I'm calling to order. The reconvened March 25th 2025 Loudoun. County school board meeting. I don't think we've done this before since we've been on the board. So a reconvene meeting means that we will start where we left off on March 25th 2025, which will be item 13 on the information items. So, Starting with 1301. Um, my understanding is that there is additional information that's forthcoming as the Board of
Supervisors. And the general assembly are both finalizing their budgets. And therefore, I recommend that we move this item to a future meeting when this information is available so that we have a more fruitful discussion. And then that we will be moving on to 13.02. So 13.02, curriculum and instruction committee revision of policy, 5030, assessment of and Grading presented by Dr. Ashley Ellis Chief academic officer.
Dr. Ellis Good evening, chair Mansfield members of the board? This evening, I am here to talk about policy, 5030 assessment and Grading. This has been an exciting and very thorough process. And we're glad to be able to share it with you this evening. While this is a little more extensive information that we would then we would usually share for a new for a revised policy. I think it's important um that for this particular
policy, we do a little bit deeper dive, um many stakeholders have deeply personal feelings about assessment and Grading and we have been through quite an extensive process. So this evening, I'll share the timeline of our work over the past several months highlights and major themes from the extensive feedback that we've received draft, recommended changes to the policy and our our plan for implementation. The journey really started over a year ago as part of Dr. Spence's listening tours. We consistently heard in those listening sessions about
challenges with assessment and Grading. Specifically regarding 3 topics that kept coming up over and over again. And those were the floor of 50. The concept of retakes or reassessments and the role of formative and summative assessments. And so, while this policy was not up for its 5-year revision. There was enough feedback in concern about the policy that the cni committee and staff agreed that it was time to take a closer look. So in August and September staff shared a timeline for Gathering feedback and revising the policy.
We also shared initial themes from feedback. We gathered through a thought exchange prior to the start of the school year. This was a really important, check to confirm our understanding of the issues that teachers were facing with this policy. We then formed focus, groups gathered, research around assessment and Grading best practices and gathered more feedback from the public and our advisory committees. We have essentially been through 2 rounds of feedback and revisions at the committee level and we bring that to you
this evening. Our goal is to have a board approved policy to go into effect for the start of the coming school year. From now until the start of the school year, we are also developing guidelines, revising regulations, and developing training and communication plans. Over the next few slides. I'll talk a little bit about the wreck recruitment for the focus groups. The themes that were identified and the summary of recommendations. Participants were recruited through several methods. A link was sent to parents and Guardians and secondary teachers
that included a form where they could sign up. As you can see from the percentage of emails read about 45,000 parents and Guardians and 1,000 secondary teachers, open the email. Participants were randomly selected from the people who volunteered. Principals and students also participated in uh, focus groups to provide their feedback. I do want to point out here. Um, before I forget to mention that while the policy is grades K through 12, we are
focused, we are focused just on secondary assessment and Grading and we have a plan for addressing Elementary assessment and Grading in committee after this process is over. So, um, this next slide. shows the themes from the focus groups. And inboard docs is a link to a more extensive report of the focus group of the f. So based on this initial round of feedback which was quite
extensive staff, presented a first round of potential revisions to the policy to the cni committee. These revisions are Incorporated in the red line version attached to board docks and summarized here So for example, we reorganized the entire policy for better flow. We simplified Concepts That would be defined and expanded on and regulation. We added key definitions. We added some waiting for homework and formative assessments. We created a criteria for when reassessment
and the floor of 50% can be applied. We added language to differentiate across grade levels, and that will be built out more in regulation and guidance. overall, we were attempting to provide Clarity without constriction for teachers using the policy After the committee, the cni committee provided input on our first round of revisions, the draft policy was posted for public feedback as part of our normal policy review process. in addition to our typical advisory committee feedback, we
received over 100 additional responses, mostly teachers, providing feedback the raw data from both um, seak and msac committees as well as the uh public facing um, form to submit feedback. All of that raw data is included in more docs as well. The themes that Rose to the top of this, round of feedback are listed here and also outlined in board docs in more detail. So those responses included concerns around the floor of
questions about the number of retakes and the ceiling for retail takes Overall feelings of frustration about teacher workload, and autonomy. Number 5, grades for formative, assessments, and homework was actually was positive feedback. They appreciated that being 1 of the recommendations in the first round of of edits. There were still concerns on due dates, for assignments, and penalty, for late work and overall lack of student effort. These next 2 slides that I will re will not read to you.
Um, are the changes that we made based on the second round. So, this is the second round of, um, of feedback that influenced these recommended changes. Those changes are also Incorporated in the red line policy. and then slide 10 illustrates the major changes to the policy that you'll see see in the redlined version, That came out of the committee. I do think this is a good balance of maintaining the philosophy of assessment and Grading outlined in the introduction of the policy, and the actual implementation
in the classroom. we have tried hard to strike a balance between keeping assessment and Grading about student learning and Mastery of content, while also recognizing the significant burden of certain grading practices on teachers, So, for example, the major changes are that we have defined the concept of reasonable effort for students. This was a big sticking point. Um both in focus groups and in the feedback, the written feedback we collected we were recommending changing the floor of 50% to apply
only to quarter grades and not individual assessments throughout the quarter which we think will take a significant burden off of teachers. We also created specific criteria for when reassessment and the floor of 50 can be provided. Teachers felt that the original policy was unclear and assumed that reassessments, and the floor of 50 must be applied in all circumstances. And so we have clarified that there absolutely are circumstances when a reassessment and
a floor of 50 is not appropriate. We added waiting for homework and formative assessments of a total of no more than 10% of the quarter grade. And we've already received significant positive feedback about this specific change. We've also specified that deadlines for late work. Not only may be assigned, but they should be assigned. And that late work will not be accepted. After the major summative assessment it is associated with has been administered. Sorry I wasn't following along with the slides.
So in terms of next steps really quickly, before I turn it over, um to you, chairman Mansfield, we anticipate this to be a school board action item. We are already beginning to update the regulation, accompanying this policy we are initiating the planning for an assessment and Grading handbook, work group to develop even more specific guidance than than the regulation will provide including specific examples of how the policy can be applied to different grade levels and content areas.
We will also be developing a communication and implementation plan. And we have shared with the cni committee that we will monitor progress throughout the year and collect feedback after year 1 of implementation. And with that, I will turn it back to you. Thank you, Dr. Ellis board members. Do you have any questions? Yes, Miss chernoff. I don't really have any questions. Um, I've been a part of this process from the beginning, uh, like Dr. Ellis said
this even before Dr. Spence's arrival, I was hearing about some of these changes, and if you go back and listen to the many meetings where we address this, the implementation with, in conjunction with coid is is really where I think a lot of this was born. Um and I just really wanted to say thank you to Dr. Ellis and her team who have really we've been on a journey um, with this and this the process and many steps, um, to reach this point. So I'm really excited about where we are and I'm really looking forward to. I'm
hoping to hear from you tonight about some of the changes that we've made. And then also some of the, you know, recommended changes that I'm going to propose next Tuesday. Um, the 2 amendments that were presented in committee and then also we'll be presented here tonight um or next Tuesday. Uh but I really just I, I really wanted to highlight that I'm proud of how this went, because I think that some of these things can be a little bit contentious and it just, it never felt that way.
And it has really been a tremendous learning experience for me as I was in elementary educator. I never taught middle school or high school so I was really pressing into those conversations and those experiences from those teachers to really understand how this has lived out in the day-to-day and it I believe that the process did allow for that feedback. Um and I just wanted to highlight that there were multiple stages of feedback. Um as Dr. Ellis said we had the focus groups and there was revisions that happen and then we had this second round and I believe that the public
commenters that came last week and some of the feedback that we've had um, almost a hundred comments to the policy online, really reflect that second round of feedback, which addresses just taking it, maybe a little bit further in certain areas and we really did try to account for. How to put this into policy and reconcile the human element because we know every learner is different and students come with all kinds of unique challenges, um and also strengths and so we really wanted to create a policy in
policy in collaboration that would support that. And that's where I'm coming from. I think a lot of this conversation has been framed in terms of those different stakeholder groups. Um, and I don't really want us to think about it being just teachers or just students or just Families. Because Honestly, every conversation that I've had whether we were aligned in our beliefs or not really was student centered. There was so much discussion about how do we lift up our students in this policy and that has always been the lens.
And I think that's why we're in a really good place, and that is really how I want to frame it because I really want to have a policy that supports high expectations for students and teachers and not necessarily a policy that just assumes students will struggle and that teachers will let them because that's not who they are. Um, and so that's that's where my amendments will come in. So I'm going to open it. I'm going to toss it back to you, to open back up for other questions. But then, I would love to discuss in particular the retake floor, and also the idea of maybe
some higher expectations in our more College oriented course work. So thank you, chair. Thank you, Miss Sharon off. Um since you didn't say it, I'm going to say it. Um, the 1 thing that I have, um, some struggle with is the um, 80% and the reason being is because coming from the special education lens, Um 1 thing that when you're in an eligibility, uh, meeting is that you have to show educational needs? so if you're a kid, has grades that are bees, that doesn't
necessarily show educational need Um, if you have an IEP meeting and they're looking to discontinue Services, they will also look at grades now, I will say, you're not only supposed to look at grades, they're supposed to be more comprehensive, look at everything. But the reality is, is that grades do make a difference. Um, and so if we are only doing an 80% floor, then in my mind where masking a little bit and um, so
I know, that's probably, I'm sorry that I'm Um, taking your Amendment but that's something that I feel strongly about. I would even go down to 70, but I understand that 75 is what they call a solid C. So board members. Any other thoughts? Yes, Dr. Deans I also am a member of the cni committee and through all of this process, I thought that we would let the process work.
