>> This September 23rd 2025 regular meeting of the Fairfax County School board will now come to order. Please stand for the Pledge of Allegiance, followed by a moment of silence in their performance of the national anthem by the
Fairfax Vila. Elementary School. 6 grade course under the direction of Mary Gaskins. I pledge allegiance.
>> It there. nation. just
straw. ♪
Well, us. ♪
♪ ♪ >> In a
♪ ♪ ♪ ♪
♪ ♪
♪ ♪ >> Should we give our amazing students want another round of applause? Please.
♪ Jenna item, 3.0 2 announcements. If you would like to receive a copy of the meeting agenda, please see the back of the auditorium to obtain copies of any items are supporting materials being
presented tonight. Please reference the QR code on the agenda or visit WWW Dot Fcps EU's backslash board docs. Tonight's meeting is being
broadcast on Cox Channel. 99, Verizon Channel 11 and live streamed on YouTube and Web site at Www Dot Fcps Edu Backslash live Stream agenda
item. 3.0 1 proclamation honoring National Red Ribbon week icon Mister McDaniel for a proclamation. Thank you. >> Whereas the National Family
Partnership, a national leader in drug prevention, education advocacy sponsored the First Red Ribbon Week in 1988, in response to the murder of DEA Agent Enrique Camarena in
which angered parents and youth and communities across the country began wearing red ribbons, a symbol, their commitment to raise awareness of the violence and destruction caused by drug
abuse in America. Whereas the Red ribbon program is based on scientific evidence, base principles for substance abuse, prevention and incorporates the following 6 prevention strategies.
Information dissemination prevention, education, alternative activities, community-based processes, environmental approaches and problem identification for UL. And whereas the 2025 scene for
Red Ribbon Week, Life is a puzzle. So that drug free is a call to action. And sizing how living drug free helps build a stronger, brighter future. With each positive voice fitting into the bigger picture, it also serves as a
reminder that every person is in power to shape the communities around us through positivity, bravery, strength. And whereas Fairfax County Public Schools is committed to fostering a safe and supportive environment that
empowers students to make healthy choices, offering activities and learning experiences which focus on the many ways cannabis, alcohol, tobacco, vaping and other drug use can negatively impact
student lives, including substance abuse prevention program for students experiencing substance abuse. Whereas whereas the efforts of fcps educators, counselors and
support staff were instrumental in equipping students with the knowledge and skills necessary to resist peer pressure. And we fulfilling drug-free lives. We especially Commander Substance Abuse program specialist and
the role they play in reaffirming a culture of wellness and resilience in our schools. Now, therefore, be result of the Fairfax County School board is hereby proclaim October 23rd through 31st as a red ribbon week in
recognition of the oldest and largest drug prevention program in the nation and encourages students, families and the Fairfax County community to unite and take a person does will pledge to a drug-free lifestyle. there a
second second, Mr. McCAbe. >> I'll call for a vote. All those in favor, Mr. Fresh Mister Miss Mayor and Mr. McElveen lady Mystic's it
Sizemore Heizer, Mr. Moon Dr Anderson and myself. That is unanimous from board members present. Agenda item. 3.0 4
proclamation honoring student athletes in activities month com, Mr. McLean, for Proclamation. >> Whereas National High School Activities Week was first proclaimed by Congress
and President Ronald Reagan. In October 1983, in recognition of the significant place, extracurricular opportunities have been the growth of our high school students and have these programs and experiences help
students to learn to set and achieve goals to organize their time effectively and to enhance the social skills that are needed to enjoy and succeed in life. And whereas the National Federation of
State High School Associations expanded this week to National Activities Month in 2012 to properly celebrate the contributions and benefits students experience participating in athletics and
activities such as speech, debate, music drama and other student groups. And whereas national studies indicate that students who participate in school athletics and activities have higher grade point averages and attendance
than on participants and participation in school activities is one of the most accurate predictors of success after college. And whereas Fairfax County Public Schools a wealth of athletics
opportunities, both Virginia High School League and through Club sports throughout the fall winter and spring for high school students in cross country and track and field for middle school students
which encourage team building confidence and personal growth. And whereas Fairfax County Public Schools stresses the importance of providing a well-balanced activities program to augment the learning activities in the
classroom and provides opportunities for student growth and enrichment in a variety of extracurricular areas, including student government safety patrols, performing groups, journalism
drama, general and special Interest clubs and honor societies now, therefore be it resolved. The Fairfax County School board does hereby proclaim October 2025. as
Student Athletics and Activities Month in recognition of the many achievements by students participating and school athletics and activities and the generous contributions and effort of the athletic coaches
and trainers club sponsors, student activity, staff parents, faculty and school communities who support them. Is there a second second misleading? I will call for a
vote. All those in favor. >> Mr. Fresh, Mr. Miss Mayor and Mr. Maccoll mean Lady Mystic's it Sizemore Heizer Mr. Moon Dr Anderson and myself. That is unanimous for
all board members present. >> I would like to welcome all those here in support of student athletics and activities. Month proclamation
to please join the board for a
photo in front of the guys.
>> I would like to welcome those here in support of the national rate within really week proclamation. And please
join the board for a photo at
the front of the dice.
>> Agenda item. 4.0 one community participation. The next order of business is community participation. We welcome all community members who are here and those who signed up to speak this evening. Additional
information about signing up to provide comments as school board, business meetings and public hearings can be found on the school board's website at Www Dot Fcps Dot Edu
Backslash School board during the sign-up process. Community members acknowledge that they were informed of the board's expectations for proper decorum when providing comments, these expectations
were also available online. And with the printed agenda in and the meeting materials in the back of the room, we asked audience members to be respectful of one another shouting outburst will not be tolerated. Please hold your
applause until the conclusion of the speaker's remarks. speaker's remarks, audience members may not join speakers at the podium and should remain at their seats,
including recording video are taking photos. We are grateful for those who have come to speak with us today. And thank you for your cooperation. School board members will be listening but not responding. Deputy clerk, we please read
the first speaker. >> Mikhaela Tanner. Good Evening. School board members,
doctor Reed. Today and back to talk about how frustrated I am with middle school. Start times. So it is from the American Academy of Pediatrics say that certain school before
08:30AM, makes it harder for students to focus. Learn. And most times stay healthy. Well, we don't get enough see if we felt Irish tourist and sad and
anxious. That's not how schools should make us feel. In fact, I've handful of my friends what they think about this, too. And they agree with
me. I know from experience that waking up so early makes it hard to pay attention in class, no matter how much we try by the time, its first period, some of us are still
half asleep. Not because we're lazy, but because our brains are aren't fully awake yet. And school started later. We'd be more alert. Happier and more ready to learn. We do
better on tests. Speak. Be nicer to each other and teachers would notice the difference too. This isn't about wanting more free time in the morning. It's about wanting a fair chance to do
our best. We can't control how our bodies work, but we can change when we start school, you have the power to help us succeed. Just by giving us a little more time in the morning to sleep. You chose
this job to protect us and take care of us. And I will say you're doing a really good job doing that. And other important places right now. You're not when it comes to
starting school the time. Is that you? A lot of, you know, and say you care about this, but you don't care enough to
change start times. And that is what makes mean. PJ hands.
PJ talked about the new Western High school. >> Oakton freshman. I really want you all to know that I want do too. This will be the if I've moved to the school
would be the 3rd the school in 4 years since elementary school for the south was making the switch. And I don't think that that can provide a good learning environment when you constantly no, no, are
stressed out because you have to make connections again with new teachers and the students. This will make it much harder for the school to form a community. I'm also opened Echo, which is a 500 person
club history, experience connections. A big part of that club is the upperclassmen which the school not have any. And it really has the experience. Just like all my
teachers like Mister Peres who runs DACA. There are also 290 that other Dan, that are mostly driven by brick last month. I play hockey, which is
a club sport. And we only have a feisty, too. I don't know how it would be able to get that starting with only freshmen sophomores, no coaches, no connections. And even if we're able to get coach is a nice time, how to
be a Be able to field a competitive team with only freshmen sophomores, see anything. the sports we have AGT football team only but sophomore and freshman on varsity football team. At that
puts into perspective what this would be feels like for a and high school student. If take my thoughts of the
country. Care, a downer. Good evening. >> And speaking of the Fairfax
County resident, a parent of a middle school student. And actually ups graduate and a longtime supporter and evidence-based school start times. I want to express my concern about how the middle school start. Time initiative
has been managed and communicated. It's January 2023, the board approved a contract to study late start option. Nearly 2 years later, we have a motion to delay rather than substance about
student outcomes and fermentation and planning. The motion initiating this work focused operational feasibility and cost allergy. in a reference to student health safety academic
performance, the very reasons this issue matters. You all know recent research. It's been clear for years. Adolescents need start times after 08:30AM, adequate sleep
for learning safety and well-being. The community has invested time and chest annex ups to take this issue seriously. We need a transparent data-driven plan
posted reports and clear accountability for projects effects County lead the way once with high school start times, it's beyond time to demonstrate that same leadership for middle school
students. Thank you.
>> Comb eyelid.
>> My name is Cole. That Vietnam veterans that our voice of America journalist and father 3 former fcps students. My remarks tonight, 13 primarily to student
safety. Well, your number one responsibility is to educate and prepare the 183,000 fcps students to be productive members of the community. It's a big job and you do a very
good job some areas. However, it is your responsibility to provide a safe environment that is critical for student success, in fact, for their very survival. Tonight, you
have issued 2 proclamations red Ribbon week educate the changes or drugs. And a proclamation honoring student athletes and activities. Both of these proclamations
highlight importance of a safe school environment. I found this battle this plastic bottle with a funny metal insert in the cap about 3 to 4
years ago while walking my dog McLean, High School. This is a little. Funny thing I'm talking about there. learned
contraption to smoke weed. Today. However, students do need to sort of contraption to do drugs. And we know that the drugs available to them a far more dangerous and not lethal
and hard to detect. However, there's a way to keep many students safe. That is not hard to detect. And that is keeping boys and men out of girls. Sports and locker rooms
and bathrooms. And finally stop promoting a curriculum that leads to gender dysphoria and sexual engagement and then surprise girl gets pregnant trafficked. You send her to
get an abortion without informing the parents, please kind protect our students include parents, please do something within your control to keep our kids safe and don't use of taxpayer dollars
to groom them. Every cpf CPS
high school by on a mission as sad as is. Aaron Games.
>> Hi, I'm here in games and here to talk about school start times. I'm the parent of a first grader and a preschooler, sir, we're we're just starting our time and of CPS. I have a lot of empathy for the middle school students
and parents and recognize that data shows the importance of leaders school start times for middle schoolers. The options Fcps has presented in the latest survey are fresher in Lee, unreasonable for
elementary school families don't focus on a few impacts. First of all, the cost later start times for elementary schools will require families to pay for before-school care when they didn't have to
before. To my knowledge, these proposals don't include any additional money to expand sack, which already has a years long waitlists our already late START School which starts at 9.20, would
start at 9.50, 3 hours after most kids. We're waking up. Even though I have a very flexible job. No job is that flexible. So families will have to pay hundreds of dollars every month for a
before-school care. This is especially true for government workers with back to office policies. Second of all safety school release time so close to 05:00PM Means Dark bus rides home, especially for
school like ours that have kids bust for an hour to attend or deaf and hard of hearing program and more buses on the road and bus stop drop-offs during rush hour, we'll create serious safety
and traffic issues. Finally, the process this process has lacked transparency. Parents found out about surveys through Facebook posts and text messages, not from the district and the survey design
made it impossible to convey the true impacts of the time change, especially for families at already late start. Schools like ours, 9.50, start time will be very challenging for working parents and elementary
families have to deal with our start times for at least 7 years. Again, I'm sympathetic to the middle schoolers. But if middle school start times are moved later, it should not be done in a way that
increases the cost and burden and decreases safety for elementary school students and
families. Thank you. And Gordon. I'm here just trying
to emphasize the program before new Western High School. It's very close to me. And I happened to have a special needs. Kids.
>> So I want to express my my thoughts on how we want to schedule the how we want to structure the new Western High school programs that trying
supply enough of this support for for the students who may need a little bit more help and I know that the school teachers in the schools are
doing great job. And I Comey aware that how blessed we are in this Fairfax County that we have the funds to actually get a extra high school, which is
not easy. I know that probably will cost a lot to actually get the teachers and specialty teachers. So just want to be here, too, you know, encourages school board and
the same time trying to. But that thought in. So there are, you know, families like ours that not only kids will and would like to participate in a new high school, but also they may need a little bit more
extra help when they start. Thank you. Aaron Hinds.
>> Good evening and thank you for the opportunity to contribute this evening. You heard earlier from my son PJ about his very strong feelings to stay at the school. He 30% Oakton High school. I'm just
going to ask that you really prioritize. At so that there's the least amount disruption in most amount of stability, especially for those kids already enrolled in high schools that are not over
capacity. I realize that requires alternative. So I just want to sheriff you that we would suggest for you all to consider. First establishing the Western High
School as a countywide magnet. Let the kids who are excited enthusiastic to be at that school. Be at that school rather than disrupting the kids who are already in Merced and thrive in the communities.
Elsewhere. Option 2 redress, strict cross-field elementary to Franklin middle and then Oakton High school OT. Our kids play sports and our social with the kids add
labels mills at maybe elementary and that prevent some of these pesky Peter School issues. We are only 10% of the population at Carson.
So removing us and Cygnus to Franklin makes a lot of sense. Option 3. It's consider combinations for students like my son who are at high schools
already that are under old. We will drive our kids there. We will do whatever you need, but please don't ask us to move them in the middle of their high school careers. I realize there's a lot to consider. So
we're going to ask that you all apply the same, really thoughtful deliberation that you are to the county wide redistricting conversations that you engage community
feedback along the way and are transparent with that process. It takes a lot of time. So we may need to slow down. feels different than the broader
conversations feels rushed and our community is concerned. >> Please play the video
testimony submitted by Stephanie Lundquist or >> good evening. Dr. Reclaim student test scores are
improving. Let's take a look at how we're actually doing. About a quarter of a CPS. Students failed their math science and reading wells in 2025. that doesn't sound like
academic excellence. Our most vulnerable students are feeling at alarming rates. English language learning students make up 27%. of this
student population in 2025. 69% of them fail reading as wells 98% field writing, 56%
field mask and 68% field science. While 76% feel their So wells taxpayer funds should be spent for positive student outcomes. You wasted $980,000
for King and Spalding to investigate portions scandal which was inconclusive. That seems like a million dollar cover out which you topped off this week by placing the
whistleblower on administrative leave. Meanwhile, you've cut 275 teacher positions this year while school board members hired personal secretaries
with six-figure salaries. So doing campaign work on the taxpayers dime. Also, our superintendent makes more than the U.S. president and has personal bodyguards. And then
there's that nepotism chief of schools Gyovanny Ponce hired his father-in-law, Gustavo Suarez, as the district's business operations assistant in a non competitive process.
Obviously, we need an external audit of the budget and leadership decisions. More generally. People used to say that Fairfax County had amazing schools, but no longer
because you're terrible. Leadership is sinking them moving forward. You need to stop blowing house with more families. Staff and ensure that taxpayer funds are
thoughtfully allocated to improve student outcomes. Chair Anderson. That was her last public speaker.
>> Thank you, Mr. Jackson. Agenda item. 5.0 1 student Representative matters misma Conan can't be with us this evening. So her comments are. She on own? I call on Miss
Makoni. >> Thank you so much. Madam Chair, members of the board and those listening in the audience or online her most
recent SEC meeting on the 21st students spoke out into regional groups to discuss what's happening in their respective communities. Trump things that they're working with, breaking their schools, what's changing and what they want to see improved this year. Here's some of those
pressing topics that came up. One of the most common topics was redistrict was redistricting and how it affects cool pair missing key identity. Many students express that while they
understand the nests, of bouncing enrollment, they're concerned about the impact on school spirit connection, especially for students build long-term relationships in the current schools mention the
changes in feeder pattern can feel destructive. It's not it's not just logistically but emotionally. A student's adjusting environments. Others saw it as an opportunity to bring together different, communicate communities and increased diversity within
schools with some schools discussing partnering with neighboring payments, they're was a desire for open communication and soon inclusion throughout the redistricting process. Another major point of discussion was
the new Kate book System being pilots Then to appreciate that. The county's exploring new ways to make it more consistent, transparent, that there's some uncertainty about how it works in practice. It
ensured confusion. Behalf signs are weighted. How great are calculated and whether teachers across schools are interpreting the system in same way. Another topic that has come up is how assess this work with skills, base
assessments with skills. They need to be retested in the same court. It have an impact on the students. Great. There is a call for clear communication not only to students but also for families and what this new system
means, how it supports. I would support stannis inequity in greeting. They're really great book being piloted test. Notable changes from the great that we had COVID years and the different should be highlighted. to particularly
mean meaningful conversations centered on inclusive, extracurricular opportunities, especially around the intersection of special education athletics. Schools have best buddies programs to help connect students with intellectual or developmental
disabilities to peers to social and athletic activities. Others are building partnerships sports team in special education classes. Pretty most of share joint school pride. sisca
spicy. Those programs expanded and standardized across more schools so that every student, regardless ability could feel represented included in school life. The bulk. Several groups also raised concerns about the
loss of certain mental health resources that were available last year. For now, limited due to funding changes. spoke about how critical the supports were and how that increases the noticeable
alongside those concerns stance discussed how important it is to raise awareness about the supports that do still exist because many students don't know how to until they're already in crisis. That is ours. Not only for restoration of resources, but
also for consistent, visible communication about where help is available. Finally, there was a lot of enthusiasm. season. If those dozen about
pre college preparation programs, particularly after-school workshops to help seniors coming up and actually another college essays. Instead, these programs make process less much less
intimidating and more equitable, especially for those who might have as much support home, expanding these opportunities across more schools share suggestion since they directly help with the transition after high school.
will begin breaking up into the strategic plan group's next meeting. And I cannot wait to share what they decide to tackle this year on behalf of the A C Student Superintendent Advisory Council. I would like thank the board for continue to
listen voices. We look forward to continuing these conversations and finding ways to ensure that every student feel seen support. Instead, experts for success. Thank you. Thank you. Miss me.
Conan. >> Agenda item. 6.0 1 action item certification of closed meeting compliance in order to comply with Section 2.2 Dash, 3, 7, 1, 2, d of the code of Virginia. It's necessary for
the board certified that sense. The Fairfax County school board convened a closed meeting on October 23rd 2025. to the best of each member's knowledge. Only public business matters lawfully exempted from public meeting
requirements and only such because public business matters were identified as were identified in the motion convening the closed meeting were heard discussed or considered by the board during the closed meeting. I have a
motion Mr. Fresh as their second Mr. Moon, all those in favor, Mister Fresh, Mr. as mayor and Mr. Mack mean this Lady Mystic's it Sizemore
Heizer Mr. Moon Ms Dr Anderson and myself. That's unanimous from board members present. Agenda item. 6.0. 2 confirmation of action taken
in closed meeting. I call on Dr Anderson from Ocean. >> I move that the school board grant the school reassignment appeal of a student who was charged with
an alleged crime that occurred in the community and to overturn the disciplinary decision of the division superintendent, is there a second second? All those in
favor. Fresh Mister McDaniel, this mayor and Mr. McElveen this lady Mystic's it Sizemore Heizer Ms Dr Anderson and
myself. That's unanimous board members present. I call on Dr Anderson from Ocean. I move that the school board denied the grievance appeal of an
employee that was considered on the written record in closed session. All those or I'm sorry, is there a second?
Mr. Fresh. All those in favor. Mr. Fresh, Mr. McDaniel. Dr
Anderson. Point of order. Can
we recess for a moment?
♪ ♪ We're on track. Dr. Anderson, can you please read your
motion? Absolutely. I move that the school board denied the grievance appeal of the employee that was considered on the written record in closed session. Is there a
second Mr? Fresh. All those in favor, Mr. Fresh Mister McDaniel. Mr. McElveen Lady Mystic's it Sizemore Heizer.
