County school board meeting. Um, we will move to agenda item to approval of the consent agenda board. Members, are there any changes to be made to the consent agenda? Seeing none. I'll now entertain a motion to approve the consent agenda. I move that the consent agenda be approved. I have a motion by Miss chernov to approve the consent agenda. Do I have a second second I have a second by Miss Chandler. It's been properly moved and seconded to approve the consent agenda at this time, we will take a vote to approve the consent
agenda clerk. Please open the vote. Board members, please record your vote. Clerk, please close and display the vote. That motion passes, uh, unanimously with uh, Vice chair, Donnie Hugh, and Dr. Rasheed absent for the vote. Um let's move on to our advisory committee update. Um 3.01 Career and Technical education advisory committee update SeaTac presented by uh Dr. Michael Grubbs. Uh, director Career Technical and adult education. And I'll
have him introduce everybody else. All right, good evening and greetings chair. Mansfield board members, and Dr. Spence I am joined here by colleagues from ctae and our Career and Technical education advisory Council. I will have each 1 of them introduce themselves before we begin. Good afternoon. My name is Jennifer alfer, supervisor Career, and Technical education. Good afternoon. My name is debases. Basic I work for norb crimen Corporation in the Tactical space division, as a
manager of mission Assurance, I have been with CAC for about 4 years. Brethren. Um, we work on satellites and Rockets and all cool space things. Um, and I joined CAC about a year and a half ago. Here we go. Sorry. As we've been approaching our work this year program expansion opportunities have been 1 of our top priorities. Our advisory Council has been instrumental in guiding that work and we have also been ensuring that their input and perspective includes how we can rein our approach
to Career Development. For all students, there are a few Concepts that we've been embedding in our conversations with CAC this school year, that will inform future efforts to expand Career Development opportunities for all students. I'm going to highlight a few of those, uh, few of those Concepts that we are trying to embed in all the work that we do. Moving forward, 1 of those Concepts is that career paths are not linear. Um and we're really trying to adopt this concept of the career jungle gym. So traditional Career Development has been a very linear approach. What are you interested?
In, how do we work? You along that pipeline? We're really the future of work is around exploration, and transport transferable skills. And we want to really Embrace that concept of career jungle gyms where students have multiple opportunities for career, exploration, and to adjust to those shifts that are going to occur through their their working lives. We're also trying to embrace experiential learning, which is a crucial aspect of career development opportunities for students. Through that. And through our advisory Council, we are focusing on increasing Real World Experience, like
internships job shadowing, project-based learning, and community service to help our students develop those practical skills and to explore their current interests. Another area of focus that we're working with our advisory Council on is really that individualized. Personalized career planning, where we recognize individual strengths interests and values and how fundamental that is to the work of career development. We want to highlight some of the work that our advisory Council has made possible throughout the school year. These are just 3 highlights. The links are clickable, um, 1
opportunity that we've uh, leveraged through. Our CAC. Our advisory council is partnering with equinex on international data center day where we took 20 individuals teachers school counselors. Our special education office to learn more about what data centers really look like. That was a great experience with our advisory Council and our community members to really debunk. Some of the work that is happening in data, centers to better inform the care development opportunities that we provide our students, we also had many of our advisory council members, attend our
chamber Forum that I participated in with, Claude Moore Foundation, that addressed our 5-year plan, and some of our Workforce challenges, uh, that we are navigating moving forward. And then, lastly, there was a recent low. Now, article that really highlights the work that we've been doing with, uh, Economic Development and our advisory Council around our 5-year plan and how we are responding to Career Development and career opportunity expansion, moving forward. And we're going to highlight some of those opportunities tonight through the presentation. Great. Well, begin. Awareness campaign. It is held each February and supported
by you. Our Loudoun County School Board in a proclamation that February 2025 be recognized as CTE month. It's a time to highlight the importance of Career and Technical education and the positive impact it has on students Futures particularly in preparing them for high wage, high demand careers. CTE is about experience, it's learning by doing so. Instead of highlighting the program we want to emphasize, what students do create solve and experience.
So some of the things that we are doing solving creating and experiencing here in way of continuous Improvement. Um, we are currently modernizing, CTE labs and instructional spaces to align with current industry practices. This includes implementing refresh Cycles to update equipment and Technology. Safety features, all that reflect real world environments, CTE programs often require specialized materials for Hands-On learning, like ingredients for our culinary
programs, and we are providing support for those. Consumables and course, fees to minimize Financial barriers for students and families. We brought specific professional learning to CTE through the rasac framework. Rasak standing for realistic. Investigative artistic social enterprising. Conventional is based on John. Holland's theory of career choice and is already embedded in current career investigations and counselor Le Les lessons. Excuse me, around course, selection. This framework helps students
identify their strengths and interests and guides them toward educational and career Pathways aligned with their values and skills. Our goal is to embed career exploration in every student's experience And CTE without SeaTac the CTE advisory committee um and Industry Partners is kind of like a puzzle with a missing piece. It's frustrated or excuse me, frustrating, it's incomplete. It might be on the bottom of someone's shoe. So through partnership. We are working to align our programs
with current and emerging Workforce Trends to ensure students gain relevant and in-demand skills. We're using data and stakeholder feedback to work together to enhance our curriculum instruction and resources across CTE Pathways, and we're expanding Partnerships and real work experiences, such as internships mentorships and Industry engagement to help students make connections and support them confidently in career choice. Okay, I'll take this slide. Uh this slide is on the purpose
purpose of SeaTac. Uh, the purpose of SeaTac is multi-fold As you can see, 1 of the major purposes is, uh, uh, to to, uh, evaluate and identify the job needs, and the career Trends in the business and industry. And then work or advice lcps on uh, an implementation plan that aligns uh, with those career needs, and also aligns uh with the mission and vision of lcps. So that lcps students are
Uh better prepared for the job market. So uh that's the 1 of the major ones uh followed by that is participate in development of priorities and strategies and in an Ever Changing environment. Those priorities and strategies are changing needs to be evaluated and re-evaluated so that we are in sync of the trends in business and industry. Next is submit periodic reports and recommendations to the superintendent and the school board. Uh what we are doing right now is an example of that. I think we do it at least
2 times a year. Sometimes more. At number 4, we have reviewed the policies and procedures. Of SeaTac much of which can be found found in the bylaws. The members of SeaTac are uh knowledgeable uh on the bylaws in some meetings, we have discussions on certain sections of the bylaws, especially if we think that certain things need Amendment. And finally, at number 5, participate in the review of the Perkins plan Federal, uh, monitoring and civil rights review. Uh, just a few, uh, weeks ago at CT
CAC, we reviewed, and signed the Perkins plan. It has been submitted for approval. I think, for next year, there are very few changes and currently it's uh, with the Virginia Department of Education for review and approval. and then on the left, as you can see, SeaTac we meet uh we have monthly meetings based on preset agenda and we have discussion topics pertaining to those agenda. But there's a lot of open discussions and exchange of uh, ideas uh, as
well. So I think that summarizes this slide uh, anything you want to add or Okay. This includes me. Um just kidding. So you can see my face. Um, but, you know, time is really trying to become more and more involved within the school system, across the county. Um, Dr. Grubs has been doing a work force, Wednesday highlight, and so, I, we picked mine to highlight, um, but, uh, you know we've we've partnered with a lot of different
companies to have uh support job for a day. Also for STEM related. Well, all STEM related companies. You know, anyone who wanted to participate in engineering week that was earlier this year. So our vision is to really try and continue those and multiply that as much as possible to get students involved and interested in stem across the county. Next slide. Um, increasing SeaTac. So Dr. Grubs had sent out a survey and then also um uh I guess a sign up in a way.
To to solicit folks who are interested in joining the CAC advisory committee. And so with that, almost 90% of the, the folks that submitted their responses are part of the workforce which is wonderful. And then as well as 118 responses and only 2 weeks and SeaTac isn't just stem specifically, we he's grown in the vision is to grow and include agriculture. Hospitality, uh, the police force, And um and so yeah, so there's he has a big vision and
we're doing really, really well in my opinion. Thank you. okay, I think I'll take this 1 and uh on the last bullet I might add, there are 8 returning members, the reason, uh, that's important is that's how we maintain continuity, you know, the more experienced members uh, can advise and guide the new members. So what we are trying to show with this pie chart is a quick um visual of um the different zones of zones of residents of the prospective members that are interested. And as you can see it's uh, pretty well. Uh,
pretty well-rounded there are 6 zones, uh, and uh, definitely when we select the members, we are going to make sure there is a representation uh from the different planning zones of res. Uh next slide please. And in uh this spy chart, we are showing a similar thing but the distribution uh, on this chart, is the different career clusters. There are 17 career clusters The Legend on the right. Just lists a few, uh, I think from this pie chart all the Clusters, almost
all are represented and, uh, of course, we are not expecting, it'll be uh, very similar because, uh, uh, uh, you know, certain career because of career Trends or certain geographically, there could be certain employers that are Uh more active in the area. So you know, certain clusters maybe stand out. But again when we select those members, we are going to make sure that all career clusters are represented Uh, I think that's it on this 1. Thank you. Um we're going to take a little bit time and
we're going to talk about future considerations and opportunities for growth for next year. Some opportunities for growth. We've spent a lot of time this school year in front of the school board and with our advisory Council, talking about our 5-year plan. Uh, We've made significant progress in terms of how we're going to go about those expansion efforts. And we're looking forward to coming back, May 20th and talking through some updates around our 5-year. CT program expansion plan, um, where we need, um, opportunities for growth are deciding on what programs is only half the challenge. We need to come back
and work collaboratively as a school system, and with school board members on Um, what is the budget that is going to go along with those requests? What is the time? What are the on-ramps? And what's the scope of work for? Bringing those programs on board to lcps through either special programs or within our Comprehensive High School. So we are looking forward to leveraging CAC next year and with a greater breadth and depth of advisory council members. Uh but we want to make sure that again as we're bringing you all the programs that we're looking to expand that we are thinking through uh
these 3 areas both scope time and budget. Continuation. Here is we are talking about opportunities for growth. Um, and in partnership with CAC, um, these are a couple of our sort of the key areas that we have identified uh as opportunities for growth and have begun to with CAC and or our digging into even deeper with them as we close out the 2525 school year and begin begin the next So last slide just additional future considerations. Um,
we've been spending a lot of time as I mentioned on CT, 5, year, plan expansion. Um but as a result of feedback from the current technical education advisory Council. We want to make sure that we're constantly evaluating current and existing practices and especially CT, coursework to ensure that they are continuing to align with the superintendent's post entry plan and 1 lcps, strategic plan for excellence. Um, a lot of the work and the number 1 predictor for Success of CT programs is the teacher in the classroom. We want to make sure that we're investing in our teachers to,
uh, enhance the curriculum the instruction credentials and those work-based learning experiences. So we will be devoting a lot of our time and funding next school year to professional development, with our teachers, to make sure we're giving them the skills uh needed to respond, to the changing Workforce. Um, and then just, lastly, we want to in our advisory council members mention this. The workforce is constantly changing, and we just want to make sure that we're constantly adapting to make sure our students such as job for day opportunities are responding to um, the ever-changing. Workforce needs of the local community.
On that note, I want to thank you for your time tonight on our update, from our CAC advisory Council. And we want to open up for any Q&A or feedback for the work that we've done this school year. Thank you. Thank you Dr. Grubs Going to bring this up. Um, we had the transition round uh Center Round Table today, and I was wondering if CAC had ever worked like had meeting or something with CAC at all or if that was anything that could be in the cards sometime just to get
that. Started to to start talking a little bit more. Um, I think we're trying to grow as close as possible to special education. Um, I think today reiterated, I think CT and Workforce. Education was probably mentioned, um, throughout the day by every single member in attendance. Uh, we do have Jenna art. Uh, she attends all of our CAC meetings. Um, and I think 1 change this year was for Perkins, I met with special education to think, how we can better leverage Perkins funds for special education, moving forward. So we had a really productive meeting around
setting some Perkins funds, aside, for next school year to support special education initiatives. Um, and I'm really looking forward to that partnership growing um, I'm also I help uh, with CAC as well, so I try to attend meetings when I can but we can continue growing that partnership moving forward. sometimes what happens is msac and CAC get together like the chairs will get together and talk or and and I think that's a a good partnership to to leverage a little bit. We would love to leverage that move forward. Yeah, um, board members, any other questions?
Yes, Miss Leal. I have to be careful. I haven't got some are here today. So, um, is there any move or plans to move the, uh, Vocational type classes back into high schools so that more students can access them. I think it's part of that 5 year plan. We're definitely looking at what programs are at Mata. It's just what I believe you're referring to and looking for opportunities and maybe there's, we could, uh, move those throughout the
county. Um, no definitive adjustments are being made. But we're definitely talking through what programs maybe make sense in the future of spreading, out around the county. Um, to also allow for new innovation and expansion to occur at ACL in Mata. Um, 1 of the things we've shared a few times is really trying to make sure that we're not focused so much on having every program everywhere. But allowing students to see the connective fiber just because you didn't get into an HVAC program. An academy is allowed in. If you can get into a business education program in your local high school, you can still learn valuable skills
around Career Development and maybe start a business, 1 day. And so we really want to sell students on. Doesn't matter what program you get into just get into a program moving forward. But, um, we are looking at opportunities to to, um, look at our programs and get them spread out around the county. Thank you. Yes, Mrs, Griffith. Thank you, madam chair. Um, I had mentioned, um, a great idea that uh, somebody from the Academy of Loudoun had brought up uh the cast program to have them. Maybe twice a year, go to the different schools.
Do inspections, HVAC playground, whatever it is. Is, um, I was just curious to know if that's a possibility or, you know, we can eventually move forward with something like that to have these kids in that program. Also, uh, get out there and learn um, about the structures of the schools as well. Yeah, I think just speaking to the special education Round Table discussions today. I think that got brought up a lot and I think through that work and that committee and those Round Table discussions, I think more opportunities to bring that to fruition are going to be occurring over the
next few few months. Thank you. Thank you. Tell me a little bit about job for a day. Sure what that would be because I I knew, you know, there was take your kid to work day and I don't think we do that anymore. Um so as far as CT, we we didn't have, um, involvement in. Take your child to work day, but we were in job for a day. Um, we doubled our numbers in terms of students participating for job for a day doubled. Our number of our businesses. This school year, Um, in terms of job for day to the first part of your
question, we are looking to move that down into the lower grade levels. Um, not lower grade levels right now. It's a senior experience largely. If you're doing job for days, as a senior, a junior, it's too late. And so for next year, we're really trying to push that more down into the grade 10 to give those students. Those job shadowing experiences earlier in their High School career. So they're better informed because they make decisions. Um, but to date I think it's something we could look into in terms of, take your child to work day, but we haven't. We haven't had any discussions around what that looks like for next school year. Um, I remember when my kids were in middle school, they
actually took a bus to different places. Like some people got like the kids who were interested in art, got to go to the um, the airplane Hangar art place. And then someone else got to go to the engineering. Are we still doing any of that as we put? I think there's a lot of opportunities at the schools that they're kind of self. Leading in terms of career, exploration getting students out of the building and doing tours. Um, I think as we look July 1st, with our new 5 work based Learning Resource teachers, I think we're going to have better conduit to the workforce. Those individuals are
going to be regionally placed, and I think they're going to be a little bit better in terms of. Let's get kids out of the building. Let's get them better connected to the workforce. I think schools sometimes struggle. You know, they're, they're they don't know where to begin. In terms of who to contact. I really see our work-based Learning Resource. Teachers is doing those check-ins with the career center assistants and our CT teachers to say, hey, did you ever want to see a farm? Did you ever want to go and see an aerospace? Did you ever want to go see north of Grumman? And I think they're going to really help. I think we're going to see a real growth in those types of opportunities moving forward.
Thank you. Anyone else for the, for the 1? Of course, we have already done that, it was a half day long, uh, visit by students, uh, where 1 of our astronauts, uh, you know, interacted and answered curiosity, questions for the students and a visit to the manufacturing facility and Mission Control. Yeah, Lisa was also a big part of that. Yeah. Um 1 of our colleagues. Christina Lee to to kind of reproduce that that experience that some kids didn't and
that was open to um, all high schoolers. You know, we were only able to take a handful of them but um, a lot of the defense contractors you'll run into the issue non-issue. you have to be a US citizen to attend these facilities or or go to these facilities and and tour. So that was 1 of the stipulations, you know, for us specifically that um kind of prohibits other students from attending which is unfortunate so trying to find other ways. You know um 1 of
the things is Adar hazy Museum. There's a lot of space and and a lot of Aviation there have, you know, have somebody a tour and kind of get down in the engineering about the they see there or things like that. But um I think job for a day was a real success for us. It was our first time really participating. Um, our President astronaut loved it. He could talk for hours. Um, and the kids, the students seem to really enjoy. They were very engaged asked a lot of great questions so so yeah, it's a great experience. Yeah, and so this when I
remembered it was the whole class like the whole school class went in different buses to different things to different. So I think it depends, I'm sorry to interrupt, I think it depends on the facility you know, our facility can can only handle so many um students at a time. Um and you know, perhaps a construction site might be able to if it's safe can handle a larger group. You know, we can only handle 10 to 12 students at a time on a any given morning or afternoon. So, um, but I do appreciate the, you know, a
whole class being able to go like a field trip. I do appreciate that. Yeah, they broke them up. They broke them up, like art, and it was just a 1 day, and they all went a lot of different buses to different things, which I know Transportation. Yeah. But, but it was a great experience. Um, and they, and Whoever, you know, 1 of my kids because they're twins. 1, did an art project. The other 1 did like, origami talking about engineering. Like it was, it was interesting. It was, it was, I just didn't know if we still did that but I'm glad to think. If we don't it's something to
Start back up again and it was middle school. So, Yes, Mr. Bell Thank you, madam chair. Um, another question, I'm I have is where in this program are we integrating career assessment and exploration? Is that happening at Middle School? Can some of the exploration be done at elementary levels where they start to look at different types of jobs? Uh, obviously, it should be queer interests. And, you know, let them start looking at different things. How is that working
into the, uh, program? I great. Great question and that's something we're going to unpack a little bit at the May 20th board meeting. We're really excited to take you through the rasac model that we're hoping to bring to lden County public schools. That is a k to12 career development model. Um, I think for CTS cte's perspective, um, we are infusing things like the rise Sac model, um, career interest surveys and all of our coursework. That's the only touching a small portion of our population. Um, I do know, School counseling with rolling out School links. All of our students are taking career
assessment surveys and that career assessment surveys. Those are actually tied back to the Holland codes and the rise Sac model. But what we're trying to do with the rack model is taking a career interest survey and just finding out what careers match is not enough. It's the conversations that happen after that. And so we're trying to really push, what are the conversations that are happening after that interest survey? How are we? Identifying students skills interests and values. So, um, and we're leveraging that Had a much better. I we could pull up data right now. That shows Healthcare is our number 1 student interests across
the school system right now. And so, um, we're starting to unpack that data more, but I think School links is has a potential to be a very powerful tool that all of our students are having an opportunity to participate in Thank you. Mr. Stray. Thank you very much, Dr. Grubs and everyone appreciate you all being here for the presentation. Um I've heard you talk um a number of times now about career connected learning and this idea of embedding career exploration, exploration exploration, all of students experiences, um, which I find
very exciting and I'm looking forward to kind of hearing how that begins to kind of trickle down, um, but I, I love the vision. Um, I I think from my perspective, I'm you just mentioned. Connecting it back to those conversations, really? The the the value that we that reaches the student is is going to come from those. I'm curious about how we're connecting all of this back to the teachers. And counselors specifically, um, are they connected at all to Seatac? Are they where, where are they plugged into the workforce conversations that are happening. So they build
up that muscle. Obviously, they have it already, but they things are changing constantly. So how are they plugged into all of this to make sure that it's getting all back to the student? And, uh, Things adapt, uh day-to-day. Yeah, that's that's a great question. I think, um, Christina Lee on our team, our coordinator for work-based learning is doing a really amazing job this year of uh, for example, we did our Workforce Summit in the fall. We invited counselors teachers our work-based, learning folks, our career center assistants. Um, we've had among a monthly focus group where
we've been talking to them about how we're better preparing our students for the workforce. So Christina, um, on my team has been um, inviting teachers and counselors in the special education office to those meetings. I think we're trying to leverage teacher externships more. So I mentioned the international data day where we get our counselors out of the building. Um, and it's a 2-way conversation. What I loved about our equinex visit is that We had time where they shared with us, the future of data centers and what it looks like. And then they listened to our counselors, our special education, folks, and our teachers on what their students are asking, to make sure
that our Workforce is equally engaged in that conversation. Um, I think there's a lot of work to be to be done, but I do think the power of those new work-based. Learning Resource, teachers are going to better pull in um, our teachers and our counselors um, into that conversation. Just a month ago, we had our professional learning day and we offered all of our teachers, um, an opportunity to get their own head shot. So we're making sure that we're taking them through the same Career Development um opportunities that we expect them to teach our students. So trying to be a little bit more Innovative moving forward.
