>> OK, board members. Like to get us started. We have a lot of important things today.
Weve Corum board members. Can
you please take your seats?
Well, lets go ahead prep son. Get review of the This meeting is called to order at 04:00:02PM. Many of the Fairfax County School Board Governance Committee will now come to order. So we'll vote
on the approval of the minutes of the April 14th 2026 committee meeting, which was just last week, the motion to
approve the minutes. Is there.
Is there a motion to approve
the minutes?
Thank you, Mr. Fresh is there a second Miss Levy? Any discussion? That discussion? All those in favor of the proving the motions. If
the 3 of us in the room Lady fresh in Marion. I want to say we have a lot to cover today.
I was hoping. Everyone could. The in the room on time. We've approved the motions. So we
have a lot to dig in. So. Here's what I'm thinking. This is hard work. The calendar.
Right? It's hard work because we respect our teachers, we respect our families or students. We want to respect the diversity in our community. We want value everyone's time and
participation. So before we dig in, I thought it would be useful if we could just. For a minute. Each focus on why? Why
do you think this is important to do? What is driving you too big updates on this calendar policy. And I could start with
mine. Give some people time think. My wise that I want stability for everyone involved in the school system to know what's coming at them.
And I do think that 5 days of instruction is what's best for kids. I want to be sure teachers have the time they need to be the professionals they want to be in. Our kids
need them to be. So I really want to get to a place where their stability and respect for time and we could just let the calendar go. And we know that it's going to be stable.
So that's my wife are doing this. But anyone else want to share their while Mr. Fresh. >> I would echo those
sentiments. I think we will likely all echo each other sentiments. But in addition to that, I would say that. By approach to the calendar since
we first had various color calendars to consider. couple years ago has been a want for 2 things. One increasing the
number 5 day instructional weeks and 2 providing operational continuity for
employees who may live in other counties ensure that we continue recognizing
observances that we have on the calendar. I also think that. This is a good opportunity to revisit some
questions around days are I like? The idea of the board having an annual process here for adding to the three-year
cycle. So that's something I've come around on in terms of the board's role. I think a clear policy that kind of
drives that work. We'll make it easier for everybody. Parents, students, educators, staff, superintendent and her team and the board generally.
>> Thanks, Mr. Fish comparison. >> Thank Aek. I think at the
core of much of what you said is what drives is what drives me as well in terms of having consistency with our families. I also want to bring in my lens as a former teacher. One of the things that always had
to do and I don't think it's 2 different here in Fairfax County. I was had a summer job as a teacher because it just you could sustain with, you know, whatever that contract
was. You know, back in those days. And so having the opportunity to earn a second revenue. is also important having the time to do that. I
do want to put it on the table. A couple of questions and one drains I've had since we've been doing this much of vast publicly, which is in terms of in terms of
highlighting religious holidays. I do feel we've gotten to a place where we've we've offered some value 2 different religions because
they're way more than the sea. 9 that we have on our calendar, even as recently as 2 weeks ago, I had students from one of the high schools
that I represent saying my religion is not anywhere. It's not a student holiday. It's not day. It's nowhere. And so I think that's one of the pieces that's always
wondering. And I asked I've asked this over the years as we've approved calendars and I know Mister Fossa has advised that there has to be a secular reason. For that kind of
observation. has to be some operational impact. And honestly, I think we've strayed from that a little bit. And when it comes to the surrounding jurisdictions, it will be great if we could all just like up in sync up and
have it be great. I think they'll be fantastic. I just don't think it's reasonable. A feasible because they're different priorities. And each of these divisions, I also
know that other divisions have student holidays where we have school and I don't mean like the holidays like the Diwali and II, the cetera. I just mean, they just have maybe to teacher work day in kids are
home and their parents expected to work. We still fall into that same place all of the time and not to be
disingenuous. But I also think that we also have a whole population of parents who work in other places whose calendars, we don't work around. There were calendar
does not make it into our calculus. If this is not easy, this is not challenging. This is definitely 0 sum. As you can get. You cannot have all of the things. But I look for
some data driven decisions to be made. Thank you and son. Thank you.
>> So are lot of things. I was as I've shared before an employee when the calendar came out the first time with days in the additional days off. And we're excited that
we're going to start school 2 weeks for Labor Day, but we expected to end school. Maybe a memorial day and that never happened. We just lost 2 weeks
of summer and too much momentum instruction. So. It's a bit of a conundrum because we are such a diverse
community. And when I look at the days that we have off. I think if I count correctly there like 6 that religious,
the cultural days and then federal holiday. So. I. I'm not interested in adding additional. Just because we're
trying to. Crunch something we can't add more I think that we have it very different community, then certainly win.
Many of us were young with 2 parents working and now and in an area going into an office is becoming status quo. Again, that we have to be sensitive to our parents. I think we
prioritized working parents and faculty and staff. We have fewer days off and we'd have a sure we have a longer summer.
But in honoring our diversity and uplifting that them we have some religious holidays that I think I don't think should even consider backing away from. Well, I voted for
Veterans Day to be a school that because that's what the policy currently reads, despite the fact that the REDLINE version is ready for us to pass, just never came to us. So I went with what is currently policy. But I
personally think Veterans Day should be a day off and in the long run. I also obviously like a rout want more five-day weeks. I want to 3 your
calendar approved. I actually want 5 snow days built and not 10. I think that we for years have work longer than we had to because of that I might be
getting into too many details. and and I think we have to keep in mind the operational impact of our decisions. And I may be asking questions later related to that. But my
colleague mentioned, you know, went the one year removed spring break off of. Where every other system had it. We have a huge problem of absenteeism. Are people bringing their children to school to teach because their
kids all have a different break. so in a dream world, whatever we did, everyone around us, but follow, I'm not sure that's going to happen. So I look forward to more of the conversation.
>> Okay. Yeah. And you know, keeping it at that. Like vision like what's the biggest thing is that the employee? Is it the? Cultural diversity like was leading buzz. Look a
little bit more sort of put a pin in it like what's the why driving you for previewing the calendar? in the counter because it got brought to
governance. >> So I mean, that's the Why did I didn't coming into this year? I didn't think we would be doing this, but I'm happy to engage. And so I don't guess I really have a lie. >> Because
>> reacting to the fact that it's become part of the work of the governor's committee leading into it the best I can. >> And the St. John-Cunning. >> echo a lot of the comments
that were made here I think our consideration for our students and our staff are critical and the respect respect for holidays O Holy
Day is a holy day. Regardless of what religion you're at and when you operation allies that sometimes because of the diversity of our population.
Not only does it impact our students, our staffing, it impacts having enough bus drivers and impacts having tell a lot of subs on a certain day. So I appreciate that. We have taken on giving
holidays for. Populations that represent a large percentage that our holidays of some of that our large diverse
communities that those holy days are critical. I do want to say that there are competing priorities. I think that sometimes when we talk about a longer summer, a lot
of people talk about, well, parents have to take care of their kids in the communities that I work for. They want shorter summers because they can send their kids to summer camp. They can send them to
wake him. They can't afford any of that. So they actually want shorter summers. And then we have people saying, I want longer summers. And so we have not only competing diversity
in terms of religious holidays, but also socioeconomic. And I think that we have to take that into consideration. When we look at
these calendars. In a perfect world, if we had the money and we have the staffing because I do know a lot of teachers that you have to have that summer job where that do after
school. I knew he knew several teachers that worked at all these after school where that worked at Barnes and Noble in a perfect world. If we had the money and the staffing, those teachers would prefer to be.
Doing after-school care. And when we talk about calendar creep, I think that the most important thing that we have to look at, he's also the creep of what has happened in terms of the responsibilities.
Are schools have to face. Our schools were designed to become to be academic centers, not day care centers and because of things that are bigger than ours, because
there was a time when a single family income, a single person income could support a family versus dueling com. Things have shifted and things consistently get put on the
schools. Schools didn't have to provide so much food for so many kids before. It's now the responsibility of the schools. I have to say that where I've worked and the families I work
with a knife primary primarily in title one schools. The teachers have been outstanding to step up to the plate, but they come to a breaking point. There's only so much they can do. And the reality is that
this expectation of schools are going to be daycare providers. Is a creep that has come into our schools. If we had the funding for teachers would prefer to be paid to
state. So it's just competing priorities and it's not easy. >> Well, her lots of agreement around competing priorities, not easy. I mean, I think it's
clear we all want to do what's best. You know, to the extent we can. So I did center around some questions to help us because, you know, we set a timeline at the April 9th
board meeting to ask that, have the superintendent bringing calendars so we can vote on them by July 9th. And I did print out some calendars just to actually see it. And they're just regular calendars. So it's something
super but if you don't mind taking a copy just because to really see that, you know, April to July 9th. And if we start to back map it. Well,
but it has. But but you know, with with this has, though, is the dates of all of our meetings so that we can see what opportunities we have to
to do the work. I think even knowing that the work session is coming up on May 5th, we could get pretty far today, far enough to bring it to the work session so that we can
get it onto the agenda so the public can see it and get the policy done. So the superintendent can meet that deadline that we gave her. Thanks, misleading. And it's just a monthly calendar with
the meeting dates on it. So these are some questions I put out for discussion. One is, you know, what do you most want this updated policy to clarify? Could we each say,
you know, what are your priorities of the components such as prioritizing five-day weeks, how cultural holidays will be determined clarifying who authorizes calendar
adoption. You know, what would you most want? Can you rank in your top 3? Are your top 5? That you would want to see this policy reflect perhaps we can get into some alignment
there. Anybody wants to start there, Dr. Anderson. Okay. Hopefully I remember what you have shared. In terms of and
just like can we get to like some specific strike just without explanation of why Lake? You know, is it 5 days is a cultural services? Is it a longer summer? Okay. That
would be helpful. Thank you and me. >> Are they trying to sell you some of that as much as I I'm the one that stands to mind for me in terms of who's responsible for the calendar. It's the board. I think we've
talked about that a lot. while that Mitt, while there may be some different interpretations, I'd like for us to publicly adopt the calendar because that's when it becomes we'll to the public. When the work just
kind of happened in the background, there's no public communication. That's when we are taking to them. So that's one as many five-day weeks as possible. For me, that is the
priority. And to be strategic about play seeing the staff professional development days. Where they're going to do the most good. I am not in favor
of what I think we've heard put all their PD days at the beginning of the year. At the end of the year. We need to have some time throughout the year for the professional development. And I also know we need to have some time
throughout the year for the teacher work days for them to handle report cards and such and such so that it doesn't have to be an activity that they take care of at home, but to strategic as possible so
that we have as much intact quarters as possible. I'd also like to see more evenly distributed quarters. We have some that a 40 looking just
this morning at some of the calendars. Some of 42 days. Some of 49 days. Some have 5.
