> You think that the high school name should depend on the programming that selected?
>> I don't know that I would necessarily connect those it could, but it would need to. >> And said to say, since as
mentioned cover and I don't think there any circumstance we should give up cover on that, too. 2 valuable an asset and we can't buy any more land
in the county. So thank you. >> Not seeing any other except Tesco backs coming. I just take a quick I too, over the
moon about the acquisition the Western site and to the degree of a lot of constituents who wanted to be, you know, privy to conversations that may or may not have been taking place
among this board other than I just need the public to understand that when you're in a real estate transaction, but that is confidential work because the negotiations so I've tried to respond to my
constituents have asked about that. you know, this is an unbelievable sight. We got it for a refund deal. And when we when we do send out a post
that may weaken included some pictures and we'll talk about cost savings. And I think that all of our constituents around the entire county should be extremely proud. Additional responsibility. We exercised around this and how we
capitalize it when it came up so I think we're to go backs and I go back to man. >> Yeah, they're actually so is and said the last board
meeting 3 schools before that was justice rate. And there is a history. >> And it's a little passionate. And so it would
have been helpful for the board to be presented with that, even if it wasn't perhaps all of the public, you airing of things that happened. But. >> And there has been a model
as said that middle schools are named after poets or whoever. And I remember during the meetings that we did, people question why we were named. Why names being named
after people and given our our history with slavery and the civil war here, it's a big issue. And so I think actually the board needs to have more
guidance. I did look up our policies. 81 70. I am not reviewed it just yet. It was updated in February 2020, do we want to name it after an
individual living or dead? Do we want to name it after regional like these are things that we should perhaps talk about? The other thing I'm thinking is so there's going to be 2 public meetings it
seems between when we vote, which is scheduled to be November, but we just also heard that there's going to be 12 public meetings about boundaries. Never mind is still back-to-school season.
And we have our regular meetings and closed meetings and work. Sessions and committee meetings. November is also extremely short with the SBA wind. A lot of legislative advocacy. There's
a lot going on. And I think viewing these timelines piecemeal is not doing justice to the amount of work that has to happen. I don't see the
know, the whole picture here. What are the names of all the other high school? Should just see them in the list? Right? Maybe we need to look at that or the middle being told that
this is a process that's going to happen does not inform me at all about what we're supposed to be doing and what we should be doing when we only get to do that here at
the table together. Thank you as Mayor. Mr. McCAbe. Thanks. And I just want to share my
congratulations as well to the board members that brought this forward as well as the staff that. >> Had a very busy summer. I think the last time we had such a productive summer was when we built Bailey's upper
and just stuffs a few months about a decade ago. So we can do great things quickly. If we set our minds to them. So and I will say that I also
participated the Justice High school renaming and the 1st half of the Lewis High School renaming. And these are these can be condition, contentious process ease but I think those
were renaming Zahn. This is naming a naming. So it's a little less so. But I think at the root any naming is the community. So it's really reaching out and making sure
everyone has an opportunity to contribute led by the region and I look forward to that process which will be be coming quite soon. So 1, one
question I have is just when we talk about the Western geography, there are a lot of issues at play, but probably the line that's for most on many people's minds, particularly this at this
table, Centerville High school. So what kind of updates can you give us the next Centerville High School situation. >> Thank you, Mr. McElveen I want to turn to Mister Gordon because I think we have been
in a holding pattern since last spring on Centerville High School. the last briefing we provided the board. We've done some initial planning and we're not able to move forward
with >> any permitting successfully to enable us to actually begin the work that Mr. Garner there. Any updates, 2 Centerville, High school.
>> And ma'am, I'm not tracking any additional updates on the number. Still working through the the far process. That would be our current update, Mr. McLean. Okay. I mean, as
everyone at this table knows House approved and several bonds to go and hang on. >> it's an unfortunate situation. And please keep us posted. If there's anything we
can do on our and on the Board of Supervisors and Yes, Thank you, Dr. Anderson. Yes, thank you. Actually, Mister McElveen
talked about touched on what I wanted to raise, which is Justice, Lewis and Lanier. >> All of those renaming and
not naming. And I also want to point out that those renaming Ys were really there were contentious for sure, but they were really to kind of right or wrong here. In some ways it
was looking to take those Confederate names out and really focus on the communities that were harmed the most by those Confederate names. But I'm pulling amiss
Marin here. Just looking at the policy. We don't have a policy that speaks to naming. It speaks to renaming and had that has to be initiated by a board member. It talks about
the sale of naming rights. So I wonder if the governance chaired Mike consider putting this on the docket along with all of the other things on the dock. It just so we can just take care of this because
there's no guidance on naming because we come to it. So and frequently. Just kind of a follow-up to miss the Gordon. When you said that we're still
in process regarding Sanibel. The FAA work. Is this a different conversation from what has occurred before? Is this that we have reason to be optimistic that they might be
some a different outcome? It's the same. I believe to be the same. >> Conversation and I am optimistic. >> Okay. So that's different
from where we were a short year ago regarding the FAA are and what needed to happen at Centerville in order to increase capacity. There. I have heard nothing different
than where we are. We're still negotiating. >> With. Whoever it is, you're negotiating with that. The county I don't know of a new development. save some of
those questions for the second part because it will impact the Western High School. You have some program, this questions, I think quite a bit. >> You have news. >> I don't have an update on that. I wanted to provide
clarity on the naming of a new school facilities in the regulation. 81 70, the section 3 is of naming new school facilities. So clearly it's not in the policy. It might be
in the regulation, but the policies, what I'm looking at and it doesn't have. >> In the end, this is our communication and silent regarding naming of new schools, but also hold my
questions regarding Centerville for the second part. Thank Miss on coming.
>> So I don't have a regulation in me, but Mr. Smith, can you just let us know what that regulation sense? For the naming of new schools? Like in a brief.
>> Its attached certainly and ended to put both regulations are attached to the agenda. So it's a quite extensive regulation that outlines the naming of a new school
facilities within the regulation itself. And that's go ahead. I just. >> The point that I wanted to make about, I mean, if there's a regulation and I'm sorry, I
missed it. I looked at the policy, not the regulation. I think part of doing work and understand everything about the renaming which I think, you know, was reflective of
our values. But I also think that part of what we do as as board members as we also defer to our colleagues in look at tougher to the magisterial representative as a whole. We
want our bellies to be reflected. But this is also the going back to what one of my colleagues said. This is something the community should decide where the building or
sites in and also give, you know, some deference to the magisterial representative. >> Like to comment on what
Saint John C****** said. I think the regulation speaks to that. It is a product of responsibility of the school board to name New schools and essentially talks about the
region working that which is connected to our conversation, which is next. in terms of how we're going to proceed with that, depending on the type of
programming being more traditional versus magnets. So I think after today we'll have a lot more clarity on where the board sort of seems to these will be able to be, I
hope, thoughtful about initiating that process. I just also wanted to point out really fast that section 4 of our policy on page one does
outline what happens in a new facility. So it is already in the policy. >> So it actually references the regulation in that location as well. So I think both are already present in
policy and regulation. Thank Marks it. >> So I was also going mention this policy that it does us
talk about naming of new school policy. 8, 1, 7, 0, that 0.7 and it ducks talk about in Section 4 and the school board member presenting
area which a new school facilities listed as mentioned new school facility. So and how it's solicitation names from the member of the
community as the sits in Sully district. And if you go to the traditional route, I would love to take that responsibility. Thank you. Thank When you go back, start
with Mr. Dunn. >> Thank you. times. My apologies, Mr. Fresh thanks. >> I want 3rd board member to
point out that policy, 81, 70 section for details. The process for naming new facilities. I actually wanted reference the renaming of
Mosaic. From those the ones because it's the last time we did this and I think it's extremely important that Mystics is involved in this
work because how close to the community of these conversations happen? I think obviously some of the renaming process will depend in part on
the direction. The board cakes with the next conversation. But I think you know, when we have a new school in in a
community, the magisterial number and the at-large members can really serve a function of elevating the community's conversation. My recollection is that we had a
few community meetings during the mosaic renaming process both too bring out the suggestions and then also too, take feedback when names were
finally proposed by the superintendent before we ultimately moved on voted for the name change. I think that is the easy part of this
conversation and the more difficult part is the next conversation actually getting the school up and running. Thank you. Now. >> For Quebec's peck to Mr.
