continuation of the June 10th 202. continuation of the June 10th, 2025 as Loudoun County school board meeting on, uh, June 17th, 2025. Uh, because we are reconvening. uh, because we are reconvening, this meeting and have previously read our disclosures, those disclosures will carry over. To this. To this, uh, continued meeting, um, at this point. To this, uh, continued meeting. Um, at this point there will be a slight change in the order of the agenda. We be a slight change in the order of the agenda. We will start with our closed session which is item. with our closed session which is item 16 on this continued meeting. so, So, Vice chair. Donahue, do you have a motion?
Yes, thank you, madam chair. I move that the Louden County. School Board recess this public meeting and enter into a closed meeting. closed meeting, pursuant to section 2.2 of the closed meeting, pursuant to section, 2.2 of the code of Virginia. For the following consultation with legal. Virginia. For the following consultation with legal counsel employed by, or retained, by the school board pertaining to actual litigation, requiring, the provisional legal advice by such counsel and briefings, by staff members pertaining to actual litigation. to actual litigation, where such consultation or briefing and open meeting would add and open meeting would adversely affect the negotiation, or litigating posture of the public body. litigating posture of the public body as authorized by sections 2.237.
sections, 2.237 sub. A sub 7 and 2.237. sections 2.237 sub, a sub 7 and 2.237, a sub-8 of the code of Virginia. I have a motion by Vice chair. Donna Hugh. Do I have a second I have. I have a Mr. Study second, I have a second by I have a Mr. Study second. I have a second by Mr. Strefy, it's been properly moved and seconded that the law. it's been properly moved and seconded that the Len County School Board. Go into closed session. Is there any discussion? Seeing none. Uh, Clerk Seeing none uh clerk please open the vote. Board members, please record your vote. Clerk, please close and display your vote.
That motion pass. That motion passes with uh, Miss chernoff. That motion passes with uh, Miss chernoff, absent, for the vote and Miss label abstaining. vote and Miss label, abstaining for the vote. Yes. Um, Miss Madam chair. Is this? Is this closed session? Is this closed session for the the 1 that I recused myself? from? No ma'am. This is an okay then may I change my vote. Um um Um, um, I don't need to but okay, I think Um, um, I don't need to but okay, I think Mr. Allen would you please?
Mr. Allen would you please just give me a little understanding if she abstains for the vote. Does she go in? Or should we read? or should we read do the vote? Um, thank you madam. or should we read do the vote? Um, thank you madam chair. Uh, Miss Leal. Can still go in though. She abstained from Uh, Miss Leal, can still go in though. She abstained from the vote, the votes, kind of a non vote. Um, but if for clarity of record, she would like to open clarity of record, she would like to open the the polls again and vote again. Um, again and vote again. Um that's certainly the board's. Um pleasure. Okay. So then do I take a temperature? Check for that, or do we just When you?
when you said as the board's pleasure, uh, uh well I guess I guess. uh, well, I guess, I guess for clarity of the record and given the misunderstanding, um, the board clerk can clear and the misunderstanding um, the board clerk can clear and you all can reboot. Okay, board clerk, would you? and you all can reboot, okay, board. Clerk, would you please clear the vote. um, and this is for, um, consultation with legal counsel as um, Consultation with legal counsel as um, Vice chair Donahue read. Um, Board members. Board members, please record your vote.
Yeah. Clerk, please close and display the vote. Clerk, please close and display the vote, and that motion passes unanimously with Miss chernoff. Um, passes unanimously with Miss chernoff, um, absent for the vote. Okay, the um board is now vote. Okay. The um board is now in closed session. Um, the board. Um, the board is now coming out of the closed meeting, uh, Vice chair. Donnie, do you have a motion? Yes, thank you. Madam chair. I move that the closed meeting be adjourned. that the Louden County School Board reconvenes, public meeting, and that the minutes. meeting, and that the minutes of the public meeting reflect that no formal action was taken in the closed meeting. I have a motion.
I have a motion by Vice chair denahi. Do I have a second? Miss. Miss label. Second. I have a second by Miss label. Is there any discussion? Seeing no discussion. Seeing no discussion, we'll go ahead with the vote. Clerk, please open the vote. board members, please record your Board members, please record your vote. Clerk, please close. Clerk, please close and display the vote. That motion. That motion passes with Miss Sher not. Um, That motion passes with Miss Sher not um, unanimously with Miss or Not absent for the vote. Miss or Not absent for the vote Vice chair, Donnie. Do you
have a second motion? Yes. have a second motion? Yes, thank you. Madam chair. I move that the following resolution. that the following resolution certifying, the closed meeting, be adopted, and reflected in the minutes of this. meeting, be adopted, and reflected in the minutes of this public meeting. Resolution number 342 public meeting resolution number 342425, whereas the Loudoun County School, Loudoun County school board has convened, a closed meeting on this date, pursuant to on this date pursuant to an affirmative recorded vote and in accordance with the provisions of the Virginia. in accordance with the provisions of the Virginia Freedom of Information Act and whereas section 2.237 subbed of the code of Virginia, code of Virginia requires a certification by the school board that such closed. board that such closed meeting was conducted in Conformity
with Virginia law. with Virginia law. Now, therefore be it resolved. That the Loudoun County School Board. Hereby cert. Board, hereby certifies that to the best of each. Member's knowledge, only public. knowledge, only public business matters lawfully Exempted from open meeting requirements by Virginia law were discussed in the closed meeting to which the certification. applies and only such public business matters as 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 have a motion by Vice chair. Donna. He do. I have a second. I have a second by Miss Chand. I have a second by Miss Chandler. Uh, it's been properly moved and seconded. Do I have any discussion?
Seeing no discussion. Seeing no discussion clerk please. Open the vote. Board members, please record your vote. Clerk, please close and display the vote. That motion passes. That motion passes unanimously with Miss chernoff absent, for the vote. We will now be moving on as a continuation of our meeting. to our To our action items. Starting with. Starting with 13.02 human resources and talent. Starting with 13.02, human resources, and talent development, committee revisions to policy 73. development, committee revisions to policy 7306, personal
records and file Pres. records, and file pres. Uh, Mrs. Griffith, do you have a motion? I would thank you madam chair. I would like to make a motion to adopt the revised policy 7306. Should I continue or I think that. Yeah, um well I have I think that, yeah, um, well, I have a motion at 7306, Personnel, records and file. I have a motion by Miss. Uh, Mrs. Griffith. Do I have a second? Mrs. Griffith. Do I have a second second? I have a second by Miss, uh, Vice chair. Donahue, it's been properly moved and seconded. Is there any discussion and and seconded. Is there any discussion? And um, now miss Griffith, do you want to speak to your motion? Thank you.
Griffith. Do you want to speak to your motion? Thank you. Madam chair. Um uh Madam chair. Um, uh, 7306 is personal records and file was an information item at the March 27th 20? an information item at the March 27th, 2025 hrd, HRT d. an information item at the March 27th, 2025 hrd, HRT, D, committee meeting after reviewing, the committee, voted to bring it back as an action item at the April, bring it back as an action item at the April 24th, 2025 HRT, committee meeting the policy was available for public feedback by the Loudoun County Public Schools website. We also discussed this policy at our May 6th meeting and our May 20th. Board meetings, uh, Miss Bolan, please speak.
May 20th. Board meetings, uh, Miss Bolan, please speak to the policy changes for the public. And please clarify, these changes made to the policy after the May 20th meeting, if you will, thank you. Mr. Purpose. Mr. Purpose, I I apologize but miss Bolan had to leave. She wasn't feeling well. Um, and I, And I apologize too, but I'm not able to speak directly to the changes. What are we doing that situation? What are we doing that situation? Well, if you'll give me a moment, I'll pull them up and we can talk about Miss Griffith. I, I believe there haven't been changed. Griffith. I, I believe there haven't been changed since Miss Bolan last presented. This policy to you.
Um, I think there was because it came back. We had it at the last meeting. We had it at the last meeting and then it had to come back again. So I think there were some minor changes. I just don't recall what they were. It was an information item at the last meeting and now it's for action. Um, the last um, the last meeting, uh, that we had this, uh, Um, the last meeting uh that we had this uh policy was May 20th. So are you saying May 20th. So are you saying on June 10th? It was uh, an information item. June 10th. It was an action item.
Okay, it's carried over to tonight. It was. Okay. All right, so she's not here. right, so she's not here to speak to it. Is it is a straightforward policy. I don't know if anybody uh, read it and has any changes to it and if you're if you don't have changes, I think we can um, vote to adopt it if I, if I might uh, Madam chair Mrs, Griffith just as If I might uh, Madam chair Mrs. Griffith just as a, as far as I recall um I recall um this was on for Action to meetings um or lot the last meeting and in May and it was taken up um towards
towards the latter part of the night, I believe it was Miss shernoff who had a proposed amendment um that. shernoff who had a proposed amendment um that had um, some further discussion, further discussion. And and so I was kind of sent to the June 10th meeting to hold off on an as an action item. Till that could be. that could be run to ground specifically as I recall till that could be run to ground specifically, as I recall. Um, she wanted to clarify that. Um, The superintendent. Um, The superintendent, um, and his contract, uh, speaks as a
spokesperson on behalf of the school board, and I spokesperson on behalf of the school board and I have had an opportunity to run that to ground. Um, and an opportunity to run that to ground, um and I think that was the the consideration or remaining item that um, she wanted to have to look into so um with that wanted to have to look into. So um, with that I think it's for before the board properly for consideration. I think also there was a tie vote. On this 1. And so we had to bring it back. To vote again. Yeah. As. As memory serves, that's correct. Okay. Um, there's been As memory serves, that's correct. Okay. Um there's been a
motion and a second, any more discussion. Seeing none. Um, Seeing none. Um let's go ahead and vote on the vote uh vote on the vote on the policy. Uh, vote on the policy. Uh, Clerk. Please open the moat board members, please Clerk, please open the moat board members. Please record your vote. clerk, please close and display the vote and that motion passes unanimously, moving on to 13.03 student services. Committee, revision of policy. 13.03 student services committee. Revision of policy, 8125, emission requirements uh, Vice emission requirements. Uh, Vice chair. Donahue, do you have a motion? Yes, thank you. Madam
motion? Yes, thank you. Madam chair. I move that the Loden County School Board app. County School Board, approve. The proposed revisions to policy 8125. policy 8125. I have a motion by Vice chair. Donna here. Do I have a second second? I have a second by. Um, Dr. Dr. Rasheed, um, is there any discussion? May I briefly speak. May I briefly speak yes, please speak to your motion. Sorry, thank you. Uh, so policy 8125 on ADD Sorry, thank you. Uh, so policy 8125 on admission requirements was due for its cyclical 5. requirements was due for its cyclical, 5-year review. Uh, we saw this Pollock, we saw this policy in the student services committee as an
information item. information item on March 20th, uh, and then it was voted. on as an action item on April 24th. on as an action item on April 24th. Um when it was sent to the full board, uh, it was presented to the board as an information item information, item on May 6th um, and Um, and now it is. uh, yeah, and now it is Uh, yeah. And now it is back before us for Action. Um, Uh yeah. And now it is back before us for Action. Um, the changes are not particularly substantial, um, mostly changes are not particularly substantial um mostly again just due to the cyclical policy review. Um, and I would
defer to miss Richardson, uh, if I'm missing, defer to miss Richardson, uh, if I'm missing any important points, Thank you, Mr. Thank you, Mrs. Donna Hugh. Um, so 8125, admission. Thank you, Mrs. Donna Hugh. Um so 8125, admission requirements. It's coming back to you again for action. requirements. It's coming back to you again for Action. This evening. We made grammatical improvements. This evening, we made grammatical improvements throughout. Um, we did update, uh, state and federal codes as it pertains to the Mickey. pertains to the McKinney vento homeless, assistance act language, Um, and also there's the additional section. um and also there's the additional section D that's been
added to the policy which is added to the policy, which is the admission of students who are children of certain federal. are children of certain federal M employees starting at line 159, we did remove Starting at line 159, we did remove the requirement of tuberculosis testing to align with the Virginia code. tuberculosis testing to align with the Virginia code, requirements of tuberculosis screen. requirements of tuberculosis screening, for first-time entry into an l. entry into an lcps School. Um, we did. Um, we did clarify, the requirements of students from non. non-public or international schools. We did clarify the
admission of non-resident students it now aligns to policy 8155 which is school assignment respective to over in rled schools. schools coming out of committee at line 282. We revised all records to indic. records to indicate all available records and um at the request of the board, request of the board in May, um, we did review request of the board in May um we did review this particular policy 8125 in reference to policy 8225 which is
currently in currently in um the student behavior and accountability. committee, which is the re-admission of students following expulsion. expulsion in our review of the 2 policy staff were not making any recommended cross references at this time. Is there any more discussion? Yes, Mrs. Griffith Thank you, madam. Thank you, madam chair. I just wanted to reiterate from our last meeting. last meeting, um, about this policy that um, throughout the policy, we're changing pronouns.
the policy. We're changing pronouns, um, changing language, um, using the American Psychological Association, which is the apa.org. Um, the apa.org, um, basically, throughout the policy, it just doesn't sit well with me, um, where we're changing the language. language and it's mostly to avoid gendered. language, and it's mostly to avoid gendered pronouns, uh, throughout the policy. So I just throughout the policy. So, I just wanted to reiterate that from the last meeting that we had. Thank you. Any other discussion? Seeing none.
Um, okay, seeing no more discussion, we'll go ahead and Okay, seeing no more discussion, we'll go ahead and take the vote. board members please uh, Board members, please uh, clerk, please open, the vote board members. Please record your members. Please record your vote. Cler. Clerk, please close and display the vote. That. That motion passes 7 to 1 with Mrs. Griffith. Um, absent. I mean um a an opposition to the vote. um, and Miss shernoff in absent for the Um, and Miss shernoff in absent for the vote. um, I have
a question real quick. a question real quick on the last thing that we just passed. I'm sorry. Um, the 7306. Looks like it was like online. Is that what Miss chernoff? Is that what Miss chernoff's amendment was Mr. Allen, what are you looking at? Madam chair? are you looking at? Madam? Chair on uh 73306. C. 9:33. there was like, there was like she I think Miss sharoff wanted May
Authorized is that which she wanted? Authorized. Is that which she wanted? I'm just trying to remember. Mr. Allen and then, she decided not to Thank you, chair. Mainsfield, I Thank you, chair. Mainsfield. I I can't remember with accuracy. accuracy the precise, uh, Amendment or whether accuracy the precise uh Amendment or whether uh Miss chernoff, changed her mind. What I do recall is um, her requesting information, um, that I provided earlier tonight. tonight, and, um, I don't know if other folks remember with
Clarity, but that's to the best of my recollection. It did involve the these 2 lines, I just involve the these 2 lines. I just can't recall if she intended to proceed with that, or intended to proceed with that or wanted more information to see if she would bring. see if she would bring It Forward again. Um, after see if she would bring It Forward again. Um after the tie vote, there was, if I could jump in for you, there was discussion about whether or not it needed to be with school board approval, Or. or with school board notification, I clarified that in my contract, I'm required to notify you of these issues.