Thank you. Um, yes, Dr. Deans uh, are there any student clubs or student groups uh elementary middle and high that that kids who are not taking the classes uh for Career and Technical education, could still have access to some of the interaction? Yeah, great question. Um, just a square. Um, the opportunities for ctsos Career Technical and student organizations. Um, it used to be very limited to students
had to be in CT classes, um, Effectiveness school year, uh, we the opportunity for students to participate in those ctsos whether they're in those courses or not has opened up across the state. And so, I think that's a really great opportunity for students to get more involved and ctsos. Um, I think we have 7 CTS that we offer, um, in Latin County Public Schools from skills, GSA to FBA, to Educators Rising. Um and then there's other things like robotics robotics clubs and coding clubs and first robotics that I think we need to continue leveraging down into the
middle school level, uh, moving forward. Um, and just last and just last week, Dr. Spence connected me with a student wants to expand robotics, for example, Gavin. And so we're And so we're going to connect with him on how we can expand those opportunities outside of just Academy for allowing the school system. So definitely an area that we need to focus on. But there are opportunities that are out there that we need. Need a better communicate. Thank you. Any other? Oh. Thank you, madam chair. And thank you so much for the presentation, and thank you for being here. Um, I'm very excited about this expansion. Um, I love the idea of giving
students more of an opportunity to do career, um, exploration at earlier ages. Um, I I hear, um, I and I, my grand, my initial question, really was, how do student voice and choice play in, um, to this process and I and reflecting on some of your recent answers, you know, you mentioned the data and the surveys. Um, but are there other ways that students, um, can express or share their interests so that we can direct? Um, opportunities that way. And I'd love to hear a little
bit more about how CAC is bringing in um businesses. I mean, on 1 of my favorite things about Loudoun is that almost anything that exists in the world is available here and really want to make sure that we're taking advantage of those opportunities. Sure. I'll take a stab and then if our advisory council members want to talk about the uh employer participation, um I think some of the work that we got to do moving forward, we talked a lot about high school level expansion. Um just a month or 2 ago we went and visited uh the school system in Maryland. And some of the work that they do
around Junior Achievement and they are doing a lot of career development at the 5th and 8th grade and seventh grade level, I think that's an area that we need to start focusing on. In terms of, um, it's very similar to chair Mansfield's concept where every single year. A fifth grader is allowed to get out of the Building to go job shadow or to observe a workplace. And so, um, some of the work that we are looking at next year, is, how do we do some more programming? Um, around grades 5 around grades 7 and 8. So there are models out there. I think just laying out the timeline and the on-ramp uh to
to bring those types of programs into Loudoun County Public Schools, but we had a great tour, just a few months ago at Laden Education Foundation. Um, Neil sleven, um, and just kind of forecasting, how can we move this beyond the high school level? So definitely work that we need to continue moving on but I think just starting small just We have elementary schools that are starting to reach out more around. Hey, I'm doing a career fair. I need better connections and so they'll reach out and I'm seeing a real increase in terms of us helping them saying hey you're in eastern Loudoun but you don't have a connection to a we
have a connection for a we can help you. I think that ecosystem is a great place just to start and I don't think people know where to begin and I think that's that's the best next step for us. Thank you, madam chair. Um, I'm going to throw this out there, the FAA. Um, do we do tours there? Um, so the students can see the inside of the control rooms, um, and maybe think about going that route as well. I think um just a few weeks ago we met with our partners in Economic Development and we shared that Aerospace and
Aviation is an area of focus. I mean we've mentioned this a few times in terms of our expansion efforts. Um, I think those things are happening individually, the school levels. Um, I know some schools are reaching out and they're doing tours of Leesburg or Dallas. Uh, I think we need to be a little bit more strategic and, and and Equitable, in terms of, um, those opportunities for students, all around the County versus the champion in their high school. And again I think those work-based Learning Resource teachers um I think they're going to come in next year. Very strong and saying hey this month if you want to go visit Dallas,
here's our partner. They're going to host you this week. Um, and I think that's going to open up the floodgates a bit in terms of getting students out into the workplace moving forward. I love that thought. By the way, um my my last question is really around. What do you think the barriers are to? Um, Creating more experienced experiential learning opportunities, outside of just, the tours that we'll do there, you know? We're as a division of my understanding is we're really positioning ourselves for some of these fields that are lending themselves, um, for our students to be kind of Workforce. Ready, um, where we're building that
on-ramp to a job, Um, some of these non-traditional routes to, uh, career whether that's a technical career or not. Um, the idea is for them to be to have some credentials to be uh, Workforce ready. Um, in some of these fields, what do you think some of the barriers are to doing that I've seen? for example, that you know, um, It. Some of this really needs to be coming from industry, um, and the the inertia isn't quite there yet for them to hire from these non-traditional pools. Even when
these positions are trainable and uh hireable directly from high school or some other program uh outside of a 4 year degree. So I know it's a loaded question but I wanted to put it out there I think it's a great question. Um I think I think shortening the bridge, I think sometimes we approach employers and you know hey hire a kid for the whole school year, right? What's the student's schedule look like 8 day b day? I think. And I think you see this in the employer toolkit that we've shared, and we've presented on, um, we have a
checklist in there, you know, just start where you're most comfortable, just just host a kid for a job for a day 1 day. If you're not ready for that, be a guest speaker and our hamsai guest speaker series, right? Like I think just I think just bringing people in and just um you're not ready even to come into a classroom and talk to kids, bring in 20 of our counselors and 20 of our teachers. I think we need to really start there with a lot of our folks. And some folks are ready to say, hey, I'm I got I got 10 positions that have to hire. I'm ready to jump in but I think really meeting our Employers where they are and um customizing the approach for
where they're most comfortable to to get involved. Um I I think our employer toolkit is a great start because it's a 10-step process. Um, for you to start wherever wherever you are in your journey to move forward. Great question. May I ask a question of the board. Um so going back to what Dr. Grub said about like the different schools having you know career counselors or or um people that kind of lead that way. Is there a mechanism that ties? All the individual Elementary School career
counselor or not career counselors but um uh elementary middle or High School career counselors? Is there a mechanism that ties them together? Because for me I love, um, going and speaking at schools and I and I go and participate on many panels across the county um whether it's elementary middle or high school at some point, they're going to get tired of seeing my face, right? And so how I I I tease but um, you know, but it it to me from an outsider's point of view. It doesn't seem like the schools
themselves are connected or there's a mechanism for them to connect, you know? So I I'm presenting at Sterling Middle School in a couple weeks but that Sterling Middle School point of contact, doesn't know the Newton Lee Khan. fact that, you know, and so, How do we create, um, a community, a path or communication effort amongst those? I think Dr. Spence, what do you think? Well, I think it's a It's, it's good for, for thought. I mean, I do think there
are opportunities through our, um, Principles forums and through our school counseling meetings to have that conversation it brings CT in and talk about like what's the sort of unified thinking around? These opportunities at elementary schools. And that's something that Mike and I have talked about um and I also think engaging with the school Business Partnership Council on that, as a way to kind of create a unifying body around that conversation that can then um, Be made available to our schools kind of like we do with
job for a day but maybe like pressing down into the elementary schools with different opportunities. Did that help at all? I think so. I mean, you know, cuz it's a lot of Word of Mouth at this point, you know? And so somebody's looking for someone in construction well we have have Amanda on our CTE board that I reach out to to say hey do you know somebody or would you like to talk to somebody right? And so the CTE board I think As far as I'm involved, has been really great for networking, and getting other folks involved in the
community. However, I I'm 1 person. And I know there's a of other people that like to talk about space and satellites and Rockets, right? So, you know, just kind of trying to bridge that that communication kind of like when you go to the pediatrician's office and they're like, you can go to this, do you know, we have these referrals if there's a Specialists kind of thing, right? Yeah. Maybe something along those lines. Um, Vice chair. Donahue Thank you, madam chair. Um, thank you, Dr. Grubs, and to your team for the presentation, which I was listening to in
the car while I was driving here. Um, I, I was wondering if you have a plan in place or Current practices in place to get the word out about the vocational and trade opportunities. And also to, uh, try and increase enthusiasm for an interest in those paths, as opposed to the. There's, I feel like in loud and there's a pretty heavy emphasis on academics. Um, and so I was just wondering, What y'all are doing to or plan to do to kind of Garner
interest in those paths instead? Yeah, that's a great question. Uh, my name is the spring. Um, Academy is allowing, for example, we partner with them back in January, on, on a trades Fair. Um, I think some of the work that we're looking at next year, is, is how do we make that a little bit more? Countywide, how do we maybe do multiple opportunities in the fall, in the spring? How do we turn it into a hiring Fair? That's really connected to the trades. Um, so just tomorrow morning, we have a school Business Partnership, Workforce Development Committee, where we're going to be talking through some, some planning for next year around. What are the Career Fair events that
we need to do? How do we better connect our trade specifically, our trades, um, to our students, to show our Rising Juniors and seniors, um, about the alternatives to post-secondary success. So I'm definitely work to be done, but I think we got a good on-ramp for next school year and a good framework to provide more of those opportunities. Thank you, Dr. Krebs, anybody else? I think we, Picked your brain a lot today. Thank you so much for coming. Yep. And um appreciated your presentation. So thank you very
much. Thank you all. Thank you again. Thank you. and with that, we'll move on to our item 4 work session, uh, Department of Support Services lcps sustainability, plan presented by Clark site. Director sustainability. And I guess, um, Mr. Kevin Lewis is coming up too. Thank you, chair Mansfield. Um I'm going to immediately turn the mic over to Clark cype. Who's going to walk us through the presentation for this evening?
Hello everyone, excited to join you again tonight. Thank you for the opportunity to bring some additional updates to you and to really dig a little bit deeper into um, the the developing framework around our lcps sustainability plan. Um, we've got a good bit to cover tonight. We're going to do that expeditiously. Um, we're going to start out with With a fun exercise. Um, and then that's going to lead us directly into a student Spotlight and then we'll talk a little bit about how all of
those things connect. Um, as we look at the plan and its primary goals and target areas, want to save a little bit of time at the end. Of course, for questions from you, and we'll take a look at next steps. So, we're going to go ahead and dive in. Mr. Lewis has um, some papers that he is bringing to you up on the date. Each of you is going to get 1. Uh you don't have to get out of your seat, you get to stay right where you are. Um you have your microphones. That is your tool of choice tonight and each of your slips of paper
has a number on it. We are going to go in order. So if you are lucky number 1 you get to go first. And then we are going to follow in order after that. And my only ask of you in this exercise is that you read with enthusiasm and excitement. The information and statistics that are on your papers deal. Whose number 1. All right, Dr. Dean you get to start us off. Let's go. On average lcps serves approximately 30,000 lunch mils per
school day, this equates to over 5 million lunches served per year. Dr. Dean I appreciate your enthusiasm. That was really good. All right. So then we'll just keep going. So listen to these statistics. And we're going to circle up at the end. Um, there's 8 more. Let's go. Number 2. 419 dedicated staff within School nutrition services, work together to plan prepare and support the availability of delicious School meals for lcps. Students. Their
overarching goal, increased student lunch meal participation, districtwide, by 5% annually. A new executive, chef joined lcps in August 2023 last fall. He co-facilitated a first ever lcps food showcase, which spotlighted, 43. New meal ideas and invited student feedback. And scoring during this school year, alone, 30 new foods recipes have been Added to the lcps menu. Every 10 seconds over 20, tons of food is thrown out in the
US. That's about as much as 1 School Bus. Every 10 seconds, I always have to follow Carrie, even in swearing in, I had to follow you. in fact, as estimated 30 to 40% of all the food grown in the US is wasted. This includes uneaten food from home's, schools and businesses and food that never even made it off the farm. uh this waste often goes to landfills landfills where it
rots and produces methane a greenhouse gas uh even more potent than carbon uh dioxide A 2019 study by the World Wildlife Fund found that food waste from school cafeterias in the US amounts to approximately 530,000 tons each year. Nearly 50% of the food waste from school. Cafeterias is fruits and vegetables. This waste from us School cafeterias, equates to
approximately 1.7 billion each year. All right, thank you for your participation. I appreciate it. That tell me this. You heard these different information pieces statistics, we talked about all the effort and time and energy that goes into uh, lunches that are produced here by school nutrition services. And then we heard statistics around waste and food waste. Share a question. We're going to do just a minute. If there's a couple maybe 2 or 3 of you, share with me a question that these statistics prompt in you, what does it
make you start thinking about and asking? I sure enough. How do we do better? Miss Chandler. How do we prevent waste? And make sure that the food that we have gets to somebody that needs it. Anybody else? Mr. Steffy. How do we incorporate student voice and initiatives? Um, in these efforts Miss Leal. Why is this happening? Is it cultural? Is it preparation time and temperatures and standing in line? Why is this
happening? It makes you start asking lots of questions, right? We did this exercise. With students at Belmont Ridge, Middle School? Right? And and we just modeled what we covered in several days of research, right? And exploration. Um, we had a driving question that led right our our study and how is food waste Connected to sustainability. And why are these connections
important and the students immediately, as they looked at different resources as they dove into those connections and all these different sectors? You see listed in the bullets below, they started asking some of the very same questions that you did. Right because they see this, they are part of the systems just like us. They see food at home. They see food and cafeterias, they see food and restaurants food is everywhere. And so they started asking these very same questions that you did and began to dig deeper and deeper
and deeper. And from that research and exploration, they wanted to test some hypotheses that came out of their research. And so on March 28th, um, the students that I was working with at Belmont Ridge. Middle School did a food waste audit in their cafeteria. We had a thousand students come through that cafeteria and we sorted all of the waste from all of their lunches and you can see those pictures here. They collected some quantitative data around weight and
types of waste. They also collected qualitative data around around, Why students weren't finishing their lunches, what was it about this, that, that kind of made it. So this didn't go into your bellies right and it either stayed on your plate or eventually went into the trash can and those students are now currently digging into that data. Right to figure out what does it tell them? And from that interpretation, they are coming up with strategies to waste in their cafeteria and they'll be presenting that to
their Administration in the next couple of weeks and that's going to lay the groundwork for activities and actions that they can test out next school year. Very real learning, right Hands-On experiential based in data and hypotheses this whole scientific method. Tying back to very real issues around sustainability that are not only impacting our students, our Educators our schools, and our communities, but also the globe. The opportunity to make this type of connection.
Is abundant. and that's why I really wanted to start with this example today and I think you again for your participation in the exercise because I wanted to underscore that opportunity for learning by doing when it comes to all the things that we are going to talk about tonight. Recycling. Right. Energy audits. We think about second graders, beginning to understand, how energy is used in their buildings and then they become these energy detectives, and they go around figuring out. How do we
solve this problem? These are second graders, right? Very real opportunities for learning by doing and also leading the way School, Gardens water, quality, tree planning, all of the sorts of things that we think about when we start to think about environmental and sustainability education. Write 1 of the things that I really want us to understand tonight. And what I want us to dig into further as we dive into our plan is that there is we've, we've talked about sustainability a lot in the last year, right? Through our
um, amazing energy program, right? Our amazing things that are happening in our transportation fleets. But sustainability. Isn't just. Solar arrays and utility savings and and environment and, um, electric buses, right? It's not even limited to only Environmental Education or student-led research. Sustainability, is this whole system's way of thinking. That's why you've heard me say before and you're going to hear me say it again, right? So as soon as sustainability
isn't part of what we do, it's a driving force that really influences everything that we do. Students are also at the center of what we want to do here with sustainability and lcps. They're learning the opportunities for them to practice and apply with their learning. And also our commitment to them to model what we teach in both the decisions that we make. And the actions that we take, this is a really important way to empower our
students to make meaningful contributions to the world. And that's why we're here, right? So let's go back. You've seen this slide before but I did put 1 additional little piece on it because I always think it's important for us to ground ourselves in what what are we talking about here? What is it that we mean by sustainability? And some of the feedback we got um, from our updates before was, can we go back to that core kind of original definition that you see here in italics meeting the needs of the present without compromising, right? The
ability of future generations to meet their own needs and this comes out of research that was done in 1987 with the brundtland report, you know, that that kind of laid the groundwork for this movement, really that that that has ties and integrates with all of the things that we study and all of the decisions that we need to make I also want to remind you that our students are thinking about these things too here. Are their definitions, right? And this is me going from school to school, talking to kids, listening to what they're interested in asking them.