Dunne, thanks. >> I was wondering Dr, could clarify there's a generic start. 4 to 6 weeks out 8 to 10 weeks 10 to 12 weeks out.
>> But it doesn't have specific months. So when do you envision starting this is start today or start sometime in the spring. Just when is this naming process expected
to launch at taking note of my colleagues comments about we've got a lot of stuff going on right now. >> We do. I think we left it as weeks out rather than
putting months in really just to outline what the process was. And then it's of roughly three-month process. I think that it the policy, 81 70 in
that Section 4 where it talks about where the school facility is located. I think that at such point as Mystics and who is a magisterial for
the geographic location of the schools ready? We would want to begin. I think sooner than later. So we can call the school by whatever name the board ends up, approving it.
So I I don't know, as I recall in the last the last evening, I was a part of was. But Carter G Woodson, high school renaming and it seemed like
there was a lot of work for the magisterial board member. But not so much for the entire board. I know the entire board had decision-making points, but really the bulk of the
work occurs at the magisterial level site. I would want to check in with Mystics see where she felt like if she want felt comfortable starting soon, we would. If there was a feeling we should wait a
little bit, then I think that's fine, too. I think honestly, the sooner the better so we can have a school named would probably be best.
Your preference would be sometime this fall. Yes, sir. Be my recommendation. >> And I just want to say we
should be careful about how we seek big public input. Definitely seek it. But putting stuff on the Internet has really has caused a lot of funny names to rise to the top like Boaty McBoatface another.
A famous examples. So we definitely want to end up with a respectable them and not just h*** areas. One so I thank you.
>> So I feel like this is a theme and maybe it's because we're just coming back from recess. But we are all very busy people and I struggle to see how this board will be available for all of these
expectations in the next 2 months. you know, I'm this board needs to meet its duties as required by law in for what's best for our communities. But we need the superintendent's help to set
us up to be valuable contributors to operational decisions. So a lot of people in the sport of never gone through anything change. So whether that's something, you know, the superintendent can
say, hey, chair, vice chair, let me make sure I inform or maybe, you know, veteran members talk >> Look, we just can't come in cold for these epic
discussions and it's the first one after recess. I mean, I've been at it all summer, like many people, but this is still a new discussion. I think it's also the board's responsibility to come to the
discussions having reviewed relevant policy and regulation. And while yes, there is a policy, it is 6 years old and we're supposed to review our policies every 5 years. And currently the policy says that we have to
bring to a form topic doing a meaning discussion. That's what it says in our policy. The school renaming a quest will be initiated through a board topic by at least one
magisterial member and and at large members not raining. Okay. Fine. Sorry. My apologies. Regardless. It's not acceptable to be governing. The school system
with old policies. They do not represent any of our values right here at this table. And we should really be focused on that. And I know my son like a you know, it's just it's very hard for me to get excited
about the interesting things when we're using different policies to guide us. And I would like the superintendent to have more of a partnership with us on that. I do have a
question when going to talk about the money when we talk about the bond is that this meeting? Are we going to have a talk talk of discussion? But next time because we need we need to talk about that. So I
would like some certainty on that. Please. The community change at this point. mean, it sent. I think the bond is a priority. So I think we need
to talk about the bond because of the timing. So this mayor
and I just happened to notice that our stellar budget office staffer here, and yet they're 0 information in any of these materials except for what one thing about the bond. I just
don't get it. going to stay in order of the agenda. The next summer talk about is the program discussion around the new western site. Seeing no other go backs, I think and I
will say this will take a turn on that. I do agree with you personally. I think get to green and it is a priority. But it is not a priority above the facilities that are
falling down around us. And I agree with you that I think that needs to come off of the bond but will come back to that conversation. just speak to it. I think that it is a
priority, but I don't think is number one party given the condition of to make our facilities the night, including and on a McLain high school. But turned his back or
Dr Reid for new western high school programs. Question. Thank you, Miss Lady. If we can put up the power point on
program discussion. >> So this afternoon I thought it would be helpful to begin
not. And that began the conversation about what type of programming we might envision for this new Western High School. So let's kick it
to the next slide. In general. We have a couple design options in this particular slide is really aimed at trying to get to the Ballon
dree impact of the possibilities. In other words, I think before us we have a fairly clear cut fork in the road in terms of determining whether we want the Western
high school to be a traditional comprehensive Fairfax County Public School high School, which is to say there's a body of curriculum and a particular schedule,
certain facilities backs and that type of thing versus and also it within inherent in the
traditional definition would be that it would have its own school boundary. So it's important to note that if talking about a traditional comprehensive high school, what we would need to do this
fall is incorporate a new boundary or carve out a new boundary for this high school which would affect the other Western high schools and
alleviate overcrowding, which has been for many, many years. A topic of discussion. But the traditional implies a redrawing of a fixed boundary for that high school. On the
right there is a magnet which is another possibility in there. Many, many plausible magnet themes are types.
illustrated one such tracking this presentation. There are many others we can illustrate if the board is interested in looking at other possible topics or themes. But the distinction here that's
important, is that a magnet school would not have a fixed boundary. And that's really the distinction on the slide. Traditional has affixed boundary. A magnet would not
have a fixed boundary. Having said that, you could determine that a magnet school had. Non fixed area specific boundary,
which is to say it could be a lottery of just certain high schools. You could argue that if looking at alleviating overcrowding in the Western
high schools, perhaps the lottery only was available to students who are in those Western high school boundaries and you would still alleviate
overcrowding, although would not be. It might not be at scale, right? It could more from some school unless from another. We don't know yet. Based on what a lottery could look like. You can also go
with a lottery, for example, of 80% of enrollment coming from overcrowded Westside high schools and 20%. The rest of the division. Or , 30 or 90
10. Are there many possibilities, right? The slide is really a distinction, fixed boundary, flexible boundary next slide. One of
the things we thought would be a good idea is to kind of dive into the research and a big thank you to our research and development R or C team to
look at some of the characteristics of what future ready schools and in particular future ready, high schools might look like. And there's a lot of discussion
right now about this topic. Honestly, nationally with the advent really an evolution workplace topics and
industries across the nation across the world. So there's a lot of interesting workforce development conversation going on. >> And just rethinking a little bit. What high school
could look like. So next slide, please. One of the this slide we capture because we really kind of wanted to take
a look at global priority areas. If we're looking at the world that our graduates are going to be entering. And these in particular are areas
that are graduates are going to need to be able to navigate as they pursue higher education jobs or the military when they leave us here in Fairfax County, Public
Schools. These are also examples of global priority areas that our county here in Fairfax County is working to be National Center for the
development in these areas. And I I know that our northern Virginia Tech Council has goals around, you know, having businesses in these sectors
settling and headquartered here in Fairfax County. As we know that these are global priority areas in Fairfax County has long been a leader in, you know, really global
and particularly national influence next slide. Please. >> the potential theme and again, there's statement the
bottom of the slides which say there are likely many options to contemplate. This is just a process. Conversation starter. So again, the slides in this next. These next couple slides
would be. Possible themes if we're looking at pathways and a magnet tight program, which is again, nonspecific boundary
lines. So they're variety opportunities. In this case, we're looking at aerospace science in part because of the proximity to Dulles and then
also in part due to the high >> workforce, learning connections with aerospace industry possibilities. So next slide, please. One of the
things you would do if we were going to look at a megna type school rather, it's the arts, rather its aerospace, rather
its machine. Sayonara. Machine learning data science. What every the theme one might look at. I think it would be interesting to take that theme through the curricular areas
that it might expand as well as other global priority areas. You know, I know I was yesterday and just talking about what in our indie
influencer impact within a contemporary high school might look like the research and development arm being research and development personnel from industry actually being a part
of the curriculum, which would be very different for us here in Fairfax County. But you can take almost any theme. I don't want to limit our conversation this afternoon to space, but
we want to take an example and walk it through this just for your thinking. Next slide. One of the things we looked at here is sort of a dual
strategy. We included to hand out on this where we look at priorities and then a program and capacity strategy and these really are just different ways of looking at