Dr Anderson and myself. All those opposed all those abstaining. Mr. Moon and this mayor and thank you. I call on
MS. I call on Miss Sizemore Heizer from Ocean. I move that the employee identified in the closed session. >> Be dismissed for employment
for the duration of the 25 26 school year and that the contract will not be renewed for the 26 27 school year. >> It's their second Mr. Frisch all those in favor, Mr.
Fresh Mister McDaniel as Mayor. Mistick said besides where highs are and myself, all those opposed, Mr. McDaniel, Mr. Moon Dr
Anderson. All those abstaining, lady. Deputy clerk. I'm sorry. I missed.
Mr. McDaniel is in the affirmative, Mr. Make McElveen is not. We're going to have a fun time with names tonight. Mr. Jackson, we please read
the vote. >> The vote is 6, 3, one. The motion carries. Thank you very much.
>> Action item, 6.0 3 strategic plan goal. One report strong start Pre K
through 12 presentation and pouch.
Icon Dre for presentation and strategic plan goal. One report strong start Pre K through 12. >> Thank you, Madam Chair. And
Good Evening Board and the public listening this evening. I'm happy to share. Highlights from goal. One. And the amazing work that our educators and our young students and their families
have done over the course of the past year. >> So just a reminder that this is a highlight presentation because we did spend significant time and a work session, reviewing goal
one and I appreciate. The input feedback and introspection, honestly that the board gave during the work session for those at home.
note that the full report is attached online for your reading. Want to remind our community that of our 5 goals. This is cool. One, which is a
strong start Pre K through 12, goal. One has recognizes that students need to have a strong start to their educational journey no matter when they enter our schools and there
are actually 6 measures for goal. One which were on this slide tonight. I'm going to be sharing highlights, focused on school readiness for our youngest learners and our growth for our multilingual
learners. So as we think about school readiness. Thanks. As we think about school readiness, we discuss these early learning experiences and
how important they are building a foundation for student success. Want to share a couple of our key findings because we really, I think had some things to celebrate this
year and compared to a year ago. Our kindergartners are very youngest learners had a higher rate of readiness in the spring than they did at baseline. We also cite strong improvements from fall to
spring and many of our students and or kindergarten with Pre-K experiences. We know early learning in early literacy is so important. Our
very youngest learners with when we can accelerate learning, we can close gaps much more quickly. One of the things we also know is the link between Pre-K experiences
in school readiness. This increase was driven by greater student participation in both Fcps and Fairfax County V p I pre-k experience again, which
is a reflection of the sports investment in Pre K. Finally, we actually anticipate meeting the state, target them for Pre-K inclusion this year,
which is has been a target of this board and our educators. When we look at how we measure school readiness, fcps measures, the readiness of both the beginning and the end
of the kindergarten nearby. Looking at 3 main areas. Reading math and self-regulation. And so to demonstrate readiness or students need to meet
benchmarks in all 3 of these areas. These are defined by the Virginia Kindergarten Readiness program. So as we think about this last year, the reading screener that we
use to assess readiness for kindergarten students changed from the pals to the bells assessment. It honestly makes. Sometimes you're over your
progress. Difficult when we continue to change how we measure our children, which is a bit of a theme. In the Commonwealth at this time. The change, of course, was the
result of the Virginia Literacy Act and the valleys screeners actually more rigorous and it better predicts reading risk and the last us to better identify students who would require
early intervention because of thousands more sensitive to identifying risk. The state noted that school divisions had more students classified as at risk and not meeting benchmarks. In other words, a
harder test is harder to pass. So one of the things that is noteworthy is when the screener became more challenging, we had more students identified as needing
support. So here you can see our full kindergarten readiness or those students who met all 3 benchmarks. Overall, we saw 14% fewer
kindergartners meeting, all 3 reading benchmarks, primarily driven by the change in the reading screener. As I mentioned, when we went from. House to bows. The Val
screener actually is going to pick up more children who need support. And while the numbers year-over-year may cause concern, it actually does flag
children who could benefit from early support and thereby be stronger readers by 3rd grade 4th grade non into their academic career. AF and self-regulation data remains
stable. We did see a 16 percentage-point incline for students meeting the reading benchmark again connected to the val's instead of the Powell's. Given the timing of
he's sorry the timing of these assessments assessments which are within the first 3 to 5 weeks of the school year fall readiness scores often tend reflect the skills children come to kindergarten with
since teachers really don't have within 3 weeks, much time to show impact for their work. However, we are continuing to monitor the state appoints to
provide support as soon as possible. So as we look at school readiness among kindergartners in the spring, the story is a different story. And we're excited to
report that we saw increased reading readiness levels for kindergarten students up 2 percentage points from the baseline. And honestly, since they started further behind
and ended further ahead. We consider that progress with our kindergarten teachers. gonna tell you. Team kindergarten has been rocking it with a new curriculum and a
new assessment. Our kindergarten teachers have put in the time there their work is showing real results. Gaps
do still exist and that we will require continue monitoring and attention because we early readiness is so important. One of the most impactful things we can do to prepare students for
kindergarten is provide a quality Pre-K experience. This slide highlights the impact of Pre-K and kindergarten readiness. And you can see that those students who have
had Pre-K experience actually generally are better ready. 65% of our students who had this Pre-K experience met full readiness. Pence benchmarks
rose only 26% of those students that didn't have a Pre-K experience entered kindergarten meeting. Those benchmarks. And it's honestly a significant data points. But
a 40% gap quality pre kindergarten experience, preschool experience really sets our youngest learners that better for kindergarten.
Increasing the percentage of kindergartners with the Pre-K experience is a common interest between us and the county. And it's something that as we continue to grow the number of our young
children who have preschool experience. We will continue to see improvements in reading. So while we share the and we're excited when we continue to have more students
enrolled. It's not necessarily a data point where really completely able to control as the school division. Rather, parents have access to or can afford or other spots
available for preschool. We look these data points and continue to work at making sure we have opportunities for
Pre-K within Fairfax County. this is another increase percentage chart of students in Pre-K overall. it's driven by increased enrollment in our
fcps programs or county bpi programs. As this board knows, we've been continuing each year to provide funds to support increasing classrooms.
And so we are up from 22%. We actually a 29% of our kindergarten students attend one of our programs, which was up from 22% in school year.
21. 22 and it does show that these investments are that we're making are helping to close access gaps for students. So again, I think the work of the board, you can
see our budget resources budget resources out to actual opportunity. And it's important based on the side. We saw that if they have these experiences are going to be
stronger. Readers. just last week, Virginia released the quality ratings for Pre-K programs. All fcps programs continue to meet the state standards for quality and
several of our schools were recognized in this year's report. We actually had 16 of our fcps schools and Pre-K programs recognized. So we're very proud of that. And in
Virginia, the quality is monitored through the unified Virginia quality birth to 5 system. Which accesses which assesses the quality of observe teacher child
interactions in the use of evidence-based curriculum. Aligned with Virginia is early learning and development standards. Looking at rates of
inclusion. The video we also monitors inclusion, which is another element of Pre-K that's important for developing school readiness. We've seen steady growth in
this area with an almost 12% point increase over 4 years. Last year. We estimate that 28% of our Pre-K students met the definition. For the video.
We indicators 6 a as a result. We actually this year expect to exceed the video. We target. We also know that inclusion rates vary and for
example, the rates of inclusion for students with a primary or secondary disability category was 11%, which was accomplished primarily through our paired classroom model. And we do
know we have work to do with our Pre-K autism programs in particular. And have not made the same level of progress with those programs. So that's
definite focus for us moving forward. But if you not, but and if you look at the chart. The progress that we have made is significant in the sense
that we have not met the video. You target. I don't think ever. That's Presidio. So this will be the first time ever in the history CPS that
well, actually meet the inclusion if that's the only goal. One data point, I am very proud of how hard our team has worked to really make
progress in making sure that our young learners have the opportunity are narrow divergent young learners have the opportunity to learn alongside our typically developing learners at a very
young age. Excuse me. To improve school readiness. We're focused on 4 strategies and these are on the slide for strategy is focused on our
shared role. The second on expanding opportunities for inclusive preschool. And as part of strategy 3, we continue to provide training to Pre-K educators and
evidence-based curriculum in the areas of literacy, math and social emotional skills. And our final strategy is focused on transitions and developing foundational skills. Once students are in
our kindergarten classes. I think that. The strategies over time are showing promise. And as I mentioned in some areas, clearly we're going to need to accelerate our work.
And we also need to recognize that. There's an entire culture shift that's at play here. As we add children add
classrooms and in a great programs in a way we haven't traditionally this is an exciting time to be connected to Fcps preschool. So I want
to then shifts to our multilingual learners process or progress. And this is very important area focus for us, particularly this year. And one of the reasons it's such
an important area is about one in 5 fcps student is a multilingual learner. Which is to say almost 40,000 of
students are multilingual learners. It is not an insignificant percentage of our population and we are proud of our multilingual learners in the strengths they bring to the instructional
programming. This year. A multilingual learners have made great gains in language acquisition. 57% of them met the state standard for we to growth, which is up 12
percentage points from our baseline. A higher percentage exited services last year, which is important because we know our multilingual learners. Once they exit our programs actually perform
higher and students who are not in our programs. And we saw some of the largest gains for GOP level for students in both growth and exiting services this year. One of the
ways we measure our learning progress for multilingual learners. Is this we to? Access test this assessment? Evaluate skills in reading,
writing, listening and speaking. And the state sets expectations for multilingual learners to make regular progress toward English proficiency. Each year. Let's
take a look at some of the progress we've made. We continue to see gains overall in across student groups on this measure, all student groups have improved 10 or
more percentage points from the baseline with economically disadvantaged students and our Hispanic students showing the largest gains. We this year, many of our schools as you're
out in schools visiting, you'll see that there continuous improvement. School plans are connected to the progress of our multilingual learners. This year's school report also includes state on
the percent of multilingual learners who successfully exited the program last year by gaining English language proficiency. This is not a data point would we would
expect to see close to 100% as we don't expect students to exit when they're just beginning. When they're just beginning to acquire English skills. At the baseline 10%
exit of the program successfully. And last year that rate increased to 14%. The successes we are observing in the data. Our result of an
intentional focus on 4 strategies as well. The first focusing on direct explicit instruction provided to students in the English language development and recall that last year's the
first time we've actually purchase K 12 Basil services for English Development, English language development for all schools and began piloting a digital English
language development resource at 15 secondary schools to give students extra practice and listening, speaking reading and writing. Our second strategy focused on enhancing English language
acquisition and content area instruction. And this year we're launching a multilingual, micro credential increase teacher skills in supporting multilingual
learners because we know 90% of our teachers, our teaching multilingual learners. Our 3rd strategy focuses on supporting students in schools. We're not
making expected progress. We offered summer programming to long-term multi Lingle learners and are piloting a new AI tools. Support for multilingual learners as well.
The reading assistant with the Mira is the tool that is supporting literacy instruction from multilingual learners. And the final strategy focuses on engaging our families and their students, educational
progress. This is by offering resources to support students continuing their language skills at home, such as our Family literacy program and access to family licenses. 3
students using some K 12. So think we've got one more slide. Which is that this concludes the presentation this evening and the
highlights from the goal. One report. reminder. We have spent a great deal of time discussing the previous work session. So thank you, Madam Chair. I'll take questions.
Thank you, Doctor. E. Icon mayor and for a motion. That the school board except the
goal. One strategic plan report forced clear 25. 26. >> Thank you, Mr. Fresh with man. Would you like to speak your motion? Glad that we have
these regular updates on this. You should plan it. It's something that just helps us benchmark the change. This is a wildly exciting report. I think tremendous gains prove that our teachers and
educators are doing amazing work. The instructional into the Basil instructional curriculum is helping. And I think we're going to do a little bit more on that this
evening. you know, I passion that early childhood, but there's only so much we can do and Dre early, getting to little kids as much as we can putting them in classrooms like inch by inch. And really it's that state role that
we're waiting for to help fund this work that I know the whole board wants to do way more of thank you. Mr. Fisher do expect your second. Yes,
thank you. >> So this is interesting, right in our colder in when we do an executive limitation is part of your performance evaluation. The board is voting in those instances to
say whether or not the presentation demonstrate adequate progress towards those indicators which are in extension of. The strategic plan work right. But when we receive a strategic plan, goal
report were simply accepting that you've given us a report and then we measure. The quality of work done towards the strategic plan in our executive limitations, work.
And so I just want to acknowledge that for the public may not know the distinction that when we receive these reports were just accepting that we've received the report and that's how it's been done for a long
time. It was governments. Manual is opaque in regard. And still references, sorry, our board's governance manual. And so references to previous strategic plan throughout the
document. So perhaps we can take care of that and governance this year I do want to begin like this mayor and into our Pre-K work because
whenever I think about this topic, you know, we clearly offer a high quality product when it comes to Pre-K. But
many young people, children. In Fairfax County still receive private services. The quality of instruction is not clearly not as good as it is
in Fcps and we're kind of like in this position of where people want to grow that because it's much cheaper way of getting kids and getting them care. And at the same time, it's not the same level
of quality instruction that they would receive here, which would give us more of the added benefits that we know are existent when a child has access to services that stay
with them through the trajectory of their education. So I know that the state has new report cards out for private services. I think that's a start in terms of
accountability. I know that fcps provide some instructional materials to help in those settings. What more can we be doing to help bridge the divide? Knowing our
budget situation and knowing that when we're butting heads, nobody wins. >> Those are comments. I would
agree with. One of the things we know the importance of early childhood education, quality preschool actually is a very economically wise
decision. When children come to school, ready to learn fewer resources supports later. And there educational career, unnecessary. So we
know there's both an economic and the self-confidence benefit. It. The research is so very clear. >> I think at the end of the the data point that I find
most compelling. >> Is for this nation to provide child care for every preschool child in this country only cost one percent of our military budget. And as
supportive as I am about our military and our military connected families. One percent of that budget. Universal Pre-K for this
country, I think would do dramatic things the future of our country. >> I can't imagine Washington doing anything to help us right now. Unfortunately. So I
my question is and we can talk about perhaps another time. Before that happens. What more can we be doing before the federal government sees the error of their ways and steps
in or the state sees their of their ways and stepson. >> Well, in lieu of clarity of thought around the importance of early childhood at the national level. I think that
one of the things we're going to need to think about is how to better integrate tuition, paying preschool, perhaps VP Eye and Head Start preschool
spots as well spots for developmental preschool. And I think is we think about. Providing some type of paired preschool instruction with
tuition paying families as well. I think that we can begin to grow our program, perhaps with less of a budget impact. And that's going to require a strong partnership
with our county and also with our facilities team. As we conclude boundary process for this cycle in January. >> It'll very
>> eager to see where we may have some spaces and some elementary schools to provide some of these parasites. >> We're going to really need to think about how do we put
together? Those families able to pay tuition. That might be interested with positions that perhaps do to begin to grow. Our inclusion program even
further. >> Thank you. And I would be remiss, you know, Mary mentioned, this is the important work we're doing and it feels like it's the first meeting and weeks that we haven't had Richmond
politicians in our parking lot to observe This great work that's happening in Fcps. So I appreciate you bringing the presentation. Thank you. Thank you, Mr. Fresh Sizemore
Heizer. >> Thank you. And this is a struggle for me. And I know of talk to offline as well. So I
appreciate the conversations we have some incredible work we've done here and is no, you know, I think you and your staff for the focus you've had on the go report on preschool. The data. Research is so
utterly clear on the benefits of preschool and early child education on long-term success, a student and I know you know this and and I agree we need help from the state
yeah. Someone who's been talking about indicator 5, 6, in the states around inclusion for 15 years. The fact that we have surpassed one is
monumental. I will say and this is not on a CPS. It is very sad to me that the indicator the state House for preschool inclusion is just 25% because of the status. And
this is a state, not us that the state is saying that they're perfectly fine with 75% of kids being segregated. What they're saying. But that is not indicator that we are in charge of sight. I want to thank your team for that. I
will say, however, and and the multilingual progress, ice on slide 17 is incredible as well. Because I will say, however, I am not sure I can support this report tonight. I
have been asking for probably 2 years. Every time we've talked a preschool inclusion and the good work we're doing about what is going on with the students whose primary or secondary diagnosis autism in particular, those in the preschool autism costs because
we cannot be an even in our inclusion efforts. And just like that, only 11%. And a child with a primary or secondary dynasty. Autism is
included as opposed to the 25% to 26%. We can't leave students behind. And there's no reason that we we. Are differentiating based on a
label. Because of that. I am not sure I can support this today. I appreciate your reassurance that this can be redoubled effort to make sure that or even in our inclusion efforts. I know for 2 years
when I've asked. Haven't gotten. As many answers that would have liked. I appreciate I I please I want you to know that that is monumental, that
we've met the state indicator and I don't want to loss over that. I just hope that we can work to make it even across the board to all of our students can benefit from the science and research base. That inclusion is because we
know inclusion saves money. But even more importantly, it leads to better outcomes all right. And it leaves better outcomes in education. But in long term, so thank you for your work. I'm not sure was
put this report tonight, but I'm looking for next year to from or even report on inclusion. meant to be. Thank you. Sizemore Heizer Dr
Anderson. Thank I particularly glad that you followed up with some of the questions that were asked by the board during the work session and that you shared with us. Why want to
take a moment to take a look at that? >> It is very clear that Pre-K matters and the gap between students who are do not have
Pre-K. It's 27% even after intervention by staff. And I'm looking at the spring. They because they've been with us for for the year. But something that I thought was
curious that I notice here is that all students with Pre K increased 9 points and our students with without Pre-K increased. 21 point, can you
speak a little bit about? What is what happened behind there? Let me think about the I apologize. He said that
students with Pre K. >> Increased 9 point. Right. And the students without increased. 21. 21, I think it was that without. >> Fairfax County. A snail.
Can you clarify that? Please? I know you just put that day to together. >> So Anderson, really be referencing the spring readiness status of that was in the work session, but not
in this slide presentation for this evening. And just to clarify, think you're asking what the driver we think is in terms of why we saw the larger gains for without the Pre-K experience. Yet the gap still
exists, but they had at they had much more growth. So I just want you to kind of speak a little bit to that. I think
that's something certainly that we would have to do some additional analysis on to answer that question with with confidence. But I would certainly say that we're seeing students, obviously the
gap closing in terms of the students who are seen at risk in the fall to not at risk in the spring due to a lot of that intentional intervention work that's happening. But we would have to do some additional analysis answer
that question. Sure. Absolutely. Thank you >> one of the other things that I wanted to point out that sent to us was
desegregation of the 3 benchmarks for our students. I think a colleague had asked, can we possible that out and clearly it has come across that some of the strengths of
our students on the regulation around and reading is the area that. was a little bit more support. So I appreciate having that. And I'm very glad
to see that we performance and that you outlined how would students exit? The you know, that yellow world multilingual
world by my apologies. They do perform better than now. Students who are native and a speaker, English speakers and that shows up on so well
assessments that shows up in the scores in the assessments that the that the state provides its makes me it makes me wonder at this point. How will that then show up when we
have these new cut scores. I'm very concerned about that impact. Could you speak a little bit too? How do we see these new cuts course impacting the? We asked
students on the progress that we've made. So thank you, Doctor, Anderson. I I think >> We did prepare a couple slides for the board this evening to share on the cuts
course. I appreciate the question. So I think the clerk. Kevin, if you can. The
impact on the proposed cut scores. Let's start with this slide. And I. We've talked about this at several meetings, but this visual is
so I think startling to be honest, the cut scores, for example, what we do is we took last springs so well scores for Fairfax County, Public
schools and these sort of turquoise on the left is the old cut score results and cut scores means the level it would. Passing obviously is.