What does sustainability mean to you? Right, that balance. And what we talked about in the decisions that we make here. That's we're we're keeping that balance in mind, we've talked about that as a board before. How do we think about what we need right now? and remember, all the things that are coming and how we prepare for those and be these really proactive and strategic stewards Um, of this mission that we are interested to lead. Here's our working definition of um, what sustainability
means for lcps again very similar to what you saw a couple months ago. This economic environmental and social emphasis, the holistic approach that middle part is the same and that's what we get to dive into a little bit more tonight. You've kind of seen those words before but not really the the meat under them. So that's what we're going to spend most of our time on tonight. But also this piece around modeling, a culture of sustainability. This is new and it comes from conversations. I've had with some of you and many others in our district really
elevating this emphasis on leading, by example, embracing sustainable practices and valuing our connectedness and again we'll dive into that a little bit more as we keep going. We're talking about the plan tonight. That's what's coming to you soon, the plan document for your review and and we'll be inviting your endorsement. Um if that's the direction that you choose to to walk with us. And so what is the sustainability plan. And for us, I want us to think about, you know, the we've talked about a lot and there's a lot happening in this very complex division that you helped
to lead. How do we focus? How do we develop a plan and mobilize? How do we measure our progress and know if we are succeeding or not? And that's what a sustainability plan really offers to us. It's a tool to help us organize all of that, right? And to hold ourselves accountable and to really help us focus and prioritize. Its pages are going to include priorities and goals that have been shaped by the last 15 months of work. All these listening sessions that we've talked about previously,
you've seen all the, the stickies and the, the, the opportunity to meet with, not only Educators, but also community members and students and, and members of our Workforce, it's those goals and target areas that we're going to spend the rest of our time looking at tonight. All right, so actually let me go back for a minute 4 goals. Which is a little bit different than what you've seen. Those are going to be in the circles and we're going to go into each of those and then we have these target areas which are our areas of impact or influence, those are going to come nested under each of those goals and there's 3 or 4
under each goal. I also tonight give you some insight into possible metrics or indicators. What are things that we might really focus on and want to measure under each of those areas of impact? And and what might that look like for us in terms of, okay, we're going to set our sights on this objective and then we're going to work together as a community to figure out what are the strategies and actions. We need in place. Um, to To achieve those different objectives that we've set the sustainability plan, that's going to come to you next
month, really focuses on those goals and target areas. It says, these are our priorities, this is the overarching framework under which we're going to set those objectives and really start to focus our actions and it's so subjective metrics and strategic actions that would come as part of that that detail that specialized detail comes as part of annual work plans that will be collaboratively developed with. You know, leaders in our facilities operations and transportation and school nutrition and ctea, right? It's
those specifics that we're going to mark on an annual basis and track our measurement again. What's coming to you tonight? And in the next, several weeks is this overarching framework to really kind of say? All right, this is how we're focusing. And that's, that's what you're going to see more of tonight. You're also going to see reminder constantly of how students are at the center because for every single 1 of these uh, goals, I'm going to call out how we can make that connection examples of how we make that connection with
student learning. And those are just examples, right? Because that I think is 1 of the things that we have to hold our um hold ourselves accountable to over and over and over again. Is, how do we do this? How do we model this? How do we prioritize this and invest in it? And how do we make sure that in every single way we are connecting back to Student Learning because those students have to be at the center. So let's take goal. 1 for instance, this is not a new 1. You have seen this in some of our working sessions before this goal to conserve re resources and improve efficiencies
Um conservation is always first, right? Take for example, this first Target around Energy Management, our energy consumption, you know, from many CIP sessions from many um energy updates, right? When we reduce our energy consumption, we reduce our costs, plain and simple. But it's also not just costs. Right? We know that we can control kind of how that energy comes in. We know we can control our our, uh, the design of our buildings and the design of our systems to ensure that they are highly efficient and those dollars that aren't
spent on utility bills, can then be invested in other ways and our students and teachers in classrooms. But there's a, there's a focus area here that I think there's an opportunity for tremendous growth when it comes to behavior change, right? How do we ensure that we're thinking about everyone having a role in our Energy Management? That's how we connect students, that's how we connect all the users of our facilities. So there's lots of ways under this specific Target that we continue to build on what our fabulous facilities operation and energy team
is is leading the way towards. And then how do we also directly connect students? That's why this is 1 of our largest areas. Um in terms of this first goal for impact and influence um when it comes to water conservation, very similar rationale, right? And Strategies. There can include everything from low flow, fixtures on our toilets and sinks to zero escaping, which is like a form of landscaping that doesn't require irrigation. And we're really, really intentional around that to also turf fields, our kids are thinking about water
constantly. I do a fun exercise with them where we take an apple and we cut it into smaller and smaller pieces. And by the end, they realized that only 1% of our planet's water is actually available to us as humans for use. That really gets you thinking about the need for conservation and ways that me as an individual me as a seventh grader at cic Ridge Middle School, could actually have an impact on that yet another opportunity. Building design and retrofits is our third Target under this first goal thinking about incorporating sustainability
from the very beginning, and things like, um, design to energy star and Lead. We have our first lead projects that you are well aware in construction right now. Going towards lead certification. But then also thinking about our retrofits and Renovations, this division does an amazing job. Taking our end of life. Critical systems Replacements, we've talked about those a ton during our Coop conversations as well, and using those as opportunities, to build new efficiencies into the system. We know, we have this long-term obligation to sustainment in our Capital
planning. How can we use that as a a, a launch pad, right? For even more efficiencies and then operations and training. We know that everyone has a role. Do we all understand? And what our role is that's really the question. Shared practices regular trainings. Again an opportunity to model what we teach even to users outside of our building who come from our community and surrounding area and say, wow, lcps takes this really seriously, here's your possible metrics. Just some ideas of things that we might be able to
measure where we to set objectives that made sense and aligned with those. And you can see it's everything from your very scientific, energy measurements, and your calculated Energy savings to the numbers of students and staff participating in our trainings or participating in conservation programs. Pictures below. Here's making that connection. There's those second graders. I was talking about learning about energy in their building. Do we have, um, secondary students that are interested in construction design architecture? Heck, yeah, we do. We
have 83,000 students, right? How can we pull them into this lead? Certification process. So that by the time they leave here they are prepared and ready to be in those conversations immediately upon joining the workforce and then just opportunities anybody of, um, aware of vampire power. And my particularly for my elementary agers, this is a fun, they're seasonal activities, right? That we can do that, 1 around Halloween, All right, goal 2, we're going to speed it up a little bit, promote healthy schools and planet. And I did want to point
out that this is an expanded goal from what you've seen previously, previously. This was a goal focused on reducing our carbon emissions. And, um, based on conversations with, um, folks throughout our division, we have expanded this out to look at more broadly, healthy schools and planets not because um reducing our carbon emissions is not important. It is we are specifically charged with that in our school board resolution from 2020. But we also recognize that um, there's lots of ways that we need to be
thinking about healthy schools and planets. And you see those targets, um, here I'm not going to go into them as much detail as I did on the previous slides. Renewable energy. You know there are different ways to set goals and measurements under that that aren't just limited to carbon reduction. Right? We know the power that solar is having in our system. Currently we know the cost that it is helping us to avoid. We know that um it's contributing back back to the energy challenges here in our region and and really beneficial ways. How do we continue to build on that
and pull students into that learning on my next slide? You'll see a picture of um several of our friends from cmta with a solar house. They're teaching kids through models of what solar power looks like. But my question to you is how many of our students are Walking into school buildings that have solar panels on the roof and don't even know it. How many of our kids are interested in engineering and have no idea that we currently have schools that are harnessing the heat of the earth to cool and heat water. That is then running their HVAC.
Kids are interested in this sort of stuff. And as we model this technology and as we lead the way in our region, in terms of clean energy, how do we pull our students into that? Same with our buses, right? Electric buses, we have new propane, buses coming. They'll be put on the streets next year. What are we learning from that? And how do we take the information that we are gleaning from this pilot and inform our strategy moving forward? Um, and and you know alternative fuels are a big part of that Target area
but it's not just that either. It's routing its hub stops. It's how do we incentivize kids to ride the bus instead of ride their cars when buses are available? What are the strategies that make the most sense for lcps? Target number 3 here is 1 of my favorites guys. I knew that I had kind of reached the Pinnacle of my career when I did my first like dumpster visit at an lcps school because waste It's huge right in a system of our size and 1 of the things I love about it is not only just reducing and recycling.
Our waste avoid landfill emissions and save energy, but it is also tangible, and visible to every single student educator and Community member The other thing about waste is not only can kids see it and touch it and they can observe changes in it. But when you take action, there is near-term wins, right? And that's what our kids need, because they need to see that they have this agency, not only responsibility, but agency, and they need to see that actions that they take brings about
changes in real time. And that is what waist offers us, right? Like the food waste we were talking about but also recycling, our students are concerned. About recycling in our schools. Our students are taking it in their own hands and leading the charge in their schools and they are asking us as a division to do better. So let's do it. And then healthy learning environment. This was what we really needed to make. Make room for that was what we really heard in our feedback was there's no place for us
here if we only focus on carbon emissions, which we still will be measuring and we've got a an amazing tool that's being developed right now, to help us with that. There was no space for other types of measurements, like IAQ, um, indoor air quality like out, um, occupant Comfort. Like what? What does it mean when I don't have daylighting in my school? And how does that make me feel? And how does that impact my learning? These are the things that we are talking about as a division and we need to be prioritizing under our plan. Here are some additional possible metrics there. We spoke
to that, just the the by broadening out this specific goal. What that opened up for us and there's the example, I talked about of the cmta solar house, culinary arts at the Academy. Did an amazing zero waste week, just a couple weeks ago and they are piloting, our first composting pilot in the division as well. Gonna be awesome. Kids are already leading the charge. We got to catch up with them, right? goal 3 is all about cultivating environmental literacy and there's huge momentum in our state and our region around
environmental literacy right now and how we as Mid-Atlantic states are being responsive to the Chesapeake Bay Watershed agreement. Um which has a big focus on how are we providing providing and preparing our students with the knowledge skills and experiences that they need to not only understand environmental challenges, but also feel equipped and inspired to go out there and address them, right? We got to get kids outside. That's what Target 1 is all about, Um, had a wonderful opportunity to meet with our principals last week at the All County principals meeting and we
brought in a community partner that helped us really focus in on evidence-based, research around Outdoor Learning. It's huge retention, mental health. Um, ADHD symptoms are reduced. By significant, I mean, there's just all this. I'm doing a terrible job of reporting. The research to you. You need my friend Garrett, but This is important and it's important to our teachers and our principals. And so how do we as A division prioritize and promote this and support them. We know that, um, work around environmental literacy, has to
integrated with the curriculum. And I tell you what, it's already there, I was down in Richmond yesterday with um, um, science Educators across from across the Commonwealth and we were mapping the science, curriculum to see where environmental literacy already exists. Woven into it immediately and what's great about environmental literacy is. It's also highly engaging and has immense opportunity for cross-curricular connections too. It's there we know it's there. We need to make it more explicit and we may need to make it easier for our Educators to to see those connections and bring it into
their everyday teaching. And we know that Educators support is going to have to be a huge piece of that because it can't be something else. It has to enrich what they're already doing. And thankfully with the changes that are coming next year as our crosswalk gear, as we enter, you know, really start to implement the new instructional framework. Environmental literacy is a great lens through which to look and model. Um, the very the very things that we are prioritizing through our new framework. And then you just heard Mike and his team, talk about career, exploration and Readiness. Um, Mr. Stray talked
about how things are changing constantly and that is the case in this career field. As well, there are careers that exist learning Pathways that existed now that none of us even thought about going into school. It's how do we ensure that our students um are aware of those and exposed to those and have the opportunity to experience them in our Community Partners, a huge piece of that additional metrics here. We're doing a great job already, making that connection to student learning and again, just how do we how do we make sure that's not limited to just specific schools, right?
Um, Miss shernoff, had a wonderful opportunity to come to Cardinal Ridge that middle picture. They incorporate Outdoor Learning in nature journaling, schoolwide multiple times throughout the year if we could get that happening in every single School. Imagine right. We don't want these to be limited on a Case by case basis. How do we connect these Educators? How do we create the supports that they need to make these connections over and over and over again in the everyday amazing work that they're doing with our students? And then, finally, this is a new goal that you've not seen
before. and, and I want to read you that second sentence out loud, and follow along with me if you'd like decisions and actions, at every level are opportunities to demonstrate behaviors values, and practices that Advance our sustainability goals. Every decision that we make, right? We think about so many things, but sustainability really is a thread that runs throughout it all. that can run throughout at all and that should run throughout it all and these 3 target areas worth threads in
some of the previous iterations of this work that you've seen, but we've chosen to elevate them to a goal in and of themselves because modeling a culture of sustainability is going to be a requirement for success for us to truly succeed and achieve the goals that we've set out 1 through We're going to have to really hold ourselves accountable here. And that's through leading, by example. Right, making sure that we realize the, the impact and recognize the impact of our decisions and actions. And that's at every level, right? Who can be a leader? Anyone
who has a role in this work, everyone. we're loving this idea of a student sustainability Council because those students should have a voice at this table. They should be helping to frame the objectives and strategic actions that we're taking and I've been working with teaching and learning and others to think about what that might look like there are models that already exist in our division that we can build upon. Leading by example, also happens in how we program, how we prioritize and how we budget. So thinking about our policies thinking about our budget Seasons. How do we
ensure that we are modeling? What it is? We want our students to pick up. Embracing sustainable practices. We know that when you practice an activity over and over again, it becomes habit, and just like our Outdoor Learning, we want to make sure that students are division are able to to apply with their learning. And to practice things like recycling, School, gardening, tree planting nature journaling. What have you? No matter what school, they attend. And so, we're working with Educators right now to figure out what that might look like. We're working with teaching and learning. We're looking with many other
departments in our division to think about that. You're going to get to meet some of our green team leads later on before the school year ends. We want to double the number of green teams schools that are active in our, in our division, next year. And then we want to keep doubling them until every single school, has that sort of program which supports student-led and Korean action. It supports regular practice of these sustainable pathways It's going to be great. And then finally, valuing our connectedness Collective impact inspires Collective impact,
ripples out. We have a role to play in that too, as do our Community Partners. And so really figuring out what that means for us and there's some additional metrics for you to think about there's amazing things. I know I say this to you every single time there's amazing things happening in our schools and there's leadership and modeling happening across our different banded levels. I don't know about you, but I often don't know about moose and Wolverine getting along. But Mountain View moose and wood Grove Wolverines are coming together and an outdoor career day on May 28th where
students are going to explore all sorts of different outdoor careers. Mike, did you hear that? And the high school students are leading the Stations from many of our elementary agers sharing about their passions and some of the pathways that they are taking once they leave So here's your 4. This document will come to you soon. We will put it before you give you time to take a look at it. Um we will come back to you with it as an information item. We hope um and get some additional feedback as needed
and then we're ready. We want to start our articulating that work plan for 2526 and get to work advancing our goals and of course we'll be back to report back to you periodically. We've got a few minutes left um for questions and these are are the things that I'm wondering tonight. Um, I'd be, you know, would welcome a conversation here, but also Mr. Lewis, um, you know, is available to to have these additional conversations with you? What have you heard that excites you? What gives you pause? Right. Where do you see additional opportunities for making these
connections to Student Learning? And what do you see as your role as a school board member? And in terms of advancing our sustainability goals, Thank you, and let's talk a little bit. Thank you might. Um, Board members any yes. Miss sure enough. Thank you, madam chair, and thank you, for your presentation. And, um, I will say that when I think of sustainability, I had trouble really wrapping my brain around how that could be student centered, because it feels so grown up, it feels so budget heavy. It feels like solar
panels to me, you know, like that's kind of what I always thought and I'm really glad that you took me out for a day at Cardinal Ridge. And we got to see as little as kindergarteners all the way up to our fifth, grade leaders, really taking ownership. And I I think you hit on a couple of things that are exciting me 1 is the engagement piece. Kids are natural problem. Solvers they want to literally get in the dirt which they did that day, um but they also I think sometimes they need a little bit of area to kind of
figure that out. So they had a recycling project and they had classes rate their own re Cycling abilities. And some classes weren't so honest about their own ratings. They gave themselves very high ratings in the fifth graders, you know, really had to, to go back and have those like Fierce conversations about well. You lied. So and showing them what that meant and then bringing in visuals to show them how they could do better. And then that got kids excited about showing them that we'll know. We really we really didn't do bad, we want to do better so that whole school mentality then picked up. Um and then you
also mentioned, just the learning opportunities and I just we talk a lot about differentiation in education and something that really impressed me about the journaling activity, was that it was so open-ended and it offered access for all Learners um for kids that had sensory needs, they were able to like I said, literally get in the dirt or for kids that need some quiet space. They could go and find it. But additionally, some kids just drew pictures, some kids added labels, some kids wrote entire sentences, some started to write poetry and
I was walking with 1 of the teachers back and she was like I think we can tie this in with our literacy unit of poetry right now because we're doing Sight and Sound words and then they could pull their nature learning into that. So it wasn't just extending the learning for students, it was offering new opportunities for connection for educators as well. And so to see that in action and and I hope all of you can can get out and go see some of it because it opened my eyes to just how deep and wide sustainability is. It's not just a buzzword but it is something that children can lead the way in. And if we just sort of facilitate that a little bit. So I
thank you for your work. I thank you for your passion, it shines through and we're really lucky to have someone who is at the Forefront of student centered work for sustainability, so thank you. Thank you. Uh, yes, Mrs. Griffith Thank you, madam chair. Um, I will tell you though, um, from my kids, basically the reasons why there's a lot of food waste is because they don't have enough time to eat. Uh, and they just simply don't like the food. Okay, so those are your, uh, you know, regarding food
waste. Um but I did want to mention, you know, and thank you for the presentation. Um, You know, you asked on slide 19. How do you see your role as a school board member? When it comes to advancing sustainability goals? Well, my role as a school board member is to be fiscally responsible. I think this program is going to cost Millions, so I will not vote for it when it comes up in the future. Um, while I appreciate you, uh promoting it, I'm looking, uh, for the taxpayer but I'm also looking for uh, Renovations in our schools. First, we
need a lot of work done on the inside of our schools, um, that has nothing to do with it. Could involve some sustainability, but to tell you the truth, I mean, to put Millions towards something down the road. You know, doesn't work for me. Um, I'd like to see things now done. So, while I appreciate the presentation, when we Get all our Renovations squared away and we don't have complaints in the schools the older schools anyway. Um I think maybe we can go down this road again. Thank you.