Anyway, and we anyway, and we talked about the mechanisms for doing that. And at that time, she told me that she didn't intend to make an amendment. sorry, I just it didn't set well with It didn't set well with me, I just couldn't remember. So okay, thank you for that. All right, we'll move on. okay, thank you for that. All right, we'll move on, thank you for the clarification. I appreciate it. Um, okay. And then we will be moving on to our information. our information items I believe. 14.81 Department of Business and financial services FY 26. budget, final un alignment. With Miss Willoughby.
so, this evening, I have So this evening, I have 1 final update related to the FY budget as well as a requested action for the school board. budget as well as a requested action for the school board to take first though, I would like to start with the Refresh on the budget actions that have brought us to this evening. back in February, you may recall that the school board, adopted the FY, 26 budget, adopted the FY 26, budget shortly after that, the general assembly at the state. assembly at the state released budget amendments to the proposed, um, state budget followed by the governor's, budget, amendments. after that in APR
after that, in April, the county adopted its budget based on the general assembly amendments. But also included contingency funding. contingency funding to address. The governor's proposed amendments that would have reduced funding to lcps. finally, on May 2nd, the governor took final action on the Finally on May 2nd. The governor took final action on the budget and signed the final budget without any additional. changes from what was proposed in the general assembly budget. Budget amendments. This results in our final budget. This results in our final budget, requiring, a few actions to align with the final. to align with the final State and County funding Appropriations. Appropriations. The first.
the first, I want to, um, highlight how the for The first I want to um, highlight how the for the second year in a row lcps is budget is fully fund. year in a row lcps is budget is fully funded and that we aren't having to go into budget. aren't having to go into budget reconciliation. this is, um, definitely a rare celebration and I've looked back prior to last year, the last time this, um, budget had been fully funded was 10 years ago in fy16. So again definitely um we're celebrating before we take the final action on the FY. 26 budget.
To recap the state budget, starting with the FY. To recap the state budget. Starting with the fy2 budget changes, the final state budget. changes, the final state budget, allocates 8.7 million to support, 1,000 bonus, support, 1,000 bonus for each soq position, or to allow School divisions. The flexibility to determine the amount of the bonus per employee to maximize the use of these. funds to to promote retention. The county. the County Board of Supervisors has already appropriated These funds to lcps. And now the school board must take action to align its fy2 budget by increasing the budget by
8.7 million. For. for FY 26, the final state budget eliminates the For FY 26. The final state budget eliminates, the support cap and allocates 12.7 million of additional funding to lcps and reverse. lcps and reverts back to the funding methodology that was used prior to 2009. next is, Next is an additional 2.4 million to support the state's shares, special education, teachers, and it is an add-on payment to support each special education student based on their level of service. This totals to 15.1 million in additional State, funding.
You may call you may recall from earlier present. You may call you may recall from earlier presentations that it will cost lcps 14.3. it will cost lcps 14.3 million to provide all full-time employees with 1,000. employees with 1,000 bonus. The plan we presented was to break this into. The plan we presented was to break this, into 2 payments to utilize the 8.7 million in. to utilize the 8.7 million in FY 255 and 5.6 million of the FY. 26 funding to achieve this goal. the County Board of The County Board of Supervisors, were supportive of our requests in this. requests in this slide summarizes. Their final budget action, the table. action. The table shows, the current fee, 26 School Board,
adopt add adopt adopted budget in the blue column on the left. The County Board of supervisor budget appropriation action is display. is displayed in the middle columns and mirrors what we shared previously with the school board. The last green column display. The last green column displays the resulting impact to lcps as FY. 26 budget. Similar to FY. 25 School. Similar to FY. 25 School Board action is required to increase the budget by 5.6 million. This slide is. This slide is the lengthy motion. Um, that is proposed. This slide is the lengthy motion. Um, that is proposed the final School Board action to align the FY.
final School Board action to align the FY 25 and fy6 budget with the final state. budget. With the final State and County budget Appropriations is displayed on this screen. Appropriations is displayed on this screen and is also available in board. Docs available in board docs in summary. The action is to align the FY, 26 Revenue, the FY 26, revenue streams, increase the fy2 budget by the FY 26, revenue streams, increase the fy2, budget by 8.7 million, and to increase the f, million, and to increase the FY 26 budget by 5.6 million to support the retention. Bonus for eligible, full-time employees. employees. and while this slice is June 10th with the delay, um, we would be seeking action at the next meeting on the um,
24th. 24th. and then, finally, here's and then finally, here's a summary of the payment plan that we have already rolled out for our eligible full-time employees. We are able we were able to proceed with the May. We are able. We were able to proceed with the May 30th payment even though it was before the board. payment even though it was before the board has taken action to align the budget and increase. action to align the budget and increase the budget as we had available funds. had available funds to cover the payment in the fund balance. Once the school board takes action on June 24th, the funds will be replenished in the fund balance.
And as I stated earlier, um, the request and as I stated earlier um, the request is for the school board to take this as an action at the next meeting on the 24th. And I would be happy to take. 24th and I would be happy to take any questions. Thank you, Miss Willoughby, anybody have any? Thank you. Miss Willoughby. Anybody have any questions? Now, I know you wanted to go to consent. Can we go? Can we take it to consent? No. Want to vote on it. okay, it will, uh, okay, it will uh not go to consent action, it'll just go to action on the to action on the 24th school board meeting. Um, thank you. to action on the 24th school board meeting. Um, thank you, miss willby. All right, curriculum and instruction.
miss willby. All right? Curriculum and instruction. Uh, next 1 is 14.02 curriculum and instruction committee. 14.02 curriculum and instruction committee, uh, new policy It 5. It 5430. use of generative, artificial intelligence presented by Use of generative. Artificial intelligence presented by Mr. Neil Sven assistant superintendent for teach. Neil Sven assistant, superintendent for teaching, and learning and Aaron Smith, chief techn, learning and Aaron Smith Chief technology officer. And in Mission. And in Miss chernoff's absence. I'll just let you all. Go ahead and talk. Yeah. What would you like Mr? Smith. Thank you cheer Mansfield.
Thank you cheer Mansfield and members of the board. Um, I'm happy to I'm happy to be joined tonight by Mr. Smith to happy to be joined tonight by Mr. Smith to provide some information related to the development of a new policy for lcps. Um, lcps um, focused on the use of generative. Artificial intelligence. Um, we wanted to start with a brief overview of our work to date with gender of AI. Um, our of our work to date with gender of AI. Um, our navigating of this new, um, tool and impact in our classrooms isn't just starting with this conversation around our policy. Um,
we have been working across the school system to thoughtfully. Um, Develop guidance, um, and um proced. develop guidance, um and um, procedures related to the use of generative AI um, generative AI. Um, we have talked about this um at a number of cni meetings. If you recall, we also had a School board work. School board work session in the fall where the, the board was introduced to a number. was introduced to a number of the tools that we have available to staff. Um, and so hopefully this is not a new topic for you all. Um, first of all, um, starting with the complete side of this,
complete side of this chart. Um, we have worked to develop complete side of this chart, um we have worked to develop a generative AI guide over the past. a generative AI guide over the past 2, school years. Um, a cross departmental team led by members of um Mr. Smith team and my team brought together representation from a AC. across the school system to start developing, um, guidance for staff in the use of generative AI the use of generative AI um that work from the cross departmental team. departmental team really seed. It our thinking around the development of this policy which I'll I'll I'll be walking through here.
walking through here in a in a few minutes. um, we also developed initial professional learning resources, that could resources that could be used with our instructional technology facilit. technology facilitators at our school as well as in departments. departments across the um, the School Division. And we started to develop tools. Um and started to develop tools, um, and processes to develop, um, software as that came in and and Mr. Smith is going to share briefly about what has been updated in that process. So, our internal onboard software. so, our internal onboard software review process, which
infused administrative and instructional software titles, um, that as they are requested by departments or schools, Um, that as they are requested by departments or schools, um has already been updated. Um, it's about a 16-page has already been updated. Um it's about a 16-page review document that covers everything from accessibility review document that covers everything from accessibility to um, terms and conditions. terms and conditions in an entire AI section was added to that to for added to that to for all software titles as we will begin to see AI generative AI tools embedded in existing software titles for review versus it. Being a specific generative. AI tool. So that process was implemented. tool so that process was implemented approximately 6 to 8
months ago and so months ago. And so we've been using that to vet um, internal software with and it's a shared process between both of our teams to do that review. both of our teams to do that review. and while this isn't on the completed chart, And while this isn't on the completed chart, I'm going to take this opportunity to make a plug. Mr. Smith and I made our debut on Dr. Spence's podcast, um, the latest episode dropped a week or so ago. Um, and I thought it was excellent. Um and I appreciate the host did a great job. So So if you haven't listened to that podcast. Um, and you want some more background, some more background on this policy, as you consider it a vote in, vote in a in a future meeting its great listening, it doesn't take too long.
doesn't take too long, would you could probably do it on a drive-in in to work? drive-in in to work. Um, additionally for in progress, we are in the process of developing policy and supporting regulations. Um, we have launched an AI, innovators cohort. regulations. Um we have launched an AI, innovators cohort, focused on our high school teachers um in Partnership focused on our high school teachers um, in partnership with the intext instructional technology facilitators and through that cohort, we're actually starting to slowly introduce introduce um, some tools for uh, student Um but we're also doing some Pilots of AI tools as well. Um, but we're also doing some Pilots of AI tools as well for staff. And then upcoming, um, we know, as we introduce Jen
of AI to our students, we need to teach students how to use this tool. Um, so we want to develop skill progressions for students a lesson reposit students, a lesson repository that our Librarians, our, instructional technology facilitators, instructional technology, facilitators are just classroom, teachers could use, and then start planning for teachers could use. And then start planning for student access, we want to be really thoughtful be before we put access, we want to be really thoughtful be. Before we put these tools in front of our students, Recognizing that there are a large number of attachments. Recognizing that there are a large number of attachments to this item. I just want to orient you all to board docs real fast. Um, this work update is included as a presentation for tonight. You have a red line, um, new policy document,
for tonight. You have a red line, um, new policy document. We also have 2 draft regulations and while we generally, don't have regulations um, for don't have regulations um for policies. Um they're not here for your approval. here for your approval, but the cni committee. Um, really here for your approval, but the cni committee, um, really wanted to hone in on a few areas in regulations and wanted to see it. Concurrently while this policy was being developed. So that's really about Pathways for use of AI. developed. So that's really about Pathways for use of AI, as well as privacy expectations around it. A as well as privacy expectations around it Ai and we'll be happy to answer any questions about that. You also have the generative AI guiding guid. generative AI guiding guidance document, which includes the
guiding principles and you. guiding principles and you also have the public feedback um, provided to us through this process. so, moving towards the so moving towards the policy, policy 50 Thor 5 So moving towards the policy. Policy, 50 Thor 5430. There are a number of sections which I'll go. are a number of sections, which I'll go over at a high level. First, are the guiding principles. First are the guiding principles for use of gender of AI. Um, these guiding principles really are grounded in that cross. cross departmental team. We shared uh that did the the initial work around the use of AI. Um, initial work around the use of AI um section B is a general
policy on the use general policy on the use of AI, making sure folks, understand that only approved only approved generative AI programs may be used for students in instruction. used for students in instruction or in completing student work. Um, and we refer uh, staff to the regulation Arielle. work. Um and we refer uh staff to the regulation related to online resources or supplemental instructional resources. Section c is around monitoring. Recognizing how quickly these tools change and evolve? Um, at at this time we are recommending an annual review of any gender of AI tools. That's not something. That's not something we typically do for an edtech tool, but we want to make sure we are keeping up to, um, date.
with the companies in terms of how they're using it and how they're how they're approaching privacy related to their tools. Teaching and learning and DD and DD. Teaching and learning and DD and DD will be the Department's tasked with completing this. And we also we Department's tasked with completing this. And we also, we already work very closely hand in hand on the onboard. already work very closely hand in hand on the onboarding process. Section d goes into. Section d, goes into student teacher and staff use of generative AI. Um, this is a section that receives sign. significant feedback from our public um much of the feedback provided by msac as well as seac and our public um
spoke to the information that we included in our regulation and regulation. And um at the time, the regulations weren't public and um at the time, the regulations weren't public. Um, so we feel much of the feedback we received them, those we feel much of the feedback, we received them, those groups, you can find in the regulation. However, we did make some changes. Um, so for example, line 60 being transparent about how and why they use generative AI to support their own learning for students? support their own learning for students is something that we're was very important to a teacher. we're was very important to a teacher who came and gave public comments. So we made that change. public comments so we made that change. Um, We?
We also received feedback to add a section. we also received feedback to add a section. We, we tried to keep the policy POS. keep the policy positive so we talked about what it should be doing, but it was suggested to add a prohibited use and I we thought that was good feedback. I, we thought that was good feedback because it really highlighted, um, highlighted um what we really hold. Um as most important, in terms of terms of how staff and students should be using generative, generative AI. Um, so they should not be using a now, generative AI. Um so they should not be using and now on line 108 section 4, they should not be using Jenner AI tools, not provided by the school division or author.
tools, not provided by the school division or authorized. Um, um, line 113 through. 115 is really at the heart of the matter. This came from cak, um, in relation to, we shouldn't use a use AI for example, to write an IEP and just print it on paper, um, what the feedback was? We need to make sure that there's a human at the center of the use of generative Ai. And that's really a, i really a, I think the Crux of many ways that we're going to be using AI. So that could be for be using AI, so that could be for grading eligibility placement decisions. Course design, we need to make sure someone is not just using the tool and putting that.
someone is not just using the tool and putting that out into the public. And then finally uh it's into the public and then finally uh it's sharing personally identifiable, viable information. personally identifiable, viable information. Um, It's actually an e deals with academic. It's actually an e deals with academic integrity and we did update the students rights and responsibilities. update the students rights and responsibilities handbook for this upcoming school year to include references to the for this upcoming school year to include references, to the use of AI when it came to academic comes to academic integrity. So, So that it provides an overview of the Pollock. So that it provides an overview of the policy. There's also 2 regulations related to pathways 2 regulations related to Pathways and sighting of artificial intelligence and privacy data protection. And if you have questions about those Mr Smith and
you have questions about those Mr, Smith and I are available to talk you through any of those items. so, with that, so with that chairman Mansfield, um, we're open for feedback or questions. Thank you, Mr. 7, I do have 1 question. Your guiding principles, principles? Um, here uh, on the Uh, on the guiding principles for generative, artificial intelligence and Loudoun County. intelligence and Loudoun County Public Schools. It looks like they were supposed to be the same as in Pollock. like they were supposed to be the same as in policy. But here you have like, Will strive to as opposed to should. Um, are you gonna are you referencing? The
Um, are you gonna are you referencing the AI guide? Well, the AI Its. What I'm talking about. Doc says AI. What I'm talking about. Doc says, AI guiding principles for Jenner Jenner. Jenner generative, artificial intelligence and Loudoun County Public Schools. County Public Schools so it's like a fact sheet. So we County Public Schools. So it's like a fact sheet so we that was developed before the policy was developed, what we that was developed before the policy was developed, what we would do. Once this policy is adopted, we would go back and edit those documents. That's more of like an infographic. And so we wouldn't want to edit that until we had this policy. to edit that until we had this policy done. Because there was a number of um, small tweaks to The Guiding principles.