how we might program a high school again, this works in this particular site. It would work for traditional or a
theme based program. So again, we purchased this building to alleviate overcrowding sink in the Western high schools. Right? So absolutely. We need that to be a goal of whatever
we situate here. Next slide. Please. tried to list some other options. Just looking at high school research. There's
obviously from one end of the continuum, kind of a traditional and that the other end of the continuum or of a magnet. They're also, you know, options all along that
continuum. This a traditional with academies of some sort school within a school. There's a traditional yet unique organizational framework. And what I would talk about there is an example
of been asked a lot about that green box. think about expeditionary learning, which is a framework for approaching education, even with traditional content that you can approach traditional
content in unique ways. So they're variety of possibilities. I would also state that as we're looking at developing a program at a high school for the first time in
20 years. I want to make sure we're thoughtful about and inclusion in particular with our twice exceptional students
as well. We have an opportunity to craft a design that takes our students into consideration from the beginning. And I think that's a rare opportunity and I'm really excited that we have
the opportunity think through those possibilities. Next slide, please. So the possible program management project
management Mr. Done this sort of answers your question in terms of some timeframe possibilities. Looking at a naming process, we outlined a
possibility of moving from props October through December to end up with a board vote right before winter break. It's important that we
identify magnet or traditional really by November. We don't need to determine what all the magnet possibilities, but we have to have a sense of that because if we're going to open
the building in the fall of 26, we have to start registering students for it, which would be a January to March really, we have to hire staff and then plan to open
the school in the fall of 26. 0, this is a backward plan at a very, very high level. Next slide. Please and this would
be my recommendation. And it's a fairly strong recommendation. Just having open brand-new high schools recently, not here, but other divisions. It's very often
customary to open a brand new high school for simply 9th and 10th graders. And that's in part because you don't get your capstone electives in your first year. Did see some time to get those really
planned and thought through also you don't have a lot of interest in kids who are becoming juniors or wanting to switch high schools. So I would recommend strongly that,
of course, this is our planning year next year we would open for 9th and 10th graders only under this plan in 27 28. We would add a new
9th grade which would then result in a 9 through 11 and in 28. 29 with the addition of the final 9th grade, we would have a enrollment with the first graduating class being
June of 29, the year before our current strategic plan is up. So I think this was our last slide, but I could be
wrong. Yes, it is. I again, I want to clarify that. The purpose of today's discussion. And it is sort of a welcome back from the recess. And I
know it's hard to just jump right into this. But the sooner this is kind of the soonest, honestly, we could begin this conversation. We didn't take ownership of this property until 2 weeks ago. So
we're within 2 weeks of owning the property. And I think talking about how we're going to name it and what type of program I really want staff to
listen to you as a board and kind of your conversation and thoughts as we begin to put together a more detailed plan forward. So Madam Chair, that's our presentation. And
this lady we're all looking forward to, you know, being leaning into this and really providing the best program possible for our Fairfax County students. Thank you,
Doctor We get started with Mr. Dunn followed by Miss Anderson. >> Dr we look to you as our leader. >> Do you have a recommendation? Comprehensive
versus magnet and if magnet, what percentage? Because there's so many options, it's almost infinite. We only have so much time based on this time frame you provided. So is there a way you can narrow it
down to what you think are good options to consider. >> a great question. 8. I think I think this is an
opportunity that doesn't come along very often. I think that in speaking with colleagues around the country, the opportunity to create something that's cutting edge,
which is what Fairfax is known for. We've built a reputation on being the division that. Is out there in terms of learning
and we're facing 22nd century challenges. Coming up, I might. My recommendation would be that we look at it. The global priority areas that
we've outlined in really be thoughtful about some type of a magnet program that's limited to our West side. High schools in some way because I know we've made that commitment that this be to
alleviate Westside high schools. That would be my first recommendation if we can't get there and where the place where having a fixed
boundary you know, more desirable. I would still hope that we could include. Something beyond very traditional curriculum because
I feel like. Our young people are going to face a very different future than what we've planned for over the last >> many years. And this is an opportunity to to work with industry partners and create
something that's >> that honestly, many of our students and families have been asking for in terms a deep dive into some of these
global priority work areas. >> And do you have a recommendation within the theme areas identified given the proximity to Dulles Airport aviation, for example, the various tech companies AI.
>> So I think if you go back to the global area slide >> one of the things we I think could be very thoughtful about is I think we could provide a high school that
actually includes pathways and all of those areas which and I talked to Doctor Presidio as well about the real And this
is where it sort of bleeds into the conversation for program access that we talked about with boundaries. It also illustrates a real need to think about. How do we integrate some of these topics
into our academies that are across the county and not just have these topics available in one. High school in one part of the county. But how how to
stay to science. How does aerospace aviation AI how these topics actually become more live in other parts of our county as well. So I think that there's a larger
conversation to be had in looking at that. We're also looking at workforce development options. We're looking at the national focus right now on AI. So I think
having that be a part of the curriculum across the board is going to be critical. But I think we could match all of these pathways within the
site. Now, a question that's come up to match those in some of the kind of an academy approach to be shared by other high schools may be, you know, I think that's all to be determined. And that's part of
the conversation we're going to have here so I think that's my answer this time. What that start with the easy questions.
>> I'd like to understand the cost, right? Cost of a comprehensive general high school versus cost of magnet lottery. The different options because we're facing a potential loss of federal
funding. We're facing a constrained budget environment. It's very important for us to not pick blindly but to pick with a sense of does it cost more than 8? John Comprehensive
high school? Not that we won't pay that cost, but to understand that and make an informed decision. >> It would be my expectation, Mr. Done that it would not cost more. I don't think we
have that luxury right now. I do know that there are a variety of companies and Mr. Set these here, too, that are looking to partner with schools on a variety of these
topics. And I think that again, starting with 9th and 10th graders and are preemptive coursework as we would begin. A school gives us another year from up those
partners, Mr. Saturday, feel comfortable sharing some of the partnership possibilities we've already begun. One very recently that I think's very
exciting abroad since there's been opportunities in the past to Microsoft famously had a school Philadelphia that open up. This is a little while ago. >> Amazon certainly has investments and future
engineering program at the Bringin resources into a building. >> So many of those opportunities, especially in the no way of we have plenty of headquarters from these companies are willing to potentially. Invest in
opportunities to build those programming with the 2 sources and shading of cost in some ways. >> Would it be possible to do? An industry are a fire meetings with CEOs. I know you've done a big state of the
schools speech, reach out to some of those CEOs to see are, you know, get a sense of the market, right, what the demand and where they might be willing as months at the CES
to contribute funding, not just a short term, but on a sustained basis. >> So, yes, right. I think that's one of the things we're working on right now. This school just happens to be an
opportunity because it's a bit of a blank slate, right? It's an opportunity or a pallet to begin to fill in. >> we. >> In looking at just a
variety of options, we're talking about actually in October an initiative that we're going to be talking a little bit more with the board here very shortly. But meeting the moment. That's kind of how we're characterizing it. And
it's meeting the moment in our future forward thinking in particular with AI so where can going to be convening at think tank of industry
leaders, too, really be thoughtful about what that could look like here since we and northern Virginia tech hub for the nation. So absolutely. I think that's something we
can put together. >> The design of the school's little bit different and some of that is baked into the concrete. It's very differently designed then than our traditional school. So can you talk a little bit about
how that might factor into your recommendations? The border consideration of programming. >> So I think there are going to be some remodel needs given
that it the school. It house both elementary and secondary students. The 2 adjacent buildings on the campus provide us. Space. Also for
classrooms and labs. We have 2 unfinished office buildings with and try to remember 4,000 Square Feet. >> 1000, total, 30,000 Square
feet starting work at the 4. for total floors because we've looked at 2 floors into floor and 7,000, roughly 7,000 per floor. Right? So those are
completely non constructed right now. So those are opportunities. Whatever we determine or decide they can be traditional classrooms, they can be labs. They can be.