Yes, Miss Chandler. Thank you, madam chair. Um, thank you for the presentation. Um, I am curious, um, aren't there? Um, actual um, items in the state code and in the building code, that encourage and require us to do some of these things. um, could you speak to that a little Um, yes, to a certain degree for sure. Um, and we just recently, I know the high performance building policy came before you, um, as part of its regular review process and as of July 1st of 2025, there is an addition to state code
that is required us for a new construction and Renovations of a certain size. Um, for those construction renovation projects to meet um, high quality certification programming. And so the ones that are called out specifically in code are lead, uh, which of course lcps is currently going after in 4 different projects and green Globes, which is another and lcps has been leading the charge in this for many, many years. We've been building too many of these standards but it is built into state code now. Um, and as I referenced, there's other pieces of legislature that are encouraging and in some places
requiring these types of activities as well, just speak Bay Watershed agreement is huge right now. Um not in requiring or mandate in certain things. But in terms of Of encouraging and promoting, um, and really finding ways for school divisions to connect students, to this very type of learning. Um, and so, for us to again, have the opportunity to be a leader in that, right? And to really model and set the scene for what divisions across our Commonwealth and across, our Chesapeake Bay Region could do. Um, is is a tremendous opportunity for us?
Would you anything to that? Mr. Yeah, thank you for that explanation. I I'm, I am very excited about this opportunity, and I do think it is fiscally responsible. I mean, we've seen we have elementary schools, um, that are not using any, uh, energy, correct. I mean, we, we haven't at zero, right? Um, so that is tangible. Savings that goes back to the taxpayer and it's just a very fiscally sustainability is a fiscally responsible definitely program. Um so I appreciate this work, you're
welcome and long term. Money of these um interventions and Technologies do pay for themselves and then have returns far beyond you. Also heard I think in our energy update where we talked about the solar energy that we as a division produced in school year 2324, um, saved enough in terms of avoided utility costs to cover the electricity bills of 10 elementary schools, for an entire year. That is not only being strategic and Innovative and leading the charge when it comes to environment and sustainability. But that is also fiscal. Um fiscally responsible as well.
And I think that when we also remember to keep students at the center us preparing these students now for challenges and problems to be those change makers. Moving forward, whatever job, whatever sector, whatever Community they find themselves in, that's going to have returns, maybe not to our pockets. But certainly Community Based and globally for a very, very long time. Vice chair down here. Thank you, madam chair. Thank you. Miss sight for your presentation. Um and I agree with the comments from my
other colleagues, your passion and energy for this topic is is very apparent. And we are very lucky to have you um, in our, in our division. Um, kind of following up on the the last topic of conversation. Um, you know, what are, are you all doing anything to kind of put the word out about how certain aspects of the sustainability project are benefiting, not just the individual students who are participating in the project but benefiting other parts of
our community. I think there's always opportunity to do that better, right? Um, but yes, I think that the word is getting out. Remember office of sustainability just opened about 15 months ago. And so, in terms of kind of building that brand and that reputation, that is something that's growing organically, but what we've been able to do is is celebrate. So many of the accomplishments and successes that lcps has achieved to date, right? This 30 year, amazing track record led by our energy program um and and
to be able to bring you statistics, like what? We just discussed. Those are the types of information that we need to get out further. I feel like we're starting to really talk about that here internally. But um, no, I'm not sure that our community really fully understands it. Ashburn Elementary being our first zero energy school, right? These zero dollar, um, energy bills, we took a snapshot of that and I was like that needs to be in every single presentation for the next, like, 6 months, right? Because this is a visual but I also had the opportunity to talk with the um, Ashburn Village.
Community where Ashburn sits right? The the community in the HOA, that's around it. And I tell you the sort of feedback we got from those community members about lcps. This is amazing, you're leading the way this is exactly what we should be doing as a division and I'm happy to share those quotes with you. Um, I thought was just so affirming but to your point Miss Donna, you really reminded me that there's a lot of work to be done to make sure that our community knows about it. Um, I think also, So just regionally and nationally lcps is recognized as a
leader and so the more we can celebrate and tell those stories. The more we are also inspiring other divisions to do the same and that too is really important work because it's got to be Collective. Um, yes, we have 5 minutes. Mr. Stray. Thank you, madam chair. Thank you so much for the presentation. Um, I don't know what to I, I think in terms of what to focus, what comes to mind for me? I really love the points around, uh, that you mentioned around, um, utilizing the lcps system to teach our students, like all of the amazing things that we're doing. I mean, we we don't
don't in, in many ways, we don't need to send students to other companies to see how they do construction, right? We we have a very sophisticated construction, uh, group, you know, we know how to build schools. We've we um, doing all of this I think just thinking about on some of the facilities. Tours that I've done with Mr. Lewis. Where, if, if, if students were had the same opportunity to see some of our modern systems, um, and then get on a bus and go to, to 1 of our older schools. That might be up for a refresh or an HVAC or, you know, might be on in the schedule to to
get updated. Um, and just to be able to see the efficiencies that were not able to capture in that school. Some of the challenges that uh kind of the multi-year challenges of maintaining that school. How how costly it is? Is um, and what if we don't utilize some of these new ways of, of conserving energy, and also modern systems, what what would happen? What would it cost to maintain the school? How difficult would it be to? Uh, keep it up to standard? Um, and so our students are smart smarter than we are and so they will pick pick up on that a lot faster. Um,
and so, just busting them around to the different schools and the different uh facilities which I'm sure we do to some extent but That would be an amazing experience. I mean I've enjoyed that experience and then I'll share share a personal anecdote uh to on the topic of environmental literacy. Um just the other my son is in pre-k um and just the other day we were getting out of the car and going through the garage to get into the house and I said, you go on up, I'm going to go throw this away in the trash. And he didn't even turn around to look at me and he gave me this dismissive. Kind of teenager look and said, that's not
trash. That's for the compost and I've never talked to this kid about About any of this stuff. Right. And so um, you know, I think that this idea of incorporating environmental literacy is so important because Um this is the world, you know, and um the thinking that they're going to continue to grow up in. So Thank you. Okay. Sneaky And Dr. Dean Of biology major and haven't taught, seventh grade life science, and high school. Biology. You're right on my in,
on my lane and I would encourage Dr. Grubs to get in on those high school kids uh teaching those elementary kids. and then we have a dual purpose here with with with sustainability and CAC. So I am just excited to hear it and my old teaching coming to life Um, yeah, I I was going to have some comments, but I know we have to go but I appreciate everything you do. The I sustainability is really important to me and my
sister is an environmental law attorney and so this is a big thing for our whole family. Um, So, all right. Well, I think that's it. We will have a recess. Thank you so much. I love your excitement and your perkiness. And um, we will the board will go into recess and we will be back at 6:30. The board is coming out of recess at this time. And we'll continue with item 7, The Pledge of Allegiance and the national anthem. Uh, tonight the national anthem will be and Pledge of
Allegiance will be. Um, Performed by the JL Simpson select choir, which is a group of 23 audition middle school students. Ranging from 7th to 8th grade under the direction of Holly Hoy Johnson. Select choir consistently has ra, has received ratings of superior at State assessments and has been an important fixture in the Simpson, Mustang Community performing and taking an active part in the students School culture. Will everybody rise for the Pledge of Allegiance and the
national anthem? The. We? Sing. for the 1 lcps Spotlight, the AI innovators cohort, John champe, High School presented by uh, Melissa Sergeant, principal
John champe, High School Jeffrey Horvath, instructional technology, and facilitator. uh, John champe, high school and Natasha Jeter, English linger, English Learners teacher, John champe, High School, good evening. I am Melissa, Sergeant, principal at John champe, high school. And I'm here this evening with Josh Tom, the instructional technology facilitation specialist with the instructional technology office Mr. Jeff Horvath, our instructional technology, facilitator. And Miss Natasha
Jeter, 1 of our English learner teachers, tonight's presentation is aligned with Goal 1 of the lcps, Strategic plan to provide high quality growth and development to all staff. In AI. We are going to provide a brief overview of teacher and students experiences using AI tools to support teacher practice, and enhance student learning. I'm going to turn it over now to Mr. Josh Tom. Thank you for sergeant. Uh, good evening board. Chair
Mansfield Dr. Spence thank you for this opportunity because because this is, uh, this is really neat. Our AI innovators cohort. Uh, it's a group of teachers that have been kind of formed together along with our in truck, instructional technology, facilitators from several high schools. We've been meeting periodically throughout the school year, to learn about artificial intelligence and how it impacts teaching and learning. And we've appreciated the leadership that we've gotten from, uh, the department of teaching and learning and especially my supervisor Mike Henriksen, uh, through the
instructional technology team and we're thankful also to Google and to LF for their support in making this cohort possible. Uh, if we go to the next slide there, let's take a look for a quick minute our alignment. There's some of the questions that are up here for our lcps alignment. Uh are the ways that our innovators are considering uh AI as they explore and understand how it can impact their teaching and learning and as its related to goal 1 or excuse me to our 1
Elsie goals. Building exemplary staff in the field of AI, which will allow us to empower students with AI in a safe and controlled manner. We go to the next slide. The innovators have been exploring, a range of General embedded in educational AIS division. Support documents such as the AI guidance document and School Board policy have helped us evaluate possible. Use cases for each AI. And now I'm excited to kind of turn things over to Mr.
Horvath, who's going to talk a little bit about some of those in, uh, impacts Good evening. Uh, as in instructional technology, facilitator. My main focus is ensuring that the faculty at John champe, High School receives high quality, professional learning. Participating in the AI innovators has given me greater understanding. And perspective to deliver the professional learning opportunities that the faculty of John champe, High School needs. Next slide, please.
Here are some examples of how participating in the AI innovators has. Had an effect on how I provide professional learning for the John champe faculty. on the left, you see, where I'm starting to integrate AI with some of the technology that we already have access to, like schooly In the middle. I'm giving teachers, uh, examples of how they can use AI to increase. Culturally, responsive instruction.
This is a fun, ugly sweater activity that I invited the invited the teachers to participate in. And this allows AI to, we can bring a part of themselves and their values into the product that they make. And finally I believe it is very important for teachers to really think deeply about Ai and how it affects teaching and learning how it affects their students. And so, I am engaging, our faculty in reflection on teaching AI, uh, in practice on the, uh, your right. The, uh, this is a faculty
meeting recently where I invited teachers to think about how other tools in our lives affect how, uh we use them safely, how we use them uh, appropriately and how AI is the same in that regard and some of the things that we have to, uh, you know, think about when we use AI. And now with the next slide, I'd like to invite to miss Jeter up here. Good evening, my name is Natasha Jeter and I'm an English language learner at teacher at John champe. High School. I
support students across both Math and Science content areas prior to having access to AI. I had to modify assessments line by line which was extremely time-consuming. Now I have been able to use AI to level environmental science tests to students respective Weedle Weedle levels, create accompanying study guides and pre-teach vocabulary in geometry. So these tools have made rigorous content, more accessible
and have given me back valuable time to focus on Direct, instruction, student, support and building meaningful connections with students. Next slide, please. All right, and, as 1 of the 4 Educators selected at champ exploring, the use of AI in classrooms. I'm speaking on behalf of 1, of my colleagues, Miss Lily Jones, who teaches world history and Us, Virginia history. She has used AI to create interactive timelines. That improve students,
understanding of historical sequences modernized presentations for clearer, more organized notetaking and differentiate instruction through inquiry-based notes, tailored to individual student levels. These supports have been especially impactful for our English Learners and our sped students contributing to improved comprehension and stronger. Test scores, if you will, please play the video. Um I thought it was cool like interacting with it in order
to like learn and it gave like information about the topic based off the prompt Miss jscape, which I thought was really helpful. And every time I like answered, like 1 of the questions, they'd ask me a question about my answer and I kind of like, how they wanted me to elaborate more. I think a feature was that like it, It like adjusted like what to say based on what I said. So like if I didn't understand it would like sort of like build itself to uh give me more information and then reword
the question. So I could like answer it with the information that I gave I liked how like uh every time they asked a question and we got it wrong or like we didn't get what like it was looking for. It would help us try and find the answer and like it would like to say like you're on the right track, but here's more to that. So, I like that. I think so like all students like use it to like they rely on it for like answers but I think it's like helpful for like helping you learn something like a certain concept or
try to prepare for something like you could ask an AI bot to like prepare some questions that may come up in like an interview or like, in a test and it's kind of like helpful for that. But I was like, other than that, a lot of people rely on it for answers and like, quick, like assignment fixing stuff, but rather, like use it for, just helping me with the process of learning. I think that's good. I think it's something that we need and you know, that people shouldn't be scared of. Um, if we
use it right, then it could be like extremely helpful in bringing in like new opportunities for kids to learn Yeah, that would be like try not to know. It was really and like it didn't give up like the answers immediately and just helped you out with it. I think it's really good and AI is like it's kind of like dangerous and like there's a lot of stuff to it and that I don't even know personally cuz I don't really use and how much and um, I think it's like there. There's a limit to how much we can
grow with AI but I think it's going pretty good somewhere. to not try to like limit it so much like cuz obviously like they're going to put restrictions on it and stuff right? For the kids. But like, I feel like it to a point where like if he comes like too many restrictions like kids are just going to like opt for like a different, you know? Like Source. Like chat gbt or like other AI platforms. Fine. So as you just saw, we were able to listen to a couple of
perspectives from students who were able to participate with AI chat Bots through a school, AI program. Other than that, all of us who have participated in the cohort, have found it to be an exciting and effective tool for making instruction more Dynamic and inclusive. We've witnessed how AI empowers teachers by streamlining planning and differentiation and how it benefits students by delivering content in ways that meet their unique learning
needs. It has been an honor to participate in the program and we would like to thank the school board for your continued support of innovation and education, which helps us to find the best tools to empower students. To make meaningful contributions to the world. Thank you. All right, so I will open it up for any questions. Board members. Do you have any questions? Yes. Myssa. Um, thank you so much. It's more of a comment. Your presentation is very timely. We're working on our AI policy
right now to get it up to the full board will be discussing it tomorrow night in culum and instruction committee, so I'd love your input. Um definitely from the teacher side and the learner side, 1 of the things that we've talked about is how rapidly it's changing. Um, so was that something that you encountered would is that uh, something you're thinking about with students and terms of how do we outpace AI? I'm not sure it's possible. Um but thinking about student use that's been a challenge for us and how often do we need to review it? It it really is. It really is taking hold. So, I didn't know if you experienced any
changes within AI when you use this with your students, not as of yet because we recently just rolled out a pilot program after informing parents and throughout this school year, we've been meeting monthly. And so everything has been paced according to the programs available to us and the students have just recently been able to participate in the pilot. Validated program. Yeah, did you find that the engagement pretty high? I would imagine. Yes, they were really excited to speak with the AI chat Bots. And what's so unique about
it is if students aren't really engaging it alerts, the on it, alerts the teacher on their side of what exactly is going on in real time. And then it changes prompts to help prompts to help kind of stimulate conversation and it is restricted in a way that's appropriate. So that students are able to be redirected and stay on task with the assignment. Wow. Awesome. Thank you so much for your work. Yes, thank you. Any other questions discussion board members? No.
All right. Thank you so much. Thank you so much. okay, we will now move on to um, item 8.02 And I'm going to turn over all the introductions to Miss Lisa Bond. Thank you, chair Mansfield. Good evening board. Tonight. HRT is proud to announce the 2025 annual awards from our operational and instructional Awards programs. the remarkable achievement of these winners respectively
serves as a powerful Testament to the exceptional, quality of lauding County Public Schools, their dedication Innovation and profound impact on students and staff perfectly exemplify. The inspiring work that occurs daily within our schools. This honor shines a light on the collective, commitment of all of our teachers and principals and staff who consistently go above and beyond to foster a nurturing and successful learning environment for every student contributing to the continued, excellence
and proud reputation of lcps. And with that, I would like to turn it over to Carrie. Sims supervisor of employee recognition to announce this year's winners. Board members, cabinet colleagues and esteemed guests. I'm thrilled tonight to introduce our exceptional annual Award winners. This year, we celebrate individuals who represent the heart and soul of our division. Each playing an indispensable role in fostering a, a vibrant and successful learning environment for our students, from the inspiring
dedication of those working directly with children, to the tireless efforts of those who support the division behind the scenes. These individuals, embody, the collaborative spirit, that makes our division so strong. They are the best of the best going above and beyond in their daily work to ensure that every student has the opportunity to thrive their passion. And commitment are truly the driving force behind our Student Success. And it is an honor to recognize their remarkable contributions in our continuing efforts to grow our recognition programs, nominations were allowed to come from students parents,
co-workers, and supervisors. Last year, we had a total of 335 nominations for our 16 award categories. This year. We see we received an incredible 70015 nominations including nearly 200 for Teacher of the Year. The lcps community shared heartfelt stories of the impact, our employees made on their children, colleagues described collaboration Outreach and relationships students wrote about those, aha moments and of success after struggle over
the past month, we've traveled across the county, to surprise our winners and we're excited to honor them at additional upcoming, Banquets in our operational Awards group. Let's congratulate the following individuals not here tonight, but congratulations to our bus attendant of the Year, Zack Hansen Bus driver of the Year guy retaliate. Laura. Custodial Services employee of the year. Yahara Diaz Bautista. Information. Technology employee of the year. Megan deer
digital experience specialist. Professional trades employee of the year. Mark seal shop. Foreman Safety and Security employee of the year. West Boucher school security. Officer Blue Ridge, Middle School. Congratulations. West. School nutrition services employee of the year. Alec Lloyd, School nutrition manager. Academy of Loudoun. Congratulations. Support staff. Employee of the year. Karen Dawson division
Council paralegal. At this time, we'll do a group picture for our operational, Awards group, and call our instructional Awards winner. Do you need to move back? Okay. No, no. Because we moved them, we moved them. Yep. All right. Wonderful. And I cannot see 1 2 3. Can I have you a little bit? Sorry. Okay, that's good. I'm gonna head that way in our instructional Awards group.
We congratulate the following individuals, our 4, congratulations. Marcia child Heritage High School. Kira Simmons, champ and Freedom High School. Deborah OD Clan Creek, Elementary School? A good head right up there for a picture. The instructional support employee of the year Feliz.
Hubard teacher assistant roundhill Elementary School. Administrative support employee of the year Carlina feckl career, center assistant, Heritage High School. Professional employee of the year. Colette Bradley, instructional technology, facilitator Rosalie, Carter Elementary. Elementary new teacher of the Year, Debbie langsom Madison's trust Elementary. Student Support Services employee of the year, Jennifer Shrader.