Set that and then with the new cuts corps is in the very dark, indigo blue. And it's absolutely startling to look at. Same tests. Same kids,
just different cut scores and for those at home watching this is something that's still being debated at the Virginia Department of Education or the Board of Education. We are
really strongly recommending that. This process be more transparent and actually be paused. at this point because
we're almost at the end of 1st quarter and the initial plan was to have this be in place for this year's tests. So I now so I think Dr Presidio is
here as well as instead of Miss Neil and one of the things that's been very challenging is the math standards have changed in the last couple years. Types of
problems, the rigor of the math tests have changed. And now we're going to change the score. Desa Surrey to pass a harder. Test with new standards. It just it really
feels like it's a lot of change within a very short amount of time. And we know that change management is very
important. So we really would encourage and those at home. And I know our PGA's and our elected board to make sure we provide feedback to the board
of education about this. Cut score issue. And also want to add this morning, an opportunity with Missus, Neal, the do it ad week interview we talked about. The doing a way
of the blue ribbon program at the national level and how? Recognition of educational excellence in this country is something that is such a
powerful reminder of the power and promise of public education. And when we do away with programs, let's celebrate excellence that we're not
doing a service. To public education. If one of the reasons that it's been stated several times that we're changing the cut scores on the
test, the new standards is to raise expectations. I'm going to take issue with that because it actually will have the exact opposite effect. One
of the communications were going to be providing tomorrow. I met with Principal Stroud from Langley High School, one of our amazing 25 high schools here in Fairfax County, Public Schools and we
look to geometry as an example. And this past year, I believe it was 96% of our Langley Saxons that took the so well past. Well, if you
change that cut score, it would have been 50%, 50%. Now, I can't imagine that that's going inspire more Langley Saxons to take higher levels
of math courses. Higher expectations doesn't mean changing the score. We give students, it means changing their educational experience. And so what we want to make sure is that students who
successfully are completing geometry. Are able to take out a retreat in pre count. Can AP County, BBC and multivariate calculus or linear algebra and
concrete math actually having students progress to taking and leaving our school division with a higher understanding of math concepts is what raising expectations means. And that requires
funding and our expectations that our students are capable of higher level coursework, not quarreling over changing the scores. In basic. Classes.
So I really think we need to rethink what the impact of these cuts score changes had and how it actually flips. I think. Having higher expectations. So let's also
take a look at reading what that would look like year-over-year. This is I think as or more startling again, left side are scores
from last year. Right side, the Indigo would be the scores based on new cut scores. In many cases, it's actually
outrageous what the impact is. so I really encourage those at home will be sending communications out to make sure that our voices are. I think parent partnership is
critical. And as we partner with our parents and families to send a message about what we really mean when we talk about high expectations. think that's critical at this time. No. Thank you. Thank you for
providing this information. And to me, it's jarring just to see the results. And I wonder. >> If you when you do the modeling, let's say for schools like TJ. Well, with
that show, have significant changes and how those 2 is a performing knowing very well that they're very, very bright students moving the goalpost does not increase regular. It just moves the goal post. I
would like go please. Thanks, Doctor Anderson, this lady, thank you. Good evening. Since we're talking pre camp to give shout out to my lovely granddaughter who's at my house. Can't wait to see you
in the morning, but I think it's bed time, but I start there because when I it interacting with my grandchildren who are in Pre K
it's amazing to me the learning that's taking place a fast pace and the connections that are made outside of that learning space and transit,
other places. So I again want emphasize the early intervention and the importance of that. I think the data speaks for itself. Dr Reid, you talked about the one percent of the military budget.
>> And the fact that it's the best economic investment we can make not mostly because if kids are learning by second grade reading by second grade, then their trajectories pretty
much change numeracy and literacy. So having said that, I think I'm very pleased with slide 12, which talks about the fact that we're down to 18% of our kindergartners
don't have a Pre-K experience. I'd like to make that a little smaller. Talk about the preschool that's at the
Western site. It is my hope that we will keep it as a preschool. I was in members most recent tour and I think the maximum capacity is. Likes 60 in there. Now we're going
to have learning folks, but it's very well designed. >> I feel like we could service quite a few kids from a fairly needy area where there is needed preschool and
also, again, this is Robin speaking from her perspective. But we don't have or early childhood program. We have teachers for tomorrow, but we don't have early childhood in our system. So if we can make that in a county program, I
think it also help our older ds so that's one thing I want to talk about. I'm incredibly proud of that for the first time ever, we're meeting inclusion, target. And
I think, you know, well, I understand there's always room. We always have targets. We always have goals. You know what I've seen just in my short tenure on this board and
then the year prior, when you when you came in as our superintendent, the change the progression, the higher standards, the implementation. The fidelity of teaching is
all resulting in higher scores. And so I thank you and the work in your leadership in the team. And yes, we definitely can. Can we always do your good to great person?
One of the things I really appreciate that you and your expectations of your leadership team and all your principles and all the teachers is we don't ever say we're pretty good. You know, let's rest. We're always
striving for it really appreciate that. And also the multi language learner improvement. And this is is incredible as incredible. So I will be supporting this
report. And again, I >> Not only is the you know, president eliminated blue ribbon schools, but also the Presidential Service award that many of our students we're striving for, actually got the hours for and they
couldn't put on their college applications this year. And I think it's a sad thing because it's another thing that we want our kids engaged in and it's not it's not there anymore to to achieve. So
again, thank you for the great work you're doing. Pre K. >> Thank you, Doctor. E for the presentation. I agree with my colleague. I'm in support
of this because goal report and I don't believe that we're doing the best and the state in terms of education, educating our students. the I
just feel this cut scores and you've got scores adjust to did you know, demoralize school divisions across Commonwealth and next. Simmons
expectation of excellence comes, you know, should be able to phase, we know, did not receive excellent you know, you know, funding from our state. But they do it one
excellence and education. And I I feel like we are one of the most performing best performing county in the state. What is happening to the other counties? Do. Do we
know what? How are they doing in terms of there Kochs course now they're facing. >> The framework for the new state framework for
accountability. It's very difficult to know exactly. And again, these are projections because the state still hasn't released the scores which were supposed to been released in September. I believe Miss
Nield. We have any ETA on when our framework scores will actually be released because they're already quite late. >> So the most recent update we have is they do have an
external consultant. He's coming in to look at the data with the state for SP SF Information. And we're anticipating sort of come in November would be the earliest. We would see deer so
mid November. >> So that's well after 1st quarter ver. >> So yeah, thank you for
that, But I don't believe that we are educating the students who want to and how we want to. I also want to say almost like if we can do a new can economically support there, be
so many working families who are that really, you know, have 2 moms work specially month mothers who staying home because they can afford a private kindergarten or Pre-K.
So they had this isn't of hes going to help. The string gets started early and just don't really have the money. Like you said that one percent of the DOD budget. can given to
them. Also Ford thank you. Thank you. Is to EM are done. And looking at 5 beaten 9. And
and I'm trying to figure out. Certain things about the science because there does seem somewhat troubling. >> What is what is the baseline on slide? 8, 9, was that constitute.
>> This clarify, please. >> Sure, I believe Mr. Now have to double checking the report, but it's normally the first 3 years prior to the start of the strategic plan.
The 3 school years prior to 23. 24, we start our strategic plan. >> On slide 9. What is the target that mandated by state
law state policy? >> No, that is an internal target. We've set year-over-year to get taller and 2030 goals that we have mapped out annual targets to keep ourselves on a growth
line that shows consistent growth year over year. So we had our 2030 targets.
>> just troubled by the fact that we have a different target for white children than we do for black children and Hispanic children. It seems like we should divide children, but we should try to have a high standard that all
children me regardless of. Of their racial background. Is there reason for that? >> I don't think it's a different target. think it's a percentage that was consistent which a percentage of I
believe that's how they were set. But missed nailed. You want to clarify? >> So our part and goal report targets for 2030 targets were the same for all students. The
annual growth that students need to make based on their starting point looks different. So that's why the targets look different. So in some cases, some of our student groups may need a 2% increase year-over-year to get
to the end of year are 2030 goals. Some of our student groups may need 10% increases year-over-year to get to those 2030 target. So it is a paced
out over the seven-year duration of our strategic plan to ensure that there's consistent growth happening every year. >> So we've done is we've taken and all student and then you've broken it down along
racial lines. Is that correct? >> No. The board asked for the data presented in this manner to be desegregated. So we're presenting in the way the board requested on the original measure. What Neil is
saying is that if you're like, if you're farther behind, if you're at 20%, whatever. Category. Then you've got 80% to make up. So we're going
have more aggressive targets for that group. Then if you're already at 80% annually of 20% to go so some groups have more ground to make up each year
than others to get all groups to the same place by 2030. >> And it just seems like if you compare the baselines and slight 8 with the baselines
and 9, the bass lines and slide 9 are lower in general and the bass lines and slide 8. So that suggests that we're we're kind of lowering, I
guess there's less achievement for students who start kindergarten in the spring. Is that what's shown the best? know it's. >> This spring scores are a different measure than the fall Readiness Corps. And in
each case we took the cumulative score of the prior 3 years to the strategic plan. But they're 2 completely different data sets. Because
if I would understand that. Yes, not a pre and post. It's too data sets. Happy to go
through those more and more detail in our one-on-one. Thank you, Mr. Mr. Moon. >> Thank you. those who think for the presentation I'd be
supporting the motion with this. That could you? We post. >> slide showing how changed.
Schoolers may packed up on. >> Math or reading. >> Are that we start with the
You talked about what the board to prove. My in times of different groups, distant disagree. And again, school
right thing. one of the the right. With higher credit scores. It missed with this.
It's my show. Maybe and a half higher ever. ease some more One gaps. different symptoms.
So when we talk about will ever scores which of the again. Proficient ever as opposed to pass the best. High
and could have school years in may not necessarily be. then to schools. But higher than ever the gaps different groups might be even bigger. And just
I think something like that from looking maps. >> Great question.
>> It's Neal. Do we have any insight into the advanced versus proficient passing with the new cut scores. >> We can go back and check to see if we've done some analysis on and get back to
you. >> If we it, you talk to reach the point I'm trying to make is this and try to address. Eliminating or reducing that
human gaps by 20. was certain point. We shouldn't. You shouldn't be just looking at. for petition to But even at a high That who students should
be encouraged should be prepared to. And a much higher ever. Those camps. In addition to work to eliminate those
gaps. Yes, sir, thank you. >> I'm gonna take a quick turn. And then we've got some go backs to go to but use this opportunity to reiterate one
more time that we have had a new curriculum. A accountability and accreditation system that we don't even have the full details of at this point. We
have new tests. We have new standards. We're still doing, OK? So now we have news cut scores. Credibly difficult to
not see this as targeted. The question I have, though, was I'm assuming these are are raw scores, correct? I lost that.
we get them better normalized or whatever. The word of art is. >> These adjust its course. Thank you. So I assume that we're going to at some point
receive adjusted scores. Are those typically higher or lower than Then? I think if you recall Anderson, that
we'll have fewer students coming out of those adjustments because those adjustments change down with the rule changes for multilingual learners. So we'll see what those differences are as the
frameworks are released. >> We used to be much higher because our multi well, not because these to be much higher and there were factors
that supported those being much in particular. believe we had 11 semesters. >> Before multilingual
learners, scores counted. >> In the adjusted scores, correct? are. Now time to reach, provided 5 and a half years to reach proficiency. And I believe as of this year, they'll have year and a year
and a half right. So in in this case, if we do have adjusted scores that are higher are disparity between where we have. Are right now and where we will be next year
is going to wider gap. And we're even seeing here, correct. I believe that's likely true. But missing you are closer to the numbers.
>> You I can definitively answer that tonight, believe you're down the right track. So I mean, I just don't know a way that so significant is such a significant number quarter of our students are
going to end up not not doing as well overnight. It just doesn't make any sense. In addition to the changes to so a law that just went into car due to go into place that many
of my colleagues are working hard to try to make sure is right-sized for division of of our of our stature and size.
So I just I just want to keep reiterating to our anyone that may be watching that we are not failing just because, you know, outside. Systems are
being set up the way that they are intentionally to make us look that we are so I I want us to keep doing the good work that we're doing and keep working to have students
improved. And keep. Thriving. So right, it's just unconscionable to think that this is the plan. Sizemore Heizer.
>> Thank pick up on where you left off. Plan. To your point, we at standards. We change accreditation standards in the middle of the year without change. Management are
planning and now a changing cut scores. And I think the one thing when you mention PTS and families to be aware is that Virginia, I do how many states one of the few states is high stakes testing a high
school. So these changing as well as test scores don't just impact school accreditation or school accountability. But for high school students, it actually impacts their ability
to graduate high school. Because if they don't pass 5 wells in various subjects. They don't graduate. So even if they pass a grade level
classes, if they would have passed under the previous cut score, it also impacts locally awarded Verify Credit, which is Theresa had been 3.75. 400,
which is unclear what that's going to change and not for certain students with disabilities. We are students who are already in high school without the chance to maybe do the extra learning with the
extra prep for hire so elsewhere that's needed to graduate may not graduate. And that should be a four-alarm fire for some of these families. You know, and just
people in general that if you're going to do these changes, you've got to do the change management. So we don't punish the students because we didn't plan. the change today could actually learn. Prep to
the level they need to learn in prep for. The other thing that I really would love to understand is what is the rationale behind the heart cut scores? Is it because we think
that that. Level is what's needed to be proficient a high school graduate or not. And I don't that that's a question I think should be asked. You don't, of course, have that answer. The state is doing this so I just wanted to make
sure that we get that out there, that this is an impact on current high school students ability to graduate and we saw the 50% may not pass. What does that mean for seniors need to so well to
graduate this year? I have one little comeback. Sorry. When it's got to talk about was getting into. Dr. Anderson.
Thank you. In addition to that, one of the things that I want to point out that it's become exponentially harder. >> To keep up with what is the right and what is the passing score? Because it used to be
400 all grade levels. All subjects. Now, if I'm looking at math, I'm sorry, reading it ranges anywhere from 4.44, to
4.79. I'm looking at math. It ranges anywhere from 4.43, 2, 4, 52. So if I have a 3rd grader, he might pass at 4.43. But if my child is in 8th
grade, they need to 4.30, parents can't keep up with all of that. I could barely keep up with all of that. But I knew 400 was passing. 500 was
advance. 600 is a perfect score. 3.75, 3.99. You get to retake. Now we all over the place is just really, really poor planning. And I'm really excited because I was one of the things I wanted to raise
the impact on the end. Of course, 5 high school students were talking. The difference between graduation and not graduation and when I saw this this morning, I'm like this is just so jarring. It should
really, really be very something parents highly concerned about. I did have one follow-up question because I asked this last year took me a long time about my mind around it. The kindergarten readiness, the fall versus a
spring. They're not pre and post, but we are presenting them like their pre and post. How do we evaluate the impact of AI work with those students once they come to us because
we know they come to us all over the place based on who they are and what they've done. But usually we can say we worked with you. So this is the growth that we're seeing.
But ministering to different tests. We don't have a space to do that. Yes, ma'm so that Presidio do want to talk a minute about that. Maybe misunderstand or miss Neil
could answer sort of that. >> The data set piece. Well, I would actually character as a little bit differently because when we give the assessment in the fall. >> Right at the very beginning of the year, the first few weeks of the year, that kind
of established as the baseline for where the students are. When we get the assessment in the spring and we can see the growth that students have made over the course of the year.
>> Yes, but this Miss Neal. You remember we talked about this last year. We have some students that in the fall there scores what greater than in the spring. So. >> We school them while they
were with us. I'd like to think that's not what happened. You know, I I think. >> I think what we tried to do showing the 2 different datasets, particularly and Dr Reid, I think did good job in
the presentation talking about some changes that have happened so that we've seen the changes with the assessment. The literacy assessment from moving from
the palace assessment to the bows assessment and how that much more rigorous vows assessment, compressed those scores in the fall in comparison to prior years because it was much more
rigorous assessment from the pals. But by the time we got to the spring students that actually made a lot of growth and even surpassed prior year's performance on a less rigorous assessment.
>> So for this data set, what I think I'm hearing is that it's best to compare over year, rather than fall to spring. >> I think it depends what purpose you're looking for. If you're looking at overall performance for students, I
think that's correct. But if you're trying to gauge the growth students made throughout the course of the year, I think it's helpful to look at how did students do in the fall compared to how that students do in the spring? >> I think that was my time.
Thank you, Doctor Anderson. Seeing no others were going to call for the vote. The motion
that is on the screen. All those in favor, Mr. Fresh mayor and Mr. McElveen Lady Mystic's it. Mr. Dunn, Mr.
Moon Dr, Anderson and myself. All those opposed. All those abstaining. Sizemore Heizer with Mr. McDaniel away from
the table. Action item. 6.0 4 k through 12 start school start Times Project update. I'm going to pass the gavel
to. Vice Chair lady. >> Madam Chair, I called Dr Reid for presentation on K 12 Start Times Project update. >> Thank Vice Chair Tonight.
going to really be providing an informational update on school. Start times in a review of where we are today and as I walk through
this. I also want to recognize really, really hard work of our chief operations Officer Andy Music. Down who's here are executive director of
Transportation. There's been a significant amount of work that continues to be done on this topic. So I just want to
share these were the options that were presented, fire consultant this past February in 2025. Some of the constraints on this project were really costs neutrality
to not move. Secondary are high school times and to not allow for civil twilight loading or unloading for elementary school students. Current run time is 110
minutes. And the run time is defined as the total time from the first morning. Start. 07:30AM, to the last morning start, which is 9.20. So
that's the amount of time buses are running to get. Students. To start the first classes to the last time. The runs 4 of the 6 proposed
options, ABC and D. We're not cost neutral and had run times of 80 or 90 minutes, which when our team actually modeled
those routes on in a bus in our traffic on our roads. It was not possible to get those run times to 80 or 90 minutes a while it looked possible on
in the plan. For whatever reason. I don't know if it's construction or congestion or whatever, but it was impossible in our team's actually took buses on the
road to try to model. Of the 2 remaining alternatives. Option C 2 and e only E was assessed to be achievable based on the
run. Time again, meaning that C 2 just wasn't able to be. To get to run time. That was going to be helpful. We'll
see. 2 was cost neutral. The team determined that 100 minute run time with the current number of buses, driver vacancies and known traffic constraints. This
would result actually in an increase in later deliveries across all 3 tiers of busing in February. We still over 100 driver vacancies and the
numbers much lower today. That's still hovers at around 60. So C 2 was not deemed really doable by our transportation department. So
again, only E which I think we've established is not ideal. Based on the elementary in particular start times as
late as 9.50. particular tier of the elementary. So. Looking at the start, time options for September. And again, I know there was a lot of confusion.
Well. About why these 2 models and I want to be very clear publicly. These 2 models were not selected by the board. Were they were not approved by the board. They were not. In
any way acted upon by the board. These 2 models came from. Our office because the what we tried to do is look at
what would budget neutral options B. And the team worked hard to try to find an alternative 2 option E. The
only 2 options that they could currently come up with the 2 better on the slide that were actually cost neutral. So this
is provided along with option 2, which was previously option from the consultants option. One had elementary going first followed by secondary and
high. again, we really as we go to the survey results based on those 2 options, there was
really no clear option that enough support really from the community. There are a lot respondents among the respondents. 73% identified as
parents or guardians. 35% identified as staff 6% as community members and or 3% of students. And then 11% of the respondents identified as both
guardians parents staff. So the 25,655. Unique respondents. And these respondents completed the survey in English, Spanish
Korean Chinese Vietnamese, Arabic and Urdu. Unique means a duplicate responses were only counted once. And the survey closed my belief
Monday, October 6th. And the insights. When staff reviewed all the survey. Results. You
know, the survey results are important, but as mentioned, a partial signal. I think it's fair to say we can read the
feedback. The concerns. centered around the time the access and so forth. You know, essentially, I don't think
there was a lot of satisfaction in either of those 2 options. So as I look across this and think about, what's really possible here.