Combinations thereof. you know, the design of the building. So that's wonderful, right? We can design it from, however, we wish I think other aspects of the building will need some design and some of
those we already have outdoor classrooms on site and the cafeteria. All of the furnishings have come with the school and all the options for the type of scratch cooking.
We're wanting to do so. I think there will be structural adjustments for sure. >> So I'm very excited about this school. But what I what
you said is a magnet school limited to the Western High schools, which I appreciate that makes sense. It's at the farthest and of the county that you can go. But we don't have a magnet school on the
eastern end of the county. And we just recently had an ftp a staff member come out to one of my high school's that's also heavily attended by Franconia Students and speak incredibly disparagingly about
route one schools. And that's not a one-time thing that happens frequently in recent years. And and so what I'm seeking as geographic equity ever going to set up a magnet school on the western side,
the county that's great. My question is when are we gonna set up a magnet school on the eastern side, the county so that every student attending this school system we'll have
equitable equal access. 2, fantastic programming. It doesn't have to be the same programming right than after revision. There. Yeah, here and there. But I do want to
make sure that we are approaching this from a school system perspective and not simply continuing to benefit the western half of the county, which historically has received a disproportionate
share in recent decades from Fcps in the county. >> So >> great question. And I think that's part of my asked when
we talked about upgrading our academy options across the county. >> I don't know when will our cip doesn't include a new building in the eastern is
route one eastern or northern Eastern and eastern part of the county. But I think we can look at high schools where we have space or locations where we have space. Doctor King,
you had your hand up or we wear. What are your thoughts? >> I'm just not in because I agree with you about updating academies across the county with the same kind of programming that would make it
equitable. >> It would make it more equitable. and I also want acknowledge we have the Braddock District which doesn't have access to the academy's right? know,
academies that also we've got sort of pockets of yeah, we have pockets of the division that really do need equitable access to programming.
Obviously so that's point well taken. And I think to your point, Mr Down, we may need to take the global priority areas. And also look at some other areas and then think about what is a five-year
plan. Look like to have these located and maybe deliver differently. Maybe they're delivered synchronously online if they don't have a classroom or maybe they're delivered.
you know, six-week intercession classes are a lot of ways to gain access, but we're going to have to be really intentional to do that. >> I note that Montgomery
County is looking through a global lens that their entire county and certainly addressing the needs and product as well as the eastern half of the county. I just ask that we look at this continue
to see through a global lens and a 5 year plan is a great approach and not just through school and one district plans. Thank you.
>> Thank Anderson. And then Mr. Fresh. >> I don't want to repeat anything that my colleagues have said. I do know that this is a particularly its an interesting makeup of a school for those of who have been out
to see it. And it definitely the space itself is going to take a little bit of work to make sure that it works within the system. Do you think the existing bear the existing
setup of this school is a barrier to success for the for having this be traditional high school. >> I don't think so. I don't
think it is. I think there's some features some of the quiet spaces, the smaller collaboration rooms that I would be sorry to see taken haute because I think there's
a space for. That structure. It's a it's probably our newest built. >> School of any of our schools in the division. Honestly, only 9 years old. So
when I look at some of the features, they've included, they've been thoughtful about some contemporary instructional framework, ideas that I think with they're
going to push our thinking about how we could use those spaces for secondary education. So I I don't think there's I don't see it as a barrier. I really don't okay. The other question that I have
for you is do you see this if we're going to focus Western? >> If we're going to focus this this area and I and I do fully and completely understand that the reason that the school has been in
the cip as long as it is, has been is because the western portion of the county is overcrowded and we need to we need to create space. I guess my question is if we had this
be a magnet school that would also potentially allow TJ to continue to be a magnet school in the eastern part of the county or it mean if you're looking at the county kind of split would it be possible
that it actually increases capacity at but are the ability to participate at both schools. So it means that more more students from the eastern and southern part of the county car. You know, wherever
we draw the line, different pyramids could. What would be available to go to TJ? Because don't think that we're going exactly mimic. You know, programming. But I do think
that there's a certain amount of oap that could be occurring between these 2 schools. And so I just wonder whether or not it would open up more opportunity for everyone. I think that the
programming likely will look. Pretty different between TJ and what we're referring to here with. >> More, I think it'll just be different. But I think the
fact that students might choose this who might otherwise have thought about choosing TJ might open up more spots just by the virtue of
some students are going to maybe make a choice to go to this program for a variety of reasons that may open up more space is just by virtue of how many people would be in a
lottery for TJ. Okay, because I do love the idea of our our kids having more opportunity to decide which >> which schools and I know a significant number of kids that are not interested in
necessarily the programming at T J that could potentially the interest this type, particularly if we are able to go to a little bit more of a steam model because I knew I do know the school has a
significant arts area that could be focused on as well. And so I do know that we might hit kids that might not necessarily be solely interested in T J as this
would be another opportunity for them. So I would I would definitely understand that we would be opening up opportunity to reduce capacity on the western side of the county. I do not think that this eliminates the need to
renovate schools as we move forward. Just because I do know if you look at the end of the renovation queue right now, a significant portion of those schools are in the western portion of the county just as the cyclical nature of
all of this occurs. So I would very much be interested figuring out how to make all that possible. So Mr.
Pressure. >> Thank In fact, I grew in the shadow of Howard Hughes.
Not literally. He's much, much older than I am. But Howard Hughes. Aviation company was right down the road from my high school. >> And my high school was
included inside of was a comprehensive school. And inside of it was also an aerospace science magnet. And
I certainly see a value in multiple different ways approaching industry and others to partner with us in offering services in our
school. In this new in this new school but I do worry that I do want to get too far afield from where the original
intention behind the new western Highschool originated and why? initially appeared in our bonds was to help relieve
capacity issues and those capacity issues on that side of the county trickle down. And a lot of interesting ways. One of the interesting things that has always been a part of the conversation is that if we
bring Western high school. To relieve capacity, concerns that Senator Bill, for example, that could relieve capacity constraints as far
away Oakton High school. And so this is something that members of my community been watching and waiting to hear about for a long time. And so as the conversation proceeds,
my advocacy will be that we try and find a way to maximize capacity relief. Well, also building out something special here. I think you can have a
back to inside of a comprehensive school and apart from I don't expect us to watch everything has its going to be on the first day. And so
I'm fine with the idea of, you know, building a multi-year plan, the envision a future where we offer these great economic Richmond opportunities with an eye
towards the future economy, even if it's not fully formed in those first few years. So I look forward to having further conversations, my colleagues
and with the superintendent on the subject and hope that, you know, in addition to these these great academic opportunities that we're also keeping an eye on the
opportunities for capacity relief that this presents to us. Thank With all the types of school options, a different
color boxes to >> I'm having trouble hearing. >> Thank you, Mr. Dre asking for a different slide to shown on the screen.
>> Yeah, and I appreciate this part of the presentation. And, you I do. I don't see traditional with a magnet in there. But, you know, I think
you know, in some to some extent matter of the words we use. What I do know is that I'm a mom much more supportive of a concept that includes a
traditional school with it. Dr. Anderson. thank you. >> I'm actually very glad to follow, Mr. Fresh again. No
dog in this fight it all. I am way under. I am over here. So the tickle down will not be happening to the Mason District. But I do know that I've sat here meeting after
meeting year after year. >> Listening to the concerns in the West and high schools. >> And I have not seen that Centerville is going to be.