Full-day have a full day. Weeks, not yeah. 8 full weeks and versus 5. Just a little bit more consistency there, especially with the quarters in which we know that there's
a lot more going on. 1st quarter tend to have a lot diagnostic work happening. So and building cetera. So for me, it would even make sense for that quarter to be the
longer quarter of the year because of all those. Things to happen I am not a fan of making decisions about the
holidays because I feel as if it is hard to do some and not all because everybody's holiday matters quite a bit. And you all know and we were
doing this calendar a few years ago. Well, UN call, I kept asking, where is Ash Wednesday? That's a very, important data to me and mine. But I do want to get to that
space where we're parsing out, which one is more valuable. We need to give space for everybody to go do the thing that they need to do on that day. So others with, you know,
your top 3 or 5. Really want to get it addressed in the policy here. I could share
mine no one's ready just yet. So I definitely think identifying that five-day school week says the number one driver in the calendar
policy. I could be OK with setting an absolute number percent. But I know that there's got to be some flexibility, but I do think that that has got to override all the other things. It's got
to be 5 days of school because even if our teachers have the most amazing professional development. If the kids are dysregulated because they've had a mishmash of weeks when they return to the classrooms
as teachers are not going to be able to use that good PD because they're going to have to work with erratic student behavior, especially for the little ones. So five-day weeks, a 5 day school weeks is
really my parity. The second one as was mention is being clear with the school board's role is and I by and large, want to leave the nitty gritty to the superintendent. I'd
like the superintendent to discuss to figure out cultural holidays in observance is I'd like her to appropriately manage the professional development days. That is all operational and 5 days a week,
if that's what we want, everything else is just the menu. Sure that the superintendent needs to figure out the 3rd, actually those those are it. Those are big
ones, a five-day school weeks. Clarity on roles with the superintendent sending to me the school board setting the policy here and the superintendent rolling it out.
Mr. Fresh and then this thank you >> to touch on those start with the the approval process as it were. I think I like the
idea of. Annual process where in July the superintendent brings the through third-year out calendar to add on to the end. So I like that and the
board can vote on that in line with the other things that we vote on in July. That kind of kick off the the beginning of the calendar year and I didn't start there in terms of my
thinking because I do think like you said, there's a lot of operational work that goes into the calendar. But I think
that this that potentially sets up a very clear process that the public can come to. understand it's just the way that this works and hopefully future school boards keep it going. And then it just
becomes tradition as much as it is policy on the question of 5 day school weeks. I agree
that said how we phrase that priority I think is extremely important because if we say nothing other than that is the top priority. The superintendent. And we can say we're leaving all the other
questions up for the superintendent consider operationally. But no, we've said what the priority is and she will bring back a calendar that removes everything
because we've said this is the priority without giving. Let's say >> something that says something like, you know, 5
day school weeks are to be the priority in conjunction with a balanced look at X, Y and Z. I'd be much more comfortable with that approach because it does actually get the
superintendent more flexibility. While stating what? Priority is that? There are other things that have to be considered as well. Teacher planning is one of those
things, right? These are all the things that we've talked about for every conversation we've had on this. The 3rd thing. In terms of combining
multiple policies into one. And this is something I'm kind of thinking about when where and our next topic too. I see value in it. But I also see
difficulty because you start. I say you when I start reading something draws in a bunch of other policies. Sometimes it
distracts from the focus on the subject at hand. The started the conversation right. And I'm open to it. But
sometimes keeping it simple. And then also reviewing the other policies can have benefits. For example. And this is related to the topic at hand, even though it's
about the AI technology policy, it lists the whole bunch of specific policies and there those things may change in time with the necessity. Take changes to the primary policy. So I'm open to that.
But those are my initial thoughts on those 2 questions. Thanks, Mr. Fish the station cutting. >> I'm actually come to shift a little bit because I discovered something that I
didn't know about at our last meeting. Which was that. You know, we talk about five-day weeks, but we also talk about the importance of instructional time. And our
last governance meeting. I learned that our kids get an extra 30 minutes a day as opposed to other
jurisdictions. In elementary. >> Good afternoon, everyone. So it's all students have an additional half hour, but they're different calculations for see time with regard to
middle and high school students. >> So if you take that, and you add that up, our kids are getting 5 extra hours of instructional time in one
week. So we start looking right. it's 30 minutes a day. a half, 2 and a half, 2 and a half. sorry. Okay. That's 2 and a half of instructional
time that our kids are getting. Would we look at what we just consider five-day weeks versus instructional time? I think that's something that misleads the public
because they don't understand. And I didn't know that our kids are actually getting 2 and a half hours a week extra. And I understand how that's built in for snow days. But we
don't use the snow days. Going to school. They're actually getting additional instructional time. So again, I think that goes more into operational icing into the operations piece of it. But I
also things I also thinks it goes into the narrative that our parents need to hear because I don't think that they understand that. What's important is that
instructional time? I do think that obviously in a perfect world, those five-day school school weeks would be perfect. But that doesn't negate that the fact that sometimes when we don't have 5 day school
weeks, our kids are still getting extra instructional time as opposed to other jurisdictions. And I just don't want us to lose sight of that because at the end of the
day. That's what matters. So I just wanted to to make that point because I found that to be very interesting. One when I won that last time.
>> Okay. So what I heard is that site, So just because and my apologies >> So in terms of priorities, I'm just making some notes here in a mostly looking at
the calendar right now. That's Sarah posted for 27. 28. By the way, the quarters are very balanced. 44 45 44, 42, you know, one could argue that 4th
quarter. Should be longer because so much of it is lost in testing. But I'm not I'm fine with that as it But one of the big things for me is
days I want to change the criteria for an O J. I want new instructional out and I want to assess mental well. You want new is Trent. And as
a craft, when you look at some of these, like, if you look at January when there are 4, looking at 2028 of January with days in the month and 3 days off. That's a lot of
limiting teaching. And while I understand, there are reasons that students are out. And
assessments I definitely need to allow for new construction. I I'm willing to have a dialogue around whether or not I wouldn't say a major test, but like a smaller, like a
quiz or whatever I'm you know, I just think that days are very, very crippling, too teachers to try to plan. So
that's a big thing for me. I do want, like I said before calendar, 3 voted on 3 years out. you know, when I look at some of these calendars and
see like that, the 27 28 only has one teacher work day at the end of the year. But next year's has a teacher work day and the school planning damage in school Mike, that's that's
needs to go have been for needs to be front loaded. My opinion. So actually, I think that what people also need understand is that this was
d***. The perfect storm year because of when things And I think it's unfortunate. Snow created the same time we have election problems and we had 12 early release days. So I
don't think the calendars is the that's the problem that some people are making it out to be. Because when I look at 26 27, they're 7 teacher work days where this year we had 11 because we had to turn all these other days into teacher
workdays. Cause. We were given teachers the day off. That looks like 27 8. There might be 8 days and then 7 teacher workdays in. 28 29. That's not. Too high. We talk about
percentages a five-day weeks. You know, next year's calendar is about 67 68% five-day weeks and then its its similar up to 69%. And 28 29, the way it's
written. I'm not interested and nailing down a hard percentage because that's not to parents. Superintendent, I'm not going to put it on the superintendent to determine which day she's going to take
away. I'm not gonna do that. We have to own that as a board and so I see my talk about the app. That's so my parties.
Thank you so >> so what I to just try makes a meeting. Get us towards alignment. Okay. So what I hear is alignment towards. Getting to 5 days school school weeks as much as possible. Within reason and
planning for them as much as possible. So of course, we're going to have, you know, Audrey and events happened. But wanting to get a five-day
school school does. But not to the expense of everything like Mr. For said saying, well, also considering, you know, whether it's the holidays are
something else. I mean, I'm looking at the calendar that stands for now for next year. And like we have an early release on October, 30th for the end of the quarter. And then November 1st and second,
our holiday. I know many parents would prefer that there could be in school all day on Friday. The 30th and maybe even get an extra day off on Wednesday, November 3rd, because that early
release day is what just really makes it hard for regulating kids. And for parents schedules, you know, and then the same thing happens at the end of quarter
2, we've got a quarterly release on Thursday, July January, 28th teacher Workday, the following Monday's a student holiday. So now we've just so like I could see writing in the policy 5 days
is the the property, you know, so be looking for things like not having 2 weeks of spiced weeks right? I agree with Lady said I'm not in favor of
setting some minimum threshold, a number or percentage. And I well, someone suggested 4th quarter might be the longer quarter will I think be 1st quarter could be in some cases like let's get them in and and then
you've got these fall holidays, the kind we can't control Labor Day you know, Indigenous Peoples Day. So I think what I'm hearing is this
this group of 5 of us wear? Well, I don't know dozens interest for a minimum threshold. Would that be correct? Is anyone interested in setting a number and the
policy for than a month threshold? Mr. Fresh.