Middle School New Teacher of the Year Lydia seekford J Lupton Simpson, Middle School. High School New Teacher of the Year. Sophia, parin, light Ridge, High School. Teacher of the year and our 2026 nominee for Washington, Post teacher of the year Colleen Sally. Madison's trust Elementary Principal of the year and our 2026 nominee for Washington, Post, principal of the Year, Doug Anderson, Riverside, High School. Yeah.
To the family. As we are gathering for the group picture, for our instructional Awards group, I'd like to address the families of our award winners. We extend our deepest gratitude to you, your unwavering support encouragement and understanding form the Bedrock upon, which your loved ones. Achieve such remarkable things, we recognize that their dedication often extends, beyond the school day and your sacrifices do not go unnoticed. Thank you for sharing these exceptional individuals with us, their impact on our
students is profound and it is a testament to the strong Foundation. You provide. Let's give 1 more round of applause to our 2025 lcps, annual Award winners. How did you end up here? I just All right. I think, um, Will continue on with our school board meeting. Right. Uh, we're going to continue on with item 9. The student School Board, representative comment.
Tonight, our students School Board represent representative is Messiah, Davis. Messiah Davis is a senior at John champe, high school, she serves as the student body president. And is passionate about leadership and advocacy. And Sia holds key positions as vice president of the black student union. First vice president of the NAACP. John champe, chapter and president of the Jack and Jill of America's Loudoun County chapter
In Sia, nsiah is a varsity field, hockey and lacrosse goalie serving as captain of the field. Hockey team. She has completed over 320 hours of community service and is a lead Ambassador for educators Rising. she is currently in the teacher Cadet program and Reigns as John Champ's homecoming queen Messiah's platform a student body president focuses on fostering a welcoming and supportive environment for all students.
She lives by the powerful motto. Don't follow the given path. Create your own. Nsiah will be attending the Ohio State University in the fall. Davis, the floor is yours. Thank you. Good evening chair. Melinda, Mansfield superintendent, Dr. Aaron Spence and esteemed members of the school board. Thank you for the opportunity to speak tonight and for the incredible honor of Sir serving as the student for student School Board representative for John
champe High School. This year, my name is nesia Davis and I sit here filled with gratitude pride and love for our school that has shaped so much of who I am. This year has been 1 of Milestones, memories and meaningful moments. We've made history and continued. Legacies our Deca program saw over 150 students represent champ at the state leadership conference bringing home, more than 75 Awards, and 34 of our students advance to compete at decus International Career Development conference ICDC, the most
prestige prestigious competition in the DECA world. That level of achievement speaks to the drive and determination of champ students and the Excellence of our CTE advisor. Educators In the Arts are Avalon Theater. Program reached New Heights competing at the vhsl State Theater Conference in earning 5, Superior ratings for the first time in school history. Meanwhile, our music department continues to soar. We have been named a Virginia honor band for the 11th consecutive
year and just this past weekend our jazz band earned Superior ratings, the highest score possible at the district 16 vboda assessment. That's not just Talent. It's consistency. Passion and pride And Athletics gave us something Unforgettable. This year champ has been nothing short of transformative. We celebrated unforget unforgivable, Unforgettable victories, like our historic girls soccer team bringing home the school's first ever state championship. Our football team
made it to the region Championship, third round, and our wrestling team sending the most athletes to the state competition in school history. And that shows just how far passion and perseverance can take you. But the Champions experience isn't just measured in our wins or ratings. It's in the community, we built. But our victories have extended far beyond the scoreboard. We've celebrated academic, Excellence excellences, including several students recognized as National Merit Scholars. A
reflection of the Brilliance dedication and resilience within our Halls. These achievements remind us that Excellence at champ, doesn't just come in 1 form, it thrives in our classrooms and our clubs on our fields and in our community. What makes our school? Truly exceptional though, is its commitment to inclusivity this year clubs like Muslim Student Association, South Asian Student Association, black student union, and Hispanic Association provide safe,
empowering spaces where students can celebrate who they are and where they come from and connect with others and honor them. Being part of a campus that values, diversity student, voice, and cultural expression has made all the difference. Students deserve to feel like they belong and champ. And at champ. We've worked hard to make that a reality. we also took steps towards safety while being while, Thanks to the board and lcps, the relocation of our main
office to the front of the building wasn't just a construction project. It was a commitment to our Peace of Mind. Knowing our knowing our school is putting students safety. First allows us to focus on what really matters learning connecting and growing. Our nice charge character. Honesty respect generate Excellence has continued to be more than just words. It has shown in every event, every act of kindness. And every student who stepped up to lead over 200 students have been recognized for modeling this every day from the joy of
homecoming and our second annual, renaissance fair to our powerful, past the spirit day, linking our seniors to our future Knights. The magic of champ was alive and present every single day and it's a magic I hope never fades. To our champ leaders. Thank you. Miss sergeant and our Administration team. Thank you for our leadership and belief in the power of students voice And to miss Carter and Miss Hudson. Thank you for walking
beside us. Mentoring us and reminding us that leadership is about lifting others as we climb. To our school board and Dr. Spence thank you for believing in. Student centered education. Your commitment to, including the students voice has made a real difference. You haven't just asked us what we think you've trusted us to act that trust is what binds confidence community and Future Leaders. Finally, thank you to my family. For being there. And being my biggest cheerleaders, Your
Love patience and support has been my Foundation to my journey. To my classmates. Thank you for letting me lead. You, we built something beautiful and I will carry it with me as after we turn our tassels. As I prepare to take my next steps, I will carry with me, not just lessons, I've learned but the people, the spirit and the pride of John champe. This school has taught me that leadership is about creating spaces where others can Thrive and I am proud to have played a part in continuing
that Legacy. Thank you for the privilege to serve. I will forever be a proud champ night. Thank you. Thank you, Mrs. Davis, for being here and for your comments. Um, we will now move on to item 10, the superintendent report presented by Dr. Aaron Spence, our superintendent, thank you, madam chair and members of the board. As always, it's my pleasure to share some good news from around the school division this evening. Starting with, if I could ask, uh, Miss Tanya Brown to please stand up. Tonya Brown has been selected as the next principal of
Freedom High School. Miss Brown. Yes congratulations. Miss Brown currently serves as the assistant principal at Park View, High School in previously she was an assistant principal at Manasses Park. Elementary School during her career as an educator. She has served as a literacy specialist in Manasses Park City, Public Schools A literacy and history. Curriculum specialist in San Francisco, Unified School System and a teacher in the Charlotte Mecklenburg Schools and Chicago Public Schools. Miss Brown. We welcome you to your new role in. Congratulate you again. I'd like to ask Dr. Brandon wolf to please stand up.
Doc. We're pleased to note this evening that Dr. Wolf has been selected to join the department of school leadership as the executive principal for alternative education, programs in schools. Congratulations. Since 2017. Dr. Wolf has been the Principal of pmic Falls High School previously. He was the principal of the Davis career center, in Fairfax County Public Schools. He also served as dean of students at Falls Church High School, Dr. Wolf began. His career, as a special education teacher at the Summit Academy in Butler. Pennsylvania, Dr. Wolf, we welcome you to your new role and congratulate you.
Well, this week is Teacher Appreciation Week, and during this week, we want to celebrate all of our wonderful teachers and asked our community members families, parents, and students to do the same. Our teachers commitment, Innovation and Leadership shape, and guide the Journey of our students and our teachers, show up every day with heart creativity, and an incredible set of skills. I'm so proud and appreciative of the work they do. So for me and all of us in lcps. Thank you. And we appreciate you. I'm pleased to note that lcps has partnered with the loud
and Education Foundation and Amazon to provide additional Hands-On stem enrichment. To our students lcps, the LF and Amazon celebrated, the launch of this partnership with a ribbon cutting of a new, think big corner at btoc elementary school on April 29th. In total 4 schools Forest Grove Frederick Douglass Guilford and poem elementary schools will all receive a think big Corner. These Corners are a smaller version of the Amazon, think big space. That was launched at Simpson Middle School in 2022 and will provide a Creative Learning environment
for students to explore stem technology and lessons. We are grateful for Amazon's continued commitment to our students, Futures and the incredible support of Our Community Partners. Also want to note that 15 lcps schools and more than 780 students participated in this year's run the greenway which which is an annual race held on the Dallas. Greenway, these students were among more than 2400 Runners who, in addition to participating in 5 and 10K runs were raising funds for causes across loud and County.
Run the greenway was the perfect lead in to the lcps week of play a division-wide celebration of physical activity, wellness and Community Connection happening. This week, this initiative, invites students staff families, and Community Partners to incorporate movement into their daily routines. And in addition, to support the week of play, many schools across the county are planning to participate by focusing on creative movement activities, promoting fun fitness and Connection. Family and consumer science students from Belle Ridge Middle. Uh excuse me, Belmont Ridge, Blue, Ridge, Eagle
Ridge, Stonehill and Trailside, middle schools rolled up their sleeves, grabbed their piping bags and let their creativity take center stage at the second annual lcps Cake Wars hosted at Trailside Middle School. This year's theme candy shop was inspired uh, inspired some truly showstopping Creations, which wild friends family and a panel of community judges through this fun activity families. In consumer science, students build Real World skills in particular, teamwork, communication, creativity problem solving, and financial literacy. A huge. Thank you
to our incredible facts teachers for bringing learning to life and to our community, judges, for supporting our students talents next more than 800 students from 35 lcps, schools participated in the Special Olympics Fe meet hosted by lden Valley, High School on April the 23rd. The Special Olympics feet meet is an opportunity for students of all abilities to participate in an inclusive track and field event. And to enjoy a day of sports teamwork and friendship. This year's event which included over 200 volunteers from Loudoun Valley. High School was
the third year that Loudoun Valley High School has hosted a Special Olympics feet meet we also want to note that the minority student achievement advisory Council held its annual equity and awards ceremony on Saturday at the historic, Frederick Douglass High School. The theme of this year's event was together enjoy and capped off a year of celebrating the power of joy in our work Dr. Charles Barrett lcps school psychologist built on this theme with a keynote address on seizing Joy. The highlight of the event was the recognition of the 2025
msac, Award winners, including students, teachers administrators, and schools through their work in actions. These individuals continue to seek to make lcps. A more inclusive community. We want to thank you, msac, for creating such a wonderful event and to all who strive to make lcps a more Equitable place for our students to thrive. And then finally, I want to share some incredible news from the Department of Support Services. Over the last 2 Summers Summers, as part of the critical systems renewal program Support Services has completed, extensive upgrades to aspirin Elementary School to improve air quality and
enhance occupant comfort and reduce energy. Consumption some of the energy efficient upgrades installed at aspirin, Elementary included geothermal, well field and updated HVAC system, LED lighting and a roof-mounted solar array. These energy efficient upgrades enabled, the school to reduce energy consumption and produce enough energy on site to support all of the schools electrical needs without impacting. Occupant Comfort enabling aspirin Elementary to achieve Zero Energy status which demonstrated by the utility bill on the screen, which
indicates that 0 kilowatt hours of electricity were purchased after full system integration, which is a reduction of more than $9,000 and heating and electrical costs, incurred. During the same time last year, Support Services is currently implementing similar upgrades at Ball's Bluff, Elementary schools and is anticipating comparable results and Madam chair that concludes my report. Thank you, Dr. Spence And with that, uh, we will move on to item 11, our public
comment. And I'll read the public procedures. Thank you for engaging with the school board through the public comment process, the school board, welcomes comments from Loudoun. County residents and believes that strong Community engagement and outreach are important. Components of a successful school system. Speakers must limit comments to the time. Allotted based on the number of speakers and the agenda this evening, all speakers have been allotted 1 minute each for public comment, please be advised that speakers who miss their
time slot will not be called at a later time. All audience members shall maintain civility, decorum, and respect for the functioning and the Dignity of the school board at all times. Please remain, seated and less arriving departing speaking at the podium or during a break. Violations of Civility, decorum and respect include. Shouting heckling jeering Applause or other noise which disrupts or delays. The meeting obstructing speakers from
being able to see the school board and vice versa, interrupting speakers, attempting to speak when not called to do. So by the chair and approaching a speaker or otherwise attempting to intimidate, disparage or distract a speaker staff member or other meeting attendees. Speakers should refrain from vulgarity obscenities defamation profanity or other like breaches of respect nor May speakers Target criticize or attack individual students
and or individual division employees during public comment. As a reminder School Board policy, 2520 States speakers may not Target criticize or attack individual students. During public comment. Speaker should communicate those concerns to their school principal or an appropriate School official? the school board requests that comments on an individual student or employee related matter, not be shared at public
meetings where the disclosure could violate applicable confidentiality requirements. I do want to take a moment to clarify a few things. As I've explained, previously speakers can personally identify a student or employee without stating a students or employees names. That is personally. Identifiable information is any information that a reasonable person can link together to pinpoint an individual student or employee and where that
individual student or employee is known to others in their school and surrounding Community. Based on the context, that is shared the school board, welcomes you to share your concerns. But asks that to the extent, you have prepared remarks, that Target, criticize or attack any individual students or employees. You generalize such remarks to ensure compliance with board policy, for example, comments that Target criticize or attack a
student, Or. An employee or a student or employee and employee from a specific name School. Or a student or an employee with any characteristics. Where the information would personally identify that student or employee to others in the school or broader lcps. Community would violate School Board policy. However, comments that discuss General concerns with students.
Or employees. At schools. And do not Target criticize or intact and individual identifiable student or employee are permissible. Under School Board policy. I as the school board chair and charged with responsibility to maintain order during school board meetings. And accordingly. When reasonable, I will warn of breaches of decorum Civility and respect. And I asked speakers to read your and I'll ask speakers to
redirect their comments. Prior to possibly discontinuing individuals speaking privileges or taking other actions to preserve the civility, decorum and orderly conduct of such meeting. Such action includes calling a recess in order to maintain Andor restore order. if speakers fail to comply with Schoolboard policy regarding public participation, you will receive a warning and a request to redirect or generalize your comments.
Should you fail to redirect or generalize your comments? After that warning you may be asked to yield the microphone at which time you should yield the microphone as well as the floor and take your seat and I will then call the next speaker. To the extent necessary. I will also warn a breaches of decorum Civility and respect from attendees prior to taking other actions to preserve the orderly conduct of the meeting. Speaker should face the day as and direct their comments to the school board.
Per School Board policy, 2520 members of the school board will not answer questions or respond directly to the public during the public comment period. Violations of decorum or civility. By any meeting attendee, may result in the chair, directing staff to remove the attendee for the remainder of the meeting. Repeated or persistent violations of decorum or civility by the audience, may result. In, on the decision of the chair public comment being tabled until a later point in the meeting's agenda. Limiting the number of attendees in the meeting room during
public comment for safety reasons, or the public comment period ending for the evening. Copies of materials. For school board members should be given to the public information officer in the media box at the back of the boardroom before the start of the meeting. Please provide 12 copies of the materials. Under no circumstances May a speaker approach. The deis the public is reminding that reminded that access to school board meetings is available through lcps, TV on Comcast channel, 18 and 1070 HD and Verizon FiOS channel 43. The
live stream of the meeting may be viewed on the website. We look forward to hearing your comments. We will now start with our virtual public comment and our first 1 for the night is Barbara Davis. We do not have a virtual participant by that name. Okay. we will now move on to Ashley long. Followed by Vicky jeng. Can I start now? Whenever you start the the minute will start, okay?
The evening, my name is Ashley long, I believe all board members have seen the video where my 5-year-old son, Ethan was racially harassed, and bullied by a middle schooler. Today, I'm not here to discuss what happened. I'm here to ask. What are you going to do to make sure this never happens? Again, not to ease them, not to any child in a ocps because if there are no consequences, if there's no clear policy to protect the children from racial harm, then
how can we trust this school district to keep our kids safe. This isn't just about holding 1 fully accountable, It's about whether lcps is willing to protect the every child, especially students of color from hate, from fear, from Silence. We demand a timeline? We demand action. We needed to know. What are you doing right now to make sure this never happens again. Thank you. Thank you. Uh please hold the Applause, excuse me.
Please hold your applause, there's no applause. I said that during that, um, the beginning of my script, there's no applause. You can do this. But no applause. Thank you. All right, our next person is, uh, Vicky Jong followed by manchin suey. Okay. Hi. Um, my name is Vicki. I'm also a mother of 5 year old child. I echoed every single word that I actually has just shared which brought us to today about this incident happened recently.
Don't hurt me. That's what a 5 year old child, said crying confused, heartbroken. And I asked all of you guys here, what if that were your child, your grandchild? Someone you deeply loved. This is a lot of content in 2025, not 1960. Yet the pain. And breathing of Ruby Bridges still echo today because recent and Bully are not history. They are here, they are now. We thank the board for past effort, but we need more much
more. We need real consequences. We need clear policies. We need education that teaches not just academics but Humanity. The hate harms retired. Accountability must follow. This is your moment to lead not with words but with action. No. Child in lawden. Should ever have to cry? Thank you. Uh, Megan. Let's see. Uh, Mansion Suey followed by Trent.
Shima's off. No, there's 1 minute left. Good evening, everyone. My name is maxing Q. I'm a resident in Loudoun County and a mom of 2 year old boy who will enroll our College. Sorry, in our um, Eagle Ridge, Middle School in future. I believe you have heard the incident that a 5-year-old boy. Was cornered harassed by a mids schooler from our please stop the timer. Um, if I would appreciate if you please refrain from talking about,
Names of schools or okay from our loud and Country it should. Yeah, it should be. Yeah. I I just say that. Yeah I know from our lauding country pleased with the all ethnic slurs So I believe there is good, true fundamental principle, which is straightforward and non-negotiable. The school should be safe having so kids can grow and learn without fear inspired from the unfortunate situation. My question is beyond the parenting. What is our school's role here? It happened off. Campus it highly likely it happened on
campus. Maybe daily. It is happening. It happened. And it will happen. If we do not do anything about it, we deserve the procedure. It is perfect time for us to align with the schools to understand the procedure. What we going to do about it, let the vulnerable children know, beyond the peers. There are many effective way to defend themselves with peer schools and parents. Day. Thank you. Trent. Chimes off Chimes off, followed by Samuel Leon.