Not many through the committee process. principles. Not many through the committee process and why will strive to. I mean it's like you know, you do it or you don't kind of you know you do it or you don't kind of I feel like Um, generative AI will. Um, generative AI will strive to enhance the inclusivity generative. generative AI will strive to ensure. Will strive to. I mean, I don't I'm Will strive to. I mean I don't I'm just asking Why that word? Why that wording? So the guiding principles? No, this is this is on our policy 5430. Were you able to
say something? I was just going to add that the work group. I was just going to add that the work group that worked on this. Um, I believe the intent was to be aspirational with how we would embrace the work and begin to. how we would embrace the work and begin to use generative Ai and understand that, this is going to be Ai and understand that this is going to be, um, a technology. And then that can really benefit. technology. And then that can really benefit students learning outcomes and so I believe the the vision was to have it be an aspirational type statement. have it be an aspirational type statement um versus like a will should. So I believe that. will should. So I believe that was the feedback we got from the um from our internal work group, who helped us develop this policy. I guess I feel like it should be.
I guess I feel like it should be a little stronger. Uh, should and will strive to feel like should is a little Feel like should is a little stronger. Um, I I'll just have to let me just think upon it. I I would point out in section d, section D. There is, you know, teachers will commit to section D. There is you know teachers will commit to and there are very specific actions for students and staff and teachers. I'm not sure if that helps. I'm not sure if that helps, you're you're thinking on that particular item. Yeah. Um, Yeah. Um board members, do you have any other questions? Yes. Uh, Mr. Stray Thank you very much Mr. Sven Mr. Smith, um,
I just wanted to, I don't have. I just wanted to, I don't have any specific policy updates or re. or revisions. I just wanted to share a few thoughts. Um, I appreciate all the work that's gone into into this and all the community input. I've actually learned so much from the public feedback to be honest. Um, I think for me, 1 of the things that I think, I think for me, 1 of the things that I think I'm thinking about is AI literacy. Um, and I, it's, it's about is AI literacy. Um, and I, it's it's touched on in the policy and the regulations and some of the Uh, other Frameworks that we've built. But I just wonder,
was there any discussion about students most at risk of exclusion? Um, when it comes to literacy or the, the use, um, when it comes to literacy or the the use of these AI Tools in everyday classrooms because what's going to happen in the next year. in the next year, even is that, we obviously know we can't put the genie back in the bottle, right? And so we need to embrace it. embrace it, but um, we may underestimate the embrace it but um we may underestimate the amount of usage that's going to happen. that's going to happen in the school communities. And then I just wonder about, I just wonder about um our efforts in terms of the
I just wonder about, um, our efforts in terms of the literacy behind it, if some some of the students um will literacy behind it, if some, some of the students, um, will just ramped up so quickly, which they already, they already are using it. Um, and then some students, um, not being able to um, Um, use AI to the same extent and what that? Um, use AI to the same extent and what that means for their ability to keep up. Um, so just I I I think about That exclusion. And, um, You know how how we're approaching AI literacy. You know how how we're approaching AI literacy based on some of the diverse needs of some of our student.
some of the diverse needs of some of our students. Um, and then, Have we talked about? Have we talked about so that, that that's the first part of the question second, part of the question around? the question. Second, part of the question around AI literacy is, is there a family and Community engagement component of how things are changing in the school environment when it comes to AI? Um, for me it's specific to families that may not know. families that may not know um or be able to EST. Uh really think about that the implications of really think about that the implications of that for their, for their students, for their kids. So those are the 2 kind of angles.
So, so in relation to your, your first question around equity, and opportunity equity and access, um, that is part of the reason why it's our second, guiding principle. Um, reason why it's our second guiding principle. Um, we talked about, we'll, we'll strive to ensure equitable about, we'll we'll strive to ensure Equitable access to educational resources and opportunities for all students. educational, resources and opportunities, for all students and staff. And while we are well, resourced in in LCP lcps, when it comes to, um, lcps, when it comes to, um, tools for our students, um, and our, in our in our teachers, we recognize that um this could our teachers, we recognize that um, this could add to the already existing digital divide.
the already existing digital divide um and so we're being thoughtful about that with student. thoughtful about that with student access um and Are open to feedback. Where? Where there are Gap? Are open to feedback where where there are gaps? Would you add anything to that? I, I would just say that. We're being very deliberate with find. we're being very deliberate with finding Solutions, so we want to be able to provide solutions to students holistically ubiquitously for all students. But we must ensure that they're safe for students to use. Um, so the the tools are evolving so quickly that some of the feature functionality sets that we would deem as like required to
use these transparency monitoring. It just in case. use these transparency monitoring. It just in case there is a you know, Other things going on inside. Other things going on inside of these tools. Um, they do a lot of good things but we haven't seen lot of good things, but we haven't seen a tool yet for a student that we would evaluate. student that we would evaluate and say it's safe for them so we want to give them a tool but we want to make sure it's in a safe environment for them to use that tool and there's Protections in place. there's Protections in place and monitoring and alerts. And all of the things that we would need to ensure that they are safe. So um along with are safe. So, um, along with terms and conditions constantly changing age of use limitations, like there's just a lot in this area. So, our goal is to definitely get
the tools to students. But when, when we, the tools to students but when when we can do it safely from a data privacy. And from a student, from a data privacy. And from a student safety monitoring, um, perspective and um perspective and and your second piece of feedback about family and Community engagement. I think that's an excellent idea and I'll have a conversation with Miss Allen Miss Dawson and um, think about how we could Leverage Miss Dawson and um, think about how we could leverage different um avenues for family engagement. different, um, avenues for family engagement. Um, not only do we have information to share about generative AI but we've also done work around instructional technology. Use in our classrooms, um, anticipated screen. in our classrooms, um, anticipated screen time, there's a lot of community interest in instructional technology.
Um, so it sounds like a great. Um, future topic for our family Academy or face family room, or Future topic for our family Academy or face family room or Student Success talk depending on where we're headed. Student Success talk depending on where we're headed next next year, with a few of our family engagement strategies so I appreciate that. I appreciate that idea. Thank you. Any other discussion? Any other discussion? Using my little AI here. between will strive and um, should will strive Between will strive and um, should will strive indicates a future intention to make a strong effort. And that I, I think the future.
and that I, I think the future intention is something that kind of, Kind of bothers me even though it is, I get what you're saying it aspirational. I think we have more of an saying it aspirational, I think we have more of an obligation to make sure something happens. So I think that's that's just something I am. Working with myself. Working with myself. so, I will say it's it's been So I will say it's it's been a a growth process with the team every time we get together. team every time we get together, we spend about the first hour just talking about the changes that happened in the last week. So I think, when the last week. So I think when the footing isn't as certain,
it's harder to say, we absolutely we are going to do something and so we know the exact tool that we're going to use and how that's going to be used with students. So um that was just kind of the feedback. The team was was getting because we aren't at the point yet where we have a tool that we have that we're going to be providing tool that we have that, we're going to be providing to students. So I think once we get to that point then it will be should and will and we can be a little bit more but because we really don't have a tool that's selected. So that I know I I that I now I I don't know that we're we we have strong feelings. Away, but I think just to kind of explain kind of how where the team was coming from. the team was coming from because it's such an uncertainty
in every every time we In every every time we meet it's like what's different now. What what's now. What what's, what are the capabilities now? And it's also, I would I would also like teach your comfort level. So for example, you know, when I see shoot or shall it increases the account, the accountability of the part of the policy and so for the accountability of the part of the policy. And so for example, rigorous teaching and learning lcps will try, it will strive to leverage AI to elevate the rigor of curriculum and teacher Effectiveness. Um, should or will, um, May Should or will, um, may put pressure on teachers like, oh, we have to use this. It's an expectation of use and we're
still at the part. In our development of the tool that we want. in our development of the tool that we want teachers to view the tool is positive, we want them to see it as a possible addition to their classroom, but we wouldn't want to require everyone to be using that. So something something to So something, something to another reason why we may be using strive at this point and we could update it in the future. Okay. Any other discussion? Thanks. Yes. Um Miss Don. Okay. Any other discussion? Thanks. Yes. Um, Miss Donny. You cheered up, Vice chair. Donna you. Thank you madam chair. Uh, I have 2 questions for you. Um, my first question you talked about the
question, you talked about the AI assessment process and that AI will not assess in isolation without a human. that AI will not assess in isolation without a human without human involvement. Can you talk a little bit about how you envision that process working? so I think that's where So I think that's where we're building the competencies. And the, um, staff development plans. Um, so that they are learning how to use AI efficiently just as you wouldn't want to take a document and use AI to completely generate it and then submit it as your own work from. it. And then submit it as your own work from, uh, um, a
code of ethics sort of approach. code of ethics sort of approach staff. We also want them to it. Can be a tool to help you get closer to the inline. If you're doing a document or writing something, but the ownership of what is submitted, whether that's an evaluation that you're using it for or an IEP is still on that. that human to do the validation and take ownership for. that. So that's I think part of a professional development. perspective. So an example might be developing perspective. So an example, might be developing a lesson around a particular standard. Um, In in a course. Um, depending on the tool that you're using
or where using, or where the query is going the tool May or using, or where the query is going the tool may, or may not have access to the actual standards. um, and so, there are times where I think the um and so there are times where I think the term is hallucinating, where the tool wants to give you an answer. And so if you're not saying, okay, let me actually read this and make sure that it's aligned to The Standard this and make sure that it's aligned to the standards. You may be putting a lesson in front of students that you um received through. received through an intent to get some level of efficiency and new ideas. But It wasn't really based on.
It wasn't really based on at the actual standards. So we just want a like a check. want a like a check. Like let's make sure we're looking at this. this groups of folks are making sure like we have the right information. information and it makes sense. thank you, and then my other Thank you, and then my other question. Um, If a teacher suspects, a student. if a teacher suspects, a student is cheating, um, if a teacher suspects, a student is cheating. Um, how how do, how do they prove that? How do you envision that? They proved that so, So AI generative, AI detection tools. So AI generative. AI detection. Tools are not
The market is evolving. The market is evolving faster than the tools that can check that content. So I think, that content. So I think that there's instructional strategies there, um, that can be used to kind of um, you don't want to see. don't want to see a copy and paste of 18 pages of work going into a Google doc and then being submitted. So there's some ways that you can kind of see that through some revision of work. Um and but I would kind of leave some revision of work. Um and but I would kind of Leave It to the Mr. Sleven so, I think you're, I think you're naming a reality for So I think you're, I think you're naming a reality for many of our teachers. The big shout out to our secondary English teachers in particular, who teachers. In particular who, um, may have a have an
interest in this. in this, the, the development of this policy. Um, and in this, the, the development of this policy, um, and where where what we are seeing in, and where where what we are seeing in talking to um, vendors that we currently work. that we currently work with that could possibly help us in this area. this area are tools, that really focus more on the process the process of writing, um, and making sure like we're monitoring the steps of developing uh, a well monitoring the steps of developing uh a well written paper as opposed to just submitting a body. as opposed to just submitting a body of text to say is the Is this generate Jenner? is this generate generated by AI because that is not really reliable how
reliable. However, um, you know, for example, in developing A Google a Google Document, you know, there are timestamps, you could see re revisions histories like, um, you know, we want to get to the point where it's, um, acceptable for students to be asking reflective. students to be asking reflective questions from a gender of AI tool about their own writing. Um, but ultimately, it needs to be their thinking and their their thoughts. Um so those are the type of are the type of tools that we were actually thinking about for the next step. Um, you know, really thinking about our our English classrooms. How can we help teachers?
our English classrooms, how can we help teachers more efficiently you monitor but efficiently, you monitor, but use generative AI in support of developing writ? of developing writing skills? um, and and that being said, if there is a suspicion of cheating, there are cheating, there are existing policies that we would put into effect. into effect in terms of investigating looking looking into what happened. what happened um, as best we can. Any other discussion? Seeing none. Um, I guess this will move on to um, action for the
Next week, just the 24. Next week, just the 24th. Okay. Thank you. Um, we'll Thank you. Um we'll move on to our next um information item. Oh uh, 14.03 uh 14.03 uh, curriculum and instruction committee, new uh, 14.03, uh, curriculum and instruction committee new policy, 5440 literacy plan presented by Mr. Neil, slavin assistant superintendent. assistant superintendent for teaching and learning actually, um, I'm gonna ask that this be taken back to committee. Um,
just because it needs to align with. Uh, there's definitions that don't align with the Virginia. definitions that don't align with the Virginia literacy Act. and I think that it's important that they And I think that it's important that they align the policy with the wording from the VA. So, with the wording from the VA, so we don't miss items, um, for consists. for consistency. So, um, for consistency. So, um, per Our policy. Our policy, what 24? Let's see. 24. Um, 24. 2430. 24 2430. It looks like I can make a motion to
um, return this back to committee for Um, return this back to committee for further review. Um, Um, I guess we have to vote on it, right? Do I have a second? I have a second by Miss Chandler. I have a second by Miss Chandler, uh, oh, Well Mr. I'll ask before we have to do this. Do I do I have to vote? to vote on this? Do we have to vote on this Mr? Allen. Thank you, chair Mansfield. Since it's an information. Thank you, chair Mansfield. Since it's an information item, there's no not necessarily any. there's no not necessarily any official voting requirements. But if there's and your discretion is chair,
um, and based on the temperature, track of the um, and based on the temperature track of the board, you can return it to the appropriate committee for further. return it to the appropriate committee for further review, okay, can I have a temperature check for people who review, okay? Can I have a temperature? Check for people who will, uh, thumbs up, who agree? Okay. 1 2 3. Okay, that's that. Okay, that's that will will. It says it's going to go back to committee. That's great. I didn't want to waste your time Mr. SL. Thank you, um, and we'll move on. Thank you. Um and we'll move on to 14.04. Uh, human resources and talent development School.