Okay. apology starting unit or place. Crudup was just trying to make some mean I get to consensus of that. But if you could comment on that, Anderson would be helpful. Elf know I actually had mine up to comment on something else that
I add as one of my priorities that I wanted to just it to police. >> Yeah. The calendar impacts. You know, our kids. It impacts
all students in a pass out years. I also think that we have to be intentional about getting feedback from those groups. We have not been. diligent about doing that in
the last couple of years. And that has to be part of our regular practice. Put about regular cadence. I don't think it has to be a yearly activity, but there has to be after a couple of years. Let's
stop and take stock and get some feedback and to determine how is that going to impact continuing calendars? I also think what we ask. Could be
better refined because we cannot have all of the things. So we are also looking 5 community to prioritize and determine what would be most
optimal. So I want to say that in terms of number of a number of 5 states. >> You know what? I have not given. Not a lot. >> Thought in terms of
numbers, I just know we need more than what we have right now. What we have right now is not working in the same way that we often say that staff after a long day of work, they're not able to come and
sit at the table and be available for. PT it. They're worn out. They've had. It's been a long day. >> It's 7 without kids.
>> You know, by the time you get 2, 3, 3, 30 with some of kids in elementary schools that go into for 20, they're done. So it's not the hours in the day per se. That's going to give them the most optimal.
Time to learn. >> So I don't want to say just because we have long days, they're all good times for learning. I saw placards go out when Duck to answer
mentioned community input. So definitely talk about that. But I also want to go back to the early release. >> Can we when you speak, please can we get to? We voted
for 8 early release stays. Do we want to codify that in the policy currently says for early release and the guidelines as well as ensuring that they're published on the counter. That was a big thing for parents. So I guess that
this question is kind of twofold comment right? What are your thoughts on community engagement? Some people talked committee community piece and then what do you think about really, really stays putting
in policy, putting them on the actual calendars, Mr. Fresh and then Centre County and the City. >> First community engagement. I. firmly believe that we
can't do a survey every year because we're just asking people to share things over and over again that we may not ever be able to deliver right. And so, but I do think that a
survey, every 2 or 3 years can be instructive of what are there changes in community approach? But it's also an opportunity for us. The message to the community on things that may have improved
since the last survey >> or >> or things like that. I do think that if we do a survey like this on something like this. I'll just have a big
frowned at the day as if you know, my wonderful colleagues presented as the community says this, where the community says that because it's really just the until we weigh these
things scientifically, it is just the members of the community who are moved enough to participate in the survey. And we all know the broad swaths of the community never fill out the survey and their
views are not captured. There. Certainly not the same volume maybe other parts of the community. And so proper waiting in balancing of the responses. More instructive
for me. Not to say that the you know, let's say we get 30,000 families to feel it. I think that's very informative, particularly if we have information by region or parent or what have you. But it's still not instructive
because it's really a matter of who is most motivated. And people are always most motivated when they want to change something. I'm reminded
of COVID the volume e-mail that we got when people wanted schools reopened. And then when we started moving with the plan to reopen, it wasn't until then that we started
getting the volume of meal, you know, from people saying we want the schools to be closed. And so we have to mindful of that one way around. That is to just measure the results accurately
with a scientific approach. Remind me the second part of your question about early release. I generally am in favor of codifying codifying it but I do want something in
there that provides for an operational. Adjustment, notified to the board, perhaps if there's some kind of a
let's say, for example, that governor signs bill, we shouldn't have to change our policy for the calendar to be reflected accordingly. Additionally teacher should have to give up their planning
time necessarily for something that may impact that. So I think that the starting point is yes, let's codify the 8. Let's put it in the calendar. But give the superintendent an
opportunity. If it needs adjusting and informing the board. Now, if the board rejects that. You know that they can take action to say, no, we don't want to do that, but we should at least give
the superintendent opportunity if something needs to happen. Thank you. Miss engine. Cutting the misleading did you want to respond to that? Dr Reid. thank you as mayor. And
I just want to >> just be thoughtful about reminding the board because I think this is All these numbers and different years. I
know it can be confusing, but the 4 early release stays were intended to be at the end of quarters for elementary middle and high school teachers to do report cards. So it's a
grating purpose, which is different than the elementary planning. Which is the 5th, 6005th, 7th and 8th. Early
release that was voted on the dias. So I I want to make sure that. That if we're going to be changing the intent of the for early release
Division-wide days for greeting which I don't think we should. Those are the end of the quarters and all staff need that time to be thoughtful, right about grading. That leaves 4.
Elementary planning early release days to situate. So I want to kind of separate because it really I don't think the intent was to vote for 4 more days for middle and high school. I think it was
really just the 4 division-wide greeting early release and then limiting the elementary planning early release to 4 rather than 8. So
I just want to clarify that. >> It would be good to codified in the policy because it's currently any policy. It says the motion was a move
to direct the and to schedule no more than 8 early release stays for elementary school students per year. That was the main motion. But do want to get so bogged down in this
because I want us to keep trying to get to alignment on some core topics. I think we need clarity on that. So St. John-Cunning about community
and early release, so. >> I mean, early mean the board did vote on those 8 and then what? Policy says now is only 4. So we are going to
have to get down in the weeds and codify it. But here's here's what I wanted to say. First of all. I had a note about community engagement and staff engagement because those
are the people that are there that are doing the work. And I think we need to get their feedback. I do agree with my colleague that. I think some of this might be reactive to
the fact that this was a perfect storm and that there may not be a lot of the issues that. Came up this this time around. And so there was a reactivity to that. I I think
that that. New calendar show that. In terms of early release. I agree with my colleague that something may
come up that may require. Extra early release states that is out of our control. And I think in terms of percentages, I actually don't believe that we should start
talking about numbers and percentages because we're gonna put ourselves in a box where there are so many unpredictable as this would happen this year that then.
It's going to make it difficult for the superintendent is going to be difficult for us. I think that we have again policy be overarching policy say. So this is what we're going tried to aim for. This is what we
want to do. Recognizing as this year. Early elections at the way, the holiday. it was
just unusually perfect storm. Which we don't see in the upcoming calendars and we don't hopefully we don't have another pandemic are hopefully we don't have another crisis where we're going to have to
be reactive. So we have to have that mechanism for that for if we're going to codify certain things to say with the
the ability for movement here with that flexibility. >> You know, I agree with my colleague in terms of community engagement. It is
very, very small numbers compared to the size of our. School system mean even what I'm receiving now in calendar. Is a blip on a radar screen of
what constituency I serve. I'm hearing next to nothing. And reiterate was a perfect storm. So in terms engagement would agree if we're going to do every 2 to 3 years. But if we
codified. Policy. It kind of drives. I don't know what we're talking about in community engagement because looks like we're doing that
right now in the policy and terms early least, you know, I think in an ideal world. We only have the 4. But also agree with my colleague that there needs to be an
operational adjustment opportunity if something comes through the governor's office, like, you know, that the science of reading it when we needed to do with benchmark and without having to come
rewrite the policy, right? It would just be the superintendent come to us and make us special. Asked that we would vote upon. if there are additional. But I just I'm OK next year with the with the 4
additional in an ideal world. We would need those after next year. We just would have the 4 and they would be the end of the quarter and that would be codified the policy. So
that's, you know, the other thing I think if I heard you mayor, and I think when you're talking about one of these. That to make a five-day week, you would you would shift. The
quarter ending a day earlier and put the days back to back. >> Osteen says it looks like instead of it being a Friday early it would then be so the Monday Tuesday already offered
AIDS. So Wednesday. So actually, that whole day could be teacher professional Development Day, thereby not needing as many really, really stays elsewhere. And then it's only one interrupted week and
not when interrupted week with a little bit early release Friday in the next interrupted week with only 3 days of school. And that could happen both at the end of the 1st quarter. Any into that theory that happens.
>> 2nd quarter. And in most of them. Because I was going to argue that I thought you wanted to back it up and like end the quarter on a Wednesday. >> Well, that could be the Friday out either way. I mean,
right now, the quarter and czar position so that almost every quarter and is to it interrupts 2 full weeks, right. But what I was gonna say is this like I get your thinking, but also unlike. The moment of instruction for 2
and a half day week. We're going to 3 and a half day week. So but the point being, these are the kind of decisions I think we need to say. The superintendent make these decisions. And I just
heard more. You know, confirmation of using these early release days when we're in this pickle because it really really stays in some ways. So Lake, I okay. You know We need the different
thinking than just going to these early release days again. Now twice as much for family time saying that my preference would be we just have the 4 early the quarter from marrying and when the
nothing else. Right? But I mean, I we we have to wait and hear from superintendent on that. So you know, and again, maybe she asked that question Dre, do you see that perpetuity? We're going continue to need additional
early release days beyond next year for elementary. You know, it's a great question on Ms. Lady. I think what I've said both publicly and in conversations with community
members and board members. >> Is we have to. >> major curricular adoptions here and rigorous training
required. One was for literacy and we have mass coming up depending on where we sit with budget topics, Mai Mai, minimal hope is that we could get through our literacy,
extra development and training using the elementary early planning days and math using the elementary early planning days and then I think we're in for as long as we're able to
provide the contractually approved collaborative planning time during the school day. Then I think there's less of a need to continue the elementary early
planning early release ending days. I also want to note that for. >> The last couple years we've had both the training needs as
well with the educator shortage, we've brought on a number of new staff, particularly at elementary that benefit from that collaborative time with more experienced staff. So I think it's been really valuable used
across the school division. I know also that when we have when we've used those elementary early release
planning days in the past couple years. We've had fewer substitutes available. So it doesn't require the need for teachers to be pulled out of the classroom is often during the school day, which then had
substitutes in school instructing. And we really, I think at a high I desire to keep our you know, we're class educators in front of our kids
as often as possible. But I don't think the plan was ever intended to be in perpetuity, but to get us through minimally our literacy curriculum and our math curriculum. The hope is this year we could have done with
social studies prior to math in the year. But again, I think, you know, our budget challenges of forced a bit of a change in plans.