Good evening. My name is trench himself and I'm a senior at Heritage High School, over my 4 years, as a high schooler 7 of my friends have been sexually assaulted and not and not 1 of their assaulters. Have been brought to Justice. My anecdotal statistic does not cover the hundreds of reported and unreported cases of sexual assault, across town County, Public Schools, according to the investigative reporting Workshop of American University from 2021 to 2022. 159, sexual assault, complaints were received by lcps, but zero
Title 9 investigations were opened. This has continually been swept under the rug. How long will my friends have keep having panic attacks from seeing their assaulters in the hallways at school? How many times will my friends have to leave class to go puke in the restroom? Because if the share space with their abusers, when will we stop ignoring these crimes and start protecting students along with many other changes? We need Title 9, reforms, it's time for lcps to start living up to its promises. Thank you. I yield my time to the chair. Thank you. Um please excuse me, please keep your
applause. Um, that's the second warming. All right, we'll move on to Samuel, Yan. Followed by ha Tang. Good evening, my name is Samuel. I'm longtime resident of London County today. I want to address the hot button. Issue about the 5 year old Chinese boy being bored in the humiliated by Law and Public School. Uh, students. Other copies of school can shoot the knowledge. The issues happening in this community, be the boring.
Head. He said and the racial harassment is slow on internet and the broadcasting. In the National level TV, be the drug overdose happen to our community, to our students writing bravely and forcefully to show that your leadership that the series about education, there is some responsibility. Take the issue into your hands and find Solutions. I have some suggestions. Uh, including lighting student Pirates, know hate crime.
A phyto crime, that can be prosecuted student conduct and behaviour and conduct should cover outside schools. Not just the 5 6. All right, School Thank you. Please yield the mic. Please you the mic. Um, I also need to remind you a student. No students schools, not a school. Just to keep with our policy. Please, thank you. All right, the next uh, is, um, haang followed by Kevin Zu.
Good evening, Madam chair, and members of the board. My name is ha and this is my first son County school board meeting because of the horrendous video that has circulated of the child being tormented to the point where he was calling for help and it was being posted as the form of entertainment for views. This prompted me to wonder what this, uh, students at lcps were taught about bullying. Are they taught bystander interventions? What do they see? Um, what do they do when they see bullying? And do they see their families know of resources provided by the school and
counties? Um, if they're bullied, I believe that more of our students are able to learn about cultures and history. They'll be able to grow their understanding and differences within our community and be kinder what uh is being Taught in schools about Asian-American and overall diverse history. So our students can be knowledgeable and cultural uh about the cultural differences and embrace. Uh, rather than Mach 1, another punitive disciplinary action are harmful to our students. It is important that our students feel safe, be able to learn and grow and accepted in the
community. Thank you. Next 1 is um Kevin J. Followed by ya poo. Good evening, esteemed, born board members. Uh, my name is Kevin Unfortunately the bullying video is just 1 of many recent incidences of Chinese Americans not feeling. Welcome a recent survey conducted by the committee of 100 on the state of Chinese Americans in 2024 showed that 68% of respondents face discrimination at least once a month on
average. We need to resolve this negative atmosphere, uh, by changing the environment. These students, uh, grow up in to see people as more than just cultural stereotypes. Media parents and educational environments. All played a role in making a a more positive direction. I asked the board to present specific steps to ensure that students treat everyone with the dignity that they themselves. Expect, uh, thank you for your time. Thank you.
Good evening. I'm speaking. As a concerned member of the Loudoun County Community following the heartbreaking video of a 5 year old boy being harassed with racial slurs by middle schoolers recorded shared and met with laughter. This child was targeted for his ethnicity on his own front porch. Lcps, reported nearly 900, instance of haste, Beach. Last year yet. We still lack consistent, accountability and prevention. Counseling is important, but it cannot be the
only response. We cannot tolerate this Behavior, which is harassment, even buy a minor must be taken. Seriously, disciplined, education, and accountability must go hand in hand. We need stronger responses to hate and real support for families impacted by it. We chose this district for its values. Now we ask you to lift up to them. Let this be the moment we commit to real change, clear policies. Firm conference um, consistent consequences and a safe respectful environment. For every student. Thank you.
Thank you. Followed by. Chien. So no Yan yunai. Is it Gene Yeo Jeong? Hi. Good evening everyone. Uh, this is kindergarten teacher. I want to say, this is bullying, obviously to a school's favorite, uh, favorite to for field. It's teaching responsibility. UH, responsibilities and parents are, so students should be partnership to the maximum extent. And
parents should be held, um, accountable to some of the alarm. Um, we uh, I want to say, um, Uh, the whole incident is very clear. We don't need to keep investigating until the next similar incident. We need to see what is, what is good, what schools do, how many schools shooting in the United States were caused by bullying? And I think the school has more data than me, many people say that we should take care of the perpet perpetrator as a child and petition to his physical and
mental health. That aren't. They aren't our Child. What about his physical and mental health? He needed to see Justice in the United States. Thank thank you. Alexander Stimson. Followed by Wing Jung. Like many people here, I became aware of the bullying and hate speech, incident targeting a young boy in our community. When it was widely shared online like others at first, I was shocked, then saddened, then angry. I was further upset upon seeing the response sent out by
email that was wholly inadequate to the scope of this tragedy. There was no apology, no clear consequences while this incident was tragic. It is also an opportunity, it's more than an opportunity. It is a duty. A duty to show that our community does not accept this type of behavior, a duty to protect the vulnerable in our population. And to show them that we will protect them. My kids are here today. What message are you sending them in others? If you
choose to act swiftly and decisively, it will send a message that we stand for our community members and do not tolerate this now or ever. If you choose not to act. It will show that. There are no consequences my kids either way will get thank you. Thank you. We followed by Alex yang. Hi everyone. My name's Wayne. I'm an engineer and a business owner, living in this area. I wanted to mix some comments on the incident where the 5-year-old boy. Ethan
got racially harassed by an older student. I think what happened to Ethan is that is an indication of a potential failure of the system that is supposed to protect and educate, our kids to be kind and respectful to others. If a kid can do such bad things to others. At this young age, can you imagine what he's going to do? When he grow up? And we only found out about this incident and treat this seriously because the video is posted online. What about the other cases out there that we are not aware of who's going to help them? Um, if I were to be pessimistic about this, which I should
be, I would assume that the majority of our kids have been or will be treated like that. And we don't want that to happen. That's why we demand action better education, training program and also actual consequences for the individuals involved. Thank you. Thank you. Alex Yang followed by Chris Burns. Hello. Good evening. Uh, my name is Alex, and I'm a parent of 6 years old boy in London County, public school. And I serve as the engineering judge in the London County, Regional science
and engineering Fair. As a parent and the Community member I'm so disappointed by schools. Still responds to the incidents. Our ethic and safety education being actively taught in our schools. We request school and board to use the har incense as an opportunity to work on and we follow up with the um, with the Implement meaningful programs to address racial harassment. And Student safety as a taxpayers. We invest this school
district to ensure our children receive not only the best education, but are safe and respective environment. It's unacceptable to see, students demonstrating a lack of the even, the most basic assets Behavior. Thank you very much. We demand wasteful timely accountability. Thank you so much. Thank you. Chris Burns followed by Jennifer Travis. My name is Chris Burns. I'm speaking on behalf of my son who is a freshman at a Loudoun County school and involved in Performing Arts. There, his teacher was recently
terminated pending a hearing. I want to speak on a, the positive impact that this teacher has had on my son. My son came to high school, having not quite found his place. Thankfully, a teacher. Connected with him. As they worked together, I saw something in my son that I'd never seen before. Excitement, about school excitement, specifically to work with this teacher. Some examples of how this teacher helped my son over the past year. When our transfer request was initially rejected due to my
son's need for an IEP, this teacher jumped in and helped navigate the red tape and get them approved. When during the school year, it was discovered that my son needed additional support this teacher. sat with us during IEP meetings to make sure his needs were clearly identified and appropriate accommodations were provided when my I'm sorry, the minute kind of goes fast. Thank you. Jennifer Travis. Followed by Aubrey Travis. The environment at my child's, High School surrounding the
theater program has become divisive and deeply concerning. Parents have repeatedly requested meetings with school leadership to ensure the future of this beloved program, including the dual enrollment theater classes, unique, to our school. but those requests have been denied by School administration, On May 2nd during Tarzan's opening weekend. Parents were locked out of the backstage area due to unverified concerns concerns. That some may not have the students best interests at heart, at every performance, 3 to 4 security officers, including a sheriff and an administrator were
present, creating a feeling of high-risk situation rather than a celebration of our students achievements these retaliatory actions locking out supportive parents casting us as potential threats and shutting down dialogue because we're advocating for our children are tearing at the fabric of our school Community. This is not the school. We know and love, we can do better. We must do better. Please bring him back. Thank you. Aubrey Travis followed by Eric Sutton. Hi, my name is Aubrey Travis. I am a sophomore at at lcps.
High schools since teachers were dismissed on April 1st. I've been devastated as someone with ADHD and severe anxiety. They were 1 of they were 1 of the few people who truly supported me in Fall 2024. I was struggling losing confidence in picking at my skin. They were the only teacher who noticed they gave me a fidget toy. I still can't carry reminding me to stop picking and even connected me with the school. Social workers that support changed everything since their departure. I started slipping again, I'm distracted anxious. And heartbroken their absence has
left a hole in our theater Community. Their classroom was a sanctuary for anyone who needed to talk vent cry or simply feel seen and heard, they helped students to become the best version of themselves through, kindness support, and unwavering belief in our potential. I'm begging you, please bring back my teachers. My mentors and the person who helped me survive Thank you. Eric Sutton followed by Kaylee Rivers. Good evening. Um, I'm here um, to ask the school board to
immediately step in and reinstate that the inner teacher. That was recently dismissed. Um, I've had 2 daughters go through his program. Um I can never repay that man for what he's done for my children. Um my my junior who's there now um she was bullied viciously in middle school. She was excluded and he created a safe environment for her and has brought her confidence level. She just choreographed, um, the school, um, Musical that
they just had. Um, I can't, I can't say enough good things about him. He's a good man, and, um, I think what he was dismissed for, um, sets a very dangerous precedent of where you are holding him to a different and higher standard than a football coach. Um, even a band director that tells, uh, a student that they can't be, uh, come to a, a show because they've missed rehearsal, um, please step in and be the pragmatic leaders. Thank you. Kaylee Rivers, followed by Corey Brunei.
My name is Kaylee rivers and I'm a senior in an Ashburn High School. I've been a part of the theater program there for 9 years now, under the same leadership of our now removed directors. Our directors have made a promise to me in eighth grade that they would stay through my senior year, when I decided that driving 42 miles round trip was worth the hassle for their program, but that promise was forcefully, broken on April 1st when they were removed from their position at our school. I'm not only here to selfishly ask you to reinstate them.
As our theater teacher and director for me in the rest of the seniors. But for the underclassmen as well, who need their guidance and Direction, they are the heart of our performing arts program and we are nothing without them. Our Administration isn't helping me personally. So I ask you please look into how and why they were wrongfully removed and please bring them back. Thank you. Thank you. Corey Bernay followed by Derek Forney. My name is Corey Brunei and I'm an English learner teacher
at broadrun High School. Thank you for your vote on the proposed changes to the retiree health care plan at the last meeting saying not now and for sending it to a subcommittee for further study. This vote was unusual because it was unanimous. But what was quite usual was your concern and support for lcps employees. Each of you truly walked the talk with that vote. We are thankful and we will remember lcps will never outperform its educators.
Thank you. Derek for followed by omair, but Good evening. My name is Derek for and I'm a junior at the lcps school. I've been part of the theater program for 3 years now, and my theaters. Teachers determination has greatly impacted all of the lives of the people in our theater program. His absence has made me not want to be in school, and I feel like my safe space has been revoked for me every single day. I go to his class. I remember his kindness, passion humor and his creativity that he spread throughout the whole company.
The school and program. No longer feels complete or safe without him. Our director teacher, and Mentor was removed from our school. Unfairly and wrongly, please look into how he was ripped from our school and bring him back to us. Thank you. Thank you Omar. But followed by Palmer. Jolly. Good evening, my name is airbud. I'm here to address to issues first for all. I am a father of 2 and both of the kids are going to Rosalie. Carter Elementary School. Sorry.
I forgot about not mentioning. Secondly um the issue that happened, the incident that happened recently at where a kid suffered racial slurs. We need to take action, very swiftly, so we can set up an example for these kind of issues not to happen again. Secondly, we tell our kids to learn from our mistakes and seems like our board members. Maybe are not learning policy 8040 ever since this has been created has caused a lot of issues, a lot of concerns. They
are parents and students living in fear. Most recent run happening just a few days ago reported so I urge you guys learn from our mistakes. It's okay to make changes that make Safety. Back to our kids. Thank you. Thank you. Palmer, Jolly followed by Amy your cardi. when you have ADHD, You don't fit in everywhere. Like everybody else does.
A lot of times focusing can feel like tensing, a muscle. So naturally. Theater was 1 of the only places I could really express myself somewhere. I can move somewhere. I can physically. Express myself. So Um, when my theater director was taken away from me, it kind of Hit me hard. And all my 6 years of knowing this man, he had never given up on me once now when I got knocked down, not when it took me over a year to get back up, and not bring the most scary moment of my life. Back in January. I was hit by a car.
Seeing his face in the hospital was seriously the most early moment in my life. Sorry. It was the most relieving moment of my entire life. He's brought together groups of people, who would never even think twice about each other. To a community who serves 1 common goal. This is why I will never ever stop fighting for him no matter what it takes. Thank you. Thank you. Amy ricciardi, followed by Devin Riley. Good evening. The doubling down on the 8040 policy has created. So many
issues for this school system. And I know that you guys are getting ready to just continue going down this path, but you actually have an opportunity now, to course, correct and do the right thing and listen to the parents that come to your school board meetings week after week asking for change. I know it's not something you guys want to do, but it's something that you really need to consider. It's going to have impacts on our Title 1 schools 7 of which are in Sterling Park and they're performing 13 to 37% lower than any other lcps schools in every single subject.
We need to have resources available to them, not C uh cobbling together, finances from some other pot of money in order to support our kids because you've forfeited the federal funding for Title 1 schools. All of these decisions you make have trickled down to not only about 8040 but to all of our Title 1 kids that really need the support. Thank you, Devin Riley. Followed by to me, Harding. I'm here tonight to ask lcps to create a separate
competitive uh salary scale for special for program special education teachers. Because right now you're not only facing a staffing crisis, your failing, your special education students. My son is once again without a teacher. We've received, fabricated report cards, falsified IEP, reports and inaccurate. Communication logs. He has denied access to Art music library. It wasn't until the week after spring break after months of advocacy that he stepped foot in the school library, these failures. Uh, don't align with what lcps
claims to uphold, they don't align with federal education, uh, education law after speaking with teachers Specialists, administrators leadership, it is painfully. Clear. This division is under resource and underfunded parents have to spend thousands of dollars on Advocates just to ensure that their children receive the services. They are illegal. They illegally entitled to this is systemic failure. I understand there's little reward for these systems. There's no Blue Ribbon recognition for special education. No be Thank you. Too. May, Harding followed by Seth wolf.
Members of the school board. I am to my hearting, a concerned loud and parent here with concerns over the recent Title. 9 investigation at a Loudoun County. High School where 3 boys are being accused of sexual harassment, based on a recording of a private conversation taken in a locker room. Such recording is clearly against school policy. The recording should be the subject of disciplinary action. Do you find a concerning that your title 9 team has withheld? The recording from the boys and their parents or that? This
This entire. Can you please stop the timer real quick. Um, if you could, please refrain from targeting or attacking or criticizing a student, it could be reasonably identified by naming a school or identifying other information. That could otherwise identify a student. Could you be more clear? Because I said, boys and Loudoun County school. I'm sorry. Could you be more clear? Because I said, boys and Loudoun, County School Z Z. Z got it. Thank you boys, correction, boys. And their and we need to also be um, just
pardon We just need to be more generalized, please. the title 9 team has withheld, the recording from the boys and their parents. Or that this entire investigation is predicted on the complete Defiance of current state law, and executive orders concerning Title 9. These are among many important questions. We should be asking your title, 19 team. These boys and their parents deserve to be treated fairly. Thank you. Thank you. Seth wolf followed by Renee Smith.
Good evening members of the school board. My name is Seth wolf and I'm here, as a concerned, parent to address the confusion caused by overlapping policies Loudoun, County policy 840, Virginia state guidelines and the Federal Protection under Title 9 Title 9 was created to protect students from discrimination and ensure safe equal access to education. It was never intended to be mixed with local policies, like 8:40, which addressed specific issues, like, gender identity, by allowing these policies to overlap. We are creating a very environment Title. 9 is meant to guard against 1 f with confusion mistrust, and unequal treatment
students are left. Unsure of their rights parents are sidelined unclear of their roles. Teachers are caught in the middle of struggling to reconcile. Conflicting directives, instead of fostering, safety and inclusion, this overlap creates fear Division and lack of accountability. I urge the board to revisit policy 840, align it with the state and federal guidelines while respecting title. 9's purpose as a broad anti-discriminatory, measures we need clear consistent policies that create trust not confusion for students parents and staff. Thank you.
Thank you. Renee Smith. Good evening. I'm here to speak on behalf of my son who's been wrongfully accused of a title 9 violation in truth. He is the victim of a title. 9 violation ignored and unsupported by the very system that is supposed to protect him. Lcps was notified multiple times that my son felt uncomfortable in the boy's locker room. These concerns were dismissed as a result, video, recordings of my son and
other students were taking in a taken in a space, which is a severe breach of their privacy dignity and safety. Our children are the most valuable gift. We have entrusted to your care each day. When we send them to school, we expect the same protection. We would give them at home. The district's failure to act on known concerns, didn't just endanger my son, it failed every student involved including the complainant This is just this isn't just a policy failure, it's a moral 1. I urge this board to acknowledge the systemic failures.