Uh, human resources and talent development school, calendar options, for 2027, 28 school year, presented. options for 2027, 28 school year, presented. It looks like By Dr. By Dr. Alice Hi there. Yes. Thank you. Hi there. Yes, thank you. I am not miss Bolan, but I will do my best. So, um, this evening as you So um, this evening as you may recall, 1 of hrt's goals. So um, this evening, as you may recall, 1 of hrt's goals is to provide our staff and families with multi-year school. calendars to support long-term planning. HRT is bringing forward tonight to calendar options. HRT is bringing forward tonight to calendar options for the 2027 2028 School. 2027 2028 school year. As a reminder, the school board
approved. The 2627 school calendar at the February. approved, the 2627 school calendar at the February 25th, school board meeting. Lcps. Lcps is committed to supporting every student in pursuing. and reaching their full potential and empowering them to make meaningful. make meaningful contributions to the world establishing a thoughtfully. thoughtfully crafted school. Calendar is a foundational step toward fulfilling. step toward fulfilling this mission. The school calendar, the student. the school calendar, the student school calendar serves as the foundation that we the foundation, that we build an Effective Teacher, work calendar together. These 2 calendars established, the standard that guides the development.
standard that guides the development of all other staff calendars. before we present with, Before we present with you with the 2728 school year, calendar. calendar, I'll take a moment to remind you of the school, calendar development. calendar development process, including the guiding principles reflected in. principles reflected in our current calendars. The. The development of the school calendar follows lcps, The development of the school calendar follows lcps policy and regulation 7040, as well as Virginia. and regulation 7040, as well as Virginia code and other relevant laws. Pollock. Policy and regulation 740, provide guidelines for school. holidays, staff development days in.
holidays, staff development days. Inclement weather procedures, and other scheduling considerations Virginia code requires. Virginia code requires all School divisions to offer either. either 180 instructional days or 9990. either 180 instructional days or 9990 instructional hours each year. Lcps. Lcps exceeds. This requirement is our students receive 6. hours and 15 minutes of instructional time daily 45. minutes more than the statement. Another important. Another important factor in calendar development is House. Bill 114. Bill 1148, which moved the Virginia. June primary election from the second to the third Tuesday in June. This change
could impact the last day of school and other student related. related events. in addition to the laws and policies that guide school calendar, calendar development, we've established a set of guiding principles based on extensive stakeholder feedback. This feedback. This feedback gathered through, surveys discussions with advisory committees. advisory committees Insight from school board members public, Comm, comment. And let's talk submissions has played a critical role. a critical role in shaping these guiding principles which continue to inform our calendar drafts. The Guiding princip. The Guiding principles are. a school year that begins before Labor Day and ends no
later than the second week of June. A 2 week, winter. A 2 week winter break and a full week spring break. A target of 180, instructional days. A target of 180, instructional days and recognition of 1 holiday for significant. holiday, for significant religious obser observances from major world religions. Along with these guiding principles. Along with these guiding principles HRT, has also heard and responded to feedback. responded to feedback regarding Gap days. Those school days that fall between existing holidays and weekends that fall between existing holidays and weekends or other holidays creating disruptions in continuity
to address these concerns HRT. To address these concerns HRT removed. Those Gap days from the 2425. the 2425, the 2526 and the 26th, 27 calendar, the 2425, the 2526 and the 26th, 27 calendars, and also tried to address those through the drafts that I'll share with you in just a minute. While our guiding principles for developing the school. calendar, prioritize, consistency and Broad applicability. We recognize that there may be instances when offering alternative calendar options becomes necessary to effectively meet the effectively meet the diverse needs of our student and community population.
as promised at the, As promised at the February school board meeting, we are bringing forward. bringing forward tonight for your consideration options. For the 2728 school year. These options are modeled off of the feedback received during the latest development. process, the school board decisions and feedback. process. The school board decisions and feedback received from a recent meeting with the calendar Development Committee. will see the draft calendar options have Will see the draft calendar options have similar structures to the most recently approved 2. to the most recently approved 2627 calendar with slight exceptions. That we'll discuss in a minute by bringing forward these
calendars. Tonight, it further supports our goal of providing staff. providing staff, students and families with Advanced school calendars so they can plan their lives appropriately. calendars so they can plan their lives appropriately. So, So I will attempt to walk through the 2 draft calendar options. options, being presented, again for the 2722 options. Being presented again for the 2728 school year. So, the shared features. So the shared features between both options include a 2. 2-week, winter break and a 1-week spring break. 180 instructional days for students. And 194 assigned work.
And 194 assigned work days for teachers. Additional similarities. Additional similarities between the 2 calendars. Include recognizing, recognizing the Friday before Labor Day as a holiday. And providing 14 professional de. And providing 14 professional development days for teachers. That include 3, designated for countywide staff development. development 2 for planning and required trainings. development 2 for planning and required trainings. Up to 1 day for open houses and up to 2 days. Up to 1 day for open houses and up to 2 days for school, professional learning and meetings. This leaves Professional learning and meetings. This leaves a minimum of 6 days for other professional development activities.
and, And both options have us returning have students returning. to a Thursday start for the first day of school. to a Thursday start for the first day of school, which we have received positive feedback about the most significant difference between Option 1 and option, 2 is both the start date and end date for students. and teachers. Option 1 students. Start on Thursday, August 19th. For teachers, the start date would be Friday. August 13th. 4 days prior to the start of students. Students would end on Wednesday, June.
Students would end on Wednesday, June 14th with teachers last day being Friday. last day being Friday June 16th. Option 1. Option. 1 features a slightly longer. First quarter. This adjustment was recommended by the calendar committee to better. better accommodate early year, planning on boarding and required assessments. The additional time helps address concerns about reduced instructional time during that. instructional time during that critical initial period of the school year. With the exception of a slight. With the exception of a slightly earlier. Start date resulting in a slightly earlier. Resulting in a slightly earlier, end date. Option 2 is a modest shift toward aligning. The end of the school year,
more closely with the conclusion of. So, and AP testing, which is a frequent request from staff and Families. Students would start on Thursday. Students would start on Thursday, August 12th with teachers returning on Friday, August. returning on Friday, August 6th, 4 days. Prior to students same number of days. same number of days as Option 1. Students would end on Wednesday. June 7th with teachers last day being last day, being Friday June 9th, So, in terms of next steps. Tonight, I shared 2 calendar. Tonight, I shared 2 calendar options again for the 2728
school year. We're asking the school board to review these options. options and adopt at the next count at the next meeting on June 24th. And with that, I will attempt to answer any questions. Or pass them along to miss Boland. Thank you, Dr. Alice, I do have Thank you, Dr. Alice I do have 1, question. I know this is a couple years away, but couple years away but I also know there's some curiosity about moving towards year-round. about moving towards year-round school from constituents and teachers. And I know, and teachers and I know that there's some different models about year-round school. about year-round school and without freaking anybody out,
because it's going to be a little 2 years away, you know. Um, but first, I want to see if the board would want some more education about the year. more education about the year-round school, and possibly, a survey done. survey done with examples of 3 or 4 different models. To see if there's some real, if there's some real interest. I know. So, So are you asking for the boards to see if the board is interested in that? Um, or if Miss Boland, if you have any idea of Miss Boland has even so, we So we are also thinking and talking about year-round
calendar. calendars and have heard that feedback. Um, in terms of a survey for the 27, survey for the 2728 school year and coming up with additional recommendations due to the timing. additional recommendations due to the timing and the minimal amount of time before the next board meeting if a survey is requested. Um, it wouldn't really go out to the start of the next school year. So our recommendation is to consider these 2 options and engage with staff. And, um, the community on
community on a conversation around year-round school. So we are ready. I think she probably already has um, some drafts. in the works but this would be for um, after the 2728 school year. So it would be 28.29 school. school year. So it would be 28.29 school year. Yes, ma'am. So, it'd be a long that's why I was like, don't anybody? freak out? It's not going to be next time. Okay. Um, board members, do you have any thoughts about that? Yes, Vice chair. Donahue I apologize, Madam chair. I was going to Move on to a. move on to a different topic. Not year rounds. Are we? Are we?
Not year rounds. Are we? Are we moving off of the discussion of year round school. Yeah. Okay. Sorry, thank you. Um, Hi Dr. Ellis um The the 2 proposed. the the 2 proposed calendar options for the The the 2 proposed, calendar options for the 20728 school year. Is. Is the proposed spring break in the 2 options? are, is it the it looks like it's Are is it the it looks like it's the same week in both options. Is that tied to options is that tied to the week of Easter. I believe. I believe, yes, both options are tied to the week.
I believe. Yes. Both options are tied to the week of Easter. I did briefly discuss with Miss Boland, um, at some I did briefly discuss with Miss Boland. Um, at some point a couple weeks ago, I would like to see a calendar. couple weeks ago I would like to see a calendar option that does not tie spring break to Easter. does not tie spring break to Easter that puts it at a Puts it at a set week every year. So, I do. So I do have a couple of notes from her on that, um, if if a consistent spree break is preferred. a consistent spree break is preferred, um, hrtv recommends, either the first or second, either the first or second week of April, um, it helps break up the long stretch between May and June. As I know
you all feel. Um, so we can certainly draft. you all feel. Um, so we can certainly draft another option, um, based on your, your input. Um, and so we would actually ask if And so we would actually ask if given, given that we recommend the first or the second week, do you all? recommend the first or the second week, do you all have a preference? Um, and I can take that information back. preference? Um, and I can take that information back to um, back to miss Boland and then um, back to miss Boland and then just as a reminder, I'll share that. Um, that. Um, that was a question in the most recent survey that we survey that we gave and 3.
survey that we gave and 39% of respondents supported alignment with Easter 36 supported a fixed week and alignment with Easter, 36 supported a fixed week and 25 showed no preference. before we move forward, can I Before we move forward. Can I have a thumbs up? If anybody cares about that survey, it's not going to happen like now. For year. For year round. For support. For support and support. Yeah. At some point, it's not going to be, it's not going to be next week. It's not going to be like Okay. Yeah, it looks like majority, okay? Um, yes, uh, Dr. Deans, did you have a question?
My, my question. my, my question or my, um, Comment. Comment, is that option 2? I think you said aligns the end of the school. I think you said aligns the end of the school year, closer to the s. to the SOS. Is that right? Dr. Yes, ma'am. Listening to teachers. listening to teachers that is definitely something that Listening to teachers. That is definitely something that they want because they're saying. they want because they're saying um the students sort of lose interest. lose interest once they take and pass.
lose interest once they take and pass the S. So I I'm I'm looking at Option 2 as the 1 that I've heard conversation from teachers. from teachers about and we, we have And we, we have also heard that feedback from other constituents. Students and families as well. Any other? Question discussion. Oh, miss Chandler. Um, This this is a little bit hard. this this is a little bit hard to articulate, and I certainly don't. I certainly don't mean for it to sound like a criticism,
but I just need to acknowledge that. I feel a little hesitant about having this conversation at this time. I think I might have been more comfortable if we had been able to get to it on the agenda, while school was still in session, but I'm very worried that families won't pay attention and might find um, that they're frustrated by the fact that That they're frustrated by the fact that we were talking about the calendar, over the summer. just, it's Just it's, I, I, I just can't quite get over it. I just feel
a little hesitant a little hesitancy about it. Yes, Mr. Bell I think I agree with. I think I agree with Miss Chandler. Um, discussing this. I think I agree with Miss Chandler um discussing this after school is out particularly with our large audience today. Thank you for coming. Um, I can see this. um, I can see this as the public saying, oh, they're not being transparent again and I think that would lead to some issues. and I think that would lead to some issues that we really don't need if we could put don't need. If we could put this off until a uh,
A little bit down the road. Would be nice. So would you like to bring it back for? Would be nice. So would you like to bring it back for information? First of all, can we bring it back for information in August? to um, action. action in September, because I think we only have 1 Yeah, 1 meeting in August. August, August meeting. Its August 12th. August 12th. Its August 12th. August 12th, August 1 2. So, August 12th. And then the next meeting would be the 9th of September.
Share, I don't know if this. Um, makes you feel any better. Um, it was it was all posted in board docs publicly. For everyone to review for the June 10th. For everyone to review for the June 10th meeting, um, and I I realize there's a tension. I, I realize there's a tension between, um, having time to assess and, and understand the 2 options, and also families, just knowing, and, and having dates, formed up to plan, Which they? which they wouldn't have until September.
Any other discussion? Discussion on. keeping it as it is, and Keeping it as it is. And, uh, going ahead and voting on it. next week or Yes, Vice chair Donahue, thank you. Madam chair. I understand certainly, what my understand certainly what my colleagues are saying, but I would be in favor of having it back as an Having it back as an action item on the 24th. Um, our meetings are our meeting schedule is set out. Well,
meetings are are meeting schedule is set out. Well, in advance, this was on for information. advance, this was on for information on the 10th. The documents have been available on board, documents have been available on board docs even if we had gotten to this as an info item last Tuesday. The result of us being asked to vote on the calendar. us being asked to vote on the calendar would still be next week. Uh, even if we had had it as a discussion, um, last week, and I, I do take my the point. I do take my the point of my colleagues but if we decide that we don't want to take action during the summer break, that we don't want to take action during the summer break so that we
don't run the Don't run the risk of the community, missing some of the things that we're doing. I, I just feel like I fear that, that sets a bad precedent. Of causing us to get behind. Any other discussion? How about? How about this? We will keep it for action. We will keep it for Action next week. and if you want to, you can make And if you want to, you can make a motion. For later. For later, how's that? Yeah. I'm sure we'll hear some information about it. I'm sure we'll hear some information about it in our email soon. 1 way or the other.