>> Thank you. So I guess combat really, really stays my PRI priority would be that if we need them that we don't put them. I mean, people may see
this different ways, but if you put them on a week that already has a day off, then you're not losing a five-day week in terms of the 5 day week priority. But I'd rather
put them on a week that doesn't have any time off because I had a lot of time and they're already getting the extra time mean, it's it's it's it's a hassle number we
where we put them for a parent. Because you think you So will be mindful of time. know we either an
instructional tech policy. I'd like to try and get us to a place where we can have a nice hand off from us to them a 5th work session discussion. So I've I've been tracking some
things where there's alignment and some things that we could bring to our colleagues in the full work session to ask for their input. So that's where I'm trying to head us and I
just want to take the liberty, you know, to share. So we started with this combination of policies. >> To kick us off. But I know we've had another reexamination of the November.
23 Red line. And, you know, I'm pretty much fine with that one, too. I mean, for the November 23rd it combines a lot of the stuff that we're talking about and you know, I
think the big question that remains in front of this folks is the cultural observances in the holidays. That's where I hear that we don't have alignment on that. So if we
were to cue this up for the May 5th work session, what can we put in front of our colleagues? Is it the version that we've had up to this point or perhaps we shift to
the version of the revamped its, you November. 23 Ms Anderson had share that around. I think that captures a lot of what we've been talking about. So maybe this
is the version that we've been move forward. thanks for chipped. years. Dr Ticket. Can we shift to talk about the mechanics of how we move forward? doctors and you want
to pick up from there. Or do you? Friess has placard up in. I just really want to get tactical into where we go from here because we have this work session. We gotta keep getting
to alignment. If we want to actually produce something in time for the superintendent to
use. You want share. Yeah. I feel like I know. We'll just have I just you know, we only trying to keep us going.
>> I'll try to be quick here. Try to get all of the points and also tried to answer to question to you just talked about early release stays. You
know, I do have wondering because most of them, I'm just looking at the 26 27 calendar. That's it for the 1st quarter an early release day. And then there's the 2 days after that,
the following week that our teacher workdays and I know entry, looks very different because they have conferences on those 2 days but not necessarily middle high
school. I also see in other space, I think it's after the 3rd quarter where there is a an early release stays followed by 2 days professional work. It just
making me question a little bit in terms of how helpful of those 2 hours that they're getting at the end of that day because we have 2 more days. The 1st quarter elementary.
That's a very specific. Ishan. But I'm wondering we better served by just not having early really is. But just having 2 days of professional work after. So that's one
wondering the calendar has to be what the calendar has to be, what the calendar is because parents put this on their fridge and that's what they work and live with. I know mine still lives on my
fridge even to this day. It cannot be whatever the days are, whether they be high school or elementary school. And I know that makes a cumbersome. If this early release stays, they must be on
the calendar. The families should be able to look at this and to know exactly what to expect. I shouldn't have to consult a secondary source to determine that that days and early released a off of
codifying all of the early release stays for all of the levels on this and we could call a code them, you know, till the cows come home in order to achieve that and also want to clarify the early
release stays at the board voted upon at the last meeting. Those additional days just elementary. We're not adding more middle and that
that was the big piece of the conversation. And I'm really hoping has missed Lady said that those also go away. These these should not be in perpetuity so that's one I am
a big fan of compiling the policies and 2. A robust. Document as much as possible. I don't think all of the men themselves to, but a lot of them, I think we could sunset.
There were about 4 that really didn't say a lot, but they just needed a paragraph in a bigger policy. So I'm definitely find with that.
>> To that, too. >> I didn't review the draft that. That Anderson, why of
last name? >> thank you really. Want to go in finishes. This is. >> Critical will go to She
said and by fine large, I think it's very similar. And I think it has captured some of the things I I do have some tweaks, but I'd like to propose, but it doesn't have to be here because I think the
larger pieces have been pulled from other documents, the one that you had and those existing ones, what I don't
want to have per se and I I'm been very consistent about this. I don't want to have a list of cultural holidays because I think we have straight away from the guidance of we are not
providing cultural holidays just to provide cultural holidays. It has to have. And this is not even my guidance. It's what our attorney said. It must have some sort of operational impact that has to
be articulated. And I think we've strayed away from that. Thank you, Mr. Fresh.
>> Before I start sense. couple of reference and I want to represent reference. It will chair Anderson, you mind if I ask, go ahead, Chair Anderson, can you speak to
your approach on your draft and what you were hoping to? Focus. The board's attention.
>> I think that what I was attempting to do and that we've heard a lot about the drops that we've been put forward November of 2023 and then I know that Ms mayor and and the rest of the governance committee has spent a lot of
time working on the draft that has been proposed for this year. And I was looking for the cross section it between the 2 and I was looking at it first. And here's the philosophy and hears the the general structure of how our
calendars going to work in the second would be direct guidance to the superintendent, which in my opinion, is what the purpose of the policy is for. And so I was looking and it was really a murder of those 2 documents
with very few changes that were my this weekend was my personal draft that I sent to the board just so that they would have my thinking on it. However, it was specific like it's things that I've talked about already like making sure
that Veterans Day is no day. And we're hearing a lot of feedback about that in the community. And I do think that's the happy medium between the 2 and so I there are a few things in there that
were specific to my thought process on it. But otherwise it was literally just capturing the same information that was put in November of 2023 and this one and just actually merging the 2
documents into one. So it's direct instruction. I will say personally that I am afraid of us going down a path where we're relying on the superintendent to have all of
the information related to which cultural observances were including as days off because I do think that they are specific and that we should be clear with the community as to which ones are included in the policy.
Because I do think that take some of the heat out of it. Christopher Shays deals. >> Speak to your overall question about what the path
look like if we're going to pick one. >> Without a lot of editing, I would pick Sanderson's but I
would still advocate for language in the policy that indicates that 5 days is our priority. But there are other factors that have to be
weighed in, advancing that priority. The holidays, etc. Teacher planning time, etc. I understood did question the
same way that Dr. Anderson described. you know, with potential new math resources coming in. You know, and history and social studies
materials coming. Maybe its a couple more years of that. And then we can scale back which would add to it. I'd love to, you know, and not putting the Super 10 on the spot now, but
I'd love to get a and understanding of what is operationally. Better like to have to shorter weeks next to each other or to have 5 and
then 3 or 5 of 2. I've never taught. So I'd be interested knowing what what is better that would be my advocacy that we bring this forward. I'm
sure people will have amendments. Or things that they'd like to see further tweet. And I'm not checked this version, but I think any definition actually needs to
be used in the policy itself. Just as the rules, we can educate people other ways. But each definition should be in
the policy. I would advocate for, including the list as written in Section 4 of that draft. Specify that Mr. Fish,
we do that. Well, it's student holidays and it's a on Yeah. From a Numeral and you know. I
will say this. I doubt that when Christmas Eve and Christmas began as a student holiday. There was an operational question about it.
And I think that it as tradition has continued and eventually those become operational questions right? They become operational questions because people grow accustomed to having them off.
And therefore they take them off and they plan holidays around or whatever. For some families, they've never had the opportunity for there.
Their focus to become operational expectation, even if it is impacting employees work. One other school divisions have it off.
>> I want to try and see if we could actually, I think we might be able to type this part of conversation, those more to say. But we do have the work session. So what I'm hearing is can we get agreement would be like to put forward for the work session,
the version that Anderson brought. And that will be what we use for discussion as as their agreement
>> can I just say that that section for I'm sorry, 5 that says policy. Can we that the requirement? Yeah. So I I do have a comment about it doesn't follow the format that we've been trying to get to.
And and so we would want to save responsibilities is what that the language that we use and I personally dislike the use of guidelines. But regardless, do you think do
you think that we could? Well, guys, we could keep talking about this or we could make some decisions and move forward. Is it good enough that we can talk about it on May 5th? And then can we
identify? I know there's some questions for the superintendent to come prepared for. So if we can articulate that, that's going to propel us. So are we in
alignment committee? So show of hands? Are we okay with with swapping or we could bring both? We could we could present both to the to the board, but I am in favor of
shifting over to this newer versions. So without much more discussion, are we okay with that? I'm moving it forward missing could make.
>> have my pocket. yes, I did want to go into the fact that we were trying to, you know, at at the chair's request. What was important was a style guide that we haven't
approved, which and I understand the timing and, you know, all policies are supposed to follow that snow again and we haven't approved it. So we know is that something we could bring to the board to approve as it is
now or do we have to look at it so that we can move forward because that also distinguishes? I think we talk around a lot about policy and regulation and the style guide has that. They're so that
would prevent us from talking around roundabouts. >> Sure. Thanks. I agree with you and I was wondering that too, Mr to can we just bring the style guide work to the board. Do you want to do that
on the May 5th as well? Or do we just want to put it on your business? And it's so much better than what we have. So I'm happy I want to forward to. Yeah. The chair with the process. Okay. Which is moved
to new business. That would be amazing. But you did mention that just a couple things I want to talk about did ask a question about no without I don't know where we are now. But just as long as I just
want to keep Okay. Hold on a second. Okay. Calendar first and we will do style. That is a separate motion. Okay. wanted to talk about because you did bring it up was days.