Immediately drop the title 9 investigation against my son, please leave the mic. Thank you. Thank you. Thank you. all right, um, Thank you everyone for coming out today and for, providing your public comment. Um, board members at this time will take a short reset. And we'll come back around. 8:10. The board's now recess. The board is back from recess and we will continue with item
12 in our action items, starting with 12.01. Um Department of teaching and learning English 6. Through 8 primary resources adoption presented by Actually. I don't think we have to present because it's a action item. So, do I have a motion Yes, Miss shernoff. Thank you, madam chair. I move that the lden County School Board. Adopt Sava, my perspective for grade 6. Through 8 English. I have a motion by Miss shernoff. Do I have a second second I have a second by Vice chair Donahue. It's
been properly. Moved and seconded would you like to speak to your motion? Miss shernoff? Thank you, madam chair. Um, Yes. I mean as was presented I think a couple of weeks maybe a month ago now this uh new Middle School adoption. I um Took some time to look at the materials and more importantly, I feel, I took some time to engage the department chairs at our various middle schools and understand their process. And how they evaluate this, how they cast their votes. And I really do feel that this is
What they want and this is something that they feel comfortable with. I think that teacher Buy in right now more than ever is really important and I felt like it was the clear favorite and after public, um, comments were allowed over the last month, it confirmed that and so I am making that motion and hoping that we will adopt what they are in favor of Thank you, Miss shernoff. Um, is there any other discussion from anyone? So um I'll just say mine, I have been a part of the science
of reading advocacy for about 10 years. And I'll be the first to say that picking out curriculum is difficult. It's complex. And there hasn't been a lot of publishing companies. That have a line, their materials to the science of reading. That's a newer Endeavor and it's a process. Publishing companies have a lot of money, strong sales and marketing arms and extremely skilled lobbyists. So, even with the best intentions in state laws, the state, curriculum lists, end up with items that are still not
aligned with the science of reading due to either Financial or political pressure. State lists are long on basil, and short on high-quality options, and the Virginia state list is no exception. There are options on that list. Quite frankly, that have left me, scratching my head. So how does a district pick and really? How does a district Pick A literacy curriculum when they're in the process of reaching teachers? And reading Specialists how to teach reading and how to align their instruction to the science of reading. And then after we pick that curriculum, what is the
curriculum? Say about a school district districts that select knowledge. Building curriculum designed around Rich, hold books. Say 1 Thing districts that cling to balanced literacy request reading recovery teachers and hold on to outdated practices says another And districts that select bloated curriculum for major Publishers. Indicate that the district may not be super Savvy about options. And it results in teachers choosing their own adventure in classrooms. And I know I was part of the first process but I'm afraid that teachers probably have now come to find out that into
reading is also a bloated basil. But to be fair, the other choices that were picked at the time Benchmark and wonders were just the same. So I truly wish we had time to Pilot the curriculum options so that teachers could see exactly how effective the curriculum is or not. The efficacy of curriculum is something that's missing in Eady reports, and even in our state list. And I guess we could have hired a third-party, like the reading League or ensil the national Center for improving literacy. RMC research to help us work through better and
worse options. However, hiring a third party is not in our policy. But perhaps cni will consider adding that in the future. Therefore, we're giving the recommendation of savis, my perspectives, which is again a bladed bloated basil, reading program, which is everything including the kitchen sink. And I think we need to do better. The 1 thing that we heard a lot from teachers about youfly was that it was concise specific easily, you know, it was very easily
implemented. So I do have a substitute motion that the Loudoun County School Board. Adopt amplify. For grades 6 to 8 English. Have a second. Second by Miss Chandler. It's been properly moved and seconded. I kind of spoke to my motion but does anybody else have any other discussion? Miss chernoff. Thank you, madam chair. Um and you and I have been in this Partnership of literacy for a long time. Um, and I will say
that during the elementary adoption the K through 3, I was not on the school board but I was also on the literacy committee and at that time the Educators wanted something different than hmh Benchmark and then the community chimed in more for hmh and we ended up going with what the community wanted. We? this has been a long journey for me as well, but we have these processes in place for teachers to be able to examine these curriculums and 1 of the teachers that I spoke to
in asking them, which 1 did you prefer? Ask me. Why are you asking me that question? Sis was the clear favorite from? Not only our school but from many other schools and it was prefer to cross all 3 grade levels. And she said, why are we not trusting the majority of our teachers to make the best decisions for our students? When we are on the front lines? Doing the work in classrooms every single day. and, I have to agree with this perspective in this case and I I you know, looking at it myself and with my literacy
background I do feel a little bit. Like we are splitting hairs here and this was the clear favorite by the community and the teachers and I just feel like we will send a message about our processes. Towards our Educators that says, yeah, we hear you, but no thanks. So I am not going to support amplify. Um, I understand that you've been in the trenches with this work, but this is just 1 time that we're probably going to disagree. I can appreciate that. Um, but I wouldn't be who I am, if I
didn't bring it up. um, because I know what's going on around the country and I understand the, um, the teacher voice. And I also understand that there's been a lot of training that's had to be done. So, and that's just the reality of it right now, and it's going to have to stay that way until our colleges decide to do better. So um, there are third parties that we could have also helped uh help with this process and it it's just not in
our policy. Um, which is too bad. Uh, so, this was I understand it probably won't pass because people want to do the processes. and I hope that we take, A better look in the future. Because I really do think something a part that's what's missing. Is how? Efficient how what? The efficacy of these curriculum?
Because we just don't know that yet. Yeah, go ahead. just 1 more thing I was thinking about, while you were were talking, um, I know that as a nation we're really facing this issue with literacy. It's not just Virginia it's not just Latin County but I have been extremely encouraged and I know you mentioned uploaded basil which obviously makes Is tough. I don't love it. I never have. Um, I'm worried about the love of reading falling away in in lie of systemic, but I will say, I have been so encouraged
over the last year of the journey that we've been on with hmh because of the training that our teachers have done that lauding counties. Stood up and said, we're going to do before other districts before the state mandated it, this team. And their people took that on and said we're going to to get ahead of it and I have heard from teachers firsthand and seen in classrooms where teachers are using that Knowledge from letters from science of reading from you fly even um to really tackle hmh with the appropriate lens and
to do best practices that they know serve students. And I have no doubt that no matter what curriculum we choose that will happen and I just think that denying what they would want. Could be a backward step for us that I'm not willing to take. Um, but I hope that we can take solace in the fact that we are doing everything we can on our end, even though our colleges aren't. And I know you and I are united in that fight. Um, That we are taking it on ourselves to make sure that our teachers know what's best for their kids.
I hope that that training continues in uh, in uh, in letters and Other interventions. Um, Because I think then we won't have this conversation about. curriculum, it wouldn't be as important because you would be able to know Um, but I think right now we're kind of in the beginning stages of that. so anyway, if there's no more discussion, uh, my emotions on the table. Um,
And we can move forward with the vote. Clerk, please open the vote. Board members, please. This is amplify. Board members, please record your vote. Clerk, please close and display the vote. And that motion doesn't pass with. Um, okay, so that with Mrs. Griffith, Dr. Deans, uh, Vice chair, Donahue Mr. Astrophe miss shernoff and miss LaBelle in opposition and then, um, and Dr. Rashid absent, for the
vote. So we will go back up to the substitute motion. I mean, we'll go back up to the original motion to adopt my perspectives. Um clerk please. Open the vote. Board members, please record your vote. Uh, clerk, please close and display the vote and that motion passes with, um, 6 to 1 with Mrs. Griffith's, abstaining for the vote and Miss man, and Miss Mansfield um in opposition. All right, moving on to 1. 2. 0 2.
Yes, Miss shernoff. Thank you, madam chair. I move that the lden County School Board. Adopt, all recommended resources for the mathematics grades K through 12. I have a motion by Miss Cherno. Do I have a second? Second, I have a second by Vice chair, Donnie Hugh. Um do you have a do you want to speak to your motion M? Sure, enough. Pretty much similar reasoning for this 1 is that this is what the county is recommended through. The process that we hold, um, did have an opportunity to see so many beautiful
Hands-On components of this, which I know we've discussed in terms of intervention, many times. Um, so I'm excited to move forward with the new math curriculum. Is there any discussion? Yes Mr. Griffith. Thank you, madam chair. Um per this uh Mathematics Curriculum. Um it says mathematics resource adoption appendix page. 19 criteria, 3 present content in an accurate. Unbiased manner, resources, represent diverse perspectives and experiences. Resources support,
culturally, responsive instruction for all Learners. I had mentioned before that math and other subjects like English are not biased. I am not sure where this came from. And why are we why we are proceeding to push this narrative? I don't believe we should be destroying basic concepts of English or math by trying to insinuate. They are culturally. There are culturally responsive issues in these subjects. I have seen no proof of that. Thank you. Thank you, Miss Griffith. Is there any other discussion to
the motion? Seeing no more discussion, we will go ahead and move forward with the vote. Clerk, please open the vote. Board members, please record your vote. Clerk, please close and display your vote. And that motion passes with, uh, Mrs, Griffith, and abstaining for the vote and Dr. Rasheed absent for the vote. And we will now move on to our information items, 13.01 finance and operation committee revision of 6130 and
paid male meal debt presented by. Um Mr. Estra. Finance of operations committee. Mr. Stray, thank you, madam chair. Um, policy 6130 is for unpaid meal debt from finance and operations. Um just a a quick summary um and I can pass it on to miss casselli for any anything. I may have missed, um, these revisions um help align the policy to USDA vsba and lcps practices. Um you'll see in the policy that The changes uh, provide additional clarifications um, on
what is delinquent. Uh, unpaid meal debt and bad debt. Um, there's also, um, some clarification on how student meal account, expectations are commuted, communicated to families annually. Um, Additionally um the policy also clarifies. Um you know, what happens if you know uh student meals. Uh, second meals are insufficient um, and also parents are notified when the meal account delinquency reaches 5 dollars. Uh, we discussed in committee, you know, how often those uh, those
notifications. Go to parents, um, And then towards the end of the policy. Um, there's additional clarifications around. Um, what happens to delinquent debt and how it's converted into bad debt. So just a few of the, the updates in this policy, um, Miss kasali, would you like to add anything? Oh, she may not be here. Actually, I will take that. Sure. Um, no, you summarized, um, the revision to the policy that we presented at fno.
Um, I have nothing further to add to that. um, I do have 1, uh, because in typical chair Mansfield fashion, she does her processing late um, but at this point, um, we were saying uh, during the we had talked about some of the cak uh recommendation and we agreed to go ahead and pass it and then I could bring it to the board. And so the thing
They wanted in in different modes of communication. So, what? The proposed language for an amendment next time. And I'm just letting you know for next time. Um, is would be on the red line line 54, uh, when a student meal count reaches a delinquency of 5 dollars, or more a student's parent or legal guardian is notified via email, text phone and mail and then we added in Ada accessible format and the
communication is also available in multiple languages. Just to make sure it's accessible in a multiple languages, so that's all. Then I'll bring next time. Any other discussion? Yes. Um, Vice chair due Thank you, madam chair. I have um 1 question and 1 proposal for a potential edit. Um my question is with regards to The I'm looking at the red line. Um lines 94 to 96 that says
the school board May solicit and receive restricted donations for the express purpose of offsetting school meal debt. And I wondered if that is something that we have already done, um, and if so and whether or not we have already done it, what are what are we envisioning those um, donations or funds coming from? Thank you for that question. Previously, and prior years, we have had generous donors in the community that have stepped forward to help, um, pay down the school debt. Um, sometimes it's, they'll Target a
specific school and pay that in its entirety and we've been real fortunate. Um, really before the pandemic that any existing debt that we had would be generally cleared by the the end of the fiscal year since the pandemic. And after we return from the universal free meals, and the paid meals lcps, like many school divisions across the country has experienced um, increasing unpaid meal debt. So we still have donors, however it has not been sufficient to clear the debt in terms of the solicitation. I do believe at the
end of the fiscal year that we do work with the communications team and we do a soft promotion if there's any, um, um, you know, donors out there, that would be wanting to, um, donate. I think we also work with LF and then I, if I recall correctly, I think even on our website, we even have like a, a Donate button to make it, you know, very easy to help um, facilitate that process. Thank you, Miss Willoughby. Uh, and then my suggestion is again looking at the red line, uh, at line 65 of the red line that paragraph States.
The school board does not file lawsuits against a student or students parent or legal guardian, um, which I support that, but I just think the wording of that has no teeth. Um, I it's, it's seems to be a statement of what we are currently of what our current practice is. And if what we mean, here is the school board shall not, or may not, I think we need to clarify what what we mean in that paragraph. So, For your consideration. Thank you. Miss Chandler.
Thank you, madam chair. Um, I actually would love to hear a little bit more about um how I I'm looking at the red line on lines, 43 uh through 52, uh, referring to section 4C. Um, I'd like to learn more about the rationale behind, not allowing students, whose accounts have insufficient funds. Um, C States. Um, they're not allowed to charge a second meal in high school, the price for lunch. Um, is let's see. I just pulled it up.
3:35. Um, so if you were to buy a second meal and you didn't have sufficient, you could trigger the 5 Dollar um In Just 2 meals. Um, so I'm I'm just curious to hear about that. Um, and why that change was made this round and then I have another question. The change was added to capture our actual current practice. The second meal is, um, in terms of the school division, in terms of how it codes, it is actually
considered an alacarte cell and so what, what lcps does Ensure and guarantees that, you know, every student regardless of their meal status or ability to pay does receive the first meal that there's no denying that regardless of um if there's, you know, balance on account if they have a significant negative balance that every student will receive the first meal, the second meal, because it's also can, as I said, considered an alacarte
meal, um, is is just treated differently within the system. And so, once they hit that negative balance, it is again, just wanting to ensure that the first meal is made, but that there's no additional alacarte sales to include a second meal. Okay. Are there any other scenarios where a student outside of? paying or having insufficient funds, might Um, not be allowed to buy a second meal. Any other scenario? That's not related to charges at all?
I can take that down to check with the school nutrition team. The only thing that comes to mind immediately is if perhaps the family, the parents had, put a note on the account prohibiting that type of activity because we do work with families to, um, Just the partner with them and terms of the types of purchases especially when it comes to all the cart items especially when we've got ice cream. Um, sometimes students can rack up some charges fairly quickly so that may be 1 example, that just comes to mind but I I can definitely um,
check with the team at to see if there's any other circumstances. Thank you. I, I feel a little conflicted about this um, because I'm worried that this Edition actually would then conflict with Section, um, D at line 73 through 75, where no communication is allowed directly with students, um, and reasonable efforts will be used, uh, to avoid calling attention to the students inability to pay. So, I just think it's worth considering, um, and and having a continued conversation about whether or not that that
change could Inadvertently unintentionally. Um, cause a conflict in the policy. Thank you. Um, any other discussion? Okay. Um, Because there's a potential amendments. This item will not go to consent. Uh, And will be brought forward to the school board. Um, as an action item for the May 20th school board meeting, Next item, 30 uh 13.02 finance and operation committee, uh uh, TJ Thomas Anderson, High School for Science and
Technology. Um, the lcps contract with FCPS for Sy. 2026, um, I guess it's going to be presented by Mr. Neil slavin or Mr. Strai and then he can throw it to you. Yeah, I'll just uh, thank you, chairman Mansfield. I'll I'll I'll just mention that before us as the um potential renewal of the lcps contract with Fairfax County Public Schools to continue sending students to uh to TJ High School in the 2026 2027 school year. And then there, uh, in
addition to the actual agreement, there's the historical data that um, basically includes a lot of the previous uh uh, discussion points and questions that have come up, um, from the board and, and, and past discussions, um, and I'll pass it to you, Mr. Sleven. Thank you, Mr. Stephy Chair Mansfield and board members, um, as Mr. Jeffrey mentioned. This is our annual opportunity, to review the, um, relationship between Lana County, Public Schools and Fairfax County, Public Schools when it comes to our
participation at Thomas. Jefferson High School. Um, this item came up last fall when the contract, um, was presented to the board for approval for the current students. And so, this is an annual communication that we make to Fairfax County that we intend to continue our relationship. Um, with Thomas, Jefferson High School. We need to provide that notification to Fairfax by June 1st and so it's here tonight as an information item and would come back as an action item for board approval. Um, at your next board meeting I would also note just for context. Um we are
currently uh we have an existing um policy related to Thomas. Jefferson High School that is up for its 5-year renewal and that's working its way through its special programs committee. So they'll be multiple conversations about um Thomas Jefferson over the next few boards. Board meetings. Um, but I'm here to answer any questions. There's been a number of um, Questions asked through special programs and fno and I'm happy to answer any questions that may come up tonight. clear, we Nothing has to change like if something changes in that.
Uh, Schoolboard policy. It will not affect this at this point. Not at this time. Um, for example, 1 item in the board policy talks about transportation and that has come up, um, from pre previous board members, but this contract with TJ already excludes Transportation, um, so um, this item wouldn't be necessarily connected to that. Even though it is in terms of our, how we support TJ with families, but not with our contract with Fairfax, What about potentially capping students would that be in
the policy? Or would that be here? If we were to cap our students, um, participating in TJ, I think it would be important to communicate that to Fairfax when we're responding that we would continue the relationship, but we intend to cap our enrollment so they could plan appropriately. Discussion. Yes, Mrs. Griffith I'm sorry. Did you say um transportation? There's no transportation. Is it excluded? Is that what you said? Fairfax Camp Fairfax with our contract with Fairfax County.
We locally provide transportation, so Loudoun County public schools opts to provide transportation. Fairfax County Public Schools does not provide transportation for lcps students. We do that and we will continue to provide transportation to, uh, TJ The staff plans to continue to provide transportation unless the board worked to provide alternative Direction. Okay, thank you. Any other discussion? No. Seeing none. Uh, This item. Do we want this to go to consent for the May
20th 2025 school board meeting? Okay, that will go to consent for the May 20th, 2025 school board meeting. Uh, we're moving on to the next item, item 13.03, human resources and talent development, committee revisions to policies, 7306, Personnel, records and file presented by Mrs. Griffith chair. Human resources and talent development committee, Mr. Griffith. Thank you, madam chair. Um, revised policy 7306 Personnel records in file was an information item at the March 27th HRT committee meeting
after reviewing uh the policy. The committee voted to bring it back as an action item. On April 24th. Uh, 2025 this HRT, committee meeting at at this HRT, committee meeting the policy was made available for public feedback by the Loudoun County Public Schools website. The committee voted 3 to 0 to send this policy to the school. Full School Board, a 7306, uh, Miss Bolan, would you be able to speak about this uh, straightforward policy for the board please? Thank you. Yes ma'am. Thank you, Mrs. Griffith. Um, policy 73006
provides the framework for the proper maintenance confidentiality and accessibility of personnel records. For all lcps employees. Its original intent was pretty straightforward to ensure complete accurate. Employee files and offer a process for employees to correct factual inaccuracies. Over time, we found that some employees were using a provision in the policy as a defacto second appeal,
process to dispute valid disciplinary actions by requesting. The removal of documentation. while this was permissible under the plain language of the existing policy, it was never intended to serve as a vehicle to Arielle litigate employment decisions, already subject to grievance and appeal under other policies. This proposed revisions to this policy are proud of a broader strategic effort to create Clarity and consistency.