One of the things I just want to remind the board about is that we're currently in a significant budget challenge time. Our county Board of Supervisors has talked about
that and we have a lot of commitments. To make and keep within our budget constraints this year. We're also in the middle of finishing our
boundary review. I will be bringing you a recommendation of some sort in January of 2026, which is now several months away. We just purchased
a high school. We heard from several community members tonight and that Western high school is going to need to be feathered into the boundaries in whatever fashion were able
to do that here over the next month or so. And we have a March. 26 deadline for me to bring a plan back to you about placing an AP center in each
middle school. This is these are sort of projects. I also want to share and I guess remind our board and those watching that this year, we're also. Completely changing are
routing software. Currently running 2 systems, our old system, as well as our Tyler routing system because we didn't want to cut across and not have overlap. Some
divisions in our commonwealth and around the country have done that and had everything sort of blow up and left. Thousands of students stranded. So we wanted to make
sure that we were thoughtful about an overlap and rounding. But by this spring and it won't be till probably near the end of the year that the routing is complete and completely cut over. And it
won't be till the end of the year that we have water tablets, fully operational on all buses, the tablets and each bus will allow and enable turn by turn directions as
well as workarounds for accidents and other unforeseen incidents and allow efficiencies for substitute bus drivers as well. So that's
going to be at the end of this year. So recommendation and thinking about this is really that that I think it would be prudent to pause this
particular project until we can see the impact. New boundaries. the impact of the possible plan around 80 P
centers for middle school. And the impact of our new routing software and tablet implementation. I just think we're going to have more thoughtful process at that
point, notwithstanding the concerns that staff have about having enough lead time to make thoughtful decisions and families with child care decisions they need to make as
well. So that my report on start times this evening. I want to finish by saying this pause in no way should signal that I personally as a
superintendent don't think it's important to have healthy start times. I know this board believes it's important to have healthy start times research supports healthy
start times for all committed to making this happen. So I think we want to do it well.
pause is not it We're not ready yet. Madam Vice Chair. >> Thank you. Dr Reid and now called Mr. Dunn Promotion. I
move that the school board directed superintendent to postpone. >> Any division-wide implementation of changes to school. Start times until no
earlier than the 2027, 2028 school year to allow for the full implementation of the new transportation routing software and consideration of potential updates to school
boundaries. I further move that the school board directed superintendent to present to the board no later than December 2026. a plan
outlining viable options for healthy school. Start times that where possible our budget neutral and minimize impacts on staff. Is there a second by
second? This Anderson? Thank you, Mr. Dunn, would you like to speak your motion? Yes, I would. Thank you. I am a strong supporter of healthy school start times
specifically started middle and high school at or after 08:30AM, as recommended. by the American Academy of Pediatrics, there are multiple benefits which really fall
into 3 categories. First academic in cognitive benefits later start times aligned the school day with the natural biological sleep cycles of teenagers leading to improved
cognitive function, including better academic performance. Studies consistently link later start times to higher grades in core subjects like math, English and science and improve performance on
standardized tests. Also result in increased attendance and alertness students are less tardy, have fewer absences. It leads to improved attention and better memory
because adequate sleep is crucial for memory consolidation and attention span. The second category, our mental and physical health benefits, chronic sleep deprivation and adolescence is
linked to numerous health risks which later start times help to mitigate. First of all, improved mental health students read port fewer depressive symptoms. Les
irritability, and overall better quality of life and psychological well-being. They also suggest that there are reduce risk behaviors. Increased sleep is associated with a decrease and risky
behaviors, including the use of alcohol, tobacco and drugs and least a better physical health because sufficient sleep helps regulate hormones that affect mood in and say
she 80 leading to a potentially reduce risk of obesity and finally, safety benefits. At least 2 teenagers being less drowsy. So you have reduced drowsy driving crashes. One of the most
significant safety benefits for older teens is is this reduction and motor vehicle accidents? And it's a tragedy every time someone who is young was a bright and promising future. He's lost to
an auto accident and also leads to fewer accidents and injuries on the sports field and in our hallways. And finally, at least a less classroom disruptions. So all around healthy school start
times help students helps families help schools helps the community keeps us all safe. And Lisa, better academic, extracurricular and health outcomes for our
teenagers. So for all of these reasons, I think all of us share a dedication, healthy school start times. But where we are right now with more on the verge of musical
boundaries on the verge of implementing major changes to how we do about bus routing. And we're and we're looking at Western High School, which will lead to further boundary changes. We need to really
take a step back. Make sure that we fully and successfully implement all of these different changes and don't try to do too much at once. We just can't bite off more than we can chew. And so for these
reasons make sense to wait until new boundaries are in place. All of the improvements and strengthening of the operations of our school bus system and transportation
services are fully implemented that we can then successfully and safely evaluate potential options, especially ones that might be where possible budget neutral so that we can as a
system manage change in an effective way to the benefit of our public over of our communities and of our students. Thank you. Thank you, Mr. Dennis Anderson, would you like to speak to
your second? Yes, please. So I knew that we >> Doing things in the right order by putting this before boundaries. And now that I think that we have gotten into more of the weeds related to
boundaries. And I absolutely think that we still need a little bit extra time. So I'd like to thank, Mr. Done for his time. Working on this with me. I think that we have a
potential here. Reducing or run time, maybe. We're directing you to do something that I know you're already going to do. We're I'm hoping
that we can do some sort of audit related to. The current bus routes. Now that we have the new software so we can gain efficiencies anywhere that we can find them because my hope is that with
boundaries and those efficiencies that we will be able to tighten the delivery window if possible. And that's what I'm hopeful for. So I understand that while we have
this extra moment, I hope I'm I understand that we're directing you do something that you are already likely to do. But what I hope similar to my colleagues that this signals to the community that
this is still something that we care a lot about. But in my district specifically, I there is no way that I can have the tiny us humans picked up at 06:45AM in the morning because
some of those kids are on the bus for an hour. And I was at my house the other day, very close to where those tiny children live at 07:30AM, in the morning. And it was dark
outside. And so I don't want any of our kids in unsafe circumstances, but I certainly can't have it be the kindergartners. And so I can't advocate those kids dealing with those things for 7 years.
And so we are going to we are in a tough budget time and what I'm hoping that this pause will do is give us some more time that we can dig in and figure out. Viable options
are that even if we could move it slightly, even if we could move the window a little bit. So wouldn't school starting at 9.50, in the morning. So I I'm fully recognizing all of those
things. And I just I believe that this extra time is going to be really important as we work towards a positive change for all of our kids. Mr. Fresh. I hate that. This is
where we're at. Be supporting the motion. >> But first, you know, at the end of March, I brought the motion that said I move to direct the superintendent to develop a plan including
robust community engagement consideration of varied student transportation needs for implementing healthy school start times in conjunction with the list the
review process. And so I was disappointed when the survey came. With 2 options that this board was never going to approve. Because they were
free ones. Right. And I think what we've learned in this process. Is that we're not really so the 2nd half of this motion and I talked to Mr done about this a little bit. The 2nd half of this motion just
think going to happen. We're not going to find a magic free version of this. Perhaps what Anderson is talking about where some efficiencies can be found. Some of the expensive
ones will be less expensive. But my hope had been. Between March and now or in January.
Perhaps the board would be presented with a look. These aren't going to work because parents will never stand for nor should we ever have first graders. Kindergartner showing up at bus stops at this hour.
This isn't going to work because we can't move everybody by 30 minutes cetera. But what could work is the one work or slight shift on the one that has a 2 million dollar price tag.
And we don't have that money, but it would work if we did. We don't have the money. Then the board. Could have thought hard about. What we prioritize, right? Obviously
we have to meet our collective bargaining agreement. But well, where there's a will and a price tag. There could be a way so I hope you read into the emotion that you're
receiving today. An opportunity to present to this board, something that may not be something the board can vote on immediately. But at
least it sets a star that we can aspire to reach and perhaps we can come up with a plan to get creative to get there so that we can stop going around and around on this like. You know, I was as
frustrated as anybody on the board when we were talking about pilots and everything else because it just wasn't. We were trying to, you round a
square square around. I do remember with phrasing is. My hope in kind opening up the conversation is that we would get out of. Here's what the
consultants proposed. And here's how it doesn't work and get to a. These things. Don't quite work. You're never going to vote for these ones. But if we can get some efficiencies
here for 2 million dollars, we can make it happen. Then the board can get parents would have something to advocate to our county partners and state partners about the board could
try and find additional funding. You know, we could when we're talking about programs, we could talk about whether those programs are more or less important than school start times, cetera. Obviously, we're not going to jeopardize the collective
bargaining agreement, but at least we have a honest frank conversation. So I'm disappointed. But I think this motion provides an opportunity and I hope we take it. Thank
you, Dr. Anderson. Thank you. Just a quick question for like that with my comments with the parent So with the community survey. >> What was the response rate? Like how many people did we
actually get to respond? >> I believe we had. think it was 28 thousands. 25,655
unique respondents. >> And do we have a sense of how many of those were parents and how many were staff? >> Among the respondents among the 25,655 73% identified as
parents or guardians. 35% to respond. This staff and 11% identified as both parents, guardians and staff. 6% were
community members and about 3% for students. >> So roughly we had about 18,000 parents respond. That is a very, very, very, very
small number population, correct. One of the things that I think that would have been helpful to do is to below to turn every stone in order
to get some more community participation. I remember a few years ago we used to do what you call it. I you all
called it. But the community surveys what groups we would bring people in because you did not think they were going to complete the surveys but brought them in and had a conversation. This was just a
survey. And so it was easily. Missed. I would have to say that. >> Can can we go to a slide to please? I will say the surveys
were all address to the September boundary meetings as well. So we sort of tried to take. Advantage of parents are community members coming in. And I believe those links were provided during the September
meetings as well. Thank you for that. >> I'm seeing less and less that where there's a will. There's a way I don't think I'm seeing it as clearly as
some of my colleagues because I'm looking what's there right now. I know when we were having these initial conversations, it was that, you know, the budget landscape
was very tight. And so it was not something that we should do. But I'm looking at options. See Option C has a price tag of 0 to 1.1 million dollars. I mean, we spent that
on staff. And so these are potential options. And I do worry about the motion partaking of the language just speaks to no earlier than 27
28 school years. That correct? Yes, the 27 28 school year. So no earlier than that. So does that mean it's going to be the 30, 31 school year? The 40 41
school year? >> The parameters, but many are I'm clear. And so that makes it really hard for me to buy into this. And I don't have the belief that this is something you already going to
do. I know others here have said that, but I don't have that belief. And so if we're going to direct you to do something, I think it should be time bound. This is so open that it could be 10 years out.
And we know we've had families that have been in that been waiting already 10 years because it was after we did. The middle the high schools were point to tackle the middle schools. And here we
are. Do you anticipate that there would be efficiencies that that are achieved through the new boundary work and to
the new software. I think that's the hope that will achieve some efficiencies. But we won't know. Taylor actually modeled.
>> Is that where? And this is primarily to miss a done. Is that where you're saying where possible in that second paragraph? Because if the budget landscape is hard now, I don't anticipate it's going
to be too much easier in a few years. So where is this? Where possible? >> Getting the funds out go back. I think that was the time. But I would love for Mister to kind of share a
little bit. Regarding the where possible. >> Point of order. Your time is expired and you can ask
questions on board I don't know who could >> I can endeavor to answer Thank you, Doctor. E? >> Yes, ma'am. >> I think that where possible
and my conversation with Mr. Dunn is I believe the motion was to come back with budget, a budget neutral option or options by X state. And I just
it may not be possible to bring back a budget neutral options. So I think it was simply a statement of. If it's possible we're going to bring
the point that you raised option C. I understand the cost wasn't overwhelming 0 to 1.1 option C option C is
predicated on the run. Time being 90 minutes and we weren't able to model a 90 minute run time. In fact, I believe option C. Our current
run time as 110 minutes. >> achievable >> options. We're just not. We just couldn't get it to 90 minutes. So it wasn't doable. And therefore, the minimal
cost was not going to be that minimal. So. That would be how I would answer that at this
point. Mystic's it. >> Continue treat for this presentation. I would be supporting the motion. And I
believe of we have to wait to the bone, the process complete and the new transportation's routing system is fully implemented before making a division changes to start
times. This also allows the board and staff to have clear understanding offered Roman patterns, transportation, efficiencies and petitions. Ripple effects. It also provides more time to gather
meaningful community's feedback and consider the impact on staff and families before moving forward this such a significant change. Having said that, I'm I'm
definitely would like our middle schoolers to have a more sleep time. So as soon as possible, we would like to Wolf, are very good. That
change. Thank you. Yes, ma'am. Thank you. Miss Mayor. I know that everyone on this board wants what's best for students and the superintendent does as
well physically and structurally mentally. >> we receive data from this analysis, not even a year ago. So while we may have contracted out, we actually didn't get the state. It was
December of 20 4. We have had multiple meetings. We have spent time and money trying to make this work. It's a stark boundary review process
decrease in our local education funding. Challenges from the federal and state governments from everything from funding to our students are being tested, OK? We're not focusing on this matter.
It's complicated. It's 180,000 kids and how many buses, 1000 buses, 93,000 Miles a day, 161600 buses, 93,000 miles, a
day. So I think I'd love to see the board used. The largest will that we have available to us to set in motion. A better approach going forward. And that tool
is our policies in governance. We are have slated to review policy. 34 15, which is length of the school day. And policy 40 to 75, which is length of
the school year for students. Now, the first ones under instruction, the second one's under H R. I'm wondering if we can use this opportunity to get really clear and say what
the school board expects of start times and whose decision is that? Because that has been a confusion point going back and forth. This even relates to the calendar work that we used to do. It used to be of the board. Now it's at the
superintendent and the more we can codified these things, the better road map will have and that will at least take out that uncertainty. I will support this motion because I
want to put that. Points on it for now and let it be known that this is what it is and at least let people know and people could be disappointed or not. But at least it's known. I would ask, though,
that the get back into the habit of working with the superintendent to track motions. And that is we used to have a thing called a motion tracker when the board directed the superintendent to
do something. It was tracked and I have seen lately, sometimes we're hearing things that may have come from last year or prior board. And I have, you I'm a little
concerned about that. But at least now we know we could put somewhere that okay by 2026. That time we can expect this to happen because I think the more we can do that, the more we can also see how much we're
asking of staff, what our time line of work could look like. And just be more thoughtful. it's also one of the things that's in our governance manual that we don't use. So
it certainly could be something for governance, it's there if we won it. And I really think we should reinstate it. So that it's it's all in one place and
organized. Thank you. Thank you, Mr. McDaniel. Thank you. I support the motion. I. At
the end of the day. >> by more buses. Or we move every grade level to certain extent. Right now based on the
factors that we have in front of us. Neither of those options. I'm willing to go for us. That's ongoing support. The motion. I'm hopeful that
the new software could potentially find some efficiencies. I'm hopeful that these boundary changes are going to help more compact. These routing lines. But it's
also I think, important to point out. And I don't remember where I heard this number by Noah King from our staff, about one-third of our routes are not based school
neighborhood-based school. They're specialized routes. So we're doing a lot of transportation all over the place across a lot of different vehicles. It's a
very complex issue to tackle. And I'm I hate to say that I'm not holding my breath that we're necessarily going to come to a different outcome, but at least with the dynamic changes of the software and
the boundaries, there's a possibility there. find a rich uncle looking biased. Much of us isn't paid around him. I suppose that's possible. But I'm also not holding my breath on that option. So I support
the motion. Thank you. Thank you, Mr. Coming. So I think it comes as no surprise that might disappoint. Just to take
a step back look at the history here. Community advocates have been working at this for a quarter of a century since 2001, I think.
It took us. 14 years, 13, 14 years. To get to a positive solution. Unfortunately, that positive solution and 2013,
2014. Left a hole. At that time, Mr. Moon and I and our colleagues on this board. Made a promise to the community that within the next few years
we would fix the middle school start times. 3 boards have come and gone since then. Has not happened. Its an unmitigated failure of this
board. To have let this linger so long. We failed our community. And particular middle schoolers. And we continue to do so. And I take
this personally. I personally promise the community that we would do this. Mr. Frisch said, you know, there's no such thing as a free lunch. So
we shouldn't assume that we can change something. This massive for free. With a positive result. This is complex work, but it's not
rocket science. Karen Garza, Jeff Platenberg did it. With the support of their board. We paid a little money. But we
got a positive result. These 2 options that were taken out to the community are non-starters. And I need to apologize to the community that that happened because
they've been spinning their wheels over these 2 options that this board is never going to vote on. So we did the survey based on these 2 options. And as far as I'm concerned, that results are
not very useful to me, not useful to others because we're never going to consider these options. One question I have is there is an option B, 2.
The prince came forward with. That's not reflected here. That wasn't reflected in the 2 options. And I'll quote from the Prismatic report that said. The 2 solutions begin. 2
likely be within the range of middle minimal physical impact. When middle school starts, 09:00AM or later. I'm not sure what happened with staff not looking at that
option. Again, it's disappointing. The question I would leave is that. You know, we have this. New
transportation software. I'm not quite clear why it's taking so long to operationalize it. Can you clarify that for us? Yes, sir. We.
>> It We have over 45,000 bus routes right in bus stops and 1600 route. So. Felt like it would be prudent to keep. The
current system running as we cut over because computers and routing. We didn't want something to go wrong with the
new system which has happened in some other divisions and not have a backup. So my understanding and I think it was prudent is that we keep
the systems running concurrently this year and then will be tapering off our old system and be fully on board with the new system by the end of the year. But I believe how close are we to
having all routes rounded on the new system? Army like please? >> Yes, ma'am, you you have essentially, right? I just want to correct the timing on
the little bit. We've been throwing a lot of stuff that you recently with route. so we fully implemented Tyler outing as of 6 October and the
transportation team led by Paul over here wanted to run both systems. The Tyler routing system in the old system concurrently until winter break to make sure that there were no last stops,
misplay students and it wasn't perfect. But it was pretty clear it was really good, right? We've had some stuff we've had to correct that. They were minor. In December. Will decommission the old system and at that point will
fully be on Tyler, rounding. And at that point, we go in earnest on getting all the mobile data tablets. The time the tablet that the drivers use installed on each bus that
takes about 2 hours per bus. That should be done by the end of the year. So the end of the year will be fully up on Tyler routing system and the tablets. And then over the
summer will convert over to the Tyler version of here comes the bus. We didn't want to throw all that. We didn't want to throw that. Here comes the bus change in middle of the school year. We knew that
2 chaotic and this is just a smoother way for us to to rule stuff out. So it's that. >> How blitz that aren't done to Lee is here with the because I knew we were cutting over on the aptly end of the
year. So >> that's helpful. Thank you. And I'll just to my colleague, Mister Dunn and this Anderson, I appreciate your work this
amendment. I'm not sure that I can support it. Thank you. Miss Sizemore Heizer. Thank
you. And I don't repeat many things. My colleagues have said I'll be supportive of this as well. I think my colleagues Mr. Dunn. >> And this Anderson, for bringing this. We're all I
think hearing I'm hearing that we're all in support of healthy start times. I think no one in this room are and one leadership team can argue against that. But it as my colleagues that it is complicated. The main reason I
wanted to speak up is that there's many my community who are very concerned about the very late start and the late getting home for some elementary school students. I heard that quite a bit for my
community in panic. And I want lift that up to say it is a concern and you know, when I'm very grateful for the previous board in 2013 to adjust the high school start times with a
leaving a promise to fix the other one that I don't want to do that same thing here. We fix one start time and potentially break another right by having elementary school students get home so late. So I am really glad that
we're pausing this so we can look for solutions that fix the middle school start time issue to make sure they're healthy. Start times without negatively impacting or
breaking the elementary school start times to make them unhealthy times to get home. So I'm glad depositing and very happy to support this and I just want to thank your staff because from the first work session, we have on this.
I brought up the issue of the run times. I question whether 80 or 90 minutes was enough for run time. I believe Mr. Making remember those questions that I had. And I asked you all to to test it in
real time traffic. So I I'm very Say thank you for doing that because the last thing I want to do is promise something that we couldn't deliver. So thank you for doing that. Testing to recognize that those run time, perhaps with the change in
traffic. What is realistic perhaps they were. thought they might be. So thank you for that. And I'm happy to support this motion. And I I know that will keep doing the hard work to get a healthy
start times for everybody. Thank You had take my turn. >> As someone who worked in the system when the board.