And the process has worked and indicated with all of the teacher, involvement, the parents and the students the 80%. So I don't think that we should lower what the majority have already said, the 80%. And let me give you a personal uh uh, example, um and and you got it. Has nothing to do with lcps, right? But, um, I have an IB student down in facts who made a 74% on her first geometry
test for the quarter, Her makeup test. She could only make up 1 test for the quarter and she make wanted to make up that 74% test. When she was, given that makeup tests, she was given she made a 100% on that makeup test because she utilized her time to go back and relearn and, and, and figure out in math, where you lose the, where you lose the negative, or the positive sign, and where you
lose the sin and the cosine, a math. People don't hold it against me for me to say it through my teeth. Um, but I think that I think that when you have students such as IB students, um, who are in IB, and it is more rigorous day-to-day, not just in the assessment that if there's a makeup that 80% is much more representative than a 70%, And that's my belief and I believe that if we lower it to
70% it's almost like we are. We will be punishing that child who makes 100% And then lower it to 70%. And I I I I just have a, a problem with the punishment of children and to me, I see that as a punishment. Thank you, Dr. Deans, I do see that in the in the uh Focus, Focus, uh, group report on Page 6 where they talk about the retake ceiling. Teachers, agree with the idea that 70, uh, percent being the highest grade. A student could receive on
a retake. Um, they believed it was it's represented a score of average, but parents had a mixed opinions on the highest grade being lowered to 70. With some questioning, the reason and others thinking it was a good idea. And then, let's talk with split. Um and some and there was a parent Guardian says lowering the retake threshold to 70 seems like an unnecessary punitive measure like you said, I think. I think it is going to be a hard, um, it's it's it's going to be a hard shift in my but, um,
And you're right. It go. It went through the process and, and reading through it seemed like this was 1 of those, that was really, um, What do you mean? What do you say like? It's um, it was really, um, Hard to get through. It was kind of split 50/50. So, um, so I appreciate your comments. I understand. Yes doc um Mrs Griffith. Thank you, madam chair. Um Mr. No, No, thank you so much for taking this on. Um, I appreciate all of it. Um, I don't know that it goes far enough and
I'll, I'll be sending you, uh, some of this information. But, um, you know, removing floor of 50% because 50% floor inflates grades, um, limit number of retakes and reassessments. Well, not only maintained academic rigor, but will also remove excessive workload for teachers who must administer these retakes. Um, we already mentioned the 70%. Um, so thank you for that. Um, midterms and final exams should be required, it would help students prepare
for college, um, and late work must have a clear deadline. Um, this will help students develop personal responsibility and reduce overwhelming, oh, oh, reduce overwhelming our teachers and what's great all these late assignments. At the end of the course, Order. So if you don't mind, I'll be sending you this information and if we were able to maybe Implement some of this as well, um, it just didn't go far enough but I I appreciate um everything you did with the uh, grading policy, um, but and also homework in class assignments to
count up for 10% of the students grade. But I'll send That all to you but I just wanted to get that out there that this is a this is a good discussion to have thank you. Any other? Um, yes, Dr. Rasheed Thank you, chair. Thank you chair. Um, for me the IB portion, I, I understand understand is a little bit challenging because it's a separate. It's just this. It's a different monster. It's a separate entity. I Echo. Dr. Dean's sentiments. Um, so for that reason, I think that that's the only 1 that really
predominantly doesn't sit well with me because and especially what chair Mansfield had mentioned earlier when it a little bit of the split. So I just wanted to share my thoughts with that. Thank you. Sure enough. Thank you. I just wanted to take a second to respond to a to a couple of things that I heard, and make sure that I heard them correctly. Uh Dr. Rashid are you referring to removing the 50% floor? Are you saying that you would be supportive of it at removing it in April? I if we took IB out, you could support that Amendment.
Yes. If you took out the IB portion, I would be more supportive of that. Yes. Okay, that's great to know. Um, additionally, I just wanted to address Miss Griffith. I know we talked about a lot of these things in our committee. Um, 1 of the things that I was really set on in the beginning was limiting retakes. But as we kind of flush that out in committee and it it's going to end up being the teachers that have to keep track of every retake of every quarter and we just couldn't come up with a good enough solution that would alleviate that workload in terms of
keeping record of all of that. Because Middle School teachers and high school teachers have hundreds of students. Um, and so if we were going to limit it based on each summative or even each quarter, it started to grow bigger and bigger in terms of the responsibilities for teachers. So I just wanted you to know that we did talk about that and I I did originally like that idea. What we came to in some discussions was that was that idea of lowering, the floor would help to reduce some of those retakes naturally. Um, and I, I understand where you're coming from. Dr. Dean's in terms of punitive and and Punishment. And I
understand that perspective. But I also am hearing so much about the retake Loop and how real it is because if you are not If you are taking the retake you're preparing for a retake while new content is simultaneously. Also being delivered and so teachers are juggling that right, that balance of I have to get through the content and I'm teaching new content, but I'm also Reit topics to kids that need it for retakes. And so if that ends up being a large number of kids, it can disrupt the progression of getting through
your content and your standards. And so, in honoring that, I think we heard that last week, that, that ends up, that's where the workload is being put on them. And I think it's also a disservice to the students because then they continue to follow fall behind if they're missing the new content. And so when we think of it in terms of, let's really press into teaching kids with where they're at and use those formatives as a way to know those checkpoints to know where kids are, if, you know your students. And I believe that our teachers do know their kids, if they know
where they are with those formatives, they're using that to reteach before the summative and therefore, Hopefully kids will give it their best shot on that first try. Um, and so I, I too would be willing to go to 70%. I, I settled on 75% and certainly Dr. Ellis and and the team, we we have gone back and forth on this. Um certainly so I I hear you chair Mansfield as well. I think that this is not not as crystal clear, but I am definitely. Um, I think I've I've come to a good place of setting settling on the 75th
percent and and feeling like a solid C is the right place. For us. Um and then additionally uh I think I I could get there with the, the 50 Floor being removed, only for AP courses. Just as they mirror that college credit coursework. Um, and we did not set a firm. Guideline on deadlines for late work but teachers can correct and and should is what the language is. Yes, that's correct. And that's something that we Envision teachers doing in their CTS, at the school level
is establishing. Um, clear. And consistent guidelines for late work based on grade level. Likely grade level at the middle school and content area at the high school. Yeah, so it doesn't say specifically. We didn't want to put a specific number on it. If someone was out or couldn't collect that work, but we did say that they should have 1 so hopefully that that will also help Empower teachers to feel like they can do that work. So um, just wanted to add that on. Thank you 1. More thing is the oh, okay. Um, yeah.
Uh, let me go the 1 other thing. I'm just want to piggy back on her real quick. The the 1 Thing, If the teachers are just making more and more assessments every time, then that gives them less time to work with the kids who are struggling. Because they're spending so much time outside, making the assessment, giving the assessment grading, the assessment. If we have that 80% floor, um, because and so, what I might be interested in is if we are, if if
the board decides as a whole To move down to 75%, I would be interested. um in taking some or figuring out how to take some data on how much that really or some perception or something, observation from the teachers is that really decreasing your load? So Dr. Deans yes, ma'am. I just wanted to say that the logistics of retake Should not put any.