Addressed in a way that's going to allow us to and it. And the conversation around the acquisition of the site has been to provide relief to the West and schools. So for
me that too has to be a huge component of what happens here. Haven't said that this is exciting. It's exciting to have a new site. It's exciting to build from the ground up
exciting to 2 to create a new program that's going to better position now, students to be more competitive. So I'd like to have my cake and eat it too. So I would look, I would
love to see structure that believes the overcrowding and provides it's exciting work that is being articulated here
and to see how we could trickle down some of that. Some of that exciting to regular into our other schools who won't have the opportunity because of many reasons, many
of them valid to travel to this new site because access to programming continuously is a conversation that we've had before. The Polish, the badly
policy during the bout. A policy even now I would hate for us to create one more Naish. That is only accessible because of of where you're
located. If there's some spaces to bring you mentioned a few Dr Reid off the top of the of your head. To bring some of this wonderful programming to other places. I think that would be a
wonderful, wonderful thing to do. A question that I do have is. Where is the community in
terms of the programming piece? Is that just the board conversation and decision? we going to at some point bring some things out to the community for their feedback.
Again, no dog in the fight at all. But just questions and wondering that I have. I think
we certainly could engage in the >> process. I think the conversation starts here. >> if you're all in a particular. >> Of a particular mind and
that sort of sets the course in terms of how we might interact and with which community, right, if it's going to be the boundary community that we're planning,
that's a different conversation than like the Western High schools, which is different than the divisions. So just want to get a feel for you as a board where this afternoon first. Sure, that
makes perfect sense. And the other thing that I'd like to understand a little bit better. >> just the convergence of the timeline of this work and the
timeline of the boundary work. It seems a little bit hard for me to kind of follow what needs to come first to inform the other part. So if there
could be a document that takes both of those under consideration and just maybe overlaying the 2 processees that would be very helpful and not just say one more thing because I won't need any more.
Go back again. I'm way over here. But this is an art and a very exciting opportunity as Might right. Last thing is
when we're talking about net 0 again, not sure if this is just the space. >> If you had a recommendation in terms of the retrofitting being that we are in a tight
financial landscape. >> I know she's waiting, but he's doing integrate processes. And one form, no, it's fine. I'm happy to
repeat. If you had a recommendation from a staffing perspective and you know, seeing what all the dollars are and what they're not. >> Regarding the net-zero work
with retrofitting some of the schools and >> obviously. You know, with
all due respect, the board has you know, direction on the table for us to pursue net-zero period. Full stop. So that's staff have been working
under the assumption of doing. And obviously in the bond here, we've put 111 million towards Net 0, 2, previously
approved projects. If the board didn't have that direction, obviously it's staff. We're going to follow the direction if the board, if you're asking my opinion, absent that direction, I feel
like we have a significant number of renovation needs and honestly, like we have a list of 29 elevators right now that
we're scrambling to make sure I just feel like we a renovation cycles going from 27 over 40 years. I I feel like if I if you're asking me,
I think I would probably prioritize getting some of the major projects done. First. Having said that, I don't know how you go back in. Once a project said you can't go back
in net 0 them either. So I think it's a it's a value statement that's going That the board's going to have to wrestle with Bennett again,
defied a look at 111 million dollars and all the list in the queue we've got I probably would go in a different direction. Thank you. >> Thank you, Dr Anderson.
Next Mystics followed by Mr. McCAbe. going pick up from what they just let me just clarify. Project. >> We've had to make that decision with the buses.
Right? Because the EV buses are $440,000. A bus and a diesel Andy left, like 125,000, we cannot without
federal grants or some sort of support afford to pay 440,000. 4 times. The cost for a bus. We just I can't justify that in our budget times right now.
say that to say that if you extrapolate that into buildings, if we're not getting some grants support, I think it's hard to. It's hard
to make those expenses. So I just want to comment on that. Thank you. Doctor UT those just going to say the same thing right with a tightening
budget. >> And I've been things falling apart. I think that use of the facility, the money maintaining the dating the facilities, more important and it's I know very hard to do.
R***** folks. Building once he's done, you know, would you agree to that? Yes, correct. So I think that's going cause
additional expense. We have just spent 150 million dollar purchasing the school. I would I would just think we should. It's a good condition. Ms good move on and in the minor
adjustments, I guess, which is needed for programming. coming back to that which kind of prop programming option that should have the crowding and
says sense gently high school of cent of investment is up up. So capacity and some other schools I would really like this to be gracious, cool,
probably would in a couple of extra programming that route kind of cars. It like a magnet and you have this didn't really good ideas. You're all great ideas to be included in
a programming. And I'm just thinking maybe he can add some more. Some of this programming academies that machine learning data signs GMU professor head of the
department not to Modi's been asking that we should. He wants a collaborative it CPS for data science program. Many times and we have started
already offering it to many of those skies school. The data science program, the other programs can be also just like Dr. Anderson, this was saying can being start started in different different high
school, maybe of one program at a time. But for this school, I would just because it's to the airport. Also. And plays in the nation. An AI AI
everybody's talking with ice. The talk of the town is the future. I think would be of cool place. I would like to see the school have some programming around it and
definitely would like this to be. Again. Students from Dustin High School would be participating because that's the we are seeing. They did not does by building ardis
school just because of those beautiful. Then the head the VA had to scramble for money and there's a reason we did it. So I really like to support the community tools,
needs them most. then looking forward to this space to be used. But a definite allied ID off all the different principal. So I wanted to ask you, would it be possible for
having this as not a traditional schools, but schools committed to a district, I should say. But then also open up. They had me portion of that. Our
programming portion for best in high school and that you just said Dustin Site of High School and bring some students far. If the Asian program and
AI programs. Yes, ma'm. So I I think I hear you saying is a traditional Ish high school that will have. Its own boundaries with the
integration of academies along the lines of some of these global priority areas that could be accessed by. Other Western high school students
as a sort of an academy kind of idea. I can certainly take that back to the team. And, you know, we can work on what would be possible with that
for sure. And just speaking of that school's health for me. DJ is Houston is take 45 minutes for somebody from senator though, to go to T J
Kids on the bus. Spend more than hour and half sometimes more than in half. But it a long time to commute to TJ. So, yeah, like misunderstood
same. Maybe some of our best insight. High school student may prefer to go to this school and then maybe there'd be more spots open at T J far certain from the other side of
I guess county. So might be that option. But really excited. I want to just say that. This is a once in lifetime opportunity have we
are the board that made it happen. Then Dundee leadership to and we really want to make it right and make right by the community students. Thank you.
Thank you, Mr. Maccoll being followed by Mister McDaniel. >> It's rare that we have the opportunity innovate and I really tangible way and don't get me wrong. There's
innovation going on every day in the system. But the last time I can recall this board really innovating was with the purchase of a graduate, And that was 12 years ago where we
really acted as futurists. We looked ahead to see what our students would need to be successful in the future. And made that a reality. But this is really, again, kind of a tangible palpable opportunity
to do that. Same work and staff has done great visioning work through or C and we have a great list up here. I would
be remiss if I point to other options that could be considered, for yet humanities school, are difference at the
Fairfax Federation have been advocating for for years. And art school leadership school along the lines of Maggie Walker in Richmond. So they're out there. Lots of different
opportunities that all of which are not explored up here but Dr Reid, the first thing I want to ask you is and the work of or C and your team.