And I do think that that's something that we have to revisit. As one of my colleagues talked about, like I can specifically speak to 1, 0, J. So I don't think so either it. But I'm just saying
that we say when we bring this to the floor, yes, that consider resolutely. So so I did flag for a few things for the work session. It sounds like community engagement is a
piece for us to discuss. There's been some differences on that. The cultural holidays and observances, all of that seems to need further discussions. So that would be a big topic for the work session and then also early release days, making sure
we're really clear. >> On that, those would be the 3 main topics that I would suggest Dr. Anderson, ordered just to pick one whatever was really, really states. The rate. We're going to tell you
working at a school that. >> For the report cards so that they need that. So that would be let's talk about it at the work session for sure. You would not going to be what we don't want to take time
away. Okay. Sectors and >> the only question that I have and I couldn't find prior. Number 3 community engagement is says feedback may be gathered through public
surveys, community meetings, cetera. How I'm reading this in terms versus shall is is speaking to have the feedback can be gathered. It could use
all of these modalities however, I don't see anything here that says feedback shall is one of those 3 topics I hat just outline for the work session. Let's dig deeper Do
we do it here or we're going to do it in the work session. So if we can get consensus to move. >> The new version forward to the work session, right? Because of the governor's community can refer it forward
to the work session. And then already we've identified 3 aspects. The discussion. I think I'm one of the meeting managers. having for that, so then ducked Anderson. We get
to talk about cleaning agent County. We talk about early release and whatever else tickets are fancy and then we are rock and roll in. So without objection, are we OK to send this new version
forward? Yes, starting years and are you cool way to go? So will rename Deputy Clerk Brown so that we were trying to name our profiles more clearly. So people know where we're
headed. So that will be for the May 5th work session, counter policy for review at the Mayfair for C-section. Way to go, folks. That was of the
Cinco de Mayo. Not as a cultural I'm not sure. This man. do you want specific language in there about the 3
priorities, the culture holidays early release and community engagement know and that's consensus. >> No, I'll just cue that up and seek feedback from everyone on what specifically want to be sure we cover. In
addition to those. So that will just be the agenda setting work of the board to come in. Take one second and look at this consensus and see
if yesterday, too. But it's written up there. Please. Yes.
And it will have no red lines. People just have a nice black fund. Easy to read. Okay. >> Yes, my spirit just the only reason that the red lines
were included is because it actually is the red line for the the existing policy. Okay. Yes. So we're going to start just like we did with the intent take, OK? So is everyone clear because we cannot change in the minutes.
Motion language, consensus language. >> So you say for that. You could think your work session
twice. clerk May 5th work session. Yeah. The point of that is that you're bringing it forward to work Sessions. If you want take out one of those Sessions begin title. It. >> Policy only 34 standard
School-year calendar a form. A 5th. I don't think your name in the document here just says to the work session
>> We just the moving its new version of policy, blah, blah, blah, blah, blah, to the work or session. >> Okay. Full court full board
work session. It's important that we get this right. Board
work session on May 5th. Okay. And we have without objection, we're good with this language. No objection. Well done.
Everyone. >> I do want to just ask, though, and maybe this will take another consensus vote. We did ask the superintendent to return with any legal
review of the 2 policies. And I don't believe we got that. And I don't know if it's needed right now. But well, I want to keep us moving. So maybe it might be moot because
we just are now doing this policy. But the other thing is about collective bargaining. I'm not we have talked about that at all. In terms of this policy and the implications for staff days. You know, I
don't know. So for the May 5th work session. That would I just would like some feedback from the superintendent on again, just like I asked for last time. What it does. Is
this okay like this? You have feedback. Okay. I have. So it's every little bit with John. I can answer the question. Well, I think we need to move on and we just
voted to move this forward. So I don't know what to say, what it was, something that was expected to be delivered at this meeting. But we did ask her for we asked information
back to the meeting, Mr. Foster's here to speak to it. He stepped out, but I can speak. Which is that it does. It does meet a legal threshold
where you're fine with in the U.S. >> the draft calendar policy complies with the requirements of federal and state law. >> Once a citation to the Virginia Administrative Code
is corrected in the draft policy. There's one correction that needs to made and he's attached the red line. The corrected Virginia
Administrative code citation. Okay. That's the answer. Okay. >> Great. So we're still good. And so just want to and
clarify for the work session. You would like an update on collective bargaining implications of the calendar as well as another readout from Mr. Foster on the legal
aspects. >> I mean, it seems like there aren't collective bargaining, give issues given that none have come up yet. But again, we're talking about staff's time for professional development. I just don't
know. so there it would be good just to know your confirmation that doing the right thing. I think there's a difference and I know it's nuanced for the public, but there is a difference between the student calendar which is
published in a staff were calendar. >> And that staff were calendars. Something that's done collaboratively with HR. There's actually a 16 member team, including staff from
employee groups. So I do I would like to take a moment and make sure that we review that and provide some feedback on that topic. >> Well, that sounds great. So that'll be part of our agenda
as well. note that has. Any collective bargaining alright, miss the ground. >> Are we adding that too? I wrote up there on that.
Consensus every adding that to cover it up. Just in case. >> As for illegal guns are in the collective bargaining agreement to be brought to the
May 5th work session. Is that OK? And just to have it noted here. Regarding the calendar
regarding the student calendar. Police about that. No, the student calendar. This one we've been We've been working on the student calendar. We do work on the staff calendar. The employee
calendar. Well, she said there is a whole thing with the staff calendar, but I just think we should know. Is there anything to be really as a superintendent for legal guidance from the collective bargaining agreement regarding
the student calendar to be brought make work session. Some good. Without objection. To be a pain. But is there
specifically you want? It brought? Excuse me. Is there a specific way you want it brought in the Super-G just be prepared to speak to it at the outset. Doesn't to be in slides if not necessary. But
just please share what the information is at the outset when where doing the presentation part? I'm not sure what the president part
will be might be. When take a a breath here before we totally switch gears. No.
Okay. Home against which binders.
Okay. So I want to thank everyone for sharing. >> Loss of the statements we had agreed at the meeting just last week to each take a stab at the philosophy. We covered
a lot of ground and doing the purpose the definitions. But the philosophy is, again, really, really want to do the vision setting. So for this discussion just to set where
we want to go today, in about 45 minutes. We don't have a stringent of a timeline on this. But do we have an idea of where we want to be at the end of this 45 minutes to we
want to try and get the philosophy figured out Mr. Fish is nodding his head. Yes, and he is first to speak in Lady. Did you agree with that or haven't thought about the facilitation peace? just want
to talk, OK? So you want to share with the flush. Be something special. Okay. Great. Thank you. >> In addition to being my favorite, Ben Folds on
philosophy. I feel and I'm going to use AI and me statements. I feel that philosophies work best when
they lean into word economy. And say what they mean I quite liked. The opening of the
draft that was provided for feedback and to for all of us to kind of expound on I tinkered with the opening sentence lightly just for word
economy and my liking of off after the first paragraph because I'm like all policies are guardrails and the board
is always going to be making sure that policies are enforced. And so I sat there and I'm like, okay, but pullback. Carl, and think from a 50,000 foot perspective, what is the goal of these
paragraphs? What it what is the author trying to? Make sure that the philosophy includes and so when I came away with was adding a extra
sentenced to the end of what I really liked. And that was a because the 1st half speaks to
the human-centered nature of education that we're wanting to continue to underscore. And I felt like what those other paragraphs were doing. Trying to speak to digital literacy,
academic, integrity and some other related issues. So rather than spread it out into multiple paragraphs. I think the policy should do the talking on that. And this should be very high level. And
so that's how I ended up with something. >> Fairly Mr. Fish just to clarify. So we do have each of our philosophy attempts in one
document. And so you did put yours in I guess rips I know a nice thing. Okay. but yes. And that's a rift off of mine. That's right. OK, which riffed off of the original? From back
line. So basically what I said in the comments there. >> On the document, but you'll see that at the top. Technology is a tool that you do say it's a tool technology may be used, right? And so I
felt that was a better word economy. And then if you go to the bottom at K 12, no, I didn't mean physically. I'm sorry. So this is a perfect
place to pause. It actually. So you'll see at the end of K 12 educational experience that I picked up that 4 lines of red underlying text basically
takes what I saw as the underlying meeting behind the following 3 paragraphs and condenses it into a single sentence that speaks more to
philosophy than what the intent of policy is. Thank you, miss leading and then Dr. Your son. Dr. Anderson.
>> one of the things that I did it in. >> The version that I have is to capture what we talked about last time because I know we had had a little bit of debate as to the wording of
human in the loop. And Doctor Reed had shared that. This is the shows up and other policies that are that they've reviewed as staff. And so I
wanted to ensure that that state. But I also wanted to signal because, again, the philosophies where we speaks about what we speak to the value. This is all belief statement. And so I also
wanted to signal to the other things that are occurring regard around technology. It's not just the AI, but it's the screen time it's mitigating negative effects, which is
what I had and my 4th paragraph here. And I really built this. I had the side by side of working on this policy in the second in the grading policy because we have
something very similar. It went into. It had more tentacles because it's a little bit more complex. Then, you know, out typical policies
in terms of really trying to signal what is it that the division is wanting to do? What is the what is the belief of the school board? So that's why mine looks the way that it
does good. That's really formatted it's really formatted at the same way. We formatted the the grading policy. I do feel like it's
really important to offer some signals about some of the other things that come up with technology. The screen time. The negative effects, which we are trying to mitigate. So
that's why I have that in the 4th paragraph. No placards are up. I can go ahead and comment for sharing references to songs. All reference. John
Mayer say what you need to say. >> City with. So that's what I tried to do. What the philosophy. So and I share
this the kind of my thinking rate and but it is different. I do like your your comments a lot and word economy. A love that. >> So I was trying to relay some things that I've heard from the most point things I've heard from parents,
educators, students and one another. You know, our belief that technology is an augmented tool. To be used with intentional purpose. I really liked that. Then
validating that we have guardrails in key areas. The instruct the best practice and instruction. The academic integrity, the data that really breaches into this
whole other realm of it like data security And as far as digital literacy and teaching students how to use it. You know, and sort as we would say, scaffold it right. But
really building that K 12 literacy. And then I do think it's important to say the role of parents and caregivers because this is not like anything else we've done. This is a revolution in our lives.