Okay, thank you. Um, Okay, thank you. Um Dr. Ellis Uh, we'll move on to. Uh, we'll move on to 14.06 LC. Uh we'll move on to 14.06 lcps, revision to the memorandum of understanding mou. of understanding mou between the Loudoun County School Board and Loudoun County Sheriff's Office. And the leeburg police department presented by. police, department presented by Ray Mitchell, chief of schools. And I just want to schools, and I just want to have a little caveat beforehand. It's my understanding. beforehand. It's my understanding that it's best practice, not to publicly discuss. not to publicly discuss specific, operational information that could jet jeopardize the Safety and Security.
that could jet jeopardize the Safety and Security of lcps facilities buildings struct. facilities buildings structures or any person. They're in while the school board and lcps certainly want to be in a position to ensure the public that we are. position to ensure the public that we are amply looking after the Safety and Security of students and staff, we wouldn't want to unwittingly share a level of detail that could pose a risk to the Safety and Security of lcps facilities. facilities, or our students and staff who are inside those facilities. Therefore, I would like to ask. Therefore, I would like to ask that to the extent board
members wish to discuss that level. members wish to discuss that level of detail. We hold off on those specific. on those specific comments, inquiries and discuss those in a closed session as permitted by the Virginia. a closed session as permitted by the Virginia Freedom of Information Act next week. Okay, Miss Mitchell. Could you provide us with an overview of this information item? Good evening, yes. Thank you. Chairman Mansfield. So, as a part of our Chair Mansfield. So as a part of our annual review, the current mou is amend, current mou is amended for both Technical and content changes. Um, 1 of those changes for
changes. Um, 1 of those changes, for example, is that the purpose was clarified and we had sections of the mou removed under specific headings to provide more clarity um for the mou. for the mou any sections that were completely added Um, for the mou, any sections that were completely added were done in alignment, with Virginia state code. were done in alignment with Virginia state code as well as policies and procedures by as policies and procedures by the 2 law, enforcement partners of L. partners of lcso Latin County, Sheriff's Office, and Lee. Leesburg Police Department or LPD. um, Um, our revisions to the mou were done in collaborative.
um, our revisions to the mou were done in collaborative in collaboration with those 3 entities to include staff from lcps, lcso and LPD. And I will add sorry. And I will add sorry that this revision was done because in our current mou we have it stated that annually, we will our current mou we have it stated that annually we will review and or amend the mou um, I think, uh, If somebody. if somebody could, uh, tell me the process that if somebody could uh, tell me the process that happened, The last not last year, but 2 years ago. um, it went through the
Um, it went through the advisory committees. Is that? um, that is my understanding chairman spell that was the Um, that is my understanding chairman spell. That was the first time we had done a stand-up mou because we had just gotten the title 9 office and so it was a new mou and so it went through advisory committees and we've since asked advisory committees for feedback which is due August. advisory committees for feedback, which is due August 1st. so, the feedback So, the feedback is due in August. Yes, potentially. Okay. Thank you. thank you. So this would not be for Action. Next week, we thank you. So, this would not be for Action. Next week, we would just we would hold off until we get and until August,
the August 12th school board meeting. Yes. So that we would have time to get that feedback and then all of that feedback will go back to the collaboration of lcso lcps. feedback will go back to the collaboration of lcso lcps and LPD to look at that feedback and see what if any amendments can be made. Um, if we can be made um, if we come to consensus with that and we would present that version um, for the Um, for the board on August 12th. Thank you. Thank you. Yes, Mrs. Griffith Thank you, madam chair. Um, regarding this uh it's a lot of
of red line. Um, since all Um, since Allied security guards are placed in elementary schools. schools, is there a similar mou between LC schools, is there a similar mou between lcps and Allied security personnel? And if they are required to complete training, similar to the training for training similar to the training for sro's and with that I I have another question but if you can answer that for me, so, we do have a contract with Ally security guard, So, we do have a contract with Ally security guards but they are not a part of this particular mou. they are not a part of this particular mou. But do we have 1 with them? Uh no. We just have a contract
with them. Um, there were a lot of amendments in this. with them. Um, there were a lot of amendments in this 18 page document. Um, page document. Um, I'm just curious to know why, uh, so many. I'm just curious to know why. Uh, so many some are minor. Um, um, but Did Loudoun County. did Loudoun County, um, speak with um, the, the the the police department as far as these amendments or these amendments, these amendments were just made know as I stated earlier. these amendments were just made know, as I stated earlier, it was a collaborative process. it was a collaborative process with members of lcso and LPD
and lcps. So they were at the table. All right, and that was it. Thank you. Miss Chandler. just, as a point of clarification, who Ultimately, does Allied report. Ultimately does Allied report to? John Clark our Safety and Security teams. John Clark, our Safety and Security teams who ultimately reports to To me who ultimately reports. to me who ultimately reports to the superintendent. Thank you. Okay. Okay. I'm sorry. Um, yeah Mrs. Griffith. Sorry.
I'm sorry. Um, yeah Mrs, Griffith. Sorry about that. Um, the amended language um, in this document, how come it was changed from? changed from the Loudoun County Sheriff's Office to the Loudoun. Loudoun County to the sheriff of Latin County. It's just minor but I was just curious but they didn't change it from the lburg police department to leberg Chief of Police. It does that make a difference? I was just curious. That was actually a change that they recommended. That was actually a change that they recommended. Interesting. Interesting because it is the sheriff as opposed to the Sher. Sheriff's Office. Actually, yes. I mean we had it in there and when they're
um, when they um when they along with their attorney reviewed it, that was 1 of the technical. was 1 of the technical changes that they had. so, Not sure of the. Why behind that? Um, But that was what they suggested. Vice chair, Donnie. Thank you, madam. Thank you, madam chair. Um, thank you. Miss Mitchell for framing this, um, for us? Uh, framing this um, for us. Uh, I was somewhat relieved to hear that, we Somewhat relieved to hear that we weren't going to be asked to vote on this until August. Um, to vote on this until August. Um, not only so that our advisory committees can provide feedback. But, um, I
advisory committees can provide feedback, but, um, I also had Several. Several questions. Um, and am likely to have some suggested edits would I possibly send those to you or Suggested edits would I possibly send those to you or to Mr? Allen or I think we have to talk about them first. You. You can send them to both of us. Um, and again, You can send them to both of us. Um and again any the copy that you all have the current Red Line version is the last version. version where all 3 parties agreed upon. So the feedback
um, from The Advisory committees and any questions from The Advisory committees and any questions and or suggestions that board members might have again would suggestions that board members might have again, would go back for consensus between those 3 entities. back for consensus between those 3 entities so you can send them to Wes and I Any other discussion? we can have more discussion, uh, Technical discussion in closed next week. Um, thank you. Miss Mitchell. Thank you for your. Thank you for your work on this. Um, we will move on. Um, we will move on to 14.07 Department of academics. Um, we will move on to 14.07 Department of academics Consolidated. Grant application presented by Dr. Ashley
Ellis Chief academic officer and Ellis Chief academic officer and Scott meisenthal School Improvement. Supervisor. I'm back. all right, so this evening, All right, so this evening we are going to share with you our annual Grant application for the 2526. our annual Grant application for the 2526 school year for the ES. the esa or the elementary and secondary education act as amended by the every student succeeds Act of 2015. And I'm going to turn it over to the expert in this. going to turn it over to the expert. In this topic, Scott mizen skull, our school Improvement supervisor
Good evening. Loudoun County Public Schools completes a consolidated. Loudoun County Public Schools, completes a Consolidated, Grant application, annually to include. Grant application, annually to include titles 1, 2, 3, and Every year, the Virginia Department of Education. Every year, the Virginia Department of Education advises to use level funding for planning Purp, to use level funding for planning purposes, as official allocations will not be released until the end of the summer or early fall. The purpose of. The purpose of Title 1 is to provide financial assistance. through State educational agencies to school. through State, educational agencies, to school divisions
and public schools with high percentages. public schools with high percentages of children from low-income families to help. low-income families to help ensure that all children meet challenging state. challenging State, academic, content and standards, School divisions, receiving Title 1. School divisions, receiving Title, 1. Part A funds, must prioritize schools with at least 75% economically, disadvantaged students but can serve additional schools. disadvantaged students, but can serve additional schools and rank order of poverty rates if funding allow. and rank order of poverty rates if funding allows For the 2025, 20. For the 2025 2026. School year lcps, continues,
for the 2025 2026, school year, lcps, continues to identify eligible schools based on a 55% poverty threshold for elementary schools. elementary schools and 65% for secondary schools. For the 2025. 2026 school year. All schools currently. We all schools currently designated as Title, 1 will retain the status. Leesburg and Dominion Trail Elementary. Leesburg and Dominion Trail Elementary Schools. However, have fallen below the 55%. have fallen below the 55% poverty threshold for elementary schools. According to the most recent Community eligibility provisions. eligibility, Provisions C, poverty data with the applied.
multiplier Despite dropping below our div. Despite dropping below our division's 55% threshold lcps. will continue to serve both schools as Title 1 for the will continue to serve both schools as Title. 1 for the upcoming school year, this will allow us to monitor their C poverty data throughout the 2526 school year. If their poverty. if their poverty data does not rise to the 55% threshold or above by Spring of 2026. above by Spring of 2026, they will not be served this Title, 1 schools for the 26. Title 1 schools for the 2627 school year, In addition to supporting Title, 1 schools.
in addition to supporting Title 1 schools with a per pupil expenditure allocation divisions are required to use a portion of these funds for additional set aides again actual allocations won't be announced from vdoe until the start of the 2526 school year. Title, 1 funds are used in Loudoun County Public Schools to support academic success in Title 1, schools through. support academic success in Title. 1 schools, through, comprehensive needs assessments, professional devel. comprehensive needs assessments, professional development, and evidence-based, instructional strategies. and evidence-based, instructional strategies resources purchased to support literacy.
purchased to support literacy will be reviewed to ensure that the aligned with the Virginia. that the aligned with the Virginia literacy Act. Division. Set aside. Division, set aides include a McKinney vinto Specialists to support the needs. support the needs of McKinney vinto, students. Transportation. Transportation for McKinney vinto students transportation for. for students in foster care. Services for neglected. Services for neglected facilities and Equitable Services for participating. for participating private schools. Title 2, Elsie, utilizes title. Title 2, Elsie, utilizes title, 2 Funds, to increase academic achievement. achievement by increasing the effectiveness of teachers and
principals. teachers and principals through coaching and professional development. Title 2. Aims to increase student achievement, improve the quality and effectiveness. quality and effectiveness of Educators and ensure low-income and minor. low-income and minority students have access to effective teachers in school leaders. Funds are to be used at the division. Funds are to be used at the division level to support these goals rather than being alloc. goals rather than being allocated to specific schools. Loudoun County Public Schools primarily uses title? Loudoun County Public Schools primarily uses title 2 Funds to support the mentoring and coaching program. to support the mentoring and coaching program by funding 5 instructions.
instructions in compensating, beginning teacher Co instructions in compensating beginning teacher cohort coaches for their extracurricular work. These coaches helped to support the retention of our new teachers by providing personalized. providing personalized job embedded. Professional learning for the first year teachers. for the first year. Teachers helping them assimilate into the profession. the profession and prove their teaching skills and ultimately enhance student. ultimately enhance student achievement. Other uses of title 2. Other uses of title 2 part A funds include professional development. development opportunities, aligned to division goals, and a
set aside for participating private schools. The purpose of. the purpose of title 3 funds is to ensure that English learners Learners students including immigrant Children and Youth attain English language, proficiency and meet the same challenging State academic standards as their peers. These funds support initiatives that These funds support initiatives that enhance. English language proficiency. English language proficiency and academic achievement. Develop effective. Develop effective language and instruction and educational programs. programs liep. Provide professional development for.
Provide professional development for educators and promote parent family. parent, family, and Community participation. This comprehensive. This comprehensive approach. Ensures that El students receive the necessary resources and support to assist to succeed, academically and integrate effectively into the school community. Loudon County, public schools has identified the use of title 3. title 3 funds to enhance support for English learners. through various initiatives. This includes employing an eel family and community family and Community engagement supervisor and 2 e.
family and Community engagement supervisor and 2 Eel family and Community engagement instructors to and Community engagement instructors, to coordinate family, engagement activities, and events. family, engagement activities and events. Additionally, funds will support eel instruction. support eel. Instructional facilitators, across elementary middle and high school. middle and high schools, provide instructional, materials, and digital. and digital content and offer, professional development. opportunities for teachers. The student support and academic en. the student support and academic enrichment grants title for part A provides funds for for part, A provides funds, for programs and activities to improve student, academic achieve improve student academic achievement by increasing the capacity of local school.
capacity of local school divisions to provide all students with a well-rounded education. Title 4 funds are to be prioritized. Title 4, funds are to be prioritized for schools that have students with the greatest need. students with the greatest need and the highest number of students from low. students from low low income families. Lcps. Lcps plans to continue to transfer title, 4 funds to title. Lcps plans, to continue to transfer title, 4 funds to Title This transfer aims to continue. This transfer aims to continue improving academic achievement for the most at risk. achievement for the most at risk, students leveraging data that shows ongoing growth in Title 1 schools so, in terms of next steps in may, we reported
So, in terms of next steps in may, we reported the title. 1 School status to the vdoe next School status to the vdoe. Next steps will be to submit the application to the school. application to the school board as an action or a consent agenda item on June 24th, the deadline to submit the approved application to the Virginia Department of Education is July. Education is July 1st. We will receive actual allocations from vdoe in September and then submit any amended applicate. applicate amendments to our application. depending on the Depending on the amount allocated, um, with the updated allocations. allocations. This is standard practice. We do this every year.