More work on the teacher. If you have a, a building that has 3 um, I be uh, geometry classes. Then that building has established. What day the Reit is. And what day the retakes are. And those reteaching and retakes are not done during the class period. And if that is, so then that was saved teachers to do that
collaboration with each other rather than each individual teacher. Um, reteaching every subject, they can Reit. Um, you know, study session on Tuesday and Thursday for math on Monday and Wednesday for for reading or writing or Language arts or whatever. I think. I think the school has to deal with that Logistics. Not let individual teachers, have to deal with it. And when that Logistics is
established, kids know it. And and and they say, okay I won't be on Thursday because I'm going to stay for reteaching. I'm going to stay for remediation. I mean, there are things that buildings can do not individual teachers, I guess I'm looking at, it's not just AP and IB, it's for every single class. That 80% floor too. I Believe Miss Chandler and then um, Miss LaBelle
Thank you, madam chair. Um, I I find myself very open um, to all of the proposed edits. Um, I I can't say that I've completely made a decision, um, but I am definitely very open. I I I want our schools to prepare our students at each stage and that's 1 of the things. I've always been a little bit perplexed by that in my year. 13 at lcps is sometimes there's more homework and a lower grade and then there's no homework and then you
have a ton of homework and and you know I guess it's it's the experience I'm having now with a senior who takes mostly um Classes that are meant to prepare her for college and, and ultimately, that's what I hope that she will get from her lcps. Experience is the ability, to, to go to college, or, or perhaps the student can go into the workforce and be prepared. Um, rigor is essential to that, Um, the only hesitation I feel and it's very hard to
articulate. I can't necessarily Say exactly what, um, my hesitation is based on. But I'm thinking about students who um might be English language Learners and I don't want anything in this policy to be too rigid or punitive where people really are working towards mastery. um, And I I just I that would be an area where I would really love to hear more feedback. Um,
And and that might be oh um Dr. Ellis I'd be happy to hear what you think. I I didn't mean to cut you off. um, so, but I did want to add, I think it's important for to point out a couple of significant changes in the policy that are in the draft that I think address teachers concerns while still allowing assessment and Grading to reflect Mastery of the content rather than compliance. Because I think that's
really what this conversation is about or, or is sort of narrowing down to. And so, we have taken great strides and I have to give a huge shout out to Dr. Blake lock who has been leading the charge behind the scenes. Um he says he's just the mouthpiece of the data but he has, has, he has really helped navigate this project. Um, and he probably came up with the most solid definition of reasonable effort. Uh, which is, by the way, really difficult to Define but we have we have actually put the
definition of reasonable effort into the policy and then referenced it specifically for the floor of 50 and reassessments. So in line on line, 335 says the floor of it if it explains what it is and it says to address this lcps supports a minimum grade of 50% quarter in grades and final grades for students who have demonstrated a reasonable effort throughout the quarter. So if a student is abusing the grading policy, the Flora 50 does not apply
Additionally. Under reassessments. We've added the same language. Line 3503. Reassessments of only major Summit of Assessments. So we've already narrowed it only to Summit of Assessments to students who scored Below in 80% and have demonstrated reasonable effort to complete all homework and formative assessments. So I just point that out to say that we we
recognize we hear teachers loud and clear that there are students abusing this policy and there are just as many students who really need that in order to support their growth and their Mastery of the content. So, I don't know if that helps at all, but we've really tried to tighten up the policy in those areas. Miss label. Thank you, madam chair. Um, there's a couple of things that I I've heard tonight that I think we need to address first of all, reteaching. The teacher as it has been pointed out is not only
responsible for going back and reteaching students that have not mastered a concept, but also trying to put into place and progress with the curriculum as assigned that in itself, is difficult enough. The next thing that I heard was that reteaching could take place and you could assign teachers on certain days like reading 1, 1 day math and other history maybe another science. First of all, when would you do it? Students aren't always
available during a certain period during the day. And we do not ask teachers, or even assign them to do reteaching, work, or any kind of work after the regular school hours. So when would you do this reteaching? Uh students can come in early if they want if the teacher wants to invite them but we cannot require teachers to do that. So that's 2 things. The other main thing that I wanted to say, when we started this conversation, is that
usually We describe grades with words, with a being Superior. B being above average, C being average D, meaning needs Improvement and F is failing in performance. So when you look at those descriptions and you look at the grade number codes that go with them. All A's are in the 90s range. All B's are in the 80s C's are 70s. D's are 60s. And anything
under 50 59 are under is an F. So when you look at that students, if, if we assign a The, the ability to do a retake at 80%, we're telling a student who's already above average that. Oh yeah, you can take this and see if you can get an A A an above average student. has the ability to stretch to get that a and above average student knows how to study knows how to move forward and
knows how to ask questions if they don't understand something. We talk about rigor, we talk about preparing for college, giving them A 75. Or even an 80. Is not preparing them for college retakes even 1 or 2 or 3 retakes. Um, per content piece is not preparing them for college. So I think we really need to look at this. In terms of rigor,
if there are carve outs, if there are opportunities for teachers to help struggling students such as special, ed students, ell students, um, students in these types of categories, that's, that's great. That's the way it should be, but just giving everybody a blanket, okay. You've already above average. See if you can make it to, to Superior. That's that's not teaching rigor. I would personally, if I were given the opportunity, say,
70% is where we should be putting it. You are average. You know, you want to Reach forward, move forward. Stretch a little Thank you. Thank you, Miss LaBelle. Um, personally. Mr. Strappy Thank you, madam chair. I've been told I have to speak into the microphone. Uh directly. Um, first and foremost, I just want to acknowledge um, to to what Miss shernoff said in the beginning. The I I very much appreciate the work that was
put in by the committee members on on this and just really making this discussion. This, uh, very difficult discussion as easy as possible. There's so much, uh, to synthesize, um, and I appreciate all the points that were brought up, um, for me. uh what I really want to focus, kind of my the perspective that I I want to share is really on um, how are we asking students to engage in the learning process through our through things, like the retake policy and the floors? Um, and um, I thought about this and I'm I can, I'm similar to uh,
Miss Chandler, I can kind of go either way here, I'm pretty flexible but I I really um, Think I'm more supporting the the solid C strategy here. Um, and it's not just as simple as uh, rigor. Or preparing students. Um, I think, for me, it's how are we asking them to show up when, um, and and, uh, approach the content, uh, the first time? Um, and then the trust that we're putting in our, uh, into our teachers and our staff
to be able to get that student to a place that they, they want to be and to fulfill their potential. Um, I Heard words like, uh, stretch, you know, how do we get them to stretch? Um, and I don't know that getting them to be at a re To, you know for retake um is the way we get them to think about stretching themselves. Um and so Um, for me, I agree, uh, with MSO Bell as well around. There are students with unique circumstances that we have to really think about those scenarios, um, but across the
board, um, I I think it's, um, potentially a, um, I I would like to see. um, how this works out for the division moving to 75%? Um, and um I also agree with at this at this point. I agree with um Dr. Rasheed around the IB Program piece as well, that sounds like the right strategy. It sounds very prudent uh to to do to to drop the IB piece. Um, but it's just a matter of how how do we get?
Students to be comfortable with discomfort. It's not about the grade, it's not about the letter, it's about the fact that they, you know, they feel the need to really apply themselves. Um, and what that does to their psychology, right? And when they enter the classroom, how are they feeling about? Um what they're going to try to accomplish and and uh where they are um, in in the classroom. Um, don't want to make this too philosophical, but that's really where I've I've landed on this.
Thank you, Mr. Stray before Miss libel, I was wondering if, if our instructional leader, Dr. Spence had any thoughts? Do you have any thoughts? Dr. Spence. Um, I have lots of thoughts. Um, I have lots of thoughts about grading. I, um, I I would I would commend also the the committee discussion. I think it's been a pretty robust discussion. I think it's been thoughtful and a lot of feedback has been uh, received and, um, it's clear that the committee
Um, the board committee as well as staff have been trying to figure out how to take that feedback and mold it into something manageable. So, I'm appreciative of that, I don't think. Absent. Uh, No policy on grading. I don't think you're going to find something that pleases everybody. I think the important Underlying issues for me are. Um, are we structuring grading in such a way that students are held accountable? I think that's absolutely critical. And I think the the criticisms of implementation of the grading policy as it as
it was um are fair. And as much as there are concerns about accountability. I also, um, think it is important for us to understand that not all students learn at the same pace. and that there are students who may need additional time or additional opportunities to demonstrate Mastery at the core of the, how much do you want me to go here? Chairman Mansfield. You have all night, Dr. Spence I I'll try to, I'll try to be brief. I mean, I have to say
I do value your opinion and you've done this for a very long time. So I do want to hear your thoughts so. So I'll try, I'll try to be as brief as I can. But I would say, you know, with regards to the whole thing, I think you have to step back from the policy and ask a question in the question that I try to ask when thinking about grading. What is the purpose of a grade? And I think that's the most important question, right? When you're thinking about, how do you apply a policy around grading? What is the purpose of a grade?
so, a grade generally as it's understood at least kind of in in terms of the research on the effectiveness of grading is a communication Between a student of family and the teacher about the Mastery of the content. So this is what we've been studying. This is what we've been learning, how? Well do you understand this? How well are you able to apply? The Knowledge and Skills that we have tried together in class to develop to an assessment that we have determined is a good assessment of those Knowledge and Skills.
Um, so when you, when you, when you kind of, look at how we think about grading, the the biggest question we should be asking is Does that grade effectively communicate what? What I just said And if the grade is the grading practice is structured in such a way, that it does great. I'm all for it. Does that incorporate the understanding that? Not all students learn at the same time? Does that incorporate the understanding that conditions for studying and learning are different for different students depending on what's going
on in the family, depending on what's going on in their lives? Depending on a lot of different variables that happen when kids come to school. Um, great. I'm all for it, does it. Reflect kind of a sense of a reasonableness. Great. I'm all for it. Um, and then When you, when you put all those things together, is it also making sure that we're holding students accountable and that our teachers were not asking our teachers to do unreasonable things. so,
I think those are really tricky things to accomplish in a policy. um, and I think ultimately this, this does that um, I, I don't know. I the 1 thing I would say I struggle with Is the lowering of what a student can earn based on a retake, right? If the board has decided through its policy, that a retake is a reasonable thing for a student to do. The board is essentially saying we recognize there may be times and maybe it's how we Define those times. But we
recognize there are times when a student legitimately did not master the material at the pace that we needed them to master it or there were other things that got in the way. And now they've come back. And if they've demonstrated, they have mastered it at an advanced level and deserve an A, or an above average level using the definitions that Miss labo was talking about. Then I think for us to say well that's all great but because you didn't do it in my time frame. Or because you experience some things that were challenging for you before you took this assessment.
I'm only going to let you be average today. I think that that is troubling for me. So that's the area where I think I do disagree, but on on most of the other things, I think the board and the policy, I mean, the committee wrestling with the policy. Have tried very hard to. Strike a balance between what's reasonable. What holds kids accountable and what does acknowledge that things? Happen differently for different kids. Thank you, Dr. Spence Thank you, madam chair. Um there are 2 things that I forgot
to add. uh, 1 of the things when I was speaking about all the things that the teachers are trying to juggle in the classroom, I forgot to add that we are also doing so reviews. Students are pulled from classes teachers during their planning time have to give up some time to be able to sit down with students and reach what is needed in order for them to pass Sauls. So that's another biggie that I did forget to put in and deserves to be said. Um, the other thing that I wanted
to say is we did have a meeting with special programs just before coming in here and 1 of the things that we learned is and correct me if I'm wrong. Mr. Sleven. Um, the IB classes have a different way of or, or, uh, Set of requirements. For assess assessing students work, and so us being able to apply our grading policy to IB students is inappropriate.