And so I think it's a great opportunity to again say to parents we need you like you've got to be part of this. you know, when we think about even the forthcoming
resolution we want to do about waiting to give kids one to one devices. I think the more times we can state it the more it shows families and staff or
expectation so So I am okay to go Mr. Frisch's and I do want to go back though and maybe missiles, some language, but I'd be OK to move that
forward. I think that's that's it for Ms. Lady. Go ahead as lady. Robyn lady.
>> Thank you some of your. But, know, I heard. >> So I'm just going to give myself a little pat on the back because I was the first to actually That's the philosophy. >> You and appreciate that.
Everyone seemed to love my first sentence or 2. My main concern. I like I like conversations are happening. I felt like mine was incredibly succinct. And to the point that the one thing mine includes I don't see elsewhere
is and inclusive learning environment. leveraging technology. It has a lot to do with you D L and inclusive. You know, we're talking about how students learn, you know,
I happen to be somebody who had just had to read it in in my dorm room in college because I had to read out loud. I had to hear it. I had to hear myself saying and I had to see it. And you know what? We're going to get into
the use of devices. But >> you know, if I were a learner now, I would want to be able to have headphones on. >> And see and hear what I'm reading on a page and for you
to take that away from me is going at it limit my access to learning. So I just I don't you know, again, I think mine is succinct other than I forgot to make the end. It of
technology may be used in the service of side. Did make that have it right here. My page. You know, we can wordsmith. It's more. But I just think we need to include the that in an
inclusive learning environment, sport, world class education for each and every student. So. Attached to.
>> You it. Take seat on county. Did you have any first remarks in this round or >> I like the way. Mr. Fish.
Put the policy together. I do like the language of inclusive. I think that's important for a lot of reasons. I also like the fact that I mean, I think sometimes some words are. I just think
it's more succinct. That's all. Thank you. >> you know, again, this is we're in new territory. It's OK if it's not as short as others. If we need to say what
we need to say, you know, it's it's all right. I do want to say I didn't really like the some of the word choices. Doctor Anderson's used, you know, harness the potential of
tools hands, professional judgment, creativity and structural expertise. So I would be up for weaving in some of her language into where we're headed. Dr. Anderson.
>> We're not being paid by the word in here. >> And so. >> I've said this before and I'll say it again. These documents, these policies
communicate direction to a superintendent and communicate and tent and expectations to community. There are some things that I love the sameness of most things, but we've got to make sure we're
hitting on the things that are being raised as important to our community. They want to know what is overall thinking about screen time and how we are going to mitigate
deleterious impacts too. Their students, their children and I'd like for those things to be considered as additions we
cannot miss the opportunity to have that conversation with the public because absent. A very clear and explicit articulation about thinking.
That gap will be filled with what people think when not thinking about like you're not even paying attention to these very and we'll facts. So I'd
like to think that this is a space where we can afford to use another paragraph was so to really make sure that all public is clear about our position.
>> So let me offer this to just kind we do with the calendar. Are there places where where in alignment there topics that we want to cover in the philosophy that are not in there. And are we getting towards a place where perhaps
after this discussion we can work to wordsmith the policy more. And just like with the calendar writer big-ticket items where the culture observances and early release
days, I would say for this topic, our big ticket items are one to one devices and screen time. You know, Los Angeles Unified today just or
was on the USA the morning show over the weekend. Whatever. They're board is proposing, no devices, one to one for kids. Second grade and
younger. I believe so. There's big things happening. Do we want to reflect this in our policy or not saying we're banning stuff, right? But we're saying what is the measured approach? So I would
say for the purposes facilitating this discussion, what more can we do with this philosophy getting of the topics we want. What can we do after this? And can we dig in more to the discussion about
do we want to put our flag in the ground about devices and screen time because that has come up as our 2 biggest thing. So okay. It was like I think it are blocker than Mr.
Fresh. >> Yeah. I mean, I think that the big deal is that we have to be. The tech knots and that has to be we used
appropriately, right, like it's not the amount of time you're doing with it. And I think that something really short-sighted, if we say no. The K through to win, I think that we're stupid. If we're
like have at it, you're going to be like we're we're creating guardrails, you know? But like when I talk about now, Mike, but find a second grader, a first grader trying to read and I have to see and hear the words.
>> That's not going to happen if I don't have a device just clarify. There's one to one. And then there's like a classroom sets were killed. want to Kids are taking them home. So just can we buy for Tate those a little bit
weekend. But guess what? kindergartner dismiss class. >> She teaches me all day. She has a class set. It's one to
one because class set. Now for the most part. They don't go home and K 2. >> I think we're confusing through one to one. My understanding is that means that that kid is decide as signed a device and it is like
on their desk. They're taking it home. Every don't own eyes not having K 2. Well, hold on. Can we just get clear on on that on the what's on what's
happening right now. We have a device for every student which is different then having a classroom set. Maybe Dre can clear becoming just get some clarity because because if we're not clear on what's
happening. Dr Reid, so can you define like does every kindergartner, for instance, have a device assigned to them? As opposed as different
to a classroom set, which maybe is like a dozen and they're used intermittently by the teacher to address student needs. So I know that to Dr
Presidio, the Falls under instructions. So do you want to clarify that, please? >> Yeah, I it is a little confusing and I understand the bifurcation that you're trying to make. But to miss ladies
point. The way that we've done, it is basically provide the devices that are available to students. And we have assigned them to individual students in case they do need to take them home or want to
take them home. We don't send them home at the primary grades with any frequency. That doesn't happen very often. They don't even use the devices in class that
frequently, but they are assigned on a one to one that student actually has access to that particular device. So if you were to say, okay, now we're just gonna have a classroom set of computers,
which is essentially what we have now. There's really not a distinction to be made because you're still going to have the student assigned to that particular device and they're going to on picking up off the
cart and use. And that's basically what they do now. >> device in a classroom set assigned to a student. Is it
like textbooks? As I know we have classroom book so that way. You have continuity of use of the machine. You have the ability to understand who's using what and there's some liability damage
protection associated with that. There's a fission see and distribution of devices for teachers to students. >> Okay. So that's so now we're clear. So my understanding is now where you're at misleading. So one
to one is what we have now, whether it's in the class was home or whatever. Okay. Thank you both are for that. Please continue. We'll take a go back. I because I forgot the
rest of mind. I'm sorry. But it was really important that we did that. So thank you for for entertaining that misleading you remember what we're up to everybody else. >> Mr. Fresh. If you remember
what you're going to can't miss coming. So, yeah, I do want to go back to. But we were saying I think that there's a difference between regulations and policy and we
were just talking about regulations like that one to one. And I know because I worked in schools. >> That kid has to be a sign that device because that is the only kid that's supposed to be touching that device. Because guess what, that
device gets broken. That's also accountability. Says like when you use to get assigned a textbook, it was all scribbled. We knew who scribbled because it was years textbook. It doesn't mean that it's want one that they can go
back and forth. And but we know 1, 2, 1, we can know what the kids getting into. We can know if there's any issues with that device. We can fix the device. And if there's any damage to that liability, you
know, that's the only could this be touch. And so. That has been established. I think there's a difference when we're talking about establishing the Cardiff, Wales and expectations for best practice because we are
going to have some kids as we talked about when we talk about all inclusive that want to win device in order for them to access academics and education, depending on what their needs are. So I think
when we talk about guardrails and expectations of for best practice, that stuff, I mean, right there. And we should always be looking at best practice. And recent data.
Data-driven decisions. But I think we need to get down in the weeds. I think that goes down into regulations that we. would hope that our superintendent. A king decisions and regulations
based on best practices and maybe we should add, you know, data-driven information has because it is moving so quickly like the information that we're getting back. So
that's why like more succinct. I think the other details become more regulation or maybe responsibilities. And
then it is our job. As elected officials. And it is the job of principals and teachers to say this is what Rex expectations for. This is what's happening 9. I did that as a family liaison all the time with Mike communication
with parents and with parent Coffee's. I just like the plane language. I understand
Doctor Anderson, a saint. But I think with policy we just have to be succinct. Thank you. Was it? >> Yeah, I 100% agree. I think
again, you know, I'm was quite fond of mine because it was quite And in full disclosure, I did discuss it with superintendent over the
weekend just to see certain met with kind of if there's any I was missing and she offered me a beautiful added to it. >> But where we are now, I mean, I I like.
>> Carl's a succinct again. I want the inclusive learning environment included, but I just think, you know, it's I just think that for Stanzas in
a philosophy for paragraph says. It's redundant I mean, a lot hat's in there's redundant. It's it's just set a different way in a different paragraph. And I think we can
be more succinct to help our for families grass. But this is the philosophy of >> policy. Keep reading. There's more in the policy.
This is just the macro this, you know, philosophy piece of it. Thank you, Mr. Fresh. On the question of the length of
philosophy. I think people do not read. And so we need to be as clear. >> And concise as possible. That said, I did read read Dr
Anderson's twice now, there are some things that I think we could pull over. Number one. I was not here for the human in the loop conversation, but that language could easily be incorporated into the draft
that I revised. Number 2. And I do think that there is repetition. So, for example, the what the one piece that I think could be pulled over that isn't clear in the version I revised. But it said
3 times, 3 different ways in the last paragraph. Is I'd be. And then Devlin to life, which version gets pulled over. But
it's the part that speaks to. The use of the technology being guided by the principles of child development and well-being. I think that fits.
probably fits in between the 2 sentences that I drafted. And I think that that itself captures everything else that's in that paragraph without having to get in the weeds. That's what the
policies for. >> Thank you, Mr. For starting your son. I also clues easily. >> I'm not going to defend my
version. I love it. That's That's that's what it is. And with everything else, if I had 2 more days more would be done. We could just do these forever. So I'm not defending it. But I did have a follow-up
question for Dr. Presidio because I remember very distinctly that I had a parent raised concerns with me because their child who is definitely either first or
second grade had to carry their computer back and forth to school. So you saying that is not the We have not set an expectation. >> We have not said a
requirement for them to go home and they to my knowledge, rarely go home at the primary grades. There could be directional benefits to
students taking them home. Occasionally, but not as a regular press. >> okay. Well, I will definitely circle back with you because I was that parents concerned like I don't want my kid lugging this computer back and forth and they battled
back. It's bigger than understand. Thank you so but I love my version. >> So look regarding the philosophy. I mean, hey, the
good news is, is that it have shorter and some have longer and it's not the worst thing. It was a little bit longer. And I think this is a nice place for perhaps we can reach some compromise and infuse some of the longer language
into the shorter. So I'm I'm hopeful that we can get to that and that those who like the super sustained can just expand their their tolerance level to just a little bit
more and we can get to agreement. I'm I'm excuse me call would Mr. Fresh and Doctor Anderson, like to work fine-tuning the philosophy.