Additionally, as we look ahead to the FY, Additionally, as we look ahead to the FY 27 budget process, the board might consider shifting some of process. The board might consider shifting some of the positions that have been Grant funded for several years into the local operating budget. Um, guidance in this. into the local operating budget. Um, guidance in this grant development is that funds should be used for supplemental support. support and some of these positions are have been support. And some of these positions are have been funded year-over-year and have really become more permanent fixtures. fixtures in lcps. So with that, we are happy to answer. Any questions, I'll turn it back over to you chairman. Mansfield board members. Do you have any questions? Yes, uh Dr. Deans
did you? Did you did I understand correctly title 2? It said it would also include participating. would also include participating private schools. Yes, that is correct. Um, we are quite required to offer. Yes, that is correct. Um, we are quite required to offer Equitable Services for nonprofit. Equitable Services for nonprofit private schools that wish to participate. Um, so we do have some private schools that do participate. do participate um entitled to antidote 1 and title 3 as well. Okay. Could I? Could I stop by and get the names of some of those at some
point? Absolutely. Thank you. Sometimes, they're listed on the. Sometimes, they're listed on the actual. They're on the application. They're on the application too. They are in the application. Yes, there is a, um, in the application. You'll see a a see a, a sheet, specifically called private schools that will identify the schools participating in Title 1. That's not very clear but that the private school, not very clear but that the private school sheet is for Title 1 on the title. Title 1 on the title 2 sheet at the bottom. There's a place that identifies those place that identifies those participating in title 2 and
those participating. those participating in title 3 are on the title 3 sheet. Um but we can provide a list of those schools as well. Yeah, I just want people to know that it they Yeah, I just want people to know that it they were listed to, they are publicly listed. It's not something. are publicly listed. It's not something that's. um, Um, any any other discussion? Yes. Uh, Vice chair. Donahue Thank you, madam chair. I was also going to ask about private schools. Thank you Dr. Deans um, private schools. Thank you, Dr. Deans. Um, uh and 1 other question. question, I'm looking at your slides, 6 and 7 about tit. question, I'm looking at your slides, 6. And 7 about Title, 1, part A the references
1, part, A, the references to local neglected youth facility. What does that mean? So, So the facility that we um, used Title 1 So the facility that we um used Title 1, part A neglected set aside funds to help support is North Spring Behavioral Center in Leesburg, um, they do participate in Title 1. Center in Leesburg. Um, they do participate in Title 1. It's considered a Title 1 part, A neglected set aside, considered a Title 1 part A neglected set aside and so our Title 1 funds, um, we work through Title 1 funds, um we work through a consultation with that school um, with that school um, identifying needs of their students and help uh, find sources resources and services.
and help, uh, find sources resources and services to support those students. I was wondering, Dr. Spence, Could you? Um, Provide some clarity on what the federal budget does. provide some clarity on what the federal budget does to these Yes ma'am. Thank you for asking. Yes, ma'am. Thank you for asking this question has come up actually quite a bit recently in different conversations. actually quite a bit recently in different conversations so there's a budget making its Budget, making its way through Congress. That does include Some Cuts to Federal funding. Some Cuts to Federal funding, but um, just want to offer a little bit of clarity. Um, the 2526 grants won't be impacted by that budget, that budget will impact the following Year's grants, but it is worth noting.
um, for example, title Um, for example title 3 was mentioned in here that title 3 is eliminated. is eliminated in the current budget that's making its way through Congress and those through Congress. And those are funds again that are for uh, For uh, eel instruction as well as family and Community engagement. Um, and there are additional Cuts in some other funds. Um, The department is. The department is. Consolidating funds worth about 6.5 billion. Consolidating funds worth about 6.5 billion into a block grant worth 2 billion dollars. And so there's a 4 and a half billion dollar cut to some additional Department
funds. Um, and then the, um, other thing that's worth noting is that and then the um, other thing that's worth noting is that title 1 and Ida funds are being title. 1 and Ida funds are being held level and the budget that's working its way through Congress. So while that, um, um, is good news on the 1 hand, on the other hand, as We Know, There's chronic underfunding. Um, There's chronic underfunding um, in both of those funds particularly in ID. particularly in Ida and so level funding as our programs and needs. and needs continue to grow the Division. And certainly, the Commonwealth in the country
will create some challenges for us moving create some challenges for us, moving forward. So so appreciate the opportunity to offer some clar. appreciate the opportunity to offer some clarity there. Thank you. Thank you, Dr. Spence Any other? any other discussion? Okay. Okay, um, board members. Can we go ahead and put this on consent? Can I have a thumbs up for consent? Okay, this will go for action. Next time. Um, moving on to, moving on to, Curriculum 14.08. Curriculum, 14.08, curriculum and instruction committee review of policy. 5070 field trips presented by Miss Rae.
Mitchell, chief of schools and I don't see Mr. Ferry. Okay, just miss Mitchell. so, So 5070 for field trips. There were 3 changes. 1 was to include these types of field trips from the regulation into the policy. Another was to change. another was to change the language, instead of there being a teacher or a school official, there would be a field trip organizer who would take care of all of the necessary.
organizer who would take care of all of the necessary steps when organizing and planning field trips. And then, the last change was change was to, um, give detail about international field trips. so, those were So, those were the 3 things that were changed with policy 5070? Thank you, Miss Mitchell. Um, board members, do you have any questions? Yes, Vice, you're done here. Thank you, madam chair. Um, looking at part C, approval of field trips, it says field trips will be approved by the school principal and the department of school leadership.
Um, is this? um, is this a I see that it's a red line, but Um is this a I see that it's a red line but you before was um it said instruction. um, it said instructions. So is this, is this a change of wording or a change of procedure? Change of. Change of wording because it goes from when we used to have the department. the Department of Instruction which we no longer have. So now it's Department of school leadership. Okay, are there ever instances? Okay. Are there ever instances where the school principal and the Department of Instruction. Now School leadership disagree on whether a field trip should be allowed.
No. Because because ultimately it is the No. Because because ultimately, it is the um, up to the principal as to whether a field trip will occur and the department of school leadership. department of school leadership signs off. We have to sign off on international field trips because they go through budget and finance they go through the level. budget and finance. They go through the level office and then they also come to me for a signature. then they also come to me for a signature, um, and that has a different process, which is why we added a different process which is why we added international field trips into this policy. But ultimately um, it is to the discretion of the school. the discretion of the school principal whether they're going to have a field trip or not and we support the
school, principal. and, and the the 1, um, And the, the 1, um, public feedback that we that we have and the, the 1, um, public feedback that we, that we have here on board docs, um, asks, I think, here on board docs. Um, asks, I think an interesting question about. If, if a field trip is proposed, question about. If, if a field trip is proposed and not approved by the principal, is does the approved by the principal is, does the principal have to give any reason? Is there any recourse? give any reason? Is there any recourse for the rejection? We do not have a, um, an appeal process for that. Um, the principal usually would have a reason as to why a field
trip cannot occur. Um, it could be depending on the location. location that, um, The spawns. The sponsor or the field trip organised and wants to use and it could be a conflict. and it could be a conflict with that. It could be deemed. Um a place where it risk management doesn't approve of that. So that. So there's usually very seldom if any time. Does that ever happen. happen? And it would be for a specific reason, which would be communicated to that field trip organizer. But would be communicated to that field trip organizer. But ultimately, we would not override that Thank you. Any other? Yes Mrs. Griffith
Thank you, madam chair. I'm just curious to know. Um, Cross references. Cross references and regulations and policies. I don't see 8040 listed here, um, for uh trips. 8040 listed here, um, for uh, trips that are like sleep away or the requirements. Um, you're not referencing 8040 at all. So are you separating the sexes? You know, boys and girls or if you can explain that to me, I'd appreciate it. Thank you. So no, we did not. So no, we did not reference 8040. And when we have a situation where there is a field trip that invol,
situation where there is a field trip that involves overnight stay if a student. overnight, stay if a student is not comfortable being in a room, room with another student, then we provide a different option for that student. We do not require that they stay in the room together. Thank you. Any other discussion? Seeing. seeing none um board members, can we go ahead and Seeing none um board members. Can we go ahead and put this on consent? Thumbs up. There so many then. Okay. Okay, that Will Go On consent. Um,
Moving on to the next item. Um, Moving on to the next item. Um student services committee revision to policy 81115. Individuals who may be admitted free uh, present? free uh presented by Vice chair and Don Hugh? Who's also the chair of students Services committee Did I do? Did I skip 1? No, I did. I'm sorry. I skipped you Mr. Lewis. No, I did. I'm sorry. I skipped you Mr. Lewis, I'm sorry. Um finance and operations. Um, finance and operations committee, revision of an urban. 6410 high performance building design construction. Operation presented by arban and strafe chair.
Operation presented by arban and strafe, chair of finance, and operation committee and Kevin Lewis, our chief oper. operations officer Mr. Struff, you want to start? Sure. Thank you, madam chair. Um, policy 64 Thank you madam chair. Um, policy 6410, um, is high performing building design construction operations. Um, it references. references, uh, environmentally sustainable design, construction and operational. construction, and operational practices. Um, updating, construction, and operational practices, um, updating this design. Um, updating this policy, Keeps Us compliant with new state requirements. Um, and new state requirements. Um and keeps lcps uh eligible for Green Building.
Green Building related funding or grants. um, and specifically It lines uh, the policy with updates um, and specifically It lines, uh, the policy with updates to Virginia code which now require all School divisions to follow An approved, high performance, building, certification program, certification program for new construction. Um, it also, continues our, uh, application of best management. practices, which incorporate Green Building standards such as energy star, uh, LED lead, um, and, and other, um, as energy star, uh, LED lead, um, and and other, um, uh, guidelines. I don't know if Mr. Lewis, would you like to add anything
else? Thank you, Mr. Straford, the only thing I would add is that it ties in nicely with item, 14. it ties in nicely with item 14.12 on the agenda this evening where our sustainability framework. evening, where our sustainability framework, where the code code of Virginia. Now requires us to design and build buildings in accordance with these plans and sustainability practices. practices, as in terms of energy conservation, those types of things. Thank you, Mr. Lewis board members. Thank you, Mr. Lewis, board members. Do you have any questions? Seeing none. Can we go ahead and put this on consent? Um, that won't go to consent.
Um, that won't go to consent, uh, and it'll go to action for the June. for the June 24th 2025 school board meeting. Um, now we will move on to 14.10 with student service committee or Vision to policy 8115 individuals. committee or Vision. To policy 8115 individuals who may be admitted free presented by Vice chair and Don. admitted free presented by Vice chair and Donahue chair student services committee Vice chair d. Vice chair, Donna Hugh. Thank you, madam chair. Uh policy 81115, uh individuals. Uh, policy 81115, uh, individuals who may be admitted free uh came before. uh came before the student services committee with proposed
proposed revisions to reflect amendments to the Virginia code to bring the policy. code. Bring the policy into alignment with the revised code. code, um, uh, code. Um, uh, we saw it in committee as an information item on April, 24th and voted it to the board. on April, 24th and voted it to the board as an action item on May 15th. and there was not a significant amount of changes, um, or feedback and I would defer to miss Richardson. feedback. And I would defer to miss Richardson. Um, If I've missed any important details, thank you.
if I've missed any important details. Thank you. Mrs. Donahue, um, 2 notables, Donahue, um, 2 notables coming out of the May students committee. committee meeting or revisions to lines, 11 and 12. committee meeting or revisions to lines 11 and 12 adding regardless of immigration status and then revisions to lines, 26. And then revisions to lines, 26 through 30 based, on recommendations from our special educ. recommendations from our special education edit add advisory committee to reflect the exact language in the Virginia. Special educ. Virginia. Special Education regulations. Thank you, Mr. Richardson, um, board members do Thank you, Mr. Richardson, um, board members, do you have any questions?
No. No, seeing no questions. Do you guys? Um No, seeing no questions. Do you guys um consent for next time? Mr. Steffy. okay, that Okay, that Will Go On consent for, uh, the June 24th. Okay, that Will Go On consent for, uh, the June 24th school board meeting. Um, board meeting. Um, let's see. And now, we're moving on to board meeting. Um, let's see. And now, we're moving on to and, And it's uh student services committee revision to policy 8120 compulsory. 8120 compulsory attendance presented by Vice chair and Donna. Hugh chair students Services committee Thank you. Madam chair policy 8120
thank you, madam chair policy 8120 came before the student services committee for its annual 5-year, cycl, services committee for its annual, 5-year, cyclical review. Uh, the um, the committee saw it as an information item. Uh, the um, the committee saw it as an information item on May 15th and voted on it, as an action item. Uh, just uh, just recently. just recently on June 6th voted to send it to the full. board, um the red line and board um the red line and feedback uh from the community are on board docs uh and are on board docs. Uh, and again, I would defer to miss Richardson for any
specific important points that I might be. Specific important points that I might be overlooking. Thank you, Mrs. Donna Hugh. Um, again it was up for 5. years, sickle cyclical. There have been no code. years, sickle cyclical. There have been no code changes. We did make grammatical and clerical. did make grammatical and clerical, correction throughout. We updated the cross reference. we updated the cross reference policy numbers. Um, there was, um, flavorful discussion in our committee about the community feedback that might lead to possible. Revisions community feedback that might lead to possible revisions of current lcps policy 8140.
current lcps policy 8140, which is student attendance and attend. attendance procedures. Thank you, Miss Richardson. Thank you, Miss Richardson board members, do you have any other questions? Yes. Mrs. Griffith. Thank you, madam chair. Um, again, with this policy I feel like we're chair. Um, again with this policy I feel like we're, uh, following the APA which is not regulation. following the APA which is not regulation and we're deliberately going through policies to change pronouns. As you mentioned grammatical, um, you mentioned, grammatical. Um, but I don't think they're grammatical. It's just going in to deliberately change, the angle English language. Um, I don't think this is, this should go on consent. I will not vote for it to go on, on,
on consent. Um, I will not vote for policies with these unnecessary changes. Thank you. Dr. Deans um, I'm sure the committee, um, um, I'm sure the committee, um, Of the department noted. The of the department noted the concerns expressed by, um, Of the department noted the concerns expressed by, um, um, leaf. Indic. Indicating that. We often have students. we often have students and families who take extended leave or extended vacations, and
take extended leave or extended vacations. And since we The school division. the school division are now accountable for a certain percentage of of attendance days. Um, percentage of, of attendance days. Um, is there any way to to Compromised between the parent demand. compromised between the parent demand and the and the requirement by vdoe of our accountability related to student. student attendance. M Richardson. Thank you for that question, Dr. Dean's, um, Thank you for that question, Dr. Dean's. Um, it was noted definitely that there were sort of 6 major themes that came
out of the feedback that was received. And of course, 1 of them was the fact that absenteeism does undermine. them was the fact that absenteeism does undermine our instructional practices and students being able to meaningfully in engage, um, currently policy. Currently policy 8140, which sort of gives us. Currently policy 8140 which sort of gives us the overview and the framework for how we support. and the framework for how we support and communicate with our families and our students. our families and our students regarding mandatory uh, attendance is really where this feedback would be most.
impactful as a division over the last couple of years, we have done a lot of work, we have a web page that's dedicated to our attendance matters. Um, we encourage our families to try to align families to try to align their Extended Stay or visits to families. Um that are overseas in families. Um, that are overseas in alignment with our natural breaks such as fall break winter, natural break, such as fall break, winter, break, Spring Break and summer break. Because as it stands now, those absences are unexcused.