Would you say Mr? Sleven. Was that what I understood? I think that would be more appropriate in conversations related to our dual enrollment courses than with IB. I we have more flexibility with our IB courses. Okay. Thank you. Um, and 1 more thing, I do want to say, having been a teacher, Any teacher Worth or salt knows her students? If they have all of a sudden dropped in performance, have a great that looks a little odd that teacher is going to go.
And try to find out what happened was it because a student misunderstood what was being taught? Was it because there was a problem with the family or they sick the day before or the day of the the assessment that teacher is going to ask? No, teacher is going to deny a student a chance to better themselves. If she has the opportunity to do so. So that being said, I think that's an important thing to keep in mind, teachers are not evil. Thank you.
Thanks Miss label. Uh, Vice chair. Donahue Thank you, madam chair. Uh, thank you, Dr. Alice for the presentation. And I apologize to my colleagues for being late, but I was listening, uh, while I was driving here, uh, I just had a question that mayor may not be appropriate in in this conversation, but do we provide guidance to our teachers, on how to respond when for example, parents a parent wants a child to do a retake. The child doesn't want to do a retake and or parents want multiple retakes want
for grades to be changed. Those kind of situations So those conversations happen at the school level and I um, um, would say that, um, schools have different protocols, um, but mostly the teacher should be the first point of contact. UM, and retakes. Should happen between a, in a conversation between the teacher and the, um, and the student. Um, so I don't really
have any more specific information than that. Um, if you're thinking of any specific examples or anything like that, I don't have that information but that really happens at the school level in terms of moving forward, um, it is not addressed in policy and um, could be something that is in the um, guidance for teachers. Thank you, Dr. Ellis, I I was curious about that because that is a concern that I've heard teachers raised frequently is feeling like Right when when a parent contacts them and pushes hard
about what they think the appropriate grade should be for their child. Um that not all of our teachers feel like they have the support, they need to push back against that. Thank you. Any other discussion? Yes, Miss sure enough. You know I have to close it out. Um, I just want to thank you guys. This was really helpful and I will definitely be reflective. Certainly um, About the IB and the different amendments to bring forward. And I'm really grateful to hear your perspective because
we've been on a long journey and a small group, um, but this has been really helpful. So I think you and I am really, you know, when I think about all the conversations that we've had, I just keep going back to the philosophy in lines, 9 through, you know, 508 that really just outline what the core values are about the policy, and I think a of that can be addressed in there when you talk about how to answer these different extenuating circumstances. And certainly my hope is that some of that will also be cleared up in the regulation piece and the handbook as we look to
develop these for the long term, but, um, I'm just grateful to you all for entering into the dialogue. So appreciative. Thank you. Thank you, Dr. Ellis Appreciate all your work on this and thank you team for that. Um, okay, and thank you to the committee members for taking it on. Um, we will now move on to I guess, let's see. Finance and operations committee revision of policy. 4020 student fees and charges presented by uh Mr. Strefy, chair
of the finance and operations committee. Mr. Strefy, thank you, madam chair, um, board members, um, before you use policy 4020 student fees and charges. Um, these were minor updates to the policy to reflect, um, some of the, uh, changes to the internal practices and regulations. Um, um, Not very many substantive changes. It's just, um, worthwhile to note that um, The board or uh, the committee last February. Uh not this
past February in 2024, um, included the removal of CTE, um, supplemental materials fees, um, from students, um, which you'll see in the, in the information item, um, includes, um, A bunch of CTE materials that were previously. Um, you know, charged to students including stuff from M, uh, um, academies of Loudoun Mata. Um, and so, we've removed the barriers, um, for those students to access, um, um, those materials and and have those out-of-pocket expenses. But,
um, I'll just stop there and see if Mrs. Casali wants to add anything. Above and beyond what I mentioned. 1 thing. I'd like to add is online. 66. That was more of a A larger removal of the graduation ceremonies. That's a notable change. Speak a little bit more into the mic. I'm sorry. Line 66, that's a notable change as well. Removing graduation ceremonies. Thank you. Board members. Do you have any, uh, questions?
Discussion thoughts. Nope. Okay. Um, okay, well we will move on. Um do you want to put this thumbs up for consent action for the next meeting? Okay, that Will Go On consent for our next. Uh, the April 8th school board meeting. Um, Okay, we'll move on to 13.04. I think. Yes. Uh, legislative audit and policy committee. Revision
of policy 2510 School. Communicate Community Communications and Community involvement presented by I get uh, April Chandler. Who is the chair of the LNP committee? Thank you, madam chair. Um, We are bringing forth tonight. Um policy 2510, Community Communications and Community involvement. Um, the purpose of this policy really is to outline effective, communication strategies, that are meant to, um, reach all the segments of our community from parents and teachers
students, Members of the community. Um even businesses and Civic organizations that might not be directly invested parties in our school system. Um that said um we this policy was brought forth because of some comments that arose in our Retreat. Uh we had a wholesome discussion in committee around not only um the frequency of newsletters but also how we should address the delineation of school board or
board members assigned schools, and the primary changes that are brought forth in policy are related to an effort to make it more clear to the community who represents specific schools. Um and I look forward to the discussion. Thank you. Board members. Yes Dr. Rasheed. Thank you chair. And thank you. Uh Miss Mansfield. I mean uh Miss Chandler. I am very excited for this. This is going to bring lots of clarity um and it'll be more clear to the community. It'll be clear to the parents. It will be cleared more to the students. I
really look forward to this. And it also definitely brings me clarity as well. Um, and you know, when it comes to I guess reaching out in terms of communication, this will really bring a lot of really get rid of all the confusion. That is out there. Thanks. Thank you, Dr. Rasheed, any, uh, yes, Miss shernoff. I just wanted to share something that I learned that you might not go back and listen to and committee which is we talked a lot about newsletters and receiving everybody's newsletters and in their inbox. But on the website under each of our little faces um his a table and a link to all
of our newsletters that we've ever posted. So if people did want to buy Choice, go see all the different newsletters. They have that opportunity and I did not know that. So I wanted to share that with the public in case they wanted to, you know, in their free time peruse our newsletters. So thank you. Thank you. Miss chernoff. Any other Yes. Uh, Vice chair. Donahue Thank you, madam chair. Uh, I noticed, um, msac had a good point, I think, um, about Civic organizations or other
organizations contacting board members, uh, because they wouldn't fall into, um, this new language of individuals who reside in our district. Um, but that being said, certainly the policy as drafted does not prohibit us from responding, uh, to increase our Communications from sources like that. So, uh, I thought it was worth bringing up, not sure if it's necessary to make any changes to the policy in that regard. Um, but uh, did want to
Did want to raise a also? I In rereading this again, we State online's 120 to 121 to 22 of the red line lcps. School websites should list, only the board member who represents the families of the voters, residing within the voting district that encompasses that school building. and I know I've raised this before, um, my kids go to
A lburg district school. But we don't reside like my home address is not in Leeds District. It's actually in Little River District. So I'm, I suspect that there's not a lot of families that fall into know. There are weird situation, but, um, there are quite a few families who fall into that situation and currently on our websites. The reason why there are potentially multiple school board members listed on cites is because the voting districts do not align with our
attendance Zone. Districts. So as it's closer than it was before redistricting, but basically what has happened is, there's some overlap. So just using Dr, rasheed's District as an example, she has, you know, um, multiple schools within her District. But then she also has people who vote for her whose kids might go to Heritage High School, for example, which is not physically, within Little River. And so that's why she is listed on the Heritage High School website right
now because she has a small you know contingent of kids who go to Heritage High School who reside within her District within her voting district so there is some overlap with that, and I think most of you have at least some of that Thank you for clarity. Yeah. Any other questions? Thoughts comments, okay um, thank you, Miss Chandler. Um do we want this to go on uh consent. Okay, that Will Go On consent for April 8th meeting. Um,
okay, the next 1 is 13.05 Department of teaching. Learning English 6 through 8 primary resources, review presented by Mr. Neil 7, our assistant superintendent for teaching and learning actually, Would that go? Yeah I guess it is. You guys it's not curriculum instruction too. Yeah. Thank you, chair. Mansfield, members of the board. I'm happy to be here tonight for the first of 2 information items on textbook. Adoptions, we'll start with our English 68. Instructional resource recommendation.
First, as a reminder to the board. The adoption for Middle School, 68 is as a result of the Virginia literacy act last year. The board adopted instructional materials for K5 to make sure we are in compliance in the ACT allowed for an additional year for, um, preparation for Middle School. Hence, we're bringing this to you as in adoption out of cycle. This process started in November of 2024 where we
invited all approved vendors for Publishers to participate in our local adoption process. In December Review Committee members were invited to participate and I'll provide you an overview of who those people were. And in January, the Review, Committee will provide the resources, February Publishers came and present it to the selection committee and we went over the process for scoring and same time, we determined 2 finalists Those 2 finalists were submitted to DDI for technical
reviews, in interphase reviews and we then opened up for initial public feedback, and School staff feedback with open comment. We did have this scheduled as an information item last week, um because this was moved to this week. Our regulation does require that the materials are available to the public for 30 days following the information item. So start that clock tonight and that'll push the action on this item to the May 6th school board meeting which will give us plenty of time to go through procurement and have
these materials ready. Um, we want to make sure that we are able to have as much of a public process as possible with, with our adoptions. So that's moving it to the first meeting in May of the last meeting in April, The vdoe reviewed um multiple programs through a process similar to what they went through, with our K5 materials. And these were all of the programs that we reviewed internally. Um, we had savis learning amplify education, Hmh McGraw Hill and Perfection, learning connections, literature 2024.