2013, 2014 are leading up to that. Study. This and evaluate it, worked on it. The conclusion was. We're going to flip middle and high because
middle as 2 years highs for so it costs money. They couldn't find a path forward to make both of those later. Want to
repeat that. That board could not find a way forward to make those paths. I mean, make make that work. Okay. For the all the things that we've talked
about, the 1600 buses, 93,000 miles per day. It is incredibly complicated. It's further compounded now by the number of people that have ripped to report back to the office. I mean, obviously
we're in the middle of a government shutdown right now. But when all systems are firing, I have found that since that return to office, the traffic's Perez got worse. And so I think it's going to
be incredibly important for this bus routing data for the tablets for us to really be able to model what's happening. You know, I've said this before. I'm not a morning
person and I wasn't as a child and, you know, I had you know, I had the early high school start times so I also will say I think our middle schoolers,
I understand the health and the developmental. But whenever I'm in our middle schools and I'm often my middle schools they're pretty energetic. You know, they're
they're ones that are bouncing off the walls, but they're they're they're not sluggish looking. Having said that, I understand the importance of We also robust after-school
programs at this point. And I just needed. I think it's okay to uplift this minute. I think that our faculty, we heard from our elementary or middle high school principals
associations. Around if there was a significant shift, I would estimate many of their faculties. We're already battling what our competitors
can pay. People because their funding resources locally seemed to be, you know, they're like loud and has the revenue of data centers and
one not so it pains because I was a school counselor and social emotional health and physical health and mental health is of utmost importance for all our children. I'm
going to support the motion, but I believe in transparency. I too, am sorry that these were presented in Downey meetings because it was confusing to the public. And I tried to chase it with my
constituency to get information out into my to my schools. I think this is the right thing to do and ag to Mr for says point, it might be that here's what we can do.
It's 15 minutes or it's 20 minutes for middle and high of shift. But we're not touching elementary. I will not approve anything that's going to have a later start time than what the last schools have right now. And maybe we can get
somewhere that's fiscally viable option. But we physically, Aaron, tough times we were in those in as tough a time fiscally in 2013, 14. we
are now. But us to say that. So we're going to go start with Mr. Dunn. Thank I just in response to an earlier
question I just wanted to mention that the eye, the goal of where possible is Doctor Reed articulated. >> Was to provide some flexibility because we just don't know what the analysis will show, whether any of the
options by summer of 2026. will be budget neutral. I also just want to highlight one thing that has not been broadly discussed in terms of school boundaries and that is the grandfathering policy that
we passed this past summer while it's well intentioned, it's going to create magnitude of complexity to the implementation of school boundaries. I don't think any
of us of really imagine, which is if all of the students who are proposed to be reassigned to a new school instead elect under that grandfathering policy to stay at their
current school. We're going to face some schools that are going to be severely overcrowded potentially, right? Because you have the old students and the new students now this is going to be pockets across the country
because not all schools are being affected by school boundaries, but it will also potentially affect our our busing vary significantly, depending on whether the
school board decides to provide busing. 2 grandfathers students or doesn't. So there's also cost implications to that at a time when we're facing a loss of federal funding and many other fiscal
challenges. So there's a lot of complexity that is coming up with the implementation of the first school boundary review, comprehensive school B***** view and 40 years. I think this is not a year to
add on more changes. And so that's yet another reason why school start times as I articulated all the reasons and all the benefits and from and married respects that it
makes total sense to do it at earliest. Possible time. But it also makes sense to do it at a time when we're not carrying so many other challenges that are vitally
important, both to our school staff or students and the families and the broader community to successfully implement. We need to execute successfully against Jones as we have without adding to that
burden. Thank you. Thank you. My apologies to Mr. Me. And I think I talking I I turned it on the late. you might not have noticed.
>> I you know, pretty much a concurrent To my Conti. A can be. And I know the uni Lee ones and board who.
>> Previously the participating approvingly working on and even tree bringing in later high school start times. And we made promises to community which
have not been kept. As you said. borders. And we so shows Mrna been. Complex home.
current 80's to find a solution for you need are in U.S. Coast on time. going to
easy. down on the number. You know that to even though I support the language just stated in this motion, to be honest, it. Finding the but
new solutions. To get this done. He's going to be hard. If not impossible. I wish you
well, but about if come with just like, oh, you know, options presented by consultant that some of the realistic options would cost us some money and the board to have to make some tough
decisions whether to go along with that. You know, options with a punch to implications for because expected
>> the >> finding a shirt. But the situation coming up for the next few years. And we have to make a different decision spot. I think having something
come back from new by December. Over the next is something that we're waiting for this board, especially as we are going to this on the
cheese Sheehan. with it, phasing that. The board turn now and how the community actually. You do realize that
option. And the public purpose. >> I'm supporting the motion.
Not happily. We do not regret. Usually. Dr. Anderson. >> Yes, thank you. And this time I'd mindful of my time.
So my question to miss it is is there a reason why you elected to articulate the motion has no earlier. Then
the 27 school year rather than by the 27 28 school year. You
I'm giving you my >> You can agree to give your time, but it goes through the chair. You can only speak from the day as if you're
recognized by the chair. Thank you, Mr. Dunn. >> Yes, I put it to no earlier than because again, while we
right now are extremely eager. And I I certainly include myself among that group. It remains uncertain that your various challenges that I've raised, other people raise as
well, whether what next year looks like and we need to get through next year successfully implementing the largest school Jane changing school boundaries and 40 years. new
technological obstacles, which will be, you know, beneficial once fully implemented. But we need to have all of that in place before we can contemplate changing school start times because we have
had school systems that changed their their their school start times and the results in a disaster. Are they to go back to the previous school? Start times imagine implementing that on
our school system? I think those Portland that had to go back and maybe another system just within last 18 to 24 months. So we want to avoid the Baucus, right? We can't
afford that. Thank you. You cannot use all of my time. >> I think my my my concern here is we spent a lot of years talking about this.
Everybody's committed, but there's been no action. It just seems like another opportunity cut that it can. And again, going to the budget neutral activities. I'm struggling to see how we will have something that is different from what we have
right now. It's just it's it's just far in the future. And that's way too uncertain for me. And that's why I'm not supporting the motion. >> Okay. Seeing no other
whites are. sorry. sorry, Mr. Fresh from back. In your reading of this motion, it says where possible does that mean if you're not able to come up with a budget neutral
option, you will bring an option or will you come to the board and say don't have a budget neutral option, but this would be preferred path the funding existed.
>> I think that that's a good question. I think that the amount of work we're going to do, obviously we're going to. Options with the expectation
that they be budget neutral. But I think that we would want to show our work. And I think we would want to show you budget neutral options and may be anything close. budget
neutral options that were able to come up with. So I think that would be my read on that. I don't think. But I think it's clear that budget neutral
is the preferred expectation. >> Yeah, I think it's the preferred expectation. My hope
is that. If you find yourself. Coming back to the same answers that are not palatable to the community or the board. Level with us and say, look.
But here are some other things that we can think about. These ones are cheaper. These ones are more expensive but would be easier to do. Let's figure
out what the path is. Obviously none of that work has been done. Some kind of. You know, predicting future conversation is never a good idea. But I really hope that
we don't find ourselves in a position where we are. Talking about the same. We're very, very similar free options.
Because this says when I read it as being a little bit more expensive than you're only allowed to come with free options. It says where possible. And that could be read 2 ways, right? It could
be read as if you can come up with free options. Bring those. Where possible. But it could also be read as if you can't come up with free options. Give us your best
thinking on that as well. >> Well, I I do try to always give you my best thinking more time when I can remember when the app and the Tyler tablets
are well done. But of course, we're gonna bring your best thinking. >> I guess just thinking not hemmed in by parameter. That
might be more restrictive. Then allows than your best thinking would be able to. >> I think the best thinking.
We will do our best thinking. I think we also understand that we have to keep thinking until we can get it is budget neutral as possible.
>> Mr. McKinley. Thanks just when next step that I would like to see is. For us to get a copy of testing report. Just
showing that all these runs were tested. And that we weren't able to get the run times down. That's something we haven't seen yet. So appreciate seeing that. I know when Prismatic Chris presented
to us. They showed how they were able to get in from 100. And 35 minutes down to 75 minutes and get all of their schools, elementary, middle and high between 8, 9, 15
granted in Reno is smaller. this method has worked elsewhere. Still understand why we aren't seeing it here. Thank you, Will get those.
>> All right. Seeing no other lights. I'll call for the vote on the motion, which is on the screen. All those in favor. Mr. Fresh, Mr. McDaniel Aaron.
This Anderson MS Dixit Sizemore Heizer, Mr. Dunn, Mr. Moon and myself. All those opposed. Mr. Maccoll Green Dr
Anderson. Clerk, can you please share the vote? The food is 9 to the motion carries. Thank you.
>> Agenda item, 6.0 6 action item. I'm sorry. 6.0 5 action Item Award. A contract architectural services icon slated for a motion.
>> I move that the school board authorize staff to negotiate professional services contracts with selected firms for Architectural Services for various facilities, projects and authorize the division superintendent for the chief
operating officer, executed liver and administer the contract on behalf of the school board is their second seconded. I'd like to recognize certain Mr. Dunn.
>> I move to postpone this action item until the next regular school board meeting to provide additional time for the superintendent to provide requested information to the
school board. >> If there's no objection, second, okay. We have a second Mr. Dunn, would you like to
further explain? I requested additional information regarding this action item on Saturday. And I believe it's important for >> the information to be shared with the school board
and discussed and the proper context so that the school work and make a determination on this RFP, which could go to a broader discussion of how we
do a procurement for construction and renovation projects. Again, just brief delay to ensure that the school board's fully informed before making any determinations. Mister chairman, would you like to
speak to second? >> Nothing to Thank you. Some of my colleagues that have their lights on. Please turn.
Thank you. Dr Anderson, sir. >> Yes, thank I guess the only thing that I'm interested in finding out Dre is these time
sensitive. Or we'll have time until I don't know what that how long it will take for you to provide the information. >> So yes, ma'am, we did
assure Mr, done that we would be able to gather this information and be able to provide at an upcoming board meeting. I'm so sorry for that. Again at an upcoming board meeting. Okay. So these
contracts and not time sensitive, we're not going to be hamstrung by waiting until the next board meeting. Know what I'm hearing. OK? Thank you. Okay. Seeing none others. I'm gonna go ahead and call
for a vote on. >> This motion which is to postpone this until the next business meeting or the next regular meeting, which is November 13th. So all those in
favor. Mr. Fresh Aaron, Mr. McElveen this Lady Mystic's it Sizemore Heizer Mr. Moon, Mr. Mr. Dunn, Dr Anderson and
myself. All those opposed. Abstentions, Mr. McDaniel.
Agenda item, 6.0 6 action item, monthly separation report September 2025. >> Icon Dr Anderson from Ocean. >> Thank you. I move that the school board approved the
monthly separation report for September 2025. Thank you, Mr. Dr do bit. Your mission? Yes, thank you. One of the things
that I had, I had some questions regarding the data thaton Page. I believe this is page for with that large charts. One of the
things that stood out to me, I guess, Dr be to Missus. Solomon is for our separations. The 2 charts down below separations for black
and Latino staff seemed to be outpacing their entire employee group percentage. Is that a concern? I'm just trying go ahead.
>> As Mister Solomon to respond see gather this data. Dr. Anderson, can you repeat the section you're looking at police? This page? >> That has the charts with
the multi colors. They're not numbered. So it's hard for me to identify. Just seems to be the last in the series. 7. I
didn't see it. My apologies. rolled over. >> So I think there are a couple of things that I would
offer there. One of the things that we talked about as it relates to the employee separation report is that the separation report shows are separations point in time when they're being entered into the
system versus when people are separating. So this is showing all of our separations of are processed by human resources in the system from July to September. And that means these are people who could be
resigning next week. It also means these are people who could be resigning or retiring a year from now. So it doesn't mean that they're resigning in July in August or in September. It's point in time
and I would encourage thinking of it as the time at which the volume is passing through human resources. I will say that when we zoom out and look at different employee groups, teacher's assistant
principals, principals, and I know this is something that we talked a bit about during a meeting. We tend to see that separation rates across demographic subgroups are
flat. In other words, people are separating from the division at a pretty consistent rate year over year. And at the same time, when you look at other populations of employees,
operational stop. Other staff members wear. You see a half higher population of bipoc employees. You're not really see that population of separations. Then you would
expect for other populations of employees. >> OK, thank you. Another question that I had was regarding the quarterly new hire report. Just looking at this, I guess I'm trying to
get a little sense of up. Some analysis. we doing well? Are there areas of concern? Is this where we want to be? Because having just the data without some sort of
understanding makes it a little bit hard to understand to to get contacts and to determine whether or not there should be some additional actions. >> So I think there are a
couple of things that I would say their I think that this board has said so much to be proud of as it relates to the verge to the diversification of our workforce. And I would
offer that Fairfax County Public Schools is leading the region as it relates to innovative ways of recruitment. Everything from the one your local eligibility license, which increases and
expands our pathways in Fairfax County, public schools to leveraging alternative routes to licensure. So the more and more educators have access to this profession. And so that more and more of our students have access to high
quality high impact. Educators and other professionals, just some other data points that I would share when we zoom out and look at our. and year-over-year shirt before
that, our bipoc population of teachers is increasing and it once again increased for this past year for the 25 26 school year. But nearly a percentage point.
>> My apologies just the last thing. So and so the pie chart that is at the top of Page 7. Is most ideal circumstance? Is
this almost ideal scenario? do we still have target goals that we will that you endeavoring towards? I think it's hard to answer that question. Looking at the chart on Page 7.
>> I think we have made great strides as a school division. And I think that we still have a long way to to give you one example. this is one that we share. We talked about
previously. When I look at our population of Hispanic teachers and our Asian teachers. We've made great strides, but we still have room for improvement. Mr. And
would you like to speak your second? >> suspect taken by. I have a question and that was comment to make. separation numbers
over or 2 to tighten John Market. >> While it's hard to pinpoint the exact factors, the separation numbers that slow
Ensley are separations for teachers, as one have decreased by nearly a percentage 0.8% year-over-year. And another thing that I would offer is that they're decreasing steadily year-over-year and have for the past 3 years for
teachers. >> What about the hiring numbers over past 3 months? Pena time since July. >> We hired significantly fewer teachers this past year
for a few reasons. One of which is that we saw a decrease in the separations for teachers. I believe you also asked during a previous school board meeting if the
reduction in. If the reduction in the divisor, it's already increasing the divisor for The teachers had an impact and that did have an impact. So to give you a frame of reference, we typically hire about 2021
teachers each year this past school year. We hired roughly 1500 teachers. What about the vacancy rate? >> We started last year
compared to last year, Missy last months compared that. Prion years, 3 months, period, time. >> We have very few openings for teaching positions in
Fairfax County, public schools at this time and compared to last year. We're also doing quite well last year. But the difference is noticeable this year.
>> Okay. One kind that I want to He's pie chart on Page a 7 of the top. We cannot have a target. Is that correct?
Becoming target ago? He's become that the Knesset target. We do not accept targets.
>> Generally. know. Generally school division employer would not set. >> Especially what I thought we're not a not a targets.
Thank you. Thank you, Mr. Moon. >> I will call for a vote on the motion which is on the screen. All those in favor, Mr. Fresh Mister McDaniel,
Miss Mayor and Mr. McElveen this lady. Mystic's it Sizemore Heizer Mister Moon, Dr Anderson and myself. That's unanimous from board members.
We are going to take a very
quick 5 minute break before
presentations.
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♪ ♪ Board members, please take
your seats. Coming back. Agenda item. 7.0 one presentation. Economic
matters. I conduct or even for academic matters. >> Thank you, Madam this evening, academic matters will focus on the Fairfax County Youth survey and a reminder to
those watching that this youth survey is a comprehensive anonymous and voluntary survey that's given each year to students in grades 6, 8, 10 12, all even number greats in
partnership with the Fairfax County government. What we should know about the Fairfax County is survey is that it does examined behaviors
experiences and other factors that might influence the health and well-being of Fairfax County Youth. The survey asked questions about risky behaviors, mental health, physical health and
safety students are also asked about the positive aspects of their lives and activities as well as specific protective factors concerning health and safety. Fairfax County, Public
schools as well as county and community-based organizations rely on these results to assess youth needs and strengths to develop programs
monitor trends. Measure County wide outcomes out guide County wide Planning of Prevention Act efforts. We're not on that side yet. Please. the survey
is also an important tool for measuring student achievement goals that are related to essential life skills and responsibility to the community. Or substance use overall trends around
substance use. Would be on that. The current slide, the reported rates of alcohol and substance use among fcps you for the lowest since 2018 for
all substances, including alcohol, marijuana, tobacco and vaping. have to say that is good news for our county because some of those trend lines start fairly high. And
so to have the lowest number since 2018. It's really I a good story. Additionally, we're pleased to report that Fairfax County youth reported lower rates of use for the
substances. The national averages as well. Let's talk a little about mental health and the overall trends and we can
report that all mental health indicators among 8th 10008th and 12th grade students, including levels of stress, prolong feelings of sadness or hopelessness and suicidal
ideation and attempts have continued to improve significantly since the pandemic period in 2021. reaching their lowest levels in the past decade. Another
good news story for our students. 22% of 8th 10008th and 12th grade students reported feeling sad or hopeless. For 2 more weeks in
a row, which is a decrease from 25% in 2023. 29% in 2022. 38% in 2021. Looking at mental
health trends from 2017 to 2024, this year's data shows continued improvement in students. Mental health since 2021, when these concerned peak, when these concerns peak
during the COVID-19 pandemic. It is important to note that female students non-binary students, LGBTQ students and students from food, insecure
homes reported higher rates of depressive symptoms, suicidal ideation and suicide attempts compared to their peers. So we still have work to do and providing. That safe space for
many of our students compared to 2021, the percentage of those who felt stressed most or all of the time declined by 11 percentage points. So our
2024 rates are the lowest since 2015. Considering or attempting suicide have been. Those rates have been cut by over 50%. There's a lot of
good news. Honestly in this report. Our physical health of our students. Overall trends.
The survey asked students about this and their nutrition behaviors. So in 2024 46% of 6th grade students and 39% of 8th 10th and 12th reported
participating in physical activity. At least one hour on 5 or more days in the past week. 13 18% of 6th grade students and 12% of 8th
10008th and 12th grade. Students reported watching TV for 3 or more hours average school day. know how you find time. Watch 3 or more hours TV
on a school day bet. So be it. And 34% of 6th grade students and 40% of 8th 10008th 12th grade students reported playing video games or using
electronic devices for 3 more hours for non-academic purposes on average school day. But not at school. Bullying overall trends. Fcps
students were asked about their experiences of bullying on school property, cyber bullying and having received derogatory comments about there, race or culture. One in 10 of 8th 10008th and 12th
grade. Students reported being bullied on school property in the past year, which is similar to the rate in 2023. Younger students in general were more likely to report being bullied than older
students. So again, we have work to do in this area. One of the things that the data from the U Survey reinforce,
which we already know is that 3 to succeed. Model, has really had decades of research where? Youth that have
protective factors in their lives have healthier outcomes, specifically children and teens with 3 or more of these protective factors more likely to manage stress, make better
choices and develop healthy habits. So madam or Mr Clerk, please play the video to hear from our staff and how they
use this data to support our students. Thank you. >> Sharing the information to bring awareness to our school teams. We're having
conversations about what factors might be impacting our students. That might might not be up visible. That might be impacting stress. So bringing awareness to those life
stressors, but also then awareness to the power of resiliency factors. Both individual strengths of the student strengths of our families and strength of the community and their influence
in connection. So we take that awareness and then apply strategies that help respond in ways that continue to foster that resilience. The Substance Abuse Prevention
program News. As you survey data to share the real social laws of what's happening in our school division. >> The fact is that most students do not use drugs.
Most students do not use opioids. Most students actually engage in extracurricular activities after school instead of using drugs. So we use survey data share what's truly happening in the division.