Have you seen models when we look to the future, which of these models have not been implemented. Obviously, we've heard of at the Howard Hughes School in Aviation Academy elsewhere. what has not been
done? >> I think that there are innovations of all of these honestly. Contemporary high schools are looking very
different than traditional high schools. And >> I think all of these topics are being axed. Lord across
the nation, think want to miss the most interesting to me in terms of the sensor technology that's coming out. I don't think we've seen a quantum school program, but I think
that it can certainly I like that. These could be paired with a very thoughtful arts program and humanities program. I think none of these
exist outside of our humanity. So I there has to be a way to pair that but there's just so I think what's probably not
out there yet, Mr. McLean is sort of the ability to access school. Differently like 24 7, 365 days a year, right? Like I think that's our next frontier
is how we use time. Not just what we put in the confines of the time. We have. And so when I think about our next front here, that's what I think about this. Not just the
content, but how does and how do we? Show it right? Like the mastery transcript or its actual visual evidence of our best work that really. really
takes that Medicaid mission that all need to do on a regular basis to another level and so I think that's where I look at the future. And
lastly, all say. These topics need to be accessible for very youngest children. And when I think about our young young children in elementary school
for some very curious. That would be an area that I would also think about. He's had of these get more infused and we're making a lot of progress on that front. But that's another area frontier, if you
will. You know, that's great and very helpful and, you know, my colleagues recognize the fact that this school has a very unique physical plant,
physical structure that conducive to pods organizing learning in a very different way. >> And so that's just another reason. I don't think want to give an opportunity to do
something unique here I would identify myself with Mystic, 6 comments. I do. I think almost everyone is is advocating the same thing to do something special. But within the
traditional comprehensive model. And I would just remind my colleagues and others that whatever we do with the school, it's inherently going to reduce relief capacity
issues elsewhere. It doesn't happen in a vacuum. So anyway, it's it's good news no matter what we Thanks. Thank you, Mr.
McAfee, Mr. Daniel. Yes, to do all around. I'll add my voice. needs to be a western boundary. >> Traditional high school. I'm I have a hard time. We talked about the funding
challenges that we're having have a hard time. Spending 150 plus million dollars. You know something that's not. Targeted
towards bound capacity relief in the West boards past the division has very consistently stated the Western capacity relief is a priority. So I
would echo all the comments in support of Something Mr Done said really jumped out and I'm glad you brought it up because another concern that I would have had of making this a
magnet program, its an equity issue. I mean, you spent even if we'd say what's OK, what's the Western magnet program? I mean, it's I-5 toward schools
all across the county there is not equity in program access. There's just not. So I do think that there needs to be something special done, done this at the school, but there needs to be special things
done. All of our schools and this presentation is a template for how we get there. Division-wide. That's why really want to see things going. So I'll be supporting this as a as a regular, you
know, boundary high school to provide capacity relief in the West. And this is a road map towards advanced programming division-wide. I think. Thank
you, Miss man. >> Yes. And as clerk, if you could, please put that slide 9. appreciate the current one, the current presentation. So,
you know, Dre do something about when you 3 years ago in the strategic planning process. You put the previous board 3 you lead us through that and it was a very deliberate and we had scheduled time and we engage him, emerged with the
strategic plan. Maybe you knew where we were headed. But at least we got to feel that ownership. When I look at this schedule, it's about the
naming process. It doesn't tell me after today, what is the next step for the board to continue this discussion to make an informed decision about programming? That's going to need to include the
costs for the renovations of the different types of programs presented. We're going to need to know because as beautiful as this building is, we know that it's outfitted a certain way. Are
things going to be renovated? Which option is going to require what we've got to know, those price tags. Well before November. Is there an
option to build new space? Eventually it's on acreage. Is that an option short term or long term? It's also adjacent to Rachel Carson Middle School, which has a lot of
acreage are considering. We purpose seeing any of that or is there an alternative? We are. This opens differently like and again, with the costs
and none of that is clear to me. I don't I don't see when we're going to be updated on that. And for us to deliberate, you've mentioned
about the bond. So is that if you're asking me, I go in a different direction. We are asking you literally asking you what you would put in this bond. And I don't. >> think that this current
board has has been given due diligence because you all don't know the history of thing. And I can tell you now what it was was crawfish and I pass Amendment 0. We'd the
board pass it at the time. And then it went nowhere and it turned out that the previous superintendent and staff, it seems so understand did not enforce it. But you can't
retrofit net-zero. You just can't so the fact that it's still on here and you're saying Doctor Reed, that you would go in a different direction. Please tell us
because I as much as I want to be environmentally sustainable. Retrofitting is not going to get us there. And it's not our priority now. I
need to know what to change it. To have the questions about the queue and the bond and the Cip. thank you, Miss Mayor. And I think my
recommendation. If we could get Centerville moving with the permitting would be to utilize the money in the bond that we're setting aside for net 0 to support. >> Getting moving on
Centerville on the renovation. Having said that, we've been working on the permitting. I want to say for over a year
and are making 0 I hesitate right to make that recommendation. But we could I could go back to the team and say if we truly are not going use this money to go back and look at Net 0 and we don't
think centerville's moving then what's next in the queue? And I'm happy to come back to you with a recommendation just to summarize. Are you saying that Centerville high school renovation is not moving forward because the Fairfax County is not issuing the
permitting. >> I am saying that it's not moving forward because we don't have a permit. And I think we are on the school division side. I know Janice, before she left was working
with us. Somebody in the planning Department which Erica's picked up that work and we've not been able to come to agreement. And absent an agreement and absent a permit, we can't begin the
renovation work. Well, that's disappointing to hear. Besides Miser. >> Thank you. And my apologies
for to step out for a minute. A couple things I just wanted to clarify some of the comments I heard today. I think it's really important that we have equity of access
around the county. And this is a really exciting opportunity. It's a once in a generation opportunity we have here. I think take advantage of it. I think we've had overcrowding issues now defined by magisterial colleague on that
side as we often do it on menstrual colleagues in terms of addressing the needs of our district. I also think I agree, my colleague that this is an opportunity to be creative into future focused
and as things are rapidly changing to be able provide our students, the skills and opportunities to meet the needs of. As you said, the 21st century in May, the 22nd cent of the 22nd century. Just to be clear, though, on the
eastern side. >> 4. By 3 of the 4 high schools have some sort Academy program. Edison has an academy program. Lewis has a Lewis Academy in West Potomac. As of
as a regular academy. So there are and they'll have a high school. There is not Vernon. We have In Braddock. We have 2 of the 3 to this. We
physically look at high schools in Braddock, a secondary schools. My kids went to secondary school. I love it. However, it is inequitable from a facilities standpoint. There is one set
of facilities for 2 schools. One gym, one track. One field. Often one cafeteria, one theater. It makes it very
difficult to have equity. Whereas in a stand-alone middle school, you have a full set of facilities and the stand line. Basically a full set of facilities and we have no address that inequity. So I would very strongly if we have
an academy program in the tradition, I would very strongly be against limited to the Western high school because they're such inequity. The Braddock District right. And I and I don't there isn't an accounting probe in nearby.
We don't have 3 out 4 schools in the Academy program in Braddock. We have none. So I do think that whatever, if we have some sort of specialty programming, it needs to open
to everybody. We have some capacity relief as well. I think I know drains will have similar issues. county program. James will also set to seek my colleague Ben. That's my understanding. Also,
there's obviously different areas have different needs and we should address the different needs of different areas. But that is an area that is a need in Braddock. And we're not talking about
that. So having said that. I don't think we should lose this opportunity to do something that sets her kids up for success in the future. All right. And what I see, I
don't think seiling something one way or the other is the right way to go right. The skills that I see students need are the AI skills. You know, I've talked about this quite a bit. adjacent skills,
right? How to use AI as a tool to improve productivity is not nestle. How to create Jen and AI models but had actually use it. Data science is part of a business process. It's part of it. I think steam needs to be
done because we've often talked about. And I many companies to talk about critical thinking communication, teamwork. That comes a lot from arts work and doing team projects. I think if we can create and how model. Encompasses many of the
things that you're talking about with those skills not to go back. Also, that's what I would strongly urge you to do for my colleague in terms of comprehensive versus not risen
9. And I think that, you know, your district better. We've got to our kids up for success out go back. Sorry. Saint John coming. Thank you. And to do
to a lot of what my colleagues have said. >> Doctor Reed, can you differentiate the difference between a traditional academy and dusk. >> Cool within a school. That
was on slide. 8. All right. Thing the right to slide. Thank Squid thinks I think that. traditional with
academies would generally have. it's my understanding counties are a bit new. But To me, but traditional with
academies would be youve got programs that often juniors and seniors lottery. I guess there's some type of process. I can explain it. You probably know it that kids can come in for a couple hours go back to
their base school right? Or they could be at their base school and go to the academy and then go back to their base school classes. But offers other students from other schools, access the school
within a school would be if we placed aerospace a school within a school, for example, at the new school. You would start as a 9th grader
beginning thread, of course, work that would often be 4 years, of course, work with a cohort of students. So you're really a school within a school. If that makes sense.