Our steering committee based on the new textbook adoption policy with the school board recently. Convene adopt it, the steering committee was made up mostly of classroom teachers. We had a total of 45 participants. We also had administrators facilitators and specialists in community members and parents. and you can see on this slide, the members of the steering committee. We have Middle School teachers from across grade, 67, and 8, and across all 18 of our schools. We had representation from English,
learner classrooms students with disabilities, gifted reading and classroom. Teachers we had representation from The Division office from the office of English, Learners special education, and secondary English and reading. And we also had representation from our committee members, our, uh, advisory groups msac, Leaf the gifted Education Association Committee in general community members, who volunteered to participate, Scoring was a scoring rubric was developed in alignment with the Virginia 2024. Standards of learning, as well as
Scarborough's reading rope in the requirements of the VA. For research-based instructional practices. You can see the rubric on this slide, it's hard to read. But if you go into the appendix, that's included, as an information item in board docs, you can see more information about that rubric. This slide shows the scoring of the initial steering committee scores. Um and based on the scores, there was a recommendation to go with the top 2 finalists between savis learning and amplify education.
This went out for public feedback as well as Middle School. English. Teachers were able to provide feedback and you could see their scoring on this slide. The rubric. And as you could tell, we had 2 products that were similar reviewed But ultimately Savas was the 1 high with a higher score. For Tech, the technical review, DDI reviewed, the technical requirements, documentation provided for each publisher, and determine both met the requirements of our Network. Offered integration in SSO options and could be supported.
SAS realized is currently utilized in lcps. Whereas amplify would be a new integration but if we did go with that recommendation, that would not be an issue. Uh, instructional technology recommended School in in schooly Integrations for both resources. That's important to our teachers and our schools for seamless integration. This is supported by the providers and there was an observation during the in um review process. That amplify utilized a lot of digital PDFs, while Savas was more interactive and engaging. Um, as far as accessibility goes, the recommend recommended,
digital resource will reside on an integrated digital digital platform used in lcps. Sis realize, print text will be available in alternative formats for students who require it. And there's more information on the accessibility review. If you follow those links, So, the recommendation for the adoption is SAS Myers perspective. The steering committee ranked SAS by perspective 91% in the amplify 87%, well, of the other programs, each grade level, CLT, ranks office, my perspectives above amplify 79% and 73% respectively.
And then when results are disaggregated by grade level each Middle School grade level also selected Savas by perspective as a better program that matched the whole Dei noticed that these programs are compatible. SAS realizes is also currently in lcps, whereas Amplified would be a new integration. Savas offers a wide variety of features for accessibility and adaptability and both programs are approved by the vdoe. So, for next steps, these resources will be available for public preview. They are out in the lobby, um, for folks to
review, if they want to see them in person, they're also available online. A communication will be sent out this evening inviting community members to participate in this Final, Phase of the adoption. And at the May 6 meeting the school board, will take action on the recommendation to adopt sabis by perspective. We will then work to order materials plan for professional learning going to next school year, and begin the process of Designing and writing new curriculum. Um, immediately after the April school board meeting, um, we'll also be able to get early digital access um established with a vendor so teachers can access
these materials prior to leaving for the summer, while we may be waiting for the physical materials to make it in. So with that, I'm happy to answer any questions or receive any feedback on this recommendation for the middle school? English resource adoption. School board members. Do you have any questions? Yes, Mrs. Griffith Thank you. Madam chair. Um, just feedback only excuse me. Um according to Pages, 34 and 13 of the middle school, English resource adoption appendix. Um when these programs
are reviewed, we are scoring on the following. Um, the content features materials that are in content that are for diverse to represent different cultures and ethnicities the content and interface must be culturally sensitive free from stereotypes and bias. The text images are gender fair and free of Rachel, racial ethnic, and cultural bias or stereotypes. Um, We must have programs that support diverse Learners of course, but we should not be focusing on identity race or
culture. Um, we are still dealing with coid and learning loss and I think that's uh, of utmost importance. So I I would personally like to put the focus back on our students, um, and how to read. Um, I don't know why we're focusing on those areas and scoring. Um, that's just feedback from me. Thank you. Um, thank you Mrs. Griffith so I have real concerns with our 6 through 8th graders because these are the kids who are hit most through Co.
During their foundational instruction. Um, these are the kids who were taught online. They were taught with Lucy cochins. They were taught with Words Their Way which is owned by savis. They were taught with fontis and panel. And all of those programs and instructional resources are not on the vdoe approved list. We all know that from the science of reading that our brains are not wired for reading that our brains are not pre-wired to translate letters into sound and therefore, reading must be directly and explicitly taught.
And that's how we change the function of the brain to rewire it to read. For we don't learn to read, like, we learn how to speak, which is through exposure. We also know from research that if students aren't taught effectively by second grade reading difficulties were persist and that's what I have a. That's why I have a a real um Concern about these particular sets of kids in sixth grade. They did not get that, uh, foundational instruction because how could they, it was Co
Um and I'm just saying it's not to to belittle anything or what we did. It's just that we understand this population and why I feel compelled to speak about it And I'm afraid we'll see more issues with fluency spelling, writing and comprehension. And that's why I think the curriculum that when when the when we start looking at this curriculum, I think that it needs to be direct and explicit and cumulative. And I'm afraid that. in the Middle grades we feel like we make these assumptions
that certain skills in Middle School like spelling rules should be review and I don't know that that's going to be the case right now. I think instead of review it's actually going to be new to some of these kids. So they're going to need more help with fluency greater attention to vocabulary Morey and just increasing their world domain knowledge to help with comprehension. And I know that amplify is focused on building knowledge. I have a concern with savis because I feel it's more of the
same as opposed to something different. And I feel like this particular generation of 68th graders might need something different than what we had before. And so, I'm really interested in more conversation and and for people in the public to really look at these resources, And um, provide input. Because the 6th through 8th grade is is um is a population. That's Important right now.
Anybody else? Yes, Miss chernoff. Thank you, chair Mansfield. And I always do really appreciate your thoughts and background and all the advocacy that you've done, um, in the literacy world. And I in full disclosure have not had a chance to sit down and really dig deep into the resources. I do plan to over the next 30 days. Um, I am I am torn as well. I have, um, my kids are sitting right in that range. Uh, we were all
teaching and learning online together um, in that time. And so I agree with you. I think we're seeing gaps foundational foundational gaps in middle schoolers unlike anything we've experienced and I know through our committee through curriculum and instruction. We, we focused a lot on those things. And in fact, tomorrow we're going to talk about vowels in grades 4 through 8. So what that impact will be and highlighting the kids that that do need additional intervention. And so we really, we really need to have a strong core instruction. The piece that I'm struggling with
is the feedback. Piece because we really we per policy and per best practice. We engaged with the people who are working with these students and who know our students. And it it seemed very clear on its face that this was the winner. If you will, um, across all categories. But I will definitely be taking um, your thoughts and what you said into consideration. As I view these resources and I too am relying on, um, others to do the same and hope that we can get to a very Clear. Um,
decision because it is going to be important in guiding not not just the foundational knowledge of these 3 years, where kids have these gaps. But a continued trickle down as we now have hmh. And we're trying to, you know, push more systematic, explicit instruction. And and um, I'm looking forward to tomorrow night in committee, having that conversation about what that identification process for intervention um is going to look like. So all the things are kind of swirling right now. I think at the right time and I'm glad that we have a little bit of time but um so
appreciate your insights and and also the insights of the committee and I'm going to try and balance the 2 because if we take feedback, I do think it's important to to listen. Um, but also need to foundational, understand. So thank you. Thank you, Mr. Slavin. Um, and those they're outside now because they weren't earlier. Will they be there tonight or tomorrow? They are. They are there now? Okay, so they weren't there earlier this afternoon, but yay. Thank you for putting them out there. Um, okay, the next 1, Mr. 7, if you'll just stay put uh
13.06 Depp Department of teaching and learning math K through 12, primary resources review by Mr. Neil, slavin assistant superintendent for teaching and learning, Okay, so I do. Thank you, chair. Mansfield. I recognize this presentation has more slides, but we're going to go through it fairly quickly because we do have different recommendations for the different courses. I will not take till 10. But I'll go through quickly, but I'll be happy to answer any, any questions you have? so, Similar to the ELA adoption. I kind of want to start with
some some background. Um we are on our timeline for this particular adoption for a 7-year adoption. Um we have been working with the vdoe in terms of them developing recommendations for instruction materials but unlike the Virginia literacy act, we're not required to adopt any of their particular materials um but they do review in uh textbooks for alignment to the new standards that they have have developed and so this is more of a traditional textbook adoption than the the previous presentation that I
just did on Ela. Um so in December of 2024 the office of mathematics worked with Procurement to develop an RFP to vendors. Um, in February of this year, a Review Committee was launched and in February 19th, and 20th, Elementary and secondary communities reviewed, and scored materials and narrowed down to down to finalist. Um, based on the particular grade level or course between February 24th and March 14th, the public schools in DDI reviewed. The finalists with open comment.