Yes, Vice chair down here. Thank you, madam chair. I just wanted to um, add to Thank you, madam chair. I just wanted to um add to what Miss Richardson said in responding to Dr. Deans that, when with this was on for Action in student services committee, we did discuss, um, some we did discuss um, some similar issues of uh, you know we did discuss um some similar issues of uh you know, our College visits College, visit days. College visits College visit days excused or unexcused and who gets to decide and the lengthy vacations. And M Richardson advised that Richardson, advised that those discussions would be more appropriate related to policy.
appropriate related to policy 8140 so we may be taking a look at that in the future. Any other discussion? No seeing none. Um, Okay, I guess we have to take this 1 to action. Okay, I guess we have to take this 1 to action for June 24th. Uh the next 1 uh moving on to 14.12 Department of student services lcps. student services lcps sustainability framework presented by Kevin Lewis. Kevin Lewis chief operation officer and oh, Oh, and Clark said director sustainability.
Thank you, chair. Mansfield. We certainly appreciate the opportunity tonight to to review with you, our sustainability. sustainability framework. Uh this is a lot of work from our our entire family of Support Services, folks Plus our, our entire family of Support Services. Folks plus many many of folks from the instructional programs, as well. many of folks from the instructional programs as well. There's a site that's going to walk you through the um, the sustainability framework. Which um sustainability framework which um, is sharing our background and our goals for this work. and our goals for this work. As we move forward, it's a preview of a plan that we are. preview of a plan that we are proposed or presenting for approval by the board. approval by the board for on the next Tuesday, on the 24th.
Um, it essentially codifies the school board. Um, it essentially codifies the school board's commitment to the environment and that commitment. to the environment and that commitment is often talked about in in several different ways but 1 of the ways, about in in several different ways but 1 of the ways you're probably familiar with is the um triple bottom you're probably familiar with is the um triple bottom line which has our economic environmental and our social impacts of our school system. And our of our school system and our facilities. But also we've added another tenant on that on. added another tenant on that on leadership, and you'll see some examples of that as we go through. some examples of that. As we go through this evening, we're going to demonstrate this commitment. going to demonstrate this commitment to, um, the environment by by connecting it in this facility, or in this
sustainability. sustainability framework, connecting this to our project. our CIP, our Capital plans, um, Our CIP our Capital plans, um, also in our instruction. And then again, as I mentioned in, then again, as I mentioned in our leadership. So at this point, I'll turn to Mr. Siphon. She'll walk you through the slides and then we'll be happy to take any questions you may have. 1 moment, please. And some technical difficulties. There we go. Will I be able to change them or okay? Thank you. Will I be able to change them, or okay, thank you. Um, so let me Echo, Mr. Lewis's. Thanks to you for. let me Echo, Mr. Lewis's. Thanks to you for spending a little bit more time with us again tonight.
little bit more time with us again. Tonight, we wanted to take a quick minute to look back. take a quick minute to look back on those last 18 months of work that Mr. Lewis referenced. Um, certainly have covered a lot of ground together. I really appreciated the opportunity. opportunities to to for scheduled meetings and updates with you as both committee and a full board. Um, those updates are referenced in not only are referenced in, not only the item but you see them um, up on the screen. on the screen in our timeline as well. There have also been countless opportunities for conversation and feedback. And those have just been so exciting. Um, they have helped
us to start 2 new program initiatives. us to start 2 new program initiatives in the last year, um, you see our green teams program. you see our green teams program um, is spotlighted there which kicked off in January of this year. which kicked off in January of this year, as well as our meaningful watershed educ. meaningful Watershed educational experience, that miwi curriculum. Curriculum cohort, which started in October and just culminated um this month with an amazing set of culminated. Um, this month with an amazing set of new curriculum produced by lcps Educators for curriculum produced by lcps, Educators for lcps educators, um and all of that. Um and all of that has brought us to where we are. Um and all of that has brought us to where we are today.
The culmination. the culmination of all that work is what you have before you tonight in the lcps sustainability framework. You have received that both digitally and in print version My Hope in putting it before. in putting it before you as this nice print document was that you could really dig into it and write notes. Um, and and you know, we welcome additional feedback on that tonight. The framework really is and you've heard me say this before, this before and overarching tool that is intended to organize and communicate the structure and principles that.
organize and communicate the structure and principles that God our sustainability efforts. Um, when we were together for our work session in early May, for our work session in early, may we talked about how the framework. Um, framework um, presents goals. And targets. And targets, right? Um, and it also, And targets, right? Um, and it also contextualizes those goals and Target. goals and targets as they relate to local state and Regional um, strategies. Regional um strategies goals, um, Etc, that um, all of Regional um strategies goals, um Etc that um all of that is on pages 2 to 5 in the framework. Document,
is on pages 2 to 5 in the framework document. If you have it before you and want to flip open to it, it gives us lots of good reminders there of lcps, history and track. of good reminders, there of lcps, history and track record. Um and it also gives us a good look at um and it also gives us a good look at how the framework aligns with and contributes to other strategic efforts like the 1 L CPS. Like the 1 L CPS strategic plan, our school board resolution from 2020 and the new lcps instructional framework. It also connects us and shows the alignment with things at larger scale like Chesapeake Bay Watershed agreement. agreement, the Virginia clean economy act and other Virginia Department of Education. Priorities. Um we talked
a good bit when we were together on May 6th about making good bit when we were together on May 6th about making that connection um underscoring. connection um underscoring the critical importance of connecting Student learning. Student learning and sustainable practices. And I think we found really good, um, and Rich shared. found really good, um, and Rich shared understanding of the benefits and opportunities of those connections. benefits and opportunities of those connections when we were together in May, um, and we're also hearing, were together in May, um, and we're also hearing our students and families continue to call for those connections um, just a couple weeks ago as it connections. Um, just a couple weeks ago as it de uh, Discovery Elementary School and the Environmental. Discovery Elementary School and the environmental Club
there, put on a play called Mother Earth. there, put on a play called Mother Earth um and it was lovely. It was Elementary lovely. It was elementary agers really Challenging, their school. Challenging, their school Community to take on some of the challenges that they saw on their campus. challenges that they saw on their campus and in their school building, and it's it's examples. school building. And it's, it's examples like those that I think remind us that our students want this. Our families want this, too. I had the wonderful opportunity to lead a community conversation with members of the loud and Educational Alliance for families Leaf. Um, Educational Alliance for families Leaf, um this beginning of this month as well and it was just this really great
interaction. Um, where families were able to see that lcps is prioritizing the things that they are worried about. Um, is prioritizing the things that they are worried about um, in our global economy and so um just really cool. in our global economy. And so, um, just really cool connections across the board. This is familiar to you. This is familiar to you at this point, our 4 goals uh Mr. Lawrence reminded you of the triple bottom line connections this economic connections, this economic environmental and social um, impacts and areas. impacts and areas of focus and how this edition of leadership as 1 of our priority areas.
leadership, as 1 of our priority areas, is critical to success. And we've talked a lot together about how modeling a culture of sustainability. Um, really weaves through, um, everything that we do and the deck. everything that we do and the decisions and actions that we take we'll, We'll take just a quick few minutes. I want to remind you of these goals and targets, you have these in your document. these goals and targets. You have these in your document goal 1, of course is conserving resources and approving efik. efficiencies. You'll find that on Page 6 to 8 of the framework document and this is where we bring together. conservation and efficiency, right reminding ourselves that
that when we prioritize conserving resources first, that when we prioritize conserving resources, first, something like energy and that can happen. something like energy and that can happen in a variety of ways. Behavior changes. Student Competition. ways. Behavior, changes student. Competitions and campaigns are are Big C. are are big CIP funded energy conservation projects when we prioritize conservation first. Those. those efficiency improvements like, Those efficiency improvements like our building design and replacing end. replacing end of life, critical systems with more efficient equipment. And equipment and systems, those efficiency improvements can be even more. even more successful. Um, and and when we talk about both
operations and budgets under this particular, operations and budgets under this particular goal, we're reminded um reminded, um, of how the savings that we've reminded um of how the savings that we've discussed as a body, many different times. Those avoided costs, the realized cost savings through. realized cost savings through different conservation and Energy Efficiency improvements. those savings, which total more than Those savings which total more than 130 million dollars to date. Come from. Come from this type of work as well as the integration of renewable energy, which you'll see in the next goal. Those discuss. Those discussions really add this richness.
those discussions really add this richness to our conversations around both operations and budget and conversations around both operations and budget. And also remind us that there are opportunities here to be amazing stewards of those Capital dollars. When we look through this lens, we're able to use those dollars in even smarter ways and even more strategic ways. Gold Tools around, promoting healthy schools and planets. This is on pages 9, through 11 of your document. Um, this is all about reducing environmental impacts and fostering healthy. healthy, safe and productive, learning environments. And
it's here in this goal that we really see the influence and impact of both individual and Collective. Um, actions being showcased, we think about large-scale efforts like lcps. investment in renewable energy cost capital. investment in renewable energy cost Capital dollars up front but it saves costs. front but it saves costs and saves money in the long run. There's that Roi there that return on investment that we've talked about numerous times together. And so not only are we seeing that reflected in our own operations and budget but we're But we're also contributing to energy challenges here in
our region. We're leading, by example and we're modeling. what we're teaching to our students on a smaller scale. We're making relatively small investments in waist. Reduction initiatives with our students. I was out at Levites. The end of May and they collected all the food. Waste in 1 single. Waste in 1 single day. In the Elementary cafeteria. Waste in 1 single day, in the Elementary cafeteria total food. Waste there totaled 7. food. Waste there totaled 75 pounds and they were so proud trying to lift this up. And and trying to lift this up and and weigh it, right? 75 lbs is a kid.
75 lbs is a kid. So then multiply that out by 5. That's a So then multiply that out by 5 that's a week. Right by a month, by a school year. right by a month, by a school year, kids are interested in this and they're seeing ways that they can actively bring about changes not. about changes. Not only in their cafeteria, but in their school, it's that Ripple. school it's that ripple effect that by way of making these connections. We bring that alive for our students? we bring that alive for our students and that is not only inspirational to them, but it's also, inspirational to them, but it's also empowering, and it's also inspirational and empowering for our communities as well. Goal 3. Uh cultivating environmental Literacy for all.
Goal 3, uh cultivating environmental, Literacy for all, you'll find that on pages 12 through 14. you'll find that on pages 12 through 14. you will probably remember and you know, from reading this that we define environmental literacy as the knowledge skills and exper. skills and experiences that enable our students to not only understand to, not only understand, but to also feel equipped and only understand. But to also feel equipped and empowered to take on environmental challenges, we take on environmental challenges, we prioritize this because it connects our students to their world. because it connects our students to their world in meaningful ways, It prepares them to be problem. meaningful ways, It prepares them to be problem, solvers, and change makers and all the target. and change makers and all the targets here are connected. They are all nested. We get our kids outside. We tap into
that. that innate curiosity, we find ways to directly and intentionally integrate, those learning experiences into And intentionally integrate. Those learning experiences into our curriculum. We support our Educators building their skills, and confidence and facilitating those types of experiences. experiences and Mr. Struy, 1 of the things you brought up. Last time we were together was seeking out those non-traditional. non-traditional forms of professional development. There is ample opportunity for that here and our educators are excited about it. And when people get excited, they're willing to explore. And so that's where we really open up these different Pathways for careers and preparing our
students. students to take those on. um, when we cultivate environmental Literacy for everyone, for all we do that for every type of learner at every school and that is, At every school and that is really, really important. And then, finally our goal. and then, finally our goal for modeling that culture of sustainability on pages, 15 through 17 and sustainability on pages 15 through 17 in your document, To successfully integrate. To successfully integrate sustainability into who we are. And how we and how we operate. We need leaders at every school.
and how we operate. We need leaders at every school and at every level. That's because those deck. every level. That's because those decisions and actions that we talked about they're happening that we talked about, they're happening at every level and they each 1 of those is an opportunity. they each 1 of those is an opportunity to demonstrate the behaviors of values and practices that can advance our sustainability. sustainability goals. Um, different target areas. represented here have been on full display as our school year. Came to an end. I want to thank all of you that came to our green teams gallery. Walk last week and the 25 different schools. different schools that
were showcased and celebrated their the work that they Were showcased and celebrated their the work that they are making possible with their students. The learning opportunities. opportunities that they are facilitating. So much student. so much student leadership was on display, that night, and that is that is through prioritizing. that is that is through prioritizing this culture and inviting those students to have that. inviting those students to have that voice and giving them a space to try. a space to try out solutions to the problems that they see this. This goal also reminds us that we all have a role to play, right? and I believe, And I believe it's a natural area for you as elected
School. board members as well to lead, by example. So, So Guided by this framework. This is what we propose. So Guided by this framework. This is what we propose as what's coming next. Um, in terms of what's coming next, um, in terms of of using this framework, as an overarching tool to guide us, um, we would like to collaboratively develop work, plans that include like to collaboratively develop work plans, that include, not only student voice right? But that not only student voice, right? But that also share the metrics that we will use to Monitor and evaluate. metrics that we will use to Monitor and evaluate progress against those goals. Those. Those, um, metrics will be used to provide you.
those um metrics will be used to provide you um a regular Cadence of updates of course and we want to continue sharing stories with you so that we can all celebrate these successes. We want you to be armed. successes. We want you to be armed with those stories. We want you to be proud of those successes and have them as part of what you're able to talk about. part of what you're able to talk about regularly, um, when it comes to, um, what you are proud of, um, in terms of LC it comes to um, what you are proud of, um, in terms of lcps and and some of the reasons that you continue to serve in the capacity. capacity that you do, you'll notice that the framework does not provide detailed objective.
not provide detailed objective strategies actions timelines. Who's doing what? And when Right does not include. Right. Does not include yet include cost estimates. That's because all of that level of detail is provided. because all of that level of detail is provided in those work plans that will be developed by. work plans that will be developed by staff with additional stakeholder voice. stakeholder voice and then be um, put forward on a stakeholder voice, and then be, um, put forward on a regular basis. Probably on the 2 year, time frame. basis. Probably on the 2 year, time frame is what I'm thinking currently, but again, that's up for convers. thinking currently but again that's up for conversation as we develop those work plans that give that level of detail
and that we can really hold ourselves accountable to in terms of implementation and actions. This is what I want to make. This is what I want to make sure that we leave tonight's convers. conversation with a shared understanding of. Um that first 1. I know you've heard me say before. 1. I know you've heard me say before right? That sustainability isn't part of our work. It's a driving force that can influence all of our work. that can influence all of our work and my word choice. There is a little bit different than it has been in the past. I use the word can past. I use the word can, um, because that's the opportunity that's before us tonight.
opportunity that's before us tonight and what a incredible opportunity it is right to it is right to set that example for our students and our students and our communities. We also want to make sure that we're able to clearly identify those connections between student learning and sustainable. between student learning and sustainable practices. And we want to continue to make those connections because we've seen the power of them, and we know, seen the power of them and we know, um, how exciting they can be 1. can be want to make sure. That we all recognize the sustainability framework is that. that we all recognize the sustainability framework, is that tool to inform collaborative development of the iterative work plans that I described. And that we
work plans, that I described and that we also understand that successfully implementing those work. that successfully implementing those work plans will incorporate sustainability into instruction. incorporate sustainability into instruction operations and the culture of lcps while also informing budget development. And the final. And the final thing. That I'm asking that you take away. that I'm asking that you take away from tonight's item, is that you're excited? Is that you're excited, right? You're excited about the expanded emphasis. expanded emphasis on sustainability within our division and that you're eager to lead, by example and supporting that you're eager to lead, by example, and supporting the framework moving forward. So what comes next immediately?