So I've seen that for a variety of for the arts, right? You can have a school within a school where you essentially our cohort of students that tend to go with
your cohort. Friends, her liver not their lives to be friends, be a cold hearted classmates for 4 years because you're on a path you're in really are a little school.
Just happens to be at a school and then you can take it. It's not even listen up here. But you can take it to a more extreme, you know, dates did a lot of research around Julie Richmond Academy, for example,
in New York, had multiple small schools in a particular site. So they would have perhaps 5 different academies that we're all four-year school programs, but they happen to share of sight. And
that's model you'll see in larger urban areas, right? You might have 3 or 4 schools within schools that are their own schools. You're not Houston. I mean, that a lot of
because there's a lot of research that says that small schools you tend know children in their work better and often can be more successful in some of our very large schools.
Kids can become anonymous and not necessarily be known or have their work. No, never get the attention they might otherwise get. So. And that answers your question, school within a school is often a
four-year pact. The magnet within its additional school kind of right. But it is enough to be a magnet in the sense that it could still be with own within only that boundary could still drive.
But it's children that and do they want an that if they're in that path that will school within a school with they still be taking classes with the general. That's not.
>> With a larger school, sure they could. I think, for example, aerospace is a four-year program where they actually build the plane at the end of 4 years, they built a plane right? So they're
certainly taking some courses as a cohort over 4 years. But then certainly have electives that although mostly electives probably be within their
chosen path, that they could take other courses if they want to their humanities and that type of thing. So would just be novels about planes. no, think that's that's a
helpful distinction. You know, I I always speak about equity because that's important. And we did speak about the eastern part of the county. And I would like to say the southeastern part of the county is one of my colleagues
almost in Maryland. >> you know The decision we have before us is what we're going to do with this school,
which does not disregard any of the comments that any of my other colleagues have made, which I completely agree with that. We should strive for this to happen in all schools. And we have to have this
programming available in all geographic areas. And we have to look at the twice exceptional. We also have to look at the socio economically a disadvantage to make sure
that they all have access to programming. I think some time we're excited. I'm excited about this program. The school, these costs abilities. But when we get excited about something very
conscientiously, all of us think about. Well, what about other areas? And we amplify everything when really right now the decision. But before us is this and we have to
hyper focus on this. And use this as a springboard to maybe bring programming to other parts of the area to other parts of the county and to look at other program auctions because I know one of my
colleagues as well as I would be very interested arts. You know, when something like this cause, we're very supportive of the rights, medical and health. We're talking about AI. We can look at the green
industry because boy, that uses a lot of water and doing it in the innovation to save our water supply. You know, so I think there's a lot of possibilities here that we can look at. And you know, and I appreciate what you brought to
us but I do think that community input is important. And I do think that we have to not lose sight of the fact that this was to first and foremost alleviate
overcrowding. So I would definitely support. the concept of the community, a school, a community school
with maybe academies or school within a school. >> With community input. But we have to look at what the decision is. In front of us because it's an opportunity
and everything else that was brought up absolutely 100%. But we can't do everything right now. This is what we have to focus
>> Thank take my term before we start go backs first. Want to thank staff for all the hard work the Putin having toured this facility. To me, it was crystal clear. It's not set up like additional high
school. So hear me out. The future focused idea is phenomenal. Having worked at T J. I think my colleagues be happy to work with people to
explain this. But it's such a unique experience because you're building up to your senior tech lab or your internship experience as a teacher, a student. And when you go back and look at the pathways we're talking about
here, this is tremendous opportunity. I'm nervous about additional high school because of losing partnering funding. Okay. We're talking a lot about the workforce. We're talking a lot about what we
have in terms of companies, technology companies around us. If we're going to put in this type a lab, we're going to output students with the
skill sets. And so having said that, find restricting enrollment predominantly to the western schools. Having worked a chance for years and watched us grow and grow and grow but I think there's other
in a way innovative ways to also address overcrowding like we've never discussed here. When I first worked, I worked at James Wood High School and
in Winchester, then a some kids started at 7.30. Some kids started at 9 and then some kids were done it. Whatever that time would be later and some kids were done closer to 5, but it adding
that extra period, at least on the ends. You have fewer kids. But anyhow that we have to be creative. But I think that I really want to capitalize on funding his fundings or
problem. We have this year responsibility and we don't have any money and we need to push that out to folks more to understand how underfunded we
are for facilities versus our school districts that are surrounding us and our revenue sources. So I that's my fear. I can live with the school within a school. But I think people to understand how
pathways work that your scaffolding up to this senior research or to building a plane by by the 4th year. Also think we need to take account financially a traditional high school this school right now,
while there is a courage, I agree, no tennis courts, no baseball field know softball field. No football in there. There's a field there. But there's no, you know. Lights
and goal. Post, thank you for goal post but I also see potential. For at from an equity perspective for other things that are already built into it like early childhood
is fantastic. We have there's a preschool in there with its own drop off. I would love to see early childhood as an academy program. I would also love to see and what's that in the office building that we could bring HVAC to the side
of the county or electricity and some of those other programs that we have to go all the way to West Potomac to get. Also having said that, depending upon the clientele of the school dance theater and arts because of the spaces
that are phenomenal. last thing I want to say is having worked to chant hilly, there were so many programs that were in our academy that as they got popular, they became school. Classes offered a
chance. Lee High school and not not no longer in the academy, not just Chantilly, but every high school. So they're several examples of stem engineering and course is that over time became standard
at all of our schools. So this could be leading way we need to continue with that. We have a lot of work your academies can to make them more career pathway type things. I know. stop there take a turn later.
But we're going to start go backs and first on my list Mr. Fresh. Thank Just to pick up a
little bit off where Ms lady was going. you know, there are obviously amenities at the school that are needed in order for it to be fully comprehensive. understand that. I think that's why. >> Depending on the path
that's taken, we need like a multi-year plan of how we're getting from point a to point B. In terms of ready, schools
I would hate for us to walk away from those commitments. Based tiny portion of a portion of a work session when
the way that we've got to those goals was a multi year joining board venture with the Board of Supervisors that included members of the community from across Fairfax
County, including students and advocates that resulted the unanimous adoption of the Joint Environmental Task Force Goals by the Board of
Supervisors and by the school board and has been reroute a fight over and over again in our adoptions of cip and budgets these many years later
and has Mayor noted one of the first things that this new board did in adopting the cip and 2024. was correct.