March 5th and 6th, the vendor presentations. From the top resources were held for the Review Committee and the committee made a recommendation on March 12th and 13th. The school athletes reviewed materials and made recommendations. And I'm here tonight as an information item um to the school board, similar to the Middle School. Ela adoption, we are going to delay action to the May 6th item to make sure we get that full 30 days for 1 final opportunity to engage with our, um, our stakeholders I would share that I want to give a big shout out of
appreciation to our Math teachers. They were so engaged in this process. Um and we're very interested and um a lot of back and forth and dialogue particularly through our let's talk platform when it came to these resources. So they took full advantage to engage in this important conversation. We did of course have a diverse set of courses that needed to be considered in grade levels for the K12 adoption. So the committee was somewhat larger but as per policy the majority the vast majority of members of the committee were our classroom teachers. We also had administrators and we
also had members of the community from our advisory committees. You could see the breakdown here. We had elementary and middle school, high school teachers from kindergarten to AP, Calculus BC, across 67 schools, we had English teachers, students with disabilities, gifted and classroom teachers, coaches, facilitators and administrators. We had central office staff from teaching and learning, As well as student services deia and HRT. And we also had community members involved, General community members and sacc leaf and GAC.
We'll start with our elementary K5 resources. All the curriculum re resources reviewed our video app approved we reviewed accelerate curriculum Associates? Who and Mifflin hardcourt, kiddom and math learning center. Based on the scoring and round 2. We are making the recommendation for the core resource to be kiddom illustrative mathematics and for our digital practice and skill, building tool, magma math. for middle schools, math, 6 and 7 resources specifically
These 5 resources were reviewed by the vdoe and were approved and they were also reviewed by us. The recommendation for math 6 and 7 after round 2 for the core resource with the math space as well as the accompanying digital and practice and skill, building tool math space. For Middle School pre-algebra and high school algebra 1 geometry, 2 geometry and Algebra 2. There were 5. I'm sorry 6 resources that were submitted and reviewed all of them were approved by the vdoe.
and based on the feedback mathspace was the clear recommendation for that particular great level, as well as math stays math space being the accompanying digital practice and skill building tool. For High School courses. High school math courses above Algebra 2 such as trigonometry. There are some cases where there was only 1 response to the to the RFP. Um and for pre-calculus we had 3 items that were reviewed And the recommendations are as seen here with 100%.
For a probability and statistics and AP Statistics, you could see the materials that were reviewed. And the recommendations for each of those courses. With the accompanying data. And if you go into board docs there is an appendix similar to the ELA. Adoption, with much more detailed breakdown of this material. If you have an interest in that, For AP precalculus and AP Calculus a b and c. You can see the materials that were reviewed. And then the recommendation for each of these courses.
Similar to the Middle School. Ela adoption, we appreciate our partnership with DDI and our instructional technology team review. The recommended resources and they can be supported on our network and infrastructure with schooly Integrations available. I would note there are physical materials out in the lobby, it's not all digital. Um so they're all while we do have a digital component, they're also physical materials for each of these each of these resources. We also had an accessibility and adaptability review done.
It's engaged BFW Pearson resources will reside on existing lcps digitally integrated platforms and all platforms, meet web content accessibility guidelines and offer accessibility features in schooly integration. KDM magma math and math space resources will reside on a new digital platform but they meet wcag standards offer accessibility features and support schooly integration. Public comment was also considered for this recommendation. We received over 200 comments, both supportive and critical of a specific resources as noted
Particularly with our elementary recommendation in our Middle School, recommendation. And you could see the 2 2. Resources recommended received mostly positive comments with some critical, critical feedback. So the next steps is we are going into the review period for recommended resources will remain open for the public through May 2nd. We encourage the the public to visit our website or to visit the school. The lobby here at the admin building to view the mid physical copies of the materials
and we'll ask the the school board take action to either adopt or not adopt recommend it resources for math grade K12 during the May 6th meetings and once that occurs we can begin ordering and planning for professional learning for next year. Um, I would note it will be, it's going to be a big year for our Math teachers. Um, that's why they were in so engaged they know the impact this is going to have. So again I just want to appreciate that for um their their participation and also the leadership of the office of mathematics as they navigated this adoption so happy to
take any questions or feedback. Mr. 7, Dr. Deans There was just 1 area where you only had 1 book. 1. I think it was try and Algebra 2. That we only we only going to look at 1. I mean, is that the only company that produces? Yes that would. That was the only company that responded to the RFP. That responded but there must be others. That produce. Uh, trig and Algebra 2, right?
That is the. So we did, we were working through the RFP process for that particular 1. I didn't hear you. We, we, we are working through the RFP process with procurement. So we'd be reviewing the materials and so if the board wanted us to expand and go back, that, that could be something that would could be recommended. Yes, Mrs. Griffith Thank you, madam chair. Um, I feel like when we you do these presentations, uh, you're trying to reinvent the wheel. Um, when it comes to teaching basic skills, can we
just teach our students how to read and stop focusing on all the equity and the seal? Um, according to page 4 of the mathematics, uh K12 resource adoption recommendation, Dei and human resources were part of the instructional resource adoption committee. Can you explain the roles that they had with this? Um, I also had a couple more questions but I I'm just I fail to understand why we have to put everything in there. Um, just
can't we just do the the skills, you know, make sure our kids can read I believe the members that participated in HRT were our instructional coaches and our mentoring um, office. We have have coaches that support new teachers and so we try to be inclusive and Invitational to participate. Um, I would Express appreciation for our partnership with members of the Dei 18, in bringing a lens to consider the cultural responsiveness of the instruction materials that are being in place. Um, when you look at our policies regarding, when
you look at our school board policies regarding selection of instruction materials, we talk about mitigating bias, we talk about materials that represent the values and the diversity of our community. Um, and so we are fulfilling School Board policy by following a process that has that lens in the process. I think I mentioned before, I don't understand how that fits into to math and instruction, um page, 19 and 26 of mathematic resource adoption appendix. All potential
resources were assessed for the following General criteria, uh, instructional resource sources affirm diverse perspectives, and experiences by engaging teachers and students in deeper learning around Cultural Literacy. Authentic challenging programs and or open-ended driving questions, including issues of justice and Equity. Um, and structural resources respond to the needs of students in the school community. And Empower student voices and culturally affirm, the identities, of those who have been
traditionally under served, Um this is instruction 1. More instructional resources, provide a balance of diverse perspectives experiences and roles including but not a limited to race religion. Citizenship status gender ability. Uh, family status age, I mean I I'm I guess I'm confused as to how any of this. Um, should I mean? I, I'm I'm looking for basic skills here. How does all this
other stuff fit in? Dr. Spence I'm wondering if isn't there like a standards? Like what 7 or something? Cultural competency from vdoe standard? 6? Standard 6. Yes. So I'm looking for your particular the where you're referencing. But when you think about materials even in math books there are there are representations of people um and we try, we value real world authentic experiences in our classrooms. Um, and so I think about, uh, an earlier
experience we had at 1 time, where we adopted a resource where, um, most of the characterized most of the characters that were showing up, particularly are the African-American characters in the stories and examples that were used. Um, were displayed in a poor light. We actually had a community partner that came and said, 90% of the depictions of African-American students. In this series of books are shown to be in a negative behavior or some kind of, um, reinforcing stereotype. Um, those are the type of things that we want to reduce or eliminate within the classrooms
within lcps. And so, when we're going through the process of selecting instructional materials, we don't want to put Families or the school system in that position. Again, because we want, we want the materials to, to, to, to match our values. And so while, um, we may not be thinking about dividing, so that is 1 example of an actual misstep, that we work, to course, correct over the time, over our time in Leyden, we looked at the mo, those materials we gave feedback to the vendor and we're in a better position, um, than we were at
the time. And so, while that may not be specific to your question about math, um, that's an example of the challenge that we have as an instructional leaders. Allow them to make sure our environments are are effective for all of our students. Get me wrong. Um, we must have programs, uh, that support diverse Learners. Um, but we should be, we should not be focusing on Justice, identity, race or culture that has no place in math. As far as I, I can see, I mean, I went to high school. I went to public school. I don't remember any
of that. I just did my work, I did my math work. Um, I don't know that anybody thinks about that when they're doing their their math. So I don't think it has a place there. So I just want to make that point. Thank you. Thank you, Mrs. Griffith, any other questions? Yes. Miss sure enough. Thank you madam chair. Um, I just wanted to I have 2 questions. 1 is about the elementary resources surprise surprise. Um I was very curious to see that Bridges as a Core Curriculum um did not score as high
as some of the others given that we have, the bridges intervention in place and that seems to be Pretty popular, from what I can tell, once people get the resources, all sorted out and organized. It seems to be very well-liked by a lot of our math interventionists and especially the Hands-On component. Um, so if you could just speak to the difference between the 2 and maybe shed some light on that and will we still be able to use Bridges as an intervention? If we adopt a different curriculum?