>> I value the youth survey data because it demonstrates how building protective factors in our young people really builds resilient young adults who are able to problem
solve and cope with challenges in their daily life. When we built protective factors can counterbalance risk factors that some of our students may be experiencing, which reduces
the likelihood that they'll engage in a variety of risky behaviors like bullying, engaging in harassing behaviors and substance use most of the time.
>> Parents walk in with fear and anxiety. So when we do educational sessions for parents were able to use that data to minimize that fear and
anxiety. So not only minimize those emotions for those parents, but also equip them. What the next steps for how they can then have conversations with their children. I think it's
essential for. >> Our school. >> Community and the success of our students to really integrate both that understanding of wellness of factors that drive wellness
for for students, for relationships, with families and our even our our staff culture. So building that wellness comes with some explicit teaching for social
emotional, learning those skills and integrating time throughout the day to be able to practice those skills. So our students are able to meet academic challenges and kind of approach that with that
growth mindset because we have the tools to be able to apply. >> I value the youth survey data because it demonstrates how building protective factors in our young people
really builds resilient young adults who are able to problem solve and cope with challenges in their daily life. When we build protective factors, can counterbalance risk factors
that some of our students may be experiencing, which reduces the likelihood that engage in a variety of risky behaviors like bullying, engaging in harassing behaviors and
substance. Use children feel connected to people by way of having conversations with them. >> So when we talk about that, you survey data, it shows that when people are connected to
one another and we engage with one another and recognize that all of us are just living life and it's something to live life on lifes terms. We become
better individuals. >> All right. Thank you, Madam Chair. That is academic matters for this evening. >> Thank you. Doctor. Reed were going kick things off Mr.
Fish. >> Thank you. The 2025 survey results are not yet posted by the county. So it's hard to. Put meat on the bones of
academic matters tonight. In terms of what the numbers show. But one of the alarming trends that we saw in recent years in the survey. If you
look at the question about have you been bullied in the last year? In 2023. 25.5% of transgender students said they
had. In 2024. 27.9%. Transgender students said they had for non-binary students. The jump was larger. In 2023.
Was 21.2% in 2024. Was 25.9%. So not the trajectory that we would hope to be seeing in the school division with the policies that we have in place
do you know what the 2025 data shows the same trajectory or has there been an improvement? >> So I will have to defer. Did Presidio on that. But we
do know that as I shared. I think earlier in the you see if they can locate this here. We did have we do have
significant. Both with our female non-binary and LGBTQ students. We do have significant. Issues still with mental health. Are noteworthy
our need to be addressed. That trooper say 2025. Yeah, I don't have. >> Top of mind, the comparison data between 2020 for 2025,
but we can get you that information and then copy of the 2025 survey information. The complete report which should be posted on the county website, Salt Triple check that as well that we can get
directly to the board as well. >> Yeah, it's not. And in these the tulip they have where you can select between the years. It's not post yet either. In addition to that be
interested in lesbian, gay, bisexual students as well. And for the she checked re of the data on mental health outcomes
and substance abuse in previous years. Have also been an uptick in. Indicators there that are also troubling.
There's a saying that students who feel supported. Better both at home and at school have far better outcomes academically, socially,
emotionally, et cetera. So we have work to do to ensure that they feel safe in our schools. I guess my follow-up question would be. How do you take this
data and make use of it? >> Yes, sir. Well, we at the senior leadership level talk through about the level of resources because we've made really significant progress in
a number of areas, but not all areas. Clearly. So I know our counseling staff continues to work at the school level. Are school leadership? And we
continue to work on. Supportive and welcoming environments for each and every student. I think there's a great deal. Of also
external. Rhetoric right now around topics that. Create feelings of a lack of safety for particularly our
transgender and non-binary students. And I think you know, students learn best when they feel safe and they feel like and authentic member of the community when they show
up as their authentic selves. So I think we need to do a better job of managing those environments within our school division.
>> we also need to understand the impact >> of what's happening outside our school division and how that impacts are. Both our students and our staff and honestly. >> Yeah, I think that's what's
difficult, right? We can't on a very local scale. The national conversation or dialogue, which everybody experience is right. But what
we can do is try our hardest to ensure that when students walk through doors of our schools, but they don't carry that baggage on their shoulders with them from class to class to class, whether they're trans non binary lgb
students, whether it's based on their religion, their gender you know, marginalized communities. That they're able to just exist in our school is
a student and focus on what they're here for, which is. Their education. And, you know, building social and emotional support system.
>> Yes, or and I know we're often asked about sort of numbers of students We do know that just over 11% of our students identify as lgbtqia
plus, which is just over 17,000 of our students and of that group, about 2.3% identify as transgender, which is just over 4,000.
>> Well, for people to get confused by these numbers. There hasn't been like a rash of more people becoming gay or lesbian. It's a pretty
consistent number of people in recent decades decade or so. even if it is gay or lesbian, far more people identifies bisexual today than they did
years ago. And the number of transgender students is still very low. More people are identifying as non binary. So and courage over to learn more about those designations.
Thank you, Mr. Fresh, Mr. Dunn. I wonder couple things. There's a great serve acres How many students took the survey?
>> It would be 6, a 10th and 12th. We have about. 14,000 students ish in any great spam level. It is a voluntary. So what would be ballpark? Dr
Presidio. >> Well, again, I don't have that number of top of mind. We can get that for you. But if we're estimating, you know, 12,000 students approximately per grade level for 4 grade
levels. You know, somewhere between. 40,000 plus students, possibly. >> But historically per grade level. Is there an average
completion rate that you can recall that that half a 3rd each great moment, the majority of students to complete Okay. Yeah. If you could just provided absolute where that would be great,
especially like historically if if you're having market sting, the surveillance kids I nothing about teenage pregnancies. Is there any data
on that? And the survey? >> Not my notes, but I know I I don't to pursue >> Yeah. I mean, there are questions about sexual activity but not about pregnancy to might now.
>> Maybe that used to be a big thing when I was during meanest thing. >> I think pregnancy still a thing. I think that it may or may not be connected to. The
Healthy Youth Survey. Okay. >> and in terms of health, I mean, do you look for positive questions in the e gas people like you have? I trusted adult your life. You have friends.
How many friends you have? I mean, things like that would you know, not I'm not doing negative things, but do I have the positive characteristics of mental health? Because study after study shows that,
you know, having friendships having a trusted only life is among the most important, if not the most. fact, are and, you know, healthy lifestyle academic outcomes.
>> Well, yes, sir. And if we go to slide 2, please. Just a reminder students were also asked about positive parts of their lives and activities as
well as the specific those protective factors. So both risk and protective factors. The project of being the positive. But I will share that since we've noticed that
often it's middle school, the ages where we see still significant mental health concerns. And as you mentioned, having that connection with the positive adult being so important, I
think that's why our middle school sports and activities that particularly as we've tried to continue adding those gives more of our children an opportunity to have those healthy connections just as
adding like football, right? Girls, 5 football wrestling boys, volleyball. The more things with it, a young person can connect to the more protective factors were providing. So. I really
appreciate your point. The more positive things we can put in place. I think the more mentally healthy our children are going to feel. >> If there is any data from this. Survey. They could just
highlight in particular that you think it's particularly important write a letter out. Appreciate it.
>> And get up to for this interesting numbers I can. students are definitely in for mature. You know, they know what they're doing. So LeBron
had good thing. Such a big drop in some of these numbers, especially great thing. And encouraging. But I also a lot of vaping concerns in the schools like, you know,
bathrooms and things like that. I 9. I this is a voluntary day, Diane, I'm just wondering if their students are light. We just didn't say
what we want to say. And then we do want to get in trouble by saying that road to in may be there. Is there any way goes back to the school system
that who made the hous filled out. The survey is digital. No, ma'am. Actually, the survey goes back to the county. Because the county and then they release it back to
us. So and in fact. believe I've provided that Nerf write a letter. >> Because it but at that point it was still being
presented to the Board of Supervisors. So it doesn't that raw data doesn't come back to us goes to the county. >> the 45 4% of the students
said they had something back to set to them about the race culture in the past in the 6th graders and 32% from 8 to 12 knowing 5 s counties that Jeff
divers community and that number concerns me of it. I think we have more work to do. Defense trees are any other reason I I don't thing us targeting should be the king
on that. So that would be something I think more positive ID work needs to be done in that and same thing with bullying. 25% for 6 or 8 or last year. I remember was
high too. the 6 graders. There's something going on with 6th graders. They probably are feeding out of the pay czar. Baby that tool or for elementary school
reading maybe this is a conversation to have is 8. They should be an elementary school are not to kind of the anomaly. There. Overall, a great support and very
positive. And I'd like to continue to see. I mean, better numbers are not, you know, doing what doing. Well, thank you. Yes, ma'am. Mr.
Mckelvie. Thank you. And thanks also for all you are doing too. Push forward with activities various levels in the middle school sports in
particular because that's an age group. We that needs that support. >> You know, looking this survey. You often lose sight
of the real numbers. The percentages can be very low. But just as you know, as we're discussing about, you know, the participants in you know, if you extrapolate over the
grade levels. You would have 3% attempting suicide, which would amount just among, you know, 8th 10008th and 12th graders to about 1200
attempting or 2700 considering right. And you know, if we carry that forward to all the great sense, it's a big remember. And I'm particularly
concerned with those numbers because in my community over the past year, we've had 3, 3 suicides, including one in the past week. And we have a team like that. Those numbers and
my pyramid in particular. Since probably 2010 or so. And so I also worry that, you know, we sometimes. MS
patterns and trends in various communities. And I know in the past they've asked for disaggregated heat maps from around the county where where
things are popping. I guess the question would be. When when we're thinking about suicidal ideation and attempts and successful suicide, what
are we doing in particular to support those communities? >> So I know we have crisis teams that go to schools when we have concerns of this
nature. Dr X lawyers group several of the folks that were on the video. and we deploy extra counseling support. 2
schools and communities. We've had situations that you're Presidio. I think there's there are also protocols in terms of counseling,
professional development and also with our social workers. if you want to add anything to that, yeah, I mean, I the student said one of the things that we've really tried to do is, you know, through the
social emotional learning that we've really increased a lot since the pandemic to try to address some of the mental health issues that students were having. >> Focus you know how to
recognize signs of mental health issues just as on a personal level for students and where to go to get help. So, you know, trying to be as proactive and empower students as much as possible to be
reflective about their own mental help and to know how to get support with that. We've also been staff training to recognize signs of suicide. So that, you know, if they're recognizing risky behavior,
concerns with students, you know, to make sure that we're intervening and providing proactive support as much as possible. And then, you know, in the situation, if we do have somebody is acting on
some of the some of those concerns on issues that Dr. Reid saying we have a lot of counseling support for students. We've increased the amount of mental health supports and services through, you know, tele mental health
services. So we've done a lot to try to bolster on the preventative side. Because that is a very concerning issue. And I think, you know, with any of these trends, as
we see these numbers going down, we recognize that. You know, we're pleased to see the downward trend. But anybody who's using substances engaging in risky behavior,
you know, as Mystics a pointed out, students that, you know, Mike still be vaping and in our schools. Those are all things that we're working very actively on to try to mitigate and get as close to 0 as
possible. >> It's long. Why have you so I know I've asked this last year and in past years, but in terms of heat maps, how much are we? How much is Mr? Access
team able to. Used the data to to look for trends in specific communities. >> We are able to do that. We can do that. We haven't
provided that analysis. Obviously here in this report. But, you know, that is something that we do have the capability in partnership with the county to do. >> I would love to see that put into actions.
>> Yeah, I think one of the most important things we can do, Mr. McLean and I the Superintendent Advisory Committee students talking a lot about this is stigmatizing mental health. Just being able
to talk about it. Without some of the. Stigmatization, the over time occurred. So the more we're able to talk about that. I think the more
students are comfortable getting help and support when they need it. >> Thank you, Mr. Echoing Mr. McDaniel. Thank you. And
continuing on this line questioning. So I I pulled our membership report as of today or this month, rather in 8th
10008th and 12th graders at up to 43,032 kids, which based on our day here strap relating. That means a 4300 have either attempted suicide or thought
about attempting suicide is a staggering number. So alarming number. So I guess my question is, you know, we get this report always a bittersweet reporter read because there's
positive movement in many directions. Until we get to 0. It's not enough. I opinion. In recognizing the reality of the situation. I guess my question
is specifically on the students that are. attempted suicide or right or are considering shifting suicide. How deep into the data does
your team drilled to understand? The who the where the when and the wAnd what type of extra support are we pushing down into the schools
specifically to address? That issue. >> So I know. >> Dr per city is team. The
tracks are in the team work with schools directly on. How we utilize the data. That was the video explanation. I think that when we talk about
resources for mental health. You know, we've had for the last several years extra funding. We had a federal mental health grant to recruit and retain mental health professionals. And that Grant
was ended, as you know, for divisions all across the country. I think as we see. Resources become. It's going
to be more challenging to provide. Layered resource support. We've been able to provide. For mental health. Concerns. However, the
training for our staff that we do have our counselors, administrators, educators, staff. We'll continue. Our
students are also in some ways eager to become more. Of a resource. There's a student mental health first aid. Program that's active around the country where students
also learn to recognize signs and symptoms and can refer friends. Because often students are going to be the first people to hear about the, you know, one of their
classmates that is struggling in that area. I do think again, if we also focus on some of those positive characteristics like the more
activities we have for students to participate in without barriers, a barrier being maybe Koster. Transportation, those types of
things. I think the more active our students are. The better. The mental health is going to be. >> Along the same lines when
we get this data. It provides year-over-year information. I guess my question is. Similar to how we tracking the progress. We have a target
goal. Of where we want to be or at least a target goal of annual progress in reducing some of these concerns such as students attempting suicide.
>> Or >> So I believe we goal to report are going to be sharing data and goals around this topic. >> So this is sort of academic
matter prequel to goal to which believe is coming up next. Sizemore Heizer.
>> Thank you. And I appreciate that. The prequel, would say and I appreciate the robust conversation. I am glad to see the trends. So she is my colleagues are beeping getting better and our students. The
one thing I wanted to kind of mentioned thinking at the intersection of some of the concerns to its reporting about being bullied based on their race or ethnicity. That
I think background. The mental health concerns. And one thing that I don't know you have to answer today. What supports we have in place for culturally
competent mental health support for students. And I bring that up because the acceptance of mental health. Issues or support says can vary from culture to culture
and the understanding behind it can vary as well. And so, you know, you miss this to advisory councils talking about the importance ending the stigma. We need to look
at. How do we then target? was specific students who come be specific backgrounds. And how do we help them also and the stigma away this culture
confident, but also recognizing the different back on to come from, especially given the diversity of our students. I think I saw a number that 40% of our students have a family member who speaks a different language than English at home.
So just something to think about answer today for your staff. Is your building at your support, your mental health to make sure that just in a way that kid is. With a
different cultures of the students were serving because otherwise, if we say it in a way. That may not be resident for them or recognizing the starting point. We're certain families and students are coming from. We not me not be
as effective in providing that, you know, the stigmatizing and provide the support they need. Thank you.
Obviously this is near and dear to my heart in terms of the work that I did with students for years. >> And I just want to sort share a couple things. One, I think this is full of very, very good news. I think its
post COVID. I think that our kids are. I'm hoping learning to to live in discomfort a little better and understand
that. That life is. We don't get up every morning and we're jazzed about everything we that's going to happen in that day. >> Except for learning which rallies and probably just
about. But I just think that like. You know, we we're doing better work in helping our students find their words to articulate what it is. They're
feeling I was very encouraged today when I had meeting with my PTA, PTO TSA's that one of the advocacy work that was happening, I believe it clear view and I hope is happening
elsewhere says wait till 8. Around smartphones. Parents in elementary schools are getting together and trying to work as a community and get everyone to wait to 8th grade. It
sounds like until you get a smartphone. So Ben and I bring that up because that's so damaging to self esteem. >> I read a horrible article this weekend about a young boy
who committed suicide based on being on discord and being encouraged by this web people overseas that we're wanting people to videotape these these harmful things they do
to themselves and, you know, lying awake at night. I'm thinking like, how does that how does a child get to that space? Right? So I mean, we're doing great work. I also say
that the signs of suicide intervention work. We do is fantastic. I think the struggle and I don't know that my colleagues understand this.
Whenever we do signs of suicide screener, we've got to notify all of the public mental health and private. >> Places because kids are
going to come forward and that I'm going to need to referred for services which is a good thing. I think our student services departments also do a very good job of just communicating. We have a
robust clinical staff here, which is school counselors, psychologists, social workers and the extend to which we can continue to put those folks on the television and broadcast
journalism help kids after resources is great and and and all the after-school things. I I know that as a former coach of 5 sports, former class
sponsor of note 2 different classes and was administrator. >> When kids stay school and kids have more adults in their life. There's a greater chance someone's going to notice
something different in them. It's our young people who come to school and go home engagement. I think in any other way that often just don't have that connection
with so I like the questions on the survey. I think that we're heading in a great direction and I'm just really, really, really grateful to
ratios we have for mental health services here in Fairfax County. And I'm hoping that we don't we don't go in another direction. If anything, we go to lower size and we don't spread that. More
kids per counselor moving forward because our kids near counselors, thank you. Mr. Fresh for go back. Yeah, just really quickly as we gather more information for the board
to consider another time. >> The National Alliance on Mental Illness publishes data on various elements of suicidal ideation and
attempts. One of things is interesting is that overall ideation? Is it like 5.3% for the general public, all age groups combined and obviously
7% is significantly higher than that. Namie pegs the number is highest among young
adults and adolescents. And that overall that's 8 for 18 to 20 5. It's 12%. That have suicidal ideation and among
high schoolers, they picketed 20%. So I think as we gather the information, it be helpful to have context around the data. We certainly have work
to do. you know, when when colleagues talk about things that happened in this community in years past very serious concerns around those things, raising their heads
again. But I think we need additional context around the data to Sabino weather the how that. Fares compared to other things. And this is just a little bit of research that
I've done. You know, I have also found some conflicting research. So and appreciate some context around that. Do you know if the data in the new survey is? Simply
aggregate data from the surveys taken or is anything done to remove outliers or providing more scientifically stable analysis of the data?
>> No, I don't know that I've looked at there. >> So my assumption is that it's just raw data. I
appreciate it. Thank Yes, sir. Thank you. >> Moving on to agenda item. 7.0 2 new Western high school programming. I want to start
off by apologizing to my colleagues. There was a little bit of a snafu, making sure that this was in the correct location on the agenda tonight. You were notified previously that we were going to receive the presentation.
But there was some mistake in where. Icon, Dre for a new western high school programming presentation. >> Well, good evening, Madam
Chair and school board and those watching. It's a exciting time to have an opportunity this evening to talk about our newly acquired Western High School site,
formally known as the King of dual economy. So this evening, I'm going share some information with you and the community about the site and also discuss programming
options. Briefly, because those programming decisions will be made at a later date as well as sharing my recommendation. Recommendation
for a proposed school model and instructional design. So a review of the Western High School facility. Facts. As you know, we've done a work session on this topic as well.
But I want to make sure that as we prepare for the November 13th board meeting and a decision on programming. It's really important to identify
some basic facts about the school. We do expect the capacity once fully. Occupied to be about 2000 students or
more. It will actually be our newest high school building as it was built 8 years ago, 2016. And the campus space actually, which includes 2
show buildings on the campus that we're currently. Going to be in the process of developing provides overall 350,000 Square feet with
roughly 407 parking spaces as well as the transportation loop. That's already been reviewed for accessibility. The boundary process for the
Western High School is essentially designed to reduce overcrowding in our Western high schools. And that's been in our. Cip for a number of years. I understand actually,
for over a decade as well as the county comprehensive plan. For a similar amount of time. So in the addition of this
high school, the review. And the preparation of boundaries for this particular high school. We want to try to minimize attendance islands and minimize split feeders as
well as provide access to programming. So one of the things that I've asked staff to do is have some draft maps.