They would like that Mr. Fish and Otters and work on finding lost be given all of the feedback they received. So in the about 25 minutes we have
left for you. Can I say one if Pomona in the clip clerk? Yes. Yes. Please put that in the next step that Mr. First, Anderson will be working to
revise the philosophy. And it led to believe will include inclusive 80 yes, learning environment thinking If we
could shift a little bit too. What's the work that we that lays ahead of us. So any Weldon, a philosophy, guys, like we're doing great so responsibilities that covers a
whole bunch of minutiae. I still I know I want to talk more about one to one device and the discussion we started today. Do we want to just take some time now to say what are the areas we really want to
talk more about? Do we also want to think about a timeline? Because if this policies to guide the superintendent getting it done before the end of this school year. You know, before laptops
get assigned and in all of that. Do we want to map and we only have one more scheduled governance committee meeting. We did not yet scheduled a may
meeting. we will come back to the consensus. But let's just do a quick calendar check. So we have our next governance committee meeting is scheduled
on May 19th. And that is all that we have scheduled. So the calendar work again will move over to the work session. So that's great. Between now and
May 19th. What do we want to work to look like? Why would just go around the room? MS seeing none coming in going misleading.
>> So I I do appreciate this being aspiration ul in terms of trying to get this done quickly. But I just don't think that we can get there. I think there's some other considering I've been like
looking into other school policy. What I've been looking into, how this is done. The timelines that I've seen that are reasonable to get something done. With Fidelity
is 6 months. And I know that sounds like that's a long time. But I think that we're gonna do this We owe it to ourselves and to our community to do it with the Delta t I I
think we need input from people that are actually using the technology, our teachers and our staff and see how they're doing it. Hard to even our teachers. I think there's input. I was worried about how
this gets operation allies and how it's being used. And I think that sometimes. Don't get that. We don't see that in that moment develop things. And I know from working in
schools, my colleague will also know from working in schools is that all of a sudden something comes down to the school board says you have to do this and everyone's like in the flood or but like why? Because there was a lack of understanding of what how it
actually happened. So I would like to take the time to do this with ability to get the input from all of the. Stakeholders in this. We've
done a lot this year. I think this board has done a lot. From boundaries to, you know, just we've done a lot this year. And this is important because it is important. I think we need to dedicate the
time that it needs. That's just my that's my $0.2. Plus, I have with teens. What we thought getting married and my in, you know, getting married
gradually. My Ms. Lady. >> there's a lot to be done here. And I've got concerns because I felt like this was a
priority. The need to get done over anything else this year because I feel like it's holding up the superintendent's ability to do work. We keep finding out about this pilot and the people are like why the pilot,
Ian or why they create vision statement here and people got to keep Schools are like, what are you doing up there? >> Like it. We need to get this done and we added things
to it. So I'm looking at my calendar and I'm like are you know, we were supposed to get a second meeting, you know, like I'm happy. You know, we're going to struggle to find a day that works. You
know, I'm looking for Ike. I feel like I wish we could nail down. May the force be with you? Maybe that's the could be our next meeting. 46 on on a Monday. I mean, we've got to do something. If we're gonna
get this done week, it's not going down. One more meeting, some possible so that that's a thought. And then the other thing when it comes to wonder what advice is, I do believe
the Dr Reid has every intent to and I want to support that. Sorry. I have a bunch of notes on my notes. Page cause. I was only had one screen when I preparing for this. You know that we have some kind of
citizen technology committee and when it comes to one to one. again, I think we just talked about the one to one, right. We need classroom sets. They need to be assigned to specific students. But I think
that, you know, a citizen committee, not a school board advisory, but more like what she does with Basil adoptions. But but it would meet in purple, you know, like you wouldn't. I had a conversation
with one of my colleagues on the board, Mr. Fresh Cent. And this is his idea. And I agree with it is it would disband because it's ongoing, right? Sorry. You can reiterate it.
But my point is like, I don't you know, I'm I think that if they said before, it's quality versus quantity, you know, I think that people are very misguided and have
misunderstanding of health devices are being used for educational purposes. And at the same time, it can be very frustrating because, you know, when I'm sitting in front of a
classroom and I've got 28 kids in front of me with the device. I can't control that. They're all in the right place. It's a fact. You know, I hope that our teachers at every level would move more
towards paper pencil. You know, I've talked to a p lang teachers who don't let their kids right on the computer anymore. It's back to piece of paper skip skipping lines and I've had English teachers.
Tell me they are loving it because we're actually seeing their kids ideas on paper evolved. >> So can I ask you, how do we think it Think about than what
does the work for us to get there? You know, just like we do with the philosophy. So what does that look like and send Mr? Ferguson I had maybe you can pick up from there. How do we luckily the policies have to be very long. There's
a bunch of stuff in the draft. Now that speaks to presumed use one to one devices. How were tool selected? What's our responsibility as a board like we can make it simple? Yeah. I
mean, talk about things we could really do that if we really focus on what must be in here right now. I probably need to think of little but I
have a different opinion than some people just because I. I realize how much we I don't know about what's going on,
Operation Lee, but I don't have fear around it because I. >> But it's you dressing. There's fear, right? But you're also addressing inconsistency. So let's take
the fear out of it right now. And it what's better for kids or not? We'll need to make a statement about wanting consistency yet. We yes, I love consistency, but I've also worked in the school and
I've got a wet behind You know, let me finish, have a wet behind the ears teacher whose brand new and I got a veteran. You know, I used to go up to one one teacher chant, Ali and physics. I said, you know, great the
gradebook. He's like what you want to know. House Marcia, doing. >> Did did it? >> I mean, he knew everything about mercy. I could as Caro. But my point is the was a veteran. He could watch them
do one problem. knew what was going on. So we want consistency. But people evolve in different ways. So I do. We
set a floor. Mr. Fresh. >> So I had intended to talk a little bit about what, what right. Rob and I were chatting
last night and I told her that Tom and I have been talking about what does a citizens advisory committee and we talked a little bit about it with members of the community
week before last. And I don't want to have to recreate the wheel because that gets complicated really quickly. And I've kind of seen and what
Tom and I've talked about is like, how do you combine? The focus of a Basil Resources Review committee with kind of the charge of a challenge
materials committee, which you know, Challenge Materials Committee acts when needed right and granted the challenge materials like when somebody complaints from the
outside. But this would be more along the lines of there are there's a charge list of things to tackle and that doesn't always have to be something to tackle. But maybe there's 4, 5, things that are set up in a row that the
committee has to tackle and then. Maybe in a year when there's a big technology contract that has to renewed or considered for other options. That's the next thing
that that group works on. And then the piece borrows from the Basil Review Committee is that it's made up of educational experts. Educators, board members all appoint somebody to the
committee. It cetera. And then that committee helps inform what's brought to the board for consideration. And so kind of where it ended up my worry was that we would rush the
policy to get it done. Granted, I like that. There's a two-year kind of like relook or whatever. But that I thought, well, what if the forum, if I brought a forum
topic, the Tom and I were kind of leaning in this direction topic that's as direct a superintendent to do acts direct governance to include in the policy a specific thing
that way. The board is weighing in on something that can actually be impactful in a number of different areas that we all want to see. Some. Kicking of the tires and
perhaps change because as I was looking at the policy and this is why I think it's important to begin that piece of the work first. Even if we don't have a policy in place
yet I think that the subject of devices is not something for the policy. It's something that gets tackled by such a committee and then the board
weighs in on that. And I see that is the same way. One to one device I see is the same way of like a new instructional device being brought into a classroom right, gets tackled the same
way. And so these bigger overarching technological questions, whether it's one to one devices, whether it's a technology roll out in all of our schools. There'd be a footprint by this committee
that that then comes to the board and that could be put in motion before we finish the policy. If we know that's where we want the policy to end up. But I was going to say
today and I did. I'm glad you did Dr. Anderson. >> Yes, couple of things. One I've been toiling with my own from topic around provide about a proud and advisory
committee. I'd love to lets you take a crack at it because I do think that we need to have an opportunity for people to engage with this and to give us feedback. In the same
way that we have many other things that peace cannot be missed as this thing is rapidly evolving. >> We also know we have a lot of talent Fairfax County that we can pull.
>> In order to to make the to make this advisory committee a little bit more up more informative and not just giving just getting things
from staff in kind of. Giving their take on it. So I've got that from topic. I'd like to think it's 80% of the way done. Every time I come here to add something new to it and
I need to just put a period and move that along. So that's one 2 we have been in this conversation for several months. So I think maybe the
system six-month the marker is met in some way because we do have to get this not so that the division can move forward. We must articulate what needs to happen. What are the
guardrails? We have to not articulate that not only to the superintendent, but again to the public because there are people who have a lots of questions about lots of things. This is an opportunity to be responsive to those
questions. And so that. Parents will worried. Can just have their fears be delayed a little bit so that they are not as concerned because the board has not said what is it
going to look like in Fairfax County? I I'd like to think we can get We've been at this. The superintendent has version 7. Was that the last version?