Thank you for that question. And bridges has been very well received across our classrooms, but general education and special education, and it will remain an important tool and our tool box for intervention. Um, the main the main feedback, um, we received regarding Bridges was the um, level of prep in the materials to handle for full group whole class instruction. Um, teachers felt it was much more manageable as an intervention for targeted, targeted groups of students that needed it. That makes sense. So it will still be, it would still be
available on something we're using in our classrooms. It just wouldn't be the the primary instructional material. That does make sense to me. Additionally. Um this is kind of a question retroactively to literacy as well and it sort of caught my eye when you talked about DDI and whether or not our networks can support the digital platforms. Is there a component? Um, for our participants that give feedback to reflect on how much Reliance there is on a digital platform? I know we've talked a lot about our digital platforms here, especially in terms of
interventions and different things. So is that a part of the feedback process where you're evaluating, how much is Hands-On and how much is digital? I think it really matters for literacy, but I think it for Hands-On learning, especially for our youngest foundational, Learners, and math, that seems like a no-brainer to me that it would mostly be Hands-On and not digital, but I know things are shifting. So if you could just shed light on that as well. I as you know as the chair of this scene, I committee this is a conversation that's happening across multiple areas within teaching and learning in the division as a whole as
we think about what we want to do with instructional technology and its appropriate use. So that the short answer again, is yes, um, that's something that is considered. Um, I'm as I've shared that we do have both physical and online resources available and we want to make sure that there's a balance of each of those. Um, we also are thinking about the digital resources a little bit differently with This adoption we've, we've had multiple digital Platforms in the past, such as DreamBox, for example, or um, achieve
30000. And we're trying to align the digital tools that exist with the the resources encourage that that use. So that it's more aligned and cohesive within the classroom and where there's not an accompanying digital tool, such as kiddom, we're making 1 recommendation for use for magma math. Um, so we'll look at that collectively as a whole when we make recommendations of the balance. Um, I think it's a good point also for us to think about for professional learning. So that's something that I'm sure the team is listening to now, but we can make sure we focus on when we roll out, the professional
learning plan to give some thinking behind that, that's good feedback. Mr. We don't still use a g3000, right? Not for a while. We do not. Okay good, thanks. Um, yes Dr. Deans I appreciate your using the deia and other resources to look at the math curriculum. When I came up to look at the math curriculum, I was looking more for a book that I could hold in my hand. So that those uh, geometry angles could be turned upside down and right side up but both digital and
hard copy. Uh resources are necessary for math as well as through your your cultural lenses. So I appreciate that. Thank you. Miss Chandler. Thank you, madam chair, and thank you, Mr. Sleven. Um, I would like to reflect back a little bit on your example. Um, I really appreciate the fact that we are being honest. About some ways that we have worked to overcome some past issues. And I will say it matters to me. Um, I am a completely Public School educated um person.
And I went to a school in which I was taught that the Civil War was the war of Northern aggression. Is that factually true? So when I consider math, yes, math is factual and structurally true but it's also not an appropriate place to pass on an a bias. And so I I guess it would just like to ask and I'd be open to hear from Dr. Ellis Williams. Um, or Dr. Spence or from
you Mr. Sleven. How many? What is the, the amount of students that we represent in our division who are identify as some culture, other than white? at the moment, under the current um, identities that are listed when our students selected and registration, it appears that we are 60% Caucasian and 40% other. But with the new regulations that are coming down through the office of civil rights for identities that for West Africa, and other continents, that will actually
flip to 65 to 70%. Traditionally not minoritized but considered minoritized students versus their Caucasian counterparts. Okay. And and why is representation important and educate educational materials? Because if you can see you can become it, there has to be a connection to understanding who you are, having knowledge of who you are. Where you've come from is a Great predictor by reasonable research.
As to when you can actually reach your promise. So to not see yourself represented within a construct of the organization that you're attending to not see yourself represented within a construct of the curriculum and the curriculum. Um, infrastructure literally says that you are erased that you don't exist that you have no future. And that's why it's important. Thank you for that. And then, um, when it comes down to bias is not factual, correct, could you give us a
definition of bias? So, there's Several types of biases. 1 bias is which we see in our dominant culture and societies when we see representation of minoritized groups or traditionally minoritized groups, which is now the majority and we see the ramifications of that. You see persons of color, often represented in the news, often represented in television shows with a deficit, mindset and model. And so it puts the imprint on persons that don't engage with persons of color. That that's who
they are, the purse clutch, and in the elevator because Traditionally marginalized people will steal from you. So there's several identities that I will ideals that are established through the media when you see on the news, who's the person being sought. After as being the robber, the person that committed a crime. So, when we have these thoughts, consistently perpetuated, through media, through magazines, through television shows, it becomes normalized. If you have not had that experience with the human being, So then these biases show up in schools because we're a
microcosm of the larger society. The young man that you know, unfortunately was shot in DC going to the wrong door, was because that gentleman had been socialized to think that if a brown male came to his door that he had to defend himself with lethal Force. On a 14 year old boy. So these are some of the ills of society that permeate our school systems because of the mindset of individuals who've not had the opportunity to be in diverse settings, to learn about other cultures to embrace the differences that exist
in this amazing tapestry that makes Loudoun County so beautiful. Thank you so much for that context. I really appreciate it and I think it is essential that we look for ways to continue to overcome some of the systemic problems that we've had in the past and make space for all of the students that we serve in this County to succeed. Chandler, Dr. Deans and in math, there are word problems. And in the word
problems, there are descriptions that can or cannot support the different biases. So math is a perfect place to make sure that biases don't exist. So I I I math is not just numbers. Math is also reading and word problems and abstract thinking, and Etc. So so I appreciate that Mr. 11 Thank you, Dr. Deans Um, okay. So with that, Oh Mrs, Griffith, thank you, madam chair. Um, I think um,
We should be looking at test scores um, to see how Dei programs in math have helped. Um, our students I think that would give us a real idea, um, more data on our test scores, as far as um, we started the department. I think in 2019. Let's take a look at that data um and how it affects math. Thank you. Thank you, Miss Griffith, okay. With, uh, we can thank you, Mr. Sleven. I have no comments about math. um, okay, let's move on to
Item. 14 board members, comment and committee reports. Starting with Miss LaBelle. 3 minutes. Thank you. Madam chair. I see this is my turn to be the beginning end. Um, we've met several times since the beginning of the year. I think we met once in January, and then we were snowed out and February. And then we just met in March again. Um, in that time period, we have actually looked at
and revised policies on weapons. Uh, we just finished Looking at corporal punishment and admissions. Um exclusions and reassignments that came up under information. We've passed it forward to committee for review and we should all be seeing it another month or so as time passes, um, and that's about all, we've been able to do in the SBA committee as well as a couple of appeals. Thank you. Thank you, Mr. Bell Dr. Rasheed. Thank you chair. As a
scheduling note msac will not meet in April due to spring break but the equity celebration is coming up in May so you can find details about the event at lcps.org msaac. Earlier Earlier this afternoon, the special programs committee was presented with overview information about Thomas, Jefferson High School for Science and Technology, including enrollment numbers for lcps, students and transportation costs. We also received an update on bringing the IB program to a Park View. High School lcps is just recently
entered the request for candidacy phase and the committee will receive more move updates as the process moves along, the SPC committee. Also voted to approve the 2627 school year. Calendar for charter schools, that information should be coming to the consent agenda at the next school board meeting. Thank you chair. Thank you, Dr. Rasheed, Miss shernoff. Thank you, madam chair. Um, last month in the curriculum and instruction meeting, we had. We obviously talked about
the grading policy, which is now in our hands here. Um, we also discussed the new policy 5430, uh, use of generative artificial intelligence. So this is more of a foundational policy that supports using AI as a learning and teaching tool. Um, the division has also developed detailed AI guidelines and will update the student rights and responsibility handbook to include Ai and academic Integrity language. Uh, we were we are not we're actually going to cover that again as an information item as the feedback window is still open on that policy. So we're not
going to move that to the full board quite yet. But looking forward to digesting all of the public feedback, especially with the different, um, career fields that and just the way AI is progressing in our community and in our world. So definitely be on the lookout for that. Um we also got an update on the trail side and Watson Middle School. Alternative schedule. So we had administrators um, from those schools and teachers come and present about how their pilots are going. Um, both seem to be wildly successful and
in survey data and more importantly, in achievement data, both of these schedules have allowed for Flex time that has allowed them to meet the needs of all, their mtss, tiered students and both staff, and students and parents of both, Both schools with the 2 different Pilots resoundingly want to keep that schedule any the next following year. So I thought that was very interesting. We really enjoyed the conversation um hearing from the teachers and the excitement, um, mostly around the data. Uh, as I mentioned
tomorrow, cni, is meeting again. Snuck up on us fast, we're going to talk about the AI policy feedback. We're also going to talk about as I mentioned the vowels assessment and how that's going to be rolled out in grades 4 through 8, and then we are talking about policy 5440 which will be outlining our literacy plan. And then we will be reviewing policy 5070 on field trips and then just on a more fun note, I just wanted to highlight my visit to Cardinal Ridge Elementary last week. I was able to see some of the work that miss cyp is doing as the Director of sustainability
and the work that they have there with Outdoor Learning um as well as some of their green teams. That was an exciting morning that they had planned and um got to wander through the woods and listen to bird. birds and it was lovely um as well as attend Dominion, high schools, International Summit, and meet some of our students abroad that have just really impressed impressed me with their presentations and some of the issues that they're tackling and surprisingly, um, or not. So surprisingly some of those struggles are some of the things
that our youth here are also struggling with, so it was great to hear from them. Great day of of of student leadership. So thank you. Mr. Trophy Thank you, madam chair, um, on March 18th, the performance monitoring committee. As we call it PMC met and we got to dive into the uh, vows and map data. um, and the highlight of that meeting was really, um, The presentation by uh Madison's trust uh, Elementary School um, on how they uh Drive instructions through
through data, through the use of uh, data specifically assessment data. Um, it was a fabulous presentation. Um, Also wanted to highlight that the uh, finance and operations committee met. Um, today actually. Um and we we agenda. It's um a lot, a lot of it. You'll see in the uh in the uh consent agenda through procurements, uh but 2 policies, I want to call out specifically 1 was the annual review of walk zones um which got heard today in committee.