I think we're on versions 12, 13 14 for the Western high school. But we will be presenting. I belief or maps this Saturday at our Western
High School Open house and these maps will be initially shared at that meeting and then subsequently be available more publicly. Just a reminder
that the open house at the school on Saturday, October 25th will run from 12, 30 to 2.30, with an opening brief presentation that I'll be providing and then tours of
the school. Some focus group conversations and a closing with an opportunity to look at draft boundaries and provide feedback. When we think about a proposed Western high school
model, we've had some discussion at a prior work session. of a comprehensive high school with a traditional
boundary being the likely current model with a possible school programming pathway. Very similar to Edison High School and John R Lewis High
School. In terms of Edison having their global STEM Academy and Edison, the Leadership Academy. It's important to know that within any comprehensive high school,
there are a number of programming pathways and we want to make sure that across our school division, these pathways prepare students with 22nd century skills. So in
thinking about Western highschool comprehensive programming, we want make sure that. Comprehensive offerings that neighborhood enrollment.
That's geographic is. Definitely prioritized. And again, that our space or facilities support arts General academic center consistent with Fcps
educational specifications, wherever possible. so as we think about this. This is a an opportunity again. A high
school that's going take. The overcrowding in the Western high schools and diminish that obviously. So this is just a slide to clarify what a
instructional pathway looks like within a comprehensive high school. We have these models already in Fairfax County, Public schools. And so these are simply. Examples.
Exemplars where a group of students within a school for either 3 or 4 years become part of a cohort in a particular pathway program. So
we took the liberty of laying out a couple possible pathways that we could be considering as an instructional pathway for the new Western high school because of the
proximity to Dulles Airport and the incredible career opportunities. One of the pathways we're looking at, of course, is aerospace. Also the space industry and start-up
companies within Fairfax County around space. Growing very quickly here in the DMV area. So when we think about workforce learning and
workforce development. A Victor Hoskins today from our economic Development authority in Fairfax County. And we discussed the importance of having those connections with
our Fairfax County. Economic Growth development teams. So you can look at a four-year strand on the slide for aerospace. AI data science and
one of the things that's important we recently met with FAA members and one of the things that's important is we want our industry credentials that we're preparing students
for the match industry. Industry credentials that our employers are looking for because there can be a disconnect a times where we
don't want to be preparing our students for our past. It's really important that we prepare our students for their future. So these types of programming pathways are ones
that we're certainly looking at. Also, we're looking at the Western highschool humanities programming possibilities. These might fall under different lines be the next
slide. Please. These might be under civics and government leadership and ethics applied Humanities and communications and again, making sure that industry credentials would
align with actual industry interest. No, I think there's last we had our first meeting
for student Environmental Task Force are advisory committee to the superintendent and this mayor and actually dropped in and joined us. And it was a gate house and we had about 40
students sign up to visit with me about the importance of needing to have more environmental. Instruction curriculum wise, as well as
they talked about solar PV buses really are challenging one another think about other things to really be focused on environmental concerns. And it was fabulous to hear a talk
about writing policy would be really important around this topic. So when you look at a humanities pathway, the ability that couples sort of science with policy writing in
government. There are a lot of possibilities in and these young people came from high schools all over the county. So if we look at my recommendation at this time,
it's to recommend that the new Western High School be a comprehensive high school that will have traditional boundaries and includes special programming pathway
options. So I understand the board. This is new business tonight and a presentation. And on November 13th, you're going to be voting on this. So I look forward to continued
conversation. We have just over 1000 people registered for Saturday's Open House Looking forward to visiting with our community and hearing
their ideas and thoughts. So it's a certainly a time for exciting planning and Madam Chair, I'll turn it back to you. >> Thank you so much. latest
gonna kick us off. Thank you. So I wanted to go first because I have a lot of thoughts around the school of toward it. 2 times you know,
the more I think about it, the more I reflect on it, the more I think about. It's designed. Much more like a, you know.
Career Academy. Or magnet. I don't really want to use the term magnet school, but I am very interested in having us do some evaluation of the Loudoun, the academies,
because what they have is they basically have some stem programs. It could be a humanities track. It could be an aviation track. Finding performing arts spaces in this building are fantastic. I've
already mentioned early childhood. But what they do is they do in a block schedule. So students go to that Academy of Science or Academy their academies with different pathways. One like an 8 era
other day there at their base school. You know, one of the concerns of the community is the cost of us having 2. I don't know that technology
terms around redesign construction work that needs to be done. But also what we would need to do to make it comprehensive in terms of athletics. If we did something
more like this model, we would have to put a football field and because all of the ds that attend a lot of counties they did, they play sports at their base school. But it alleviates overcrowding and I
would have a huge emphasis on alleviating the overcrowding. The school's that we've named most importantly, Chantilly, Centerville, Westfield. That has to happen. So I don't know if that's a percentage of
seats or what this would look like. But I just think that we need to be nimble in our thinking. I don't want to run with scissors here. And I mean that because I think there's a rush to try and get this open
by next year. And I don't I don't want to make a mistake. I think we really need to be and encourage my my colleagues on the board to to think that
way because there's also, you know, I hear a lot of do. Another magnet is a brain drain from some other schools. And and in the rally is we have amazingly talented kids
and we have to be preparing them for their future. Not not our current situation. And all these pathways are great, right? I think we need time to survey. I think we need to
find more about interest. What level of interest is there from this? The schools that need most of the relief? I just think we just need be
nimble about what we're doing I'm just making sure my missing anything here. In terms of my notes. But I yeah, I just want to be careful that we don't rush to get something
open. And the last thing is if people come to the open house, it's my hope they will be only those who attend. If you don't see the space in my opinion, you kind of can't really give
and educated opinion of what the space to be used for other than proximity to your home. But I think if people see it and tore it and that hopefully some of this will be posted
for them to think about. And that there be a survey at the end that can ask them what they think truly based now. now, now having seen it, what they might encourage us to do
with the space. Thank you. This mayor. I'm glad we were able to put this in on the agenda. I appreciate it being brought up we'll ask the
question I'm asked before is what are the different cost options for the different programming? What? Is this just ask? What does it cost to
retrofit or renovate to make this start to be habitable for 10,000 teenage 2002 1000 teenagers. >> So it really in some part
depends on the type of programming we put in. Having said that, I think right now we're looking still at the design. And I think we've had.
The rain shared at recent board meeting of anywhere between, you know 2025 million to 50 Million. That's been the range that has been discussed.
I think that in some ways having it as a magnet program is less expensive because a magnet program doesn't. Necessarily. Ensure that all
of the similar athletic facilities, for example, may be there. It may have slightly less of a need to be
remodeled. Honestly, I think to become a traditional comprehensive high school with all of the amenities fields and so forth is a likely the
more expensive route to go down. So and we're really but again, the range has spent about 20 to 25 Million. Up to 50 million is what I've seen
in terms of range. >> It is it your expectation that that money would come from the currents? The bond? Where does that money come from? money would come here.
current van dollars. Because >> you know, we had Western high school in the cip plan as we all know for quite a long
time. >> We have no general operating fund capacity to pay for the remodel out of the operating fund. So the only other fund available to us would be the bonfire.
>> Well, in my understanding is what's on the bond right now on ballots that people already voted on is for the purchase of the school. Not these additional renovations. So then what people are
currently voting on is actually not totally accurate because it seems like it would change for nease money from this current bond. >> So the the Bond project
lists every bond cycle have target buildings. But depending on cost escalation and depending on. Pretty much
cost escalation and timing. It's very often off cycle. So, for example, some of the projects like the silver line was part of the on. And it's
really moving into the design at this time when it was probably. On the last month cycle. So each Van Cycle
Project, we'll get done. But in some cases there is a significant cost escalation depending on time for permitting our time for. I want to use tariffs in a
negative way. But I mean, it there are a variety of factors that aren't always able to be factored in at the beginning in terms of cost estimates. >> Sure. But this is unusual in that like it's literally on
the ballot right now. And we're already talking about changing it. And so I think and I'm not clear on the process for us to change the renovation. Que that's been out for some discussions. So
comfortable with that. What I'm hearing is we don't know how we're going to pay for the changes that expect to be needed. I do want to take a moment to talk about the
phasing of people of students. So, you know, our policy allows for the phasing of students and when it comes to high school, the you know, a 10th through 12th ers
would have the option to remain at their current school and not change. But park boundary Peices with a new high school. That boundary is mandatory. And so I would think that since the board
agreed that keeping a student in high school once they're in is best for that student that we would want to end the policy or make the motion of some kind because death.
That's what the the public he was speaking about, that they have a 10th grader in a school that it looks like they could be boundary to Western. And our policy allows for that. So
I do want us to be aware of that. And I'm certainly eager to help mend that. So we don't have students leaving high schools in their middle of their career. The flight 3,
which really just talked about the purpose of this, that this review with Western it says it seeks to eliminate attendance islands, reduced lunch feeder patterns wherever feasible.
And those are things that I'm hearing at the other community boundary conversations that provide access to programming is not something I've heard in the other conversations. Of our for prop policy priorities
in the boundary policy enrollment capacity has really been the singular priority. I've heard in any community meeting hasn't been proximity. It hasn't been transportation
and it hasn't been access to programming. So it's surprising to see that just for this one school. Let me talk about the bounty. We're going to look about access to programming. I think to access
we need to be clear about what that means. Is that mean moving some kids and segregating them like we do with AP or in other programs or does it mean increasing
opportunities for all students like ones at other schools that don't even have the full gamut of career programming. So I'd like go back, please to continue my comments. Thank
you. Mystic's it. So Dre. Thank you for this presentation. Again, be talked about high school for >> few weeks now. And the
communities very excited Imes getting called positive feedback about good going to this new school. The in fact, there are people looking forward to going to the schools. I understand there are people who are saying we
want to stay that in their base school. But there people who want to go to school possibility I trackers Errol Spence space stagnant,
something unique going to be the school. And because we want to, as we discussed in the work session, use. This is a model of fall doing it in one school and hopefully
connect kind just replicate that in all our high schools because we do wanted those AI tracks. And on a high school, just not in one high school. So for me, just making another
magnet school. And there was a sure that we had that the programming available in TJ and not any Any other high schools in the county. I have seen that firsthand and my son had to go to George Mason
because you finish on. He's gone classes. Senator High School. There was no more math class for him. So we want to we want to make sure are all
schools have better programming. That's what feel and definitely tune via the shoes of all the overcrowding. Be having the best insights
hill. I'm in support of the creation of boundary at this moment and also the the special programming we can do inside the school and
hopefully the future we can revisit this. If we have more time and more and more budget. Thank you. Thank That's when
the clarify for the record any economic development authority bonds used for the purchase of this high school. >> And you provide range of 25 million to 50 Million. There's a published figure
recently of 62 million as that. Is that accurate? If you heard 62 million dollars in association with potential innovations of the Western High School? No, sir. thanks
has there been any thought given to given the current configuration of the school as K through 12 to maintaining it as K through 12 school, which would avoid necessity of renovating it all.
>> I think walking through it initially it was a thought. But with that commitment to reducing crowding in the Western high schools. It wouldn't be likely that it would reduce significantly
reduce the crowding in the Western high schools. If. K through 8. Remained in the building because that would
only leave essentially. Given to reducing crowding. >> Could we have reduce cost? By my colleagues have advocated for establishing
some kind of early childhood program. There probably could be like within the CT framework if we don't have innovate that part of the building that also reduce the renovation cost? >> Yes, sir, one of the things
we're actually kind of excited about is the Pre-K area. Approximately 60. Pre-K students. We don't currently
have a Pre K. Plus we have it would be an option to look at some flexible programming. So we're adding.
>> Roughly 2000 seats with Western High School. Does that mean that perhaps proposed renovations of of high schools in the western half of the
county. That might be. And dissipated to have to add capacity might not have to at capacity. And thus we might reduce the scope or cost of other renovation projects that are out there.
>> It's certainly something we could take a look at. >> I would appreciate you could. Where the process to
engage the public and potential names for the Western High School. >> that look Actually, that's the last night I didn't cover, but it's a.
>> There will be and opportunity 2, I think the board is voting in a few ways put the last light up on that presentation. Please. >> There's a timeline for
that. And that process is under way soon. The Open house is the 25th. The actions your
intake on programming is on the 13th. Naming actually decision. Looks like it'll be on new business on January 8th. And then for action on
February. 12th, because there are 2 hearings currently set. And there's a chart I'll make sure we published. That gives the entire timeline for naming. >> But between now and
February 12. How will we know what names are being considered or if the public can propose names? >> So I want turn over to Miss Hall. Who can walk through
that briefly for you. Yes, thank you. Beginning tomorrow. on your morning commute.
>> Can you hear me OK? Okay. We'll start the public comment period immediately after new business today. then the public comment period is for
one month from October 23rd November 23rd. That's when we will have a certain there will be a time with in that period whether there will be a survey
available. >> For the Western Pyramids. >> Those families, their community members to submit names. There will also be some community meetings where we'll
be having sort of a guided discussion on names and will. Bring those names back. Dr Reid will get those. I November. 26 show have the
survey results as well as the names. And according to the regulation will be able to submit those 2. The school school board. Then a new
public comment period will begin the other story, the 4th of December. And that will be another month-long public comment period. With the list
that is submitted to the board that will get whittled down again. And on January 4th, the
superintendent, we'll provide. I'm sorry. And the close public comment period will close the superintendent on January 8th. We'll provide the short list of names and then
there will be the action on February 12. There is I think there will be 2 public hearings in that period as well. >> Thank you. Will there be any public input process on
the program in question or any opportunity to for the public to weigh in. >> The programming decision around whether you're going to go traditional boundaries,
comprehensive versus not traditional boundaries, comprehensive is really a decision the board is going to make and there isn't unlike the policy or regulation about
that. The type and of course, the Open House will be able to be the folks attending can provide some input based on their walk through the
facility. But that's really a decision you all are going to be making in terms of the actual curriculum as a comprehensive high school, Fairfax County Public Schools
has a standard curriculum. Apply to all high schools in the county and this Western high school. It also. The government, if you will, because you approve. Those
courses of study says aboard annually. So that course of study will be the same course of study. This high school will be. Following the
particular specialized pathway will be a decision that likely will come out of once the shell is built our planning. Prince will and we'll be posting for permanent Prince
will. We'll likely have some process too. down ideas and settle on a path. >> Roughly one that time frame will be one that framework
will be published in the public might have opportunity comment and some way, shape or form. >> The show is going to be November 13th because that's what we're slated to vote on
because that determines the fact that we have to actually have boundaries rights. We have to have that go no-go decision. The actual particular pathway may not be
known till January. and so between the November 13th in January, there will be some public input process and the pathway options. >> Maybe maybe not. I'm not. You know, there will be at the
Open House is also to be honest, we're going to have to do with the budget situation, whatever path we were going to feel to fund it. So in looking at a particular behalf
pathway, it likely will require some partnership funding. So that might be fairly limited options. To be honest with you, which doesn't mean that in subsequent years, this would be a start. But in
subsequent years, just like any high school in the county, if they come forward with an idea that they want to create a pathway within their school, they would come forth with
some kind of plan and a funding source and that type of thing to create that. So it's not the pathways in a forever decision that would
just be. The opening decision. >> still anticipate that. And in January 2026, when we vote on the comprehensive school boundaries that that will include the school boundaries
for the Western high school. >> It will need to include the boundary for the Western High School. If you decide that the
programming decision is to have a boundary. Dr. Anderson.
>> Thank you. I for one think that the recommendation that is included in this presentation is the sweet spot where we are going to be able to relieve overcrowding in that area because as I've said
before, I don't see any other space where that's going to happen. There's no land. There's no money and there's no way to expand Centerville and some of those other spaces. So I'm in full support
of what you've designed as the recommendation. A question that I have regarding the timeline of the of the renovations because I think.
Barreling toward opening this next year. So in the 26 school year. When is the renovation expected to happen? What is that timeline? Is it going to
be as students there? This is going to be accomplished in these next few months. I'd like to understand that a little bit better, please. Yes, ma'am.
>> So we currently have filed a it formed. 22 32. For those watching. That is the permit the conditional use permit,
right? Because it's been a private school and we're now making a public school. So. That process is an evolutionary process and some
time and we can't begin any renovation till that permit is in place. So. The team is working you know, possible
design ideas. We believe. We would be able to accommodate about 1000 students for the fall of 2026. Then while
students are, they're not unlike many of our schools across the county, there will be renovation going on as we prepare for the next, you know, the junior class or the
next freshman classes, the 9 10's become juniors and then. I think the team is in perhaps. The big discussion is
the amount of time it takes to prepare for that final freshman class. So doing design and remodel. But again, it will be determined by how much remodeling we decide to
do so. The renovations, the first obviously graduating class is likely going to be experiencing renovations while they're there for sure.
Currently, if you're a jaguar of Falls in a road renovation, the site for that where there's high school career, right? So the renovation, but it's not desirable mean, it's certainly something we've
done. Certainly. And so just to confirm, because I think there's a little bit of confusion, which by the seeped into my mind. >> Your goal is to open with 9th and 10th grade.
>> I wouldn't want to open beyond that. I think, but even that to just be one great. I mean, you could even it if we
only open with 9th grade many divisions have a 9th grade academy, right? So wouldn't be unusual. And it might give us a little more building space
to actually. Renovation, depending we get the vote, it's all sort right. So. But I think. That will become clear
as we take close closer look at the permitting. But for sure, we'd want to start with 9th grade. And I think we could start with 9th and 10th
if we were. Interested in reducing overcrowding by more early on. But I also know that sometimes when students started 9th grade somewhere,
maybe it's not as exciting to a new school. You could also. We could start with the 9th grade is a mandatory move because nobody's been the high
school yet and the 10th grade could be, you know, we could do a lottery for just 10th grade for one year for kids who want go. And I think we'd have more than 500 kids want to. And then you know, I'm
saying like so I think we have to think a little bigger than just. A plan because we're in unique situations here tonight. Probably. I mean, I
think I could support either of those options. I starting with 9th grade be mandatory and having an optional 10th grade AAB. >> Tech. Great choice is
keeping with the. Facing that we amended to the boundary policy because the whole idea is if you start a high school, you stay there and now to request that 10th graders leave wherever they are and
they must come to this. No school. It just seems counter to that. So if there's some space to consider doing something, that's a little bit more flexible with the 10th graders. I think it will relieve some of the folks that
came here to speak to us earlier. Just going back to now the renovation. Que, we have this school in order to relieve what's happening at
Sanibel Cetera. What does that mean for that renovation? Cute. And most importantly, I know we've been trying to update the criteria for the cue. There were vendors that
would be procured. It seem to be very, very slow moving. What is an update regarding the new criteria vendors,
where are we? That will be put on pause tonight. That the condition assessment, the renovation, Q development,
facilities. Assessment was the precursor to that. But I thought you were looking for a vendor to complete all of that work because it was not possible for staff to do this internally. So we did put out
an RFP for the facility. >> Use condition. The facility condition report and that facility condition report. was going feed a reassessment or
an assessment of the current Q. So I don't. I want to get back to where we are in the RFP process. want to inadvertently publicly say something if we're right in the middle of it right now. So
I'm going to just need to get back to you on that. >> Sure. One of the things that I will say here and I know this is deeply unpopular, but the landscape changes and
I think we really need to revisit our existing whew, because things have changed. We have some places where seats are needed, where some spaces where seats are not needed. And yet they were in the queue. I hope that could
be part of the condition as well. The other question that I what I wanted share some comments regarding case. That's the space that is below
it for me. It just screams. It's asking to remain as a Pre-K space. It has its own little parking. It's on little entrance. I just see that as a great opportunity to do something innovative where we
could have some feet paying parents and that Pre-K space as well as the other students. We want to serve in order to have a more inclusive place go back. Please. Thank you.
Director Mr. Uddin you. >> couple questions for staff comments. You know, exact dollar amount down to the
penny, but about what we going to pay it or renovate a hike? What's the average going cost to renovate a high school right now? >> Well, I believe we set aside 381,000 to renovate
Centerville. >> I wasn't million accept this 381 million all of us are a we set aside. I believe. It
was over 300 million to renovate Centerville. >> Okay. Do we know about roughly what it would cost
between? The entire process to build. And this is 355,000 Square feet with one of the cost roughly to build this. If we want the ground up. Yeah.