Version 7? It's not because we have not been at this. I think we need to philosophy find great purpose. All of that is taking care of now. The meat pulley from all these
different versions that we have. I think it could happen you know, in 2 or 3 more meetings, not even 3, probably 2 more meetings. We have got to put a period in a last
staff to to move forward because I think we're a little bit in a holding pattern until we can articulate what is AI and technology going to look like in Fairfax County. I would not want for us to go
into the summer and this is not done. Okay. So this is what I am. And thinking. There are some buckets of things
that it sounds like again, just like with calendar. That we want to find more lineman on. I'd like to read the buckets. And I'm wondering that if we can figure out that these are the places where we need to get clear on.
>> If we can do that, leading up to May 19th return to this meeting. Get clearer. So one of those buckets, it's the biggest bucket to me. It's
presumed use devices in screen time. That's the number one thing parents are asking us about. And we even heard it. What's happening in the classroom is Mike, is it going home or not? Is a class that
or not? We don't have to answer that question. But just like with grading, we can say we expect the superintendent to set the expectation for devices there have to say what that is. But what's the
expected use for K 2 for elementary like we can say that. And then she figures it out. Okay. Another bucket is how the tools are determined.
How does it get from? How get on to into kids hands in front of their faces. That's what parents want to know. Who decided that? How did we decide Lexi? How did we decide
news Ella? I think. But it's it's So the first bucket is presumed used in devices in the screen time. That's like all one bucket. To me, it's the actual engagement with the device because Peres, we have
parents who have easily kept devices at other kids hands and then they go to kindergarten and we're like, here's your device. Little 5 year-old apparently. What are you doing? That's not what I
believe in. It's not what you know in the science is showing us that's detrimental so that is one bucket, OK? The second thing is how they determine for use how they're rolled out. I mean, I the future, I
think is a great example. It's check it out on your own or okay pyramid. We're going to sign you all up together or here's a way to use the training or not. Again, we
could see the superintendent. When a tool is identified. There's got to be a clear roadmap of rolling it out. She can decide when. And that's got include the teacher
training the parent communication. How it's going to be used in instruction. How it's going to be measured, how much it's going to cost. And
then reported to us in deciding how what's being used. A 3rd one is governance. I'm really uncomfortable with the use of these free platforms. And the board has had 0 input on whether or not
it's in front of our kids. I feel very strongly that the policy has to have something about them. Ford's role in approving devices and platform uses, especially for going to
purchase the middle cuts, the ones that were not purchasing it. They just don't seem to come to us. Another bucket is the policy states that just isn't that how generative AI is used for students. Policy
could say generative AI will what not be used in elementary school. Gender of AI will be part of the digital literacy plan so that by time kids get to high school, they are using it as a facilitated path. It's
got parents want to know if their kids are using generative AI. Well, I have heard differently if I could
finish these other buckets and we get some them around. But the other buckets are disseminating innovative and promising practices. We know that just been amazing things. How we sharing that across schools, digital literacy and
protect. And that's part of the academic integrity helping educators find that time by using we've heard about these time saving techniques. Are we sharing teachers know what
they are because just saying hey, figure out how to save time. It's like, oh, my gosh. One more thing for teachers and then the family engagement. So and I can send those out. But again, I'm trying like less than 10 minutes left. What do we want to do between now and May
19th? What do we think we can get to on May 19th. It doesn't sound like this is going board session after this. So that's
my offering, Mr. Fresh. Okay. Certain the St. John-Cunning I just had it. >> Up before you start speaking. So I just wanted one
thing. I want to mention. With advisory committee Mystics I have also been talking about an advisory committee and bringing it pack and getting that done. So we've so we've all been on that same page. So I think it's something we can
all discuss together just point to correction. We've been talking about AI policy for the past 6 months. We just changed to tech policy at the last meeting and that was a
huge change. So we weren't even talking about one-on-one screens. We were talking about anything. We're talking about a high. So we have broadened the scope, which I think is where we should be. I just want to make that clarification because by
broadening the scope, there's a lot more things that we have to consider as we should. So I think that that's just an important distinction that we have to make. And you just
listed a whole lot of things. Madam Chair for us to consider that are really critical in are important for us to look at and consider. Again, I will. I mean, I'm torn
between. Directing the superintendent and maybe we should do something smaller with advisory committees and get something going and then maybe we can look at a broader. In a broader way. I
just think this is a huge thing to tackle in the think about it too. Before us is it's moving so fast. That we know we have to have something in place. But we also have to be thoughtful and mindful and do something with fidelity.
That's that's all I want to >> Sure. And I just said we don't cancel is questions. We could just say the superintendent has to figure out. Go ahead, Mr. Fresh.
>> I have a heart out at 6 and I think what would be most productive for the next meeting is if people brought their best thinking for the items that are identified in the current draft, that maybe
I don't think this should be in a draft that we consider right. It may also be I like this, but I think it should actually focus in this direction or it could be like the way that this is written right, one or 2 of them need
to be flushed out entirely right. They just have a couple words or one sentence. So I think that that would be the
best direction for us would be that. I don't think that. If we were in any other circumstance, let's say that this was January right now
where we are currently in January, we'd be saying we're having a work session on this because that's good work for policy right? If we end up at
the end of governance is a school year tenure here in an OK place where the policy is kind of where. Calendar consensus seems to have emerged. Having a work session
in August when we return is not the end of the world right. And you know, I for one would like to get that committee started before the end of the school year. And
that is not required through policy right? That is something that we can if the board consensus is that that work begin. It can begin. And
it can be written into the policy after the fact. That's my $0.2. I think in terms of next step for the next meeting. Everybody should come with their thoughts. Kind of
like we did on the philosophy. That doesn't mean we ought to rewrite every single section or whatever. But if there are things that we feel strongly about their few things in here that I feel very strongly about not including. But there are many things in here that I
think in some form need to end up in the ultimate. So that's
my 2 sons. Thank you. You know, a work session would be. >> But we're not quite there yet. And I think there's media pm Work session on May 14, but
that's still not before a governance committee. You know, I think in the effort of being succinct, could we looking at the draft policy as it is now all these buckets? A
lot of them. I actually just we further synthesize. The list that I read was even dialing this down more. We could just have simple
statements again, there shall be a clear directive about. One to one device use. We don't have to decide it. I mean, I personally would like to decide it. But if it gets
us to alignment or they are Shelby established published protocol for how it tools are determined for kids. We don't
we don't have to answer all the questions because we never will. And it's going to keep evolving in this more than anything. So I would, you know, challenge us to think about. What are the questions
we want to tee up for the superintendent with her expertise in team to work out how that happens. You know, she's already doing a parent academy, right? So if we were
to put in policy, the superintendent show engage families, she's already doing it. We don't have to say make it Academy. Have a Web site right? If we can kind of think a little bit bigger picture, take the pressure off of us to
have all the answers. And then we can keep updating it. Dr. Anderson. >> I keep going back to this
only because I sat here as we wrestled with that grading policy for a very, very, very long time. And we ended up in the same position that you're describing, which is this is
the thing that has to be happening and to be consistent, wouldn't say what it was, which is why it's one that I use as a model that I have been using as a model in terms of formatting. But how
I'm approaching this from my statements on the philosophy which I love just case you
were clear. To even the responsibility section, this was this big thing that mattered so much to our community. And I think we ended up with a fairly good.
Representation of what other big important community things could look like in terms of policy. I could not stress enough how I think drying on those parallels will ease us
down the road of this a little bit. Thank you. and so MS Brown, it looks like you've captured our consensus. if we could, just as our last thing. >> all agree to this. we will bring our thoughts. And it's
at the current draft with that title to the May 19th meeting of the Governance Committee for review. But we know that we're specifically talking
about the responsibility is so do we want to put that in there that we really want to get through the responsibilities section or is it just enough to know that? The whole thing? We're okay
with that as it is folks. You responsibilities. Sure. In the particular in particular. Does
that look OK for everyone? Yeah, we have consensus on that. Folks. So make sure. Committee members Mr. Freshened son.
>> What do just want us to look at the responsibility as is everything that's there? >> Well, specifically, these were all those buckets were trying to get to these big
topic. So right now they're in the responsibility section. So certainly the whole policy. But we were really trying to drill down to the is. Big topics that we know. some of
us want to be serious. It's addressed. So it's not respond. That's that's less action we haven't addressed in this policy, right? We've done really well getting through.
The definitions, the philosophy. So this is the remaining piece to really dig deep on. >> I think that we also can adds, I mean, because I know some buckets were identified, but there might be other.
Absolutely. And that this is that a be identified. Absolutely. This is that time to bring that to all of us so we do we limited to just that? Absolutely. It's from here
whatever else we think you have to get in. Well, folks, this was really productive. Yes, as brown and taking off responsibilities.
>> You could you could leave that. Okay. And then there's and I didn't hear without objection. Without objection. Are we okay to come with the final our final review of the
responsibility section? And then there's one more consensus that in a St. John-Cunning brought up earlier. And we later. >> So without objection, can we move the developed policy
formatting package to new business. >> As stated here, the policy 1, 1, 0, 2, and a strategic governance manual Appendix F.
Are you cool with that? Yes. Without objection. Thank you, miss. Enjoy coming. Wonderful
work everyone. See you soon. So I did try. I did try to send out some days. I'm happy to look at more. The challenge is that.
>> With the the no, no, no, it's not that others didn't. please, let me finish. Thank you. So it's not those 2 dates
did not work. >> For Dr Reid and others, the challenge is going to be some of the graduations and things like that. I'm happy to look at other dates and send it out. It's just those 2 dates
did not work. Okay with that governs is adjourned at 603.