Previous mistakes that had moving forward projects that were not net 0 ready by ensuring the future products products going forward would be not. You're ready some before the train leaves the
station to abandon that work. Many years of work that went into that. I think we need to maybe pause on that
conversation. And if it's going to to result some kind of action, we need a much deeper conversation then has been provided and this board
work session is certainly something with presentations and data and everything else I just wanted to put that out there because a lot of people
did a lot of work to get us to this point. you know, I would hate to see us walk away from it without fully vetting that decision. >> Thank you, Mr. For sure.
ster Dunn. I just want to start with TJ is not. The magnet school for the eastern half of the county. I want to state that very explicitly
from the Mount Vernon district. That was until the changes single digits. Less than 10 students and the entire month from district that it ended, TJ. So that is
not a magnet high school for my magisterial district and and I don't think that we have discussed today a testing
regime or admissions process similar to TJ. And I hope we're not going to put that on the table. But if we are considering them equivalence, let's make sure we're we're
looking apples to apples comparison. In addition, TJ is a governor school admitting people from neighboring counties. Is that something we're talking about with the Western High school? want to make sure I understand the parameters of what we're
talking about here. I do appreciate the point made my my colleague keep our eye on the money to says Ms Vera know he says so anything we can do to keep that money. And on a
sustained basis. I am cognizant that there are some billionaires out there who committed the fun certain schools for low-income students, kind of funding and all those students are high and right now, so we have to
be careful about relying generosity that might be fleeting. And finally on net 0 or net 0. I appreciate the fact I've done a lot of work in the utility sector. I think
we have to take a step back, say what are our objectives the objective is to help save the environment, protect the environment and the most cost-effective way net-zero is
not it. And I'll come back to the board with more research on that. But that is a very costly approach that if you talk to anyone in the utility sector that tell you, there
better ways to achieve that, especially a large organization like our school division. Thank Thank you, Mr.
Dylan Sizemore Heizer. Thank A couple things. want to talk about a school within a school. pass my this cold Prince William, which is a performing arts magnet school with in a comprehensive high
school and the people go to the cold performing arts magnet school start. There's freshman. Stay there all the way seniors and access that quick him along with a comprehensive curriculum. >> That to me sounds like a great option potentially for
the school if it if if it's because you can help alleviate the overcrowding. And again, I would defer to my mind. I just your colleague on that while offering a more comprehensive
pathway for some of this 22nd century learning that I think is is the unit talk many times. So that's something that I would really beloved explores an option you know,
we need to I think having who said it. >> Socializing some of these options with the community actually, I think might make a lot of since may be this community meetings on the western side to say can confuse said You missed it.
Mistick said. And Dr, Anderson. So I I think that's a really good idea because I think we didn't really know all the possibilities right until we saw this. I think that's a great thing to get the community input on what
the possibilities are and see what they want for that area. They're the ones living with the overcrowding as well. Obviously, we want to make sure we take care of our funding stream. I did have a question. We talk about partnerships with industry, Dr
Reid over the years I have brought different options of partnerships with industry I'll be honest, it hasn't gone many places. And, you know, I've talked about this timing of some of that. So what
processes that we can put in place internally to make sure those are successful. You
know, I think that our are critical, right? partner with our families. We partner with our community and our business leaders. I think that to as
the years evolved, so too are practices have to evolve. So I think there was a time in Fairfax where there were a lot more partnerships. I know Marty, we talked about the
Wallace Foundation in terms of our leadership work in that we partnered for years until but. 1017 Ish. It was about 2015,
15 ish. And now we're trying to reconnect and make sure we re up some of these partnerships site. I think we do have the bones for that for whatever reason, maybe it was
COVID. I'm not sure of it we've had as many recently We definitely have a push to get back on that. Get that train back on the tracks. I would just encourage for that's big
piece of what we're trying to do here that we make sure we have a type infrastructure internally for that. Before we go down that path just based on my experience with the last 5 years around trying to
connect to different partners. I I love this idea of the 22nd century curriculum round AI in AIG, jobs, you know, science and all that commute and that it we've got we can't lose. By
the way, the humanity skills because once we have usage, the editing of tax, right, and in the critical analysis of tax and you have to the Ford Foundation writing. So I think
critic on PRI has a quick around AI and data science at the center. I just want make sure we're not focusing just on the tech side. >> Because I think that's going to huge loss for students in the end, the steam side, I think is important.
Yes, ma'am, I couldn't agree more. Keep jokes. I appreciate Mr. Fresh talking about the
multi-year initiative that was the joint. >> Environmental. Commission Policy and was. But you really should take many years for Fairfax County to decide that
implementing sustainable practices is worth it. And well, at the time I thought it was, you know, I think it was probably the second board meeting of this board that approved that. So I dare say
maybe we all weren't up to speed things change and I agree with Mr. Done said is that there are ways to be environmentally sustainable, then to do net 0. And I hate
to say it, but there's many things that the board has asked the superintendent to do that haven't been done and not criticizing. should preface this by saying Dr, Read, you have done more for the school
division that I can't even fathom anyone ever. And the stuff you're doing is so advanced sometimes I think maybe it's just a little too far out for us. it's funny say me because people about me all
the time. But like? We got to revisit these decisions, that decision was made in January 2024. In a very different environment. You know, we've been through a budget cut. We're in a political, whatever
it is, you know, on. So I dare say that the cip policies that were operating under are making us not being as environmentally sustainable as we can. And I do want to be sure that our new facilities
director has the language from the January. 24 motion that list, the policies that govern in stride to review this year. But it's a big animal. And so when we take this, plus the
boundaries, it's just a lot. And I think one of the questions like what's the multi-year vision and plan for this? Like how do we it's not just the grade levels, but I
mean, as ladies rated, it has these facilities for early childhood. I've asked of those going to be ripped out. I mean, they're really you know, I also think it's really important to know the difference can imagine
governor's school. Is this something we would want to be a governor school? What's that trajectory? So it's fine if it's no. But like I I don't know. It's a chance to get
revenue for tuition. So anyway, what's the board's role at this point? But I feel like any more info. Thank you.
Miss sticks it go back. I just wanted to add They see this
That Gadhafi I not sauce? ♪ Okay. Not seeing any other placards, our hands. I'm going
to take a go >> I think that one of the things we have to do to is think 20 year plan 20 year
plan around AP now that we have no knowledge of a war. With fidelity in our middle schools, some in our 6th grade and some are elementary schools. This this idea that we need AP centers, I think,
is going simmer down. I think that all of our middle school should be a pay centers because most of them have local level to do it. we also have to make sure that what what what's happening program
with the programming of that is done with fidelity and perhaps even elementary schools can all be that where the spent a tremendous amount of time and energy and money on transporting kids, which creates but feeders, which
creates some of the problem. Conversations from social emotional perspective and then to the point of community input, you know, I'm just going to throw this out there.
But I my thinking is this that I I absolutely would be welcome. You community input, but I would prefer to see something. And I don't know if we can do in terms security,
but if there is a way to do some type of open house at the Western site only folks who actually go through you know,
a structured tore prior to exiting can complete a survey regarding what we should do with the high school. But to never walk in it and not see the space and make a
determination. I think it's just short-sighted. And so I am open to community involvement, although we're also on a short clock rates because we've got to make some decisions. So that's just the night idea. I had that. I
thought that I would sort of that here because it is I mean, robotics labs, the science labs mean the weather designed they're far superior
to what we currently have additional high school. So they think that lends itself more towards a magnet or or a magnet within a school that's got some traditional
attendees. I see Miss Sizemore high-res it up. So notice very quick. I love the idea seeing the school for It is a very different facility. But in just want to build on that
really quick, that thought of it may be if we could create a video. That shows that was sort of like, you know, real see agents to for houses, right? It won't be as good as touring it, but it might help the community see the school
little bit better without having to go tour. It. >> It's just I don't know that's going help or not, but it's just an idea that I had of how do we help the community, see what the facilities look like without
having to go tore it. I also think it might be hard to do a survey and I really appreciate we have limited time but might be hard to do something without understanding the options. Because I know we sat and had a lot of questions
about what is school in a school versus a magnet. So I don't believe that your people hands, but I'm just trying to think of how can we use maybe an AI tool. >> To create a video with the school. Looks like we're a
model of what the school looks like. The AI drones of my car that shows parking ramp. But I'm just wondering if we can use some of the tools we're talking about. >> To create some information for the community to see what
it looks like. Just my thought. All right. Not seeing
any progress or hands. I believe we're adjourned at.
35.