Mr. Cameron. >> This man for our Cip for Western High school. Plan. Roughly 404, 30 million dollars.
>> And did that include land acquisition? >> That's planning design permitting construction. I 100% sure on the land acquisition. Do not believe it.
>> So 430 to build. it did not include land land acquisition for some things on data center at 33 Acres will be about 140 million dollars. And one 40 plus for 30 is 5.60. So
let's just call half-a-billion dollars. Ish, give or take. Had we not spent this money through a traditional bond, not an ETA beyond in our existing capacity to do that, OK? I want to emphasize the
relief that this building is going to provide because there's been some recent commentary on that. And I made the similar comments that our work session. Westfield High School is 100 over. Several
high schools. 200 Hung up in a permit process renovation, Chantilly, High School, 270 over what is lost and these
numbers. Between several high school in Chantilly, High School in Westfield High School. We have kids sitting in almost 60 trailers and modular on those 3 campuses.
And that kind of gets lost. And people just look at Cip say, oh, you've got plenty of capacity to ship kids around. That would be a failure. In my opinion. And when you look at
the fact that, you know, 200 million dollars, even with some build up costing millions dollars, that's on the high end. As opposed to half a billion dollars. To build and
acquire land on this site. I have a hard time saying that that's not a smart fiscally responsible move. Even if we were to say, OK, we're not going to buy it was going to
renovate those 3 high schools. Well, 3 times, million dollars is a lot more than 200 million dollars. That's about 1.2 billion dollars. So
I don't have anybody can say this was not a smart fiscal move. To acquire the site to provide capacity relief at schools in the Hunter Mill District schools in the
Providence District schools in the Sully district and indeed some of the 2 worst overcrowded high school sitting in the Springfield District. So I really wanted to be out there on the record
because I'd like to operate on facts, not opinion and conjecture and speculation. Thank you, Mr. McDaniel. Okay.
We're going to go to some go backs. So we're gonna start off with this mayor. >> Agreed. There's no doubt this school is an asset for fcps and for Fairfax County.
You know, there's no doubt. I think, though we need to get straight on the board's process and commitment to the renovation. Que. To how we do changes to publicly voted on
bonds that that's really not clear. And we need to address that. We also need a multi-year plan for this facility. Why share the excitement that some have mentioned about the possibilities? And I've been
there. The most common themes I hear from constituents is are you gonna move my kid in high school is make a cameo play sports. When is the bet
there's just so many unknowns. And so lets you play this out for a for a little bit. The timeline is that the program is being developed into the start of the new calendar year. Well, we know that our
high school students are already planning for their coursework for next year. And if not, now, they're going to be starting to do it in January. I know sports teams are training now to be on the
team in spring. So how can I commit to this very nebulous approach that will change the trajectory of kids lives. The
data about. What's going to be there. I don't have the numbers. Also, we as a board have been and so much work this year, especially to improve approaches to school
renovations that are more frugal in time and money. We learned about swing spaces where students and staff could be moved out of the space so they wouldn't be living through construction. And yet the board is being asked to
commit students and staff to learning and working in a renovation. The most often comment I hear from the common is this is too rushed. And I
agree it's very fortuitous. I don't. What is I think we need a multi-year plan. The early childhood space is to die for
to destroy. It would be awful. What can we do within the next year to prepare better and not throw people into which feels like an extremely rushed.
Situation. I don't have enough money and buy for your body weight. The permits currently the permitting for the take 200 days. Well, Mr. Iran, a committee to work with the Board of Supervisors like we're starting that work next
week to try and fix those things. There's too much coming at us I think that we all deserve better than to
rush this. Dr. Anderson. Thank you. My last question and comments around. Yeah, as we're talk about programming. >> Wherewe fall in terms
of the AP IB discussion that most of our high school seemed to fall into? >> I believe because of the proximity of South Lakes, High School, which is it, it's
likely the discussion for this particular high school is a P. >> Thank you. Is that going to be has that decision been made or is this open to community
feedback? You know, I think it's certainly open to community feedback. I think that. We also know that opening in IB school is a lot
more expensive. And as we're thinking about >> budget and we do have a standard course. Standard
course. Pam Booker. That all high schools, all comprehensive high schools have to go with so. >> My expectation would be that that curriculum is already set the standard
coursework and >> AP. >> And dual enrollment would be the logical course of study
at the new He's me given that it is close and it's a lot more expensive. And it right now in our circumstance, I wouldn't recommend that we would go that route at this
time. >> Thank you. Do we any sense of how many of our AP and IB? I do. We have some sense, but I don't want to say off the top of your head. What's the ratio of our high schools that
are AP IB. >> Many AP the night. Be many, OK? Thank you. >> So given that you said one of the closest school Southlake says I'd be this
would be AP what our Centreville and Chantilly in those places, AP. They're a P O K. >> I just want to do for going to pull students from multiple
schools. That's also another argument for not bringing in kids who are ready in programs as 10th graders because it may not match. >> The programming that the school may offer. I think that
was one of the reasons we looked at a P because it matched the 3 most crowded schools K 3, but not all 4. And my last question is you had discussed very briefly, some plans for the pool so
that it could be access a little bit more with by other schools. Have we made any headway? >> We can't use the pool till the permitting is complete. So
as soon as we're able to get the 20 to 30 to permit. It was my intent that we work with our elementary schools on the western side of the county to
provide. Water safety forces. And I would just like a family to the other side of the county as well. did meet with our Park Authority. Or as an
athletic council. Park Authority, friends. And that's something they're very interested in. We just wanted a pilot one place where we actually had control of the ship, the pool in terms of
costs. But it's, you know, it's it's not swim lessons, but it's a water safety red cross. Of course, that we would like to put as many 3rd graders as possible. Once we're able to permit. Thank
you. I like that. We're going with 3rd graders. >> Yes, ma'am. >> I appreciate the trailers
and modular was raised because we have. Approximately 900 classrooms across the county and trailers and modular. I think that's our committee. And I think unfortunately, I
don't think we're going to achieve a sizable reduction in trailers and modular through this comprehensive school band or view, which think is unfortunate, both for issues of environmental health and
school safety. So I just want to highlight you know, as we move forward, that, you know, trailers measures have to be addressed, not just in the western half, but all of the county. Because we do have
available capacity and most are schools previous chief of facilities once opined that we could rid of most. Joseph, much lures and our county. If
if we just rebalance students across the system now. >> mean, that was not in the envelope, but it's still interesting data point because I don't think anyone. I don't
think there's any upside to trailers and modular other than it's it's it can be temporarily increasing the capacity. But then that temporary increase often turns into permanent, which is not what trailers Modular said
designed for. Thank you. Thank you, Jack >> Agenda item. 8 consent agenda are adopted rules of parliamentary procedure.
Robert's rules provide for a consent agenda listing several items for approval by the board by single motion. Many items listed have gone through board review and documentation has been provided to all board
members and to the public in advance items may be removed from the consent agenda at the request of any board member prior to the meeting, the consent agenda items are on the screen. Is there any
objection to approving the consent agenda? Hearing and seeing no objection. The consent agenda is approved. Agenda item 9 new business.
The following our new business agenda items. There will not be a vote on these items this evening. But action is set is scheduled and a future meeting. Agenda item. 10.0 one
board committee reports I call on Miss Maren for Port from the governance Committee. Yes, the governance committee was so productive is very
exciting. We've got some big policies coming through. >> I try to let some of you know, we in the consent agenda tonight that we just approved.
We approved a bunch of policy. So that's exciting. I guess we can actually speak to I think the most exciting one. Now the to 40, yes, we could talk
about. Yeah. So this policy will allow us to approach construction and renovation bids with much more flexibility for contractors to
propose more cost effective and frugal ways to renovate our facilities. This is huge. So thank you to this whole board for pushing this through and working it out chief of facilities and our staff
because we are trying to be as frugal as we can with every dollar. And this is a huge step for this school. But school board and school division to be able to do that. So more to come. And we
have our next meeting isn't until December because we have a busy November. Coming up. But this work is so important as a also mentions, you know, there's lots of other policies we can do. So I leave it at
that. Thank you. Miss Perrin agenda item. 11 Point 0, one Superintendent matters icon Dre for Superintendent Minors. Thank you, Madam Chair. As I
mentioned earlier, we had our very for student use Environmental Council meeting last evening. >> And it was exciting to a half for students.
>> Share their passion for all things environment. And looking forward to what they're going to bring off here in the future. I also want to note that 49 Fairfax
County Public Schools were recognized for supporting military families. So at this 0, 49 of them have been recognize for the first time by the Virginia Department of
Education and the Virginia Council on the Interstate Compact on Educational Opportunity for military children as 2025 Purple Star schools. Additionally, 40
schools renewed their Purple Star designation, which brings the total number of schools and fcps now 145 schools that have a Purple Star designation
nearly 75% of our schools. We are goal is still 100% by next year. But that's a really we're very proud of that to have our military connected
youth. >> Celebrated be able to. I have our families welcomed in ways that are really special. I want recognize Spring Hill
Elementary School were a number of us were able to attend there 2024 National Blue Ribbon School from the U.S. Department of Education
also visit a number of schools. Since last we met is that Kilmer Middle school, Providence Elementary Cardinal Forest and and there was one
other Crestwood Elementary and really having a chance to be part of seeing what they're doing with early literacy. So very exciting line that line and Kilmer, I love the algebra
Scrabble. If you haven't played out of a scrabble, it's a hit and who wouldn't want to do risk level. We've had a number of boundary review
meetings at Robinson turned in Langley Falls Church. As well as others this week. then had a fun time at Chantilly. High
Schools. Newsy's presentation was a great to event girls. Flag football has started. If you haven't had a chance to get out and see a game, you
must out and see a game. thank you again to our Washington commanders. Was it a couple middle school cross country meets last weekend and just want to share with the board.
So many parents, grandparents, staff really were so positive. And thank you as a board for having the leadership to get that program going just really excited about the future our
middle school runners are oh, my goodness. High school coaches are very excited because there are some fast runs last weekend. So we all leave it there. Thank you. Madam Chair. Thank you.
Doctor. E. Agenda item. 12.0 one board matters next on the agenda is board matters. I would call in each school board member to speak. >> In the order in the script, we're going kick things up and
mystics it. >> So I'm going to speak in speed of 1.5, so I can go fast. He's been me. I hope everyone had wonderful the
volley. Phillip, good light joins celebration. This be at the Vatican Mising National School Bus Safety Week. A time to honor, done good of a stir as put Haitian staff. Who
brings safekeeping Susteren to and from school each day. Let's do our part to support a culture of safety. communities that stop mean stop. It was a
joy to the board Elementary School on Friday. The school my kids attended and I spent 10 years want to Walking the halls to connecting with this principle. The maritime staff and seeing all the exciting
program in action reminded me how special this community truly is. I'm looking forward to my next clue. Visit to the Brooklyn man Gene School next Thursday with my colleagues
Daniel. Next Wednesday. Also looking to attend an event cars in middle school for students with a plan you need to pull in regard. Plenty major garden may possibly possible to get to be in
partnership Fairfax to program. Graduation is the best way to Dog band for the victory for the 36 Oakton Plastic competition. But they are enforced price. The 2025
point war and intuition honors were all standing. General the facts, outstanding rituals and outstanding color guard graduations to also to us with high school cheer team for winning the Concorde District
Finals area this week. Good luck to all the school that want to the regionals this Saturday. I'm excited. Did the new high school Open House Mr.
High School open house and Peaches 40th and it was Steve Union celebration. If you'd like to join the Open hearts, come learn about the site and explore all the exciting possibilities. The new school
offers. Thank you. Good night, everyone. Mr. Mckelvie. Miss Mayor. Yes, I I in addition to
the governance committee, I just want >> share a little bit the legislative work we're doing. We are preparing to host as many state legislators who
will be in town. seem to be getting called more more down to Richmond, even though they're in the off session. But we are planning to host them in November. And I know colleagues on the board are preparing to Torah legislators
around our schools to show them all the amazing things is happening in the needs that we we do have. So we really appreciate that partnership with our state officials for making those visits as well as
our local officials were always happy to bring anyone around who wants to can see our wonderful schools, the facilities work. As I mentioned next week, we're kicking off the Joint Facilities Committee with the
Board of Supervisors and through the research conversations we've been having. You know, I've learned how important it is to not only have our supervisors with the county and the school board with the schools, but
our Park Authority. I learned a lot about our park authority and their role in the land use and having all 3 of these entities at the table. I think it's gonna be really important. Not only of the
boards of authority, but the executives. So I'm really interested to see where that can lead to help us can untangle some of the quagmire is that have formed over the years because everyone wants
to use our money most effectively for all of our residents. So I'm really looking forward to that. I'm also headed tomorrow to honor South Lakes, High School art teacher marker who is
receiving the educator Award from arts, Fairfax, Mr. is the the energy behind the steam team, which every year of the students puts a art
installation of a sculpture on one of the rest in lakes and throughout the year. Learn all sorts of amazing lessons and are engineering in collaboration and business. So it's it's a wonderful thing to be able to celebrate him and
the work that his colleagues you together with the students. I'm also looking forward to joining some of the TJ celebrations on Saturday with a tour that's led by students and then zipping over
to Western High School. We're something he's going to be quite a lot of people. So like half the capacity of the actual school looks like we'll be there. I am curious, though, Dr. We didn't mention
that the just draft maps boundaries will be available there. And I would like to know where those will be online for those who can't be there. And then, of course, going few going further. So I think that have a great night.
Mr. McDaniel. No board members. Mr. >> Thank First want to thank everybody who turned out. For
Marshall. Pyramid and Foster experiment boundary review conversations also had the pleasure of attending the
NAACP ease and you'll Freedom Fund and Sneaker Gala with Dr Anderson. Mr. McDaniel. one of us may have won the sneaker
contest. And, you know, it's certainly the one that has the the shiny gold high tops. That would be me. >> I.
>> I also had the pleasure of joining colleagues. Ryan McElveen comic Daniel senators stood on sling at Freedom Hill Elementary School last night for their PTA meeting. We had
a great conversation about a host of issues. I hope folks will join me under the Friday night. Lights tomorrow evening at Falls Church High School were getting Providence District residents feed into
the school to come out for the game to support our athletes entered. Football players are cheerleaders are a dance
teams. The bandit cetera. And so their their collective school spirit and will be doing Madison High School the week after we've got down review meetings coming up for
Woods in Fairfax on Tuesday. And Madison, McClain on Wednesday. And then I'm very excited to announce that to Providence schools have been selected for a visit from NBC
News personality. Tommy McFly is part of the statewide Tommy's teachers tour sponsored by the Virginia Lottery which highlights the extraordinary work of
Virginia's educators, Mosaic Elementary in Stanwood Elementary are among those that have been selected now be attending both events and with a very special guest that Mosaic Elementary School Dr
Reid mentioned to the Purple Star schools among the first timers in Providence District. We have Freedom Hill Graham Road Man, too, and Oakton very excited about that. And
>> I want to mention. >> Fairfax County's shark Tank Technology challenge several of us attended ending ceremony last year. And it was just a
delight. So if you are interested and having your students take part in the technology challenge. The shark tank. Please visit the Fairfax County Neighborhood
Community Services website for additional details. These kids were exceptionally creative and smart and it was just really great to be able to see them. And I'd love to see more
Fairfax County Public schools, students participating. And I hope that you will stop by Halloween at the park in Tysons for a fund's size Candy
and other treats that are going to be handed out from 47 for trick or treating live music, food and everything else that you would hope that Halloween celebration. So with
that, I will say thank you. Have a good night. Dr Anderson. Thank you. I do want
to say thank you to the Samaritan's Feet. >> Event which occurred at an adult Harris. It's a wonderful opportunity where in connection with 2 U.S. bank,
they come develop, deliver financial literacy program to all of the students K 5. And then after that, they go into the gym where they get to
select a brand new pair of sneakers with stocks in a little bag. It was just wonderful to see those kids really giving some of the presenters there. money's work to learn about how to spend
money. So thank you to that organization for. Including an adult parents and to their good works boundary community
meetings Abound Falls Church last Thursday and Adele injustice earlier this week. So thank you to all of those who who've come out and just a reminder. >> Please go into the Explorer tool to include your feedback
as well as sharing it with me. Last night we had the pole, middle school, AP community meetings. And as I share with Doctor Reed, I thought Dr Presidio and his team did a really good job of presenting
not just the center program, but the school. That was not a component that I anticipating, but it really did a good job for Dre, kept to really
highlight the wonderful things that are happening at Poe to welcome those potential new new families. I had the opportunity to visit weigh
Bailey's and Beech tree in the past couple of weeks. And I'm very grateful for all of the work of those principles and those wonderful kids. I do want to highlight last Monday
I had the opportunity to participate and want to attend the DECA competition which was at Oakton thousands of kids coming in and they're suits just trying to sell their
marketing, wears its just so impressive. And I was just glad to be there as well. And my son participated. So I was happy from a month. perspective, but he would not have the watch his
presentation. I was banned from that. I am very excited tomorrow night. I'll be going to Columbia Elementary School for their bingo wean event. And I am the collar and may
not have won the shoes, but I've got the big prize. >> Thank you, Madam Chair. I
participated Roanoke second, screws homecoming parade with Mike Conley. that going in. Lastly, I enjoy that. Even though I didn't get to participate. I was. So was a a
Birch? You watch? Not. is second to discuss for me on the side and trying to cut some candies being thrown by
students from trucks. last week Mask-free a mad 18 litigation of the precip crews from the park. You know, we have a vision was from perhaps
every every country in the word and wanting to from us and 3 our pre a man with them to share what for college students from this pretty
diverse county. And we show you the top. The Ponce was gracious enough to shield inspiring story about how he had to be able to achieve. you can dream to education in the
U.S. and then thank you. Thank you so much. Talk you up on the tee. We talk a lot about, you know, today. I tending
many. She's not real food on the team meetings. If you want to go before the season over far, I was so, you know, great for to see, you know, many
participating in person so for sure need this weekend. attending some of activities and this to someone with a to B Senate waiting for offending
was city Thomas Jefferson, Science and Economics. >> It was a pleasure to meet with the principal and some
staff learn station elementary and against an elementary recently. And it was an honor to present to the Gunston Elementary PTA last week. It was great to see the turnout
for the recent South County Hayfield, a boundary meeting and especially all the gunston parents who came out to advocate vigorously for their community. I wanted to remind
my constituents that the at the St. Louis chairman community meeting is tomorrow Friday, October 24th at 06:30PM, at Lewis High School
and and the following morning Saturday, October 25th at 09:30AM, at Sandburg Middle School is the meeting for Mount Vernon High School and West Potomac. I think we have
seen throughout this process that the communities too stand up and advocate raise their voices. Their voices are being heard. I think if you look at the changes from scenario 3,
the scenario for that Fcps is being very responsive. So if you have concerns, if you have changes, if you have particular outcomes, you and your community want to advocate for please do
comment. Comment and ball. Get your neighborhood or community too, get involved and come out to the community meetings. But you can participate in person
or online. I was pleased to participate and a community meeting at a field with some of our fcps leadership in my colleague Marcia, same coming to listen to community
concerns about the mold remediation that is ongoing. I think there is a good conversation and I think there's some due out to the community. So do continue to
look at our newsletters and we will continue to stay engaged. I also wanted to congratulate congratulate many of our schools that were recognized
first time as a Purple Star schools, including Laurel Hill Elementary Groveton Elementary Mount Vernon Elementary in key middle school. So and it can graduate schools being recognized for the second
time, which is includes West Potomac High School would Van Elementary Silverbrook Elementary Edison High School in between high school. They're also a number of schools being recognized for the 3rd time, which is even
more amazing because it's not just our brave service, women and servicemen on the front lines serving its their entire family as they rotate around the nation and overseas to
support our national security. So thank you to everyone who does serve in our military and support our military. And I hope all of you have a great night and a great weekend.
Sizemore Heizer. >> I will be kind giving the late hour and skipper tonight. Do the same as the one who's
going to win trophy. >> And at 11, 32, we urge.