Across policies, governing employee, complaints, and grievances. You may have heard me Express that in the past where we have had employees Reach Out, Who uh, are confused about which policy, they are to either grieve or bring concerns under. And this is Again part of that effort to create that consistency and clarity. To ensure alignment with this effort. The proposed revisions which begin in section g. Clarify the request to amend or remove records. Must be based on factual
inaccuracy such as incorrect, dates or other objective errors not as an Avenue to challenge past employment decisions. Section g also now includes the standard by which requests under the policy will be reviewed. Which is whether by a preponderance of the evidence, which is more likely than not the document is in question is inaccurate or incomplete? Recognizing that these revisions aim to clarify the intent of this policy. We also added Section 8, which clearly
directs employees to the appropriate grievance and appeals policies when seeking to rebut or challenge a disciplinary action. So we're not taking away their ability to do so we are just rechanneling which policy they are to do that under these policies include policy 7310, which is staph discipline policy. 7018 procedure for adjusting grievance and policy 7024 the classified employee dismissal and demotion
grievance procedures. so in summary, the proposed revisions were made with 3 goals in mind, ensuring that personal records are maintained accurately confidentially and in compliance with legal requirements. Protecting employee rights and providing employees with a fair process for correcting legitimate errors, and bringing greater transparency and efficiency to the management of personnel records. And I'm happy to answer any questions. School board members. You have any questions?
Yes, Miss Donnie uh, Vue. Thank you, madam chair. I mentioned this at our HR TD meeting but um, Had not discussed it with staff in advance. Um, so, I was just curious if you could comment, uh, a little bit on, um, online's 30 to 34, uh, in part C2. Um, it's the same in the red line or the
Clean version. Um, but it references um, potential comment on Personnel matters. Absolutely, thank you. Miss Donnie Hugh. So, uh, lcps adheres to what I would consider a strict practice of confidentiality and privacy regarding Personnel matters to protect both staff and students. Um, our practice is generally not to comment on or release information related to individual Personnel matters.
Uh, particularly when those matters could potentially involve other individuals including other staff or students. Um, while a current or former employee May at times, choose to disclose information related to their employment or actions to the media lcps. Typically does not engage in public discussions about these matters. This is because Personnel, cases, often involve sensitive information about other individuals as well. Um,
whose privacy is protected under law and they may not have at least it by maintaining this practice, we ensure that all relevant privacy laws, including those safeguarding, the confidentiality of students and other employees are respected, uh, to date. I'm not aware of any incidents where lcps is straight from this practice of non-disclosure and release Personnel information, and in the rare case that an employee consents to the release of information, we would then assess whether it's
appropriate to respond to specific inquiries. Um, but again, as I said, I have not, I do not recall a time since I've been here that we have done, so, um, and in those incidents, I think we would still carefully balance transparency with our commitment to, uh, protecting the privacy of all those individuals involved. And we're closely uh, with legal counsel. So while this language gives us gives the school board. The discretion um, lcps has um
Chosen to adhere to a much stricter practice. Yes, Miss sure enough. Thank you, madam chair following up on that. Um, the way I read line 333 feels like this policy is saying that the superintendent has discretion because the school board is authorizing it through the adoption of this policy. Not necessarily on a case-by-case basis. Is that? It reads funny to me.
The school board authorizes the superintendent or designate to disclose accurate and relevant information regarding such persons actions and employment. Is that like a carte blanche for anybody for the superintendent because of this policy. You said I correct me if I'm wrong but I thought you said this gives the school board, the discretion but the discretion would come in adopting this policy, not after that, the discretion would fall to the superintendent, correct? I would say yes, this language isn't new, it's not new language that we are recommending. It's already in policy.
Um, It would still be discretionary, absolutely. Okay, I mean, I can see the point even even though it's old language. We've been finding that there's a lot of language that we need to redo in our policies, 100%. Um, so I think it's something to talk about with. The Mr. Allen I think and then possible Amendment if If wanted or needed or desired? Yeah, I mean, based off what Miss Bolan said it.
Kind of sounds like this is not our practice. So I guess I there's just confusion for me on why? It's here based off of the rationale, for why the rationale seemed to support that we don't do this. So I'll mull it over. Thank you. Any other discussion? Yes. Uh, Vice chair down here. Thank you, madam chair. I just wanted to respond briefly to um, miss chernoff's last point that
Although this has not been our practice. I could Envision potentially a circumstance where There is such. Misleading or misinformation in the public. That is put the public conversation, not by lcps, that it could be extremely important for lcps to in some way, have the flexibility to respond. um, and,
so I as as as has been said, I think it's, I think it's worth thinking about um, Thinking about this language and how we what we want it to what we want it to say, and do. the other thing is authorizes the superintendent, but I think the school board would also want to know if that was happening. So maybe think about some languages. That yes author. But Like before it happens. I think.
Yeah. Okay. Any other discussion? No. Okay. Um, just from our conversation. I'm, I'm thinking that this will not go to consent. This will be an action item for May 20th the 2025 school board meeting, okay? Moving on to 13.04 students Services, committee revision to policy 8125, admission requirements presented by uh, Vice chair. Donnie Hughes also, chair student services Committee. Um, Vice chair. Donahue
Thank you, madam chair. Um, policy, 8125, uh admission requirements was adopted in June, 2019. So was due this uh, is Slightly overdue for its standard 5-year policy review. Um, the uh, student services staff, put together a proposed policy revisions presented those to the student services committee as an information item, at our March 20th 2025 meeting and that was brought back, um, for action on at our
April 24th 2025 meeting, uh, where we, uh, voted unanimously to forward the policy to the full board for its consideration. Um, the changes are in my opinion, Fair. Barely minimal. Um, but I would ask Ms Richardson to please. Um, comment further. Certainly, thank you Vice chair. Donna Hugh throughout the policy. You will note that we made some clerical changes. We changed the reference to child to student throughout. We
also made adjustments throughout the policy Where you can see most clearly on the red line starting at line 22. Um, there were updates to Federal code, is it applies to the education for homeless children and youth program within the McKinney vento homeless? Assistance act. So those changes have been noted throughout you will also note in the red line that there's a entirely um, brand new section D, which is the admission of students
who are children of certain federal employees. There is also a totally revised number 7, which is the tuberculosis screening, requirement, previous policy, had lcps, requiring the tuberculosis test the code of Virginia, only requires the screening, so we have removed that barrier for our students. Um, we have made clarifications to the requirements of students for non-public or international schools. You can
find that in section e, starting at line 277, and then we've also clarified language on the admission of non-resident students. So it aligns with policy 8155 respective to our over-enrolled schools. Thank you, Mr. Richardson, um, so during our, our student services committee meeting, I had talked about, um, The Welcome Center a little bit and I was thinking about Putting some language in, for the, for the 1, that's still
in committee, but that then after looking at it, it it it would mean it, it would make more sense in this 1. Um, like on after line 283, this is talking about the admission of students from non-public or international schools. And then it would read International transcript. Evaluations will be conducted by The Welcome Center for all students enrolling from international schools. So I'm just thinking about putting that at the end of that because that's what we're doing is.
That they evaluate their transcripts and everything in this. uh, puts into policy. What we what we're already doing. Makes it clear. So that's all. Any other discussion? Yes, Mrs. Griffith Thank you, madam chair. Um, Per this policy, I read through it. Um, 9 pages, I see a lot of changing of pronouns. Um, that was just passed over just now, when we were discussing the changes, can I ask why we are not sticking to just how
it was before. Proper English language, uh, his or her is properly language. Why are we going out of our way to change it in the policy? Um, can we leave the pronouns as is? Um that's question. Number 1. Um, and then number 2, um, Transferring high school credits for international students versus homeschool students. Since International students are only required to present all of available documentation. Uh, based on the below. Oh, based on the
policy, it seems that the process for homeschooled transfer students, to have their high school credits accepted is more rigorous than it is for international students to have their high school credits accepted I did visit the Welcome Center. That works with International students last Friday, I think they mentioned a timeline for international paperwork that they must get in um, to stay in our and to stay in lcps. Can you tell me the timeline to get all documentation for international
students as opposed to homeschool students? Can you clarify? How long? Um, they have to get the information to the Welcome Center as a post to a homeschool student? Thank you. Oh, and the first question, too. Why, why can't we keep pronouns? The pronouns, we have Thank you. Mrs. Griffiths for your question and most of our policies. We have shifted our language from, he slash she to they It's just more General um, in in referring to our student
pop population. As for the timeline I'm not aware of a definitive timeline but we do work within 3 to 5 days. Now certainly we recognize that it takes families, some time to get records from international schools, that's why our Welcome Center plays an integral role in assisting, our families with, um, securing those records for homeschool instruction. It's off, it's often, it could appear a bit more rigorous given that not all of our families choose to engage in a
structured or accredited program. So therefore it, Is required of the family to actually create those records in a manner which our understandable and allow us to work towards creating a transcript to ensure the appropriate grade placement and progress um towards graduation requirements. um, Thank you. And um, if I can ask, why did we shift to change? Pronoun, pronouns in all the policies.
I think the the the quick answer is that, that's what the APA style guide recommends the what I'm sorry, the APA style guide Any other discussion? All right. Um, moving on Oh yeah. Um, Oh no, it's not consent because I have that Amendment. So it will be um, for action on May 20th 2025. Okay, we will now move on to item 4, our closed meeting.
Um, we have added another closed to tonight's session agenda. Vice chair denahi, will you um, do you have a motion? Yes, thank you. Madam chair. I move that the lden County School Board recess this public meeting and enter into a closed meeting pursuant to section 2.237 of the code of Virginia for the following purposes. Consultation with legal counsel employed by or retained, by the school board pertaining to actual litigation.
Requiring, the provision of legal advice, by such counsel and briefings, by staff, members pertaining to actual litigation, where such consultation or briefing in open meeting would adversely affect the negotiation, or litigating posture of the public body, as authorized by sections 2.237. A sub7 and 2.237, a sub-8 of the code of Virginia. And discussion or consideration of matters that would involve the disclosure of information. Contained in a Scholastic record concerning any lcps student and
consultation with legal counsel and briefings by staff members, or Consultants pertaining to actual or probable litigation where such consultation or briefing. In open meeting would adversely affect the negotiation or litigating posture of the public body and consultation with legal counsel employed or retained by a public body. Regarding specific, legal matters. Requiring the provision of legal advice by such counsel as authorized by sections 2.237 11 sub a sub 2 2.237 1 way and 1, 1 sub a sub, 7 and 2.237 a sub 8 of the code of
Virginia. Vice chair has made a motion. Do I have a second? Second I have a second by Miss chernoff it's been properly moved and seconded that the Loudoun County School Board. Go into closed session. Is there any discussion? Seeing none clerk. Please open the vote. Board members, please record your vote. Clerk, please close and display the vote. That motion passes, you manage and unanimously with Dr. Rasheed, uh, absent for the vote. The board is now in closed session.
The board is now coming out of the closed meeting. Vice chair. Donnie Hugh, do you have a motion? Yes, thank you. Madame chair. I move that the closed meeting be adjourned that the Loudoun County School Board reconvene as public meeting and that the minutes of the public meeting reflect that no formal action was taken in the closed meeting. Vice chair Donnie, he made a motion to adjourn the closed meeting. Do I have a second? I have a second by Mr. Sty. Um, Let's see, it's been properly, moved and seconded that the
loud and County School Board adjourn. The closed meeting. Is there any discussion? Seeing none, we will go ahead and vote clerk please. Open the vote. Board members, please record your vote. Clerk, please close and display the vote. And that motion passes unanimously with Dr. Rasheed absent for the vote, Vice chair. Due, do you have a second motion? Yes, thank you, madam chair. I move that the following resolution certifying, the closed meeting be adopted and reflected in the minutes of this public meeting resolution.
Number 292425, whereas, the Loudoun County school board has convened, a closed meeting on this date pursuant to an affirmative recorded vote and in accordance with the provisions of the Virginia Freedom of Information Act and whereas section 2.237 subbed of the code of Virginia requires a certification by the school board that such closed meeting was conducted in Conformity with Virginia law. Now, therefore be it resolved that the Loudoun County School Board hereby certifies that to the best of each. Member's knowledge, only public business matters lawfully. Exempted
from open meeting requirements by Virginia law were discussed in the closed meeting to which this certification applies and only such public business matters as were identified in the motion. Convening, the closed meeting were heard discussed or considered by the Loudoun County School Board. I had a motion by Vice chair Donnie, who off a second by Miss LaBelle Um, the motion has been probably moved and seconded. Is there any discussion? Seeing no discussion, we'll take an electronic vote clerk. Please. Open the vote board members. Please record your
vote. Clerk, please close and display the vote. That motion passes unanimously with Dr. Rasheed absent for the vote. Board members will move on to item 15 uh and we can choose to forego this because of the late date the late time. Um can I see a thumbs up if you want to uh, move on from this and, uh, And not do the committee reports tonight. Okay, that's unanimous. Okay. Uh, we'll move on to new business board
members. Do we have any new business? Yes, Vice chair due. Thank you, madam chair. Um, I have a motion to amend something previously adopted. uh, as the board is aware at our blast full board meeting, we voted to rename Frances Hazel Reid Elementary School, After that vote, we were contacted by the family and they put forward a request that we consider.
having the name be Richard and Mildred, loving elementary school, instead of Mildred and Richard loving Elementary School which is what we voted on. In deference to that request from the family, I would like to present the following motion. Having previously voted to rename Frances Hazel Reed Elementary School located at 800, North King Street in Leesburg to Mildred and Richard loving elementary schools, such change to go into effect on July 1st 2025. I moved
that the laden County School Board amend its previous decision and renamed Frances Hazel Reid Elementary School located at 800 North King Street in Leesburg to Richard and Mildred, loving Elementary School, such changed to go into effect on July 1st 2025. There's a motion on the floor by Vice chair. Donna Hugh. Do you have a second? Second, I have a second by Miss Chandler. Um, so, the motion has been, um, properly, uh, moved and seconded uh,
Is there any discussion or vice chair? Donna, do you want to speak a little bit more to the, to your motion? Thank you, madam chair. I don't have anything else to add, um, from my comments at our previous meeting regarding the renaming, uh, and what I've already stated, but in light of the unusual nature of a motion of this type and the procedural posture of where we are, I had hoped to ask Mr. Allen. If he could possibly So I was looking over there. Sorry to put you on the spot.
Mr. Allen but I, I was hoping that you might be able to um, Delay. Any concerns that anyone might have regarding the uniqueness of emotion of this type to amend something previously adopted. And also what that entails? Like what kind of vote Thank you. Uh, I don't have my notes readily in front of me, but my understanding of Robert's Rules is in order to
um, move to amend something previously adopted by the board, uh, you the board can do so, um, if it if there's no prior notice which is my understanding, there's there hasn't been prior, notice then Robert's Rules requires um, the lesser of the following, it is either 2/3 of those present to vote or It's the majority of the number of the voting body, so there's 9 of you a majority of the 9 of you is 5 whether
you're all present or not, that's 5. Here tonight, 2/3 of 8. Would be 6. And so the lesser of 6 and 5 is 5. so if you vote to, to amend something previously adopted, which you can do tonight, It would be successful with the vote of 5 of you. Thank you, Mr. Allen um, is there any other discussion? Mr. Stray. So, would there have to be a new motion?
um, could could the existing motion stand and it would um, or would would there need to be a motion? Um, to propose a another vote. To change how? How would that work? Mr. Allen did. I don't know. So you're looking like if we have to suspend the rules, it is not like we have to suspend the rules. Is that correct? Mr. Allen That's correct chair Mansfield, because this is um, moving address a prior vote. You wouldn't need to necessarily
suspend the rules because it's not quote new business that hasn't been before the board before. Okay? Okay. So at this time, uh, it could be 2/3 is 5 right now. Or it would be it would take 5 because it's the majority of the board. Yes, that's right. The Lesser Robert's Rules allows for the lesser of the 2 when there's hasn't been advanced notice and the lesser the 2 of those 2 numbers is 5. Okay, is there any more discussion? Learn something new every day, okay.
um, seeing that there's no more discussion clerk, please open the board, the vote board members, please record your vote, clerk, please close and display the vote. And that motion passes 5 to 3 um with Mrs. Griffith miss chernoff m, Miss label uh In opposition of the vote and um, Dr. Rasheed absent for the vote. Okay. Um, any other new business Yes. Mrs, Griffith, thank you, madam chair. I would like to make a motion that year end funds. Um, everybody's gone but
you're on funds be distributed to, uh, Guilford and Broad Run for renovations which would include updated weight room equipment. Um, the equipment is highly outdated along with the necessary. Renovations to the theater at Broad Run. Um, storage is desperately needed outside B2. I've asked Mr. Lewis, for estimates, um, to see how much this would cost for your own funds. I would like to have the necessary renovations to Guilford Elementary. If we are able to rename schools, it is highly unfair to not have these
Renovations done once again, the Optics would not be good for lcps. Renovating the admin building for 1.2 million. Didn't sit well, with a lot of folks, if LC PS can afford to lose money due to keeping the Dei Department. I would expect. We, we can at least renovate these schools, if not it, it's a bad look. Um, I also want to stress that a new adaptive playgrounds are being requested for many of our schools. So I was hoping we could use you year end funds for that. So I know Kevin Lewis left
and um, Miss Willoughby left but um I'll be working with them to get the costs for these. So, I did want to make a motion that we look at the year end funds, um, to be distributed to these schools and possibly pay playgrounds. Thank you. I'm unsure um so end of your funds. We don't even know what those are quite yet. Yes Dr. Spence Right. Um yeah, I just wanted to mention and of course well actually Wes I'm not going to jump in here because you got a motion
that's been made. So probably need to address that first. I so, it's a new Business not old something. So we would have uh she'd have to spend the rules for 2/3 or no. Yes, that's that's correct, Madam chair. Uh, in order to take up a new business item, as an action item or to to vote on that motion, you would need a 2/3 vote to suspend the rules. To take that new business, item up as an action item because it hasn't been an information item before
Okay, Mrs. Griffith, would you like to restate your motion to suspend the rules first? And yes. Um, I'd like to suspend the rules. And I would like to make a motion that urine funds be distributed to Guildford and broaden for renovations Miss. Mrs, Griffith. Your first 1 would be just to suspend the rules. Oh, that would be suspend the rules. Thank you. Okay. I have a motion to suspend the rules. Is there a second? I have a second by Miss LaBelle, um, And this, huh? And do we have any discussion? Yes, there's no discussion on suspending the rules. Oh,
listen me up. Okay, so this will take 6. To pass because that is 2/3, okay? So, the motion is on the floor. Um, Clerk, please. Open the vote board members, please record your vote. Clerk, please close and display the vote. And that motion does not pass. Um, so we will not be dis, uh, suspending, the rules for the motion for the other
motion. It's not correct. All right, uh, it's uh, 2 to 6 with. Hey oh. Miss Chandler, Dr. Dean's Miss Mansfield. Uh, Vice chair. Donnie Hugh, I think Mr. Struy. Lauren Miss chernoff, in opposition and miss and Dr. Rasheed uh absent for the vote. Okay. Uh, we will now move on to adjournment. Seeing as there's no more business.
The May 6th 2025 Loudoun County school board meeting is now adjourned. Please drive safely home.