And which will also be presented to the full board. Um and then we also asked uh Mr. Lewis and the team to uh present an information item today uh regarding the Guilford, Elementary School facility update. Um that was uh a very thorough presentation that not just focused on um Guilford Elementary School in the, the specifics of of what we've seen. Um in terms of the Outreach from the school and some of the issues uh but also uh what the process is
Is for work orders and how things get resolved on the ground. It was, um, uh, it answered so many of my questions around how things are escalated recurring issues that might be out of school and how we uh, you know, what is that back and forth that that happens um, within a school. um, we talked about modulars and cottages, and the fact that we have across the county, we do have many instances of modulars, you know, being quite old, um, over 20 or 25 years old, um, and just potential areas for, um, you know,
direction from the school board around, um, how we approach modulars or Cottages in the future, um, and we just got from A to Z, right? Um, work orders. Um, we got the schedule for Guilford as well as some some of the other schools or special specifically Title 1 schools. Um, and then we got a review of the cap and what's been prioritized and how we look at, um, School, Renovations, um, versus refreshes. Um, and just really see how these things get, prioritized, and highlighted. Um, so yes, that's it from
me. Vice chair down here. Thank you, madam chair. I was late to this meeting because prior to us scheduling it. I had been invited to an RSVP to attend the loud and education foundations, um, fueled pack, uh, event this evening. Um, so I stopped by there, the loud and Education Foundation. Every Tuesday had coordinates, a group of volunteers that get together and Pack meal bags. That go out to 1400 of the families in our community and it
was absolutely amazing to be able to see that process going going on. Um, anyone is allowed to volunteer. So if anyone looking for something to do on a Tuesday night, when you don't happen to be here, I encourage you to to, to visit, um, loud and education foundation.org and sign up for a volunteer shift. Um, also, uh, as has been said, recently, it is the season. I attended the, um, Blueridge Middle School production of Frozen Junior over the weekend. It was
excellent. Um and I I'm aware that there are still plays going on at many of our middle and high schools around the county. Um, Encourage everyone to go out and support, uh, the, the kids, kids, um, who put on those performances, um, at our last student services committee meeting, um, we, which was almost 2 weeks ago, We addressed uh or commented on a couple of um hanging out issues. Uh for 1, we while this board has voted on the
revisions to the restraint and seclusion policy. Um staff is still working on a draft policy related to what we are informally calling isolation and exclusion. Um and we expect to be able to review a uh a version of that policy in committee before the summer recess. Um, we will also be looking forward. Um, probably not at April, but maybe the May meeting, uh, to getting an update on special permission and how the special permission process has been going this year since, uh, the board voted on changes to that uh,
procedure. Um, and we also, uh, or I stated, uh, at the last meeting that we will not be bringing. Um, 8040 back to committee for discussion or for any action at this time because of some pending legal matters. Um, And then a scheduling note, uh, the third Thursday of the month for April happens to fall during spring break. So our next student services committee meeting will be on April 24th. Um, that's it.
Thank you, chair, Vice chair. Donahue. Um let's see, I had, I went to Legacy Elementary to see a kindergarten fashion show about the ABCs and it was really adorable. Um, it was um all about like the sounds of the ABC's and they had diagraphs That's very exciting. Um, and so, uh, then after that, then they showed me their very, um, it it's called a small ratio resource cross cat
room which, um, is for those in between students. that, um, that it's kind of an unusual program that I'm looking to maybe further. In other elementary schools as well. It's um, it was, it's it's it was really pretty exciting for me because those are the kids that we can see that goes transition to the transition Center later. Um, your higher functioning autism, children your and um,
cross cat. So there was that. And then I went to Champ and I again saw their special education rooms. I think you're seeing a theme here, um, and I talked to in their, in their, um, In 1 of their self-contained rooms, um, for ed students. And And again, we talked about the transition Center and how there are some students who with um, Ed that Might not be on the es so track and that might be a good spot for them as well in the transition Center.
Transitioning them on to do other things because Um, so there's that. And then we had, um, then I went to, we had the joint, uh, committee meeting and we talked about the topics that we will be talking about for the next, I guess, 2 years maybe or a year at least, um, and 1 of them. of them. And for June will be doing the School boundary discussion and then sip, uh, CIP impact as well as the um,
the commission on use, uh, report at the June meeting and we're looking to do that every year at this time, in June and then the Mars transmission line. More information for that. The other, the word, I don't know if you guys remembered, but I did, did ask you guys for thoughts about topics. I didn't get any but, uh, border supervisors. Um, talked about activity, fees for extracurricular activities, expa uh talking about safe
passages for schools, dear t-shirts, and unpaid meal debt. Uh, we did suggest actually the more on the transition Center and Kant Contents of testing for our confiscated Vape devices. And I think that is pretty much all I have. Oh, I did go to the international day and that was amazing with those students. There were some students from Ukraine and I just can't even imagine what they have to go through, including their. I know the thing is gonna beep at me, but,
um, I know that they're going to, um, they were talking about. Um, I'm gonna pull, I'm gonna pull an arvind and I'm just gonna keep going. um, I did also see that um, in Ukraine, they were talking about undergrounding schools, because of all the bombing that went up above and that was really heart-wrenching. So we have to be thankful about what we have. Um, Dr. Deans We did not have the equity meeting in March so we will have
it this Thursday, the first Thursday, uh, of this month in April and we invite all of you to come out. Um, and be a part of Arab. Cultural. Appreciation. month and that's Thursday at 5:30 and uh we have a lined up uh panel that is going to speak and then we we will receive questions from the audience. um,
But I also have been to the science fair projects that were just over the top. They were better than the 1 I did in college. and uh, and then on the Saturday morning, I met Neil at um, Uh, what was the technology showcase? Inspired lden. Okay, inspired Len. Okay. But I enjoyed the technology piece because I'm learning. So that's been uh the past couple of weeks for me.
Thank you, Dr. Deans Miss Chandler, thank you, madam chair. Um this month has felt like a whirlwind. Um I have enjoyed so much um my school visits and my PTA visits. Um so good to hear directly from parents. Um, I also just found the school Business Partnership breakfast to be delightful and um, I made a point to um, attend both the opening and the the closing ceremony of the international Summit. I, I think it's 1 of the most amazing things that we do at lcps.
Um, I, I found the keynote speaker to be incredible. Um, uh, he had, Has written a book. Um, I believe it's call me. American or call me America, but he's a, a refugee. He, he came from a wealthy family in Somalia because of the conflict. In Somalia, spent several years living in a refugee camp. Um, in Kenya and and won a lottery, um, to come to the United States and became a citizen. And I think in in so many of the conversations that we have around that, um, issue, we
lose sight of the resilience, and the strength and the determination, it takes to survive. And and I think he really had um, such an important lesson to share with our students. Um, and then on the closing, ceremony side to actually hear from students, not only about what they learned, but what their dreams are for the future. I mean, it's exactly what we're here to do, so good. Um, at Head. Start in the last month, we enjoyed a visitor from, or we enjoyed a visit from, uh, representative Superman yum. Um,
which was was wonderful, but I think it was mostly beneficial to him because he came in at a moment, when 1 of our parents was talking about how impactful the program had been on her parenting. And how it had made her. Um, A better Steward of her children. And it was just everybody was really it was amazing. Um, such a good experience and Um, in lamp, we've been trying to understand um, more about about how the legislative process is evolving as we see the
governor's, um, The the bills that passed and the the legislative session and then we'll be, uh, looking deeply. I'm sure this month that the items that were vetoed by the governor. And then how the special session that's occurring this week, will impact. And, and ultimately, hopefully, we'll have a better understanding of where we end up by the end, and we'll be talking about the Committees of the school board as well. So I'm sure I'll be reaching out to everyone to, to gather more feedback on that. Um, but that's it for me. Thank you.
Thank you. Miss Chandler. Mrs. Griffith. Thank you, madam chair. Um the school board will just as a reminder the school board will be in discussion uh a renaming Mercer Middle School in Princess Hazel. Reed in April, I guess next week. Um, the meetings will begin at 6:30 p.m. here at the uh administration building the first 1 is our board meeting, which is next week on the 8th. Um, we will review renaming recommendations for Mercer and Princess Hazel Reed Reed. Um, Wednesday the 9th, the school board public
hearing on renaming recommendations for Mercer and Princess Hazel Reid. Um and on the 22nd the school board action Um on renaming recommendations for Mercer and Frances, Hazel, Reed. Take note. I will continue to mention these and focus on the taxpayer in our communities that we represent. We simply can't the town halls and the surveys. There are so many reasons not to rename schools in Latin County after these 2 schools. This board is pursuing 7 more. I think this is um, you know, we're giving the
taxpayers, the wrong message. We must be fiscally responsible here. Uh, let's have common sense and be reasonable up to 2,000 per School 2000. Uh, per school is not necessary or reasonable. We must treat dollars like our own dollars. We are taxpayers, as well in Latin County. Um, the schools in question, Frances Hazel Reid, who seem to be a lovely woman that, uh, dedicated her life to the London Times mirror for over 70 years and mursel middle school. That is not named after anyone. Just recently, I
had the pleasure of learning that, uh, the great of the great strides At Mercer, Middle School and making and their partnership with uh Microsoft. They are very proud of it and it's a big deal. Um, we are now going to change the of the school. I don't know why uh no reason to spend up to 200,000 again to rename these schools. This is just misguided and wasteful Renovations of our schools should be number 1 before renaming schools. Um getting to committee reports at our recent HRT meeting on March 27th, we went
over attrition you might find this uh information Interesting. You can find the documents and the audio recording at lcps.org under Schoolboard meeting. Documents HRT, continues to dive into. What are to why our teachers? And our staff might leave some schools for others. Uh, we will continue to work together to find out why and um, put that information out there. Thank you. Thank you, Mr. Griffith, we'll move on to item 15 new business board members. Do we have any more new business? Seeing none.
The last County School boards reconvene meeting from March 25th, 2025 is now adjourned. Please drive safely home.