So what comes next immediately staff has a lot of work to do with our community. do with our Community Partners to put together, those work plans but plans, but this is what we're asking for tonight. plans, but this is what we're asking for tonight unless otherwise directed The sustainability. otherwise directed The sustainability framework will return as an action item next week on the 24th. And our recommended action is written. And our recommended action is written in your info item, but let me say it out loud. but let me say it out loud for you here tonight, that the lab County School Board, adopt the lcps sustainability framework. framework as the foundation for incorporating sustainability.
sustainability into instruction operations. sustainability into instruction operations and the culture of lcps while also informing budget. of lcps while also informing budget development. you have the You have the opportunity to help energize a holistic. You have the opportunity to help energize a holistic division-wide and enduring. division-wide and enduring commitment to sustainability at division-wide, and enduring commitment to sustainability at lcps. We want to thank you for your attention. We want to thank you for your attention, your questions, and your ideas, and for your leadership. and your ideas, and for your leadership, and we look forward to collaborating with you to move. forward to collaborating with you to move this forward, we're happy to take any additional questions. we're happy to take any additional questions, you may have
tonight. so, there's been a request that we So there's been a request that we have a food. Waste competition throughout the Division-wide and see who could have the least food? Division-wide and see who could have the least food waste? We can make that happen. How fun would that? We can make that happen. How fun would that be? Um, board members? Do you have any? Um, members? Do you have any, um, discussion questions? No, I appreciate your work. And I really did. I really did. enjoy the green teams. Last time. So thanks for bringing them. Board members. Can we go ahead and put this on consent? Okay, we will.
okay, we will move on to um that will go for action on the Okay, we will move on to um that will go for action on the 24th. Uh, moving on to the next action Department. 24th, uh, moving on to the next action Department. Uh, next item, Special. Specialized. Programs. programs and centers committee transition Center proposal presented by tedra Richardson, assistant superintendent Department of student services, Good evening. there we go, the lcps transition Center is a There we go. The lcps transition Center is a vital program designed to support students with disabilities as they prepare for Life After High.
prepare for Life After High School. The program focuses on building. The program focuses on building Career and Technical education skills. education skills, and developing the independent living skills students. skills. Students need to thrive in the workplace and in their communities. It will serve. it will serve high school students who are working toward or who have earned and applied studies. or who have earned and applied studies diploma or an extended stand. extended standard diploma as determined, by their IEP. extended standard diploma as determined by their IEP teams. The programs will be. The programs will be led by a dedicated multidisciplinary.
team including credentialed. team, including credentialed, CTE providers, and special education. Teachers, vocational evalu. education. Teachers vocational evaluators job, coaches Behavior, assistants and related Services providers, as well as support staff. together, this team Works to Together. This team Works to ensure students, gain the skills and confidence that they need to. skills and confidence that they need to live. More independently successfully to enter the workforce, and improve their overall quality of life. Students with disabilities often.
Students with disabilities often face. Pretty significant challenges. While many are capable of learning. While many are capable of learning trade skills. They may struggle to fully part part participate, in traditional CTE programs. programs or meet the certification requirements. programs or meet the certification requirements, according to the 2324, to the 2324 seak parent survey satisfaction in areas such. as vocational. Evaluations. as vocational, evaluations Independent Living labs and access. access to skills profiles remains below 60%
the lcps transition Center. The lcps transition Center will be designed to address these gaps it. these gaps. It will provide essential vocational assessment assessments and Hands-On Career Training to support. assessments and Hands-On Career Training to support Workforce integration explained. Workforce integration, explain expand employment opportunities. And opportunities and enhance quality of life, The center will. the center will promote, inclusivity by Bridging the Gap between school and employment it will. between school and employment. It will Empower students. With practical, CTE skills, with practical CTE skills and support their personal growth
through targeted resour. growth through targeted resources and staff support. The lcps transition Center focuses on preparing. the lcps transition Center focuses on preparing students with disabilities for Life Beyond High School through 3 key areas first, Key areas, first vocational, skills development, key areas first vocational, skills development will equip students with Hands-On training in trades. students with Hands-On training in trades and Technical Fields tailored to their strengths. Fields tailored to their strengths and interests. Second work. Second workplace Readiness bills, the soft skills nessus. necessary for employment such as
necessary for employment such as communication, problem, solving and professional. solving, and professional Behavior. Finally, the program. Finally, the program supports independent living by teaching, teaching essential daily, life skills. Like budgeting cooking and time management which will cooking and time management, which will Empower students to lead more self-sufficient. lead more self-sufficient lives. the program has 8 overall goals, which have all been updated following the feedback from our lcps. Transition Center Roundtable, Roundtable event, that was hosted earlier in May
Roundtable event that was hosted earlier in May you will see that we have a focus on student enrollment and participation participation Career and Technical skills. D, Develop. Development postsecondary outcomes, as well as. Development postsecondary outcomes as well as vocational e evaluations for high school. evaluations for high school students and career exploration. for even our littlest ones in elementary. for even our littlest ones in elementary school and middle school. Goals 5 through 8, focus on community engagement. Goals 5 through 8, focus on community engagement and Partnerships staff training and development. Partnerships staff training and development student and
family satisfaction. family satisfaction and operational excellence. you can see that the summary of, You can see that the summary of our program capacity highlights the highlights, the robust structure and Community Support of highlights, the robust structure and Community. Support of this project we anticipate that this project, we anticipate that at full enrollment, we will have 500 students. We do we are currently working to build out 10 areas of C uh of C. build out, 10 areas of C, uh, of CTE programming for our students with disabilities. we are um, planning those
We are, um planning. Those course Pathways based on multidisciplinary staff. And we are currently working. And we are currently working with the the design team. and we are currently working with the the design team to Target our local businesses and Community Partnerships for expanded. expanded opportunities to Shadow and do internship. expanded opportunities to Shadow and do internships for our students. Our overall. Our overall timeline, you can see that this current school year that we just closed out has been us working towards getting program approval. So
getting program approval so it has we've hosted our Roundtable and we have taken it to information and action through this special program. through this special programs committee. We have also presented this proposal before um, the finance and presented this proposal before, um, the finance and operations committee for the proposed name of our Center. you can see that moving forward and then upcoming You can see that moving forward and then upcoming fiscal years will be working with the board. years will be working with the board on budget approval planning and launching. And planning and launching and then growth and expansion and sustainability. sustainability of our overall program.
Year 1. You can see that the year 1, you can see that the approximate ask for our 100 students is about 4.4 million dollars with 41 FTE in year. 2. We expect to expand to about 150 students with an estimated cost of 5.4. estimated cost of 5.4 million with 50, uh, full estimated cost of 5.4 million, with 50, uh, full-time positions, in year 3, positions. In year 3, 200 students with a million dollar. cost attached with. 56 positions. And
56 positions and in year 4, um, the 56 positions and in year 4, um, the 500 students at 9.1 and 86 positions. it is the recommendation this evening that the school, It is the recommendation this evening that the school board um um move forward with action at the board, um, um, move forward with action at the next upcoming meeting on the on the transition Center proposal, and I'm available for any questions. You may have They're exciting. Uh, board members. Do you have any questions? No. Yeah, can we go ahead? Yeah, can we go ahead and put this on consent? For next 1. All right, that's unanimous that goes to consent.
Um, thank you Miss Richardson for your presentation. Um, okay. Um, okay, our next 1 is 14. Point 14 Department of teaching and learning Head Start. preschool, annual training report and continuation application. Um presented by Mr. Neil. Um presented by Mr. Neil s. Assistant superintendent for teaching. Assistant superintendent for teaching and learning. Thank you, chair Mansfield. so, the department of teaching and learning, so the department of teaching and learning is presenting the 2425 head start preschool 2425 head, start preschool annual training and report in.
2425 head, start preschool, annual training and report and continue application year to funding for this. continue application year to funding for this upcoming school year, to the lcps school board for approval. In order for Latin County Public Schools. In order for Latin County, Public Schools to receive available funds from the federal government for the Head Start program. It is necessary to submit a continuation. application by September 1st 2025. application by September 1st 2025, the 2024, 2025 head start preschool. start preschool, annual training report in continuation application. Application year, 2 are being submitted for approval and signatures This um, report and application. this um, report and application has been um reviewed and
approved by the Head. Start policy Council and so it's in front of the board. front of the board tonight. the most significant changes for the upcoming school year is adopting a new curriculum. The lcps head. The lcps head start. Preschool program will use the vdoe vet. vetted tools of the Mind. Curriculum. This is the same curriculum. curriculum that the starting towards excellence and preschool or step. preschool or step and early childhood special education. EC ecsc use and will unify the 3 preschool. ecsc use and will unify the 3 preschool programs and provide opportunity for collaboration and shared professional devel. professional development. Step convened. A curriculum committee.
Step convened, a curriculum committee in 2019 and selected the tools of the Mind. Curriculum ecsc did the same in And the Head Start management team choose to adopt the tools this year. tools this year by going through a similar process. The 6 Head Start. Head Start classrooms, will be added to this total next school year. I am happy to answer any questions or receive any. I am happy to answer any questions or receive any feedback, um, on this application. Mr. 7. Um, I was looking through the all the paperwork. I was looking through the all the paperwork and, um, I was looking at the teaching, looking at the teaching practices for like the literacy goals. goals because of course I would, um, and
goals, because of course, I would. Um, and I was looking to see that the new curriculum, see that the new curriculum that you had, we had discussed Um, the teaching strategies. Um, the teaching strategies didn't match, the new curriculum. for literacy. Um, I was wondering if there would be, uh, what would be the process to align the teaching strategies with on this document? So, I appreciate that question. Um, just for So I appreciate that question. Um, just for context the development of this application. development of this application was a year-long process um
through the head through the Head, Start policy Council and earlier in the school year, school year prior to the adoption of tools of the mind is when that Council the council worked on the the goals that you were asking about. um, and so while staff would intend to update, um, and so while staff would intend to update the the training plan with the new practices aligned to tools of the mind and that's not currently in the document as you've noted. Um what would need to occur noted. Um, what would need to occur is um reconvening, the Head Start policy Council briefly to
review the changes. Um, have them approve it. review the changes. Um, have them approve it, um, and then bring it back to the board with with edit. bring it back to the board with, with edits, um, and talking to staff from the Head Start. talking to staff, from the Head, Start office. They feel confident that um, they know where they need to go with the changes where They know where they need to go with the changes where it comes to the teaching practices and what tools of the mind is going to bring. Um, so not having to do a lot of Discovery on what the teaching practices would be, they are Discovery on what the teaching practices would be. They are confident that we can make those changes prior to it coming back to the board next week for action. The board members to know why my madness is the way it is.
The reason why is because, um, I need The reason why is because um I need it. I think it's important to align it with the science of reading. And the whole point is to get fennec, awareness and oral language in there. And in there, and letter sound, um, Better. better L letter sound, uh, Techniques like sound mapping and elonian boxes. And the reason why is because we're training, we're training the brains to to read and um, brains to, to read. And, um, the research shows that if you train them early, then you have less likely to find them at risk for reading
disabilities later so that's why we want to disabilities later, so that's why we want to that. That's my madness. So I appreciate you looking at that. Um, so, we will just wait. Wait until next week. Thank you. Thank you. Any other questions? Yes, Mrs, Griffith. Um, can you Thank you. Any other questions? Yes. Mrs. Griffith. Um, can you provide the enrollment to, um, For, uh, all the schools that have the head. For, uh, all the schools that have the Head Start. Uh, just to give us an idea if it's at capacity, to give us an idea if it's at capacity. Um, what's going on with it? Um, and you would provide that as well next week.
with it? Um, and you would provide that as well next week, yes, I will have that, um, information available. yes, I will have that, um, information available next week. All right. Um, I think that's our last um, information item. uh, Uh, board members. Do you want to um, go ahead and adjourn the Go ahead and adjourn the mood. Uh, the meeting or do you want to do your committees? Reports. Thumbs up for a jour. Okay, that's 1 2 3 4 5 I think that's majority.
Okay, that's 1 2 3 4 5 I think that's majority is to adjourn. Okay so we will go ahead and um move on from committee reports. committee reports um and how about new business new business? Nope. Okay. The. Yeah. Yes, Mrs. Griffith. Thank you mad. Yes. Mrs Griffith. Thank you. Madam chair. Um, As far as new business. as far as new business, um, I would like to to make a motion to reconsider the rezoning of Dulles South secondary Secondary School, attendance Zone. Um I'm hearing from Secondary School, attendance Zone. Um, I'm hearing from residents that, uh, it was not communicated.
residents that, uh, it was not communicated properly, um, as far as the staff. as far as the staff choosing of the staff plan, um, as far as the staff choosing of the staff plan. Um, so I wanted to know if I well actually I'm going to read um from a from a res. a from a resident. Um if you don't mind just a a note as far as um, how they're feeling in the far as um how they're feeling in the area, um, to the board from the residents of Kilpatrick farms westb and you might might have seen it already, but Westview States and Braddock Corner. The Braddock Corner, the Dallas South rezoning, which was supposed to happen. supposed to happen. Uh, once hs4 was completed, was not
effectively communicated to the communities affected. because there were no official Communications sent out. because there were no official Communications sent out residents, had to rely on social media and Word of Mouth. residents, had to rely on social media, and Word of Mouth, to spread the word. We did not have time to ensure our communities were were aware and Were aware and many residents. Do not understand, um, that they will be impacted. um, once meetings began, we began the benefit of a of the Um, once meetings began, we began the benefit of a of the doubt that the board would engage with the community be transpar. transparent with about their goals concerns and expect.
expectations, for what the rezone would look like instead. we came spoke sent multiple emails and questions yet, we never felt heard emails went on answered a meeting requests were denied and requests, were denied and working sessions were never completed. completed. Oops. Oops. Sorry, Lost it for a second. Um, once meeting, um, I just mentioned that um, user plans were never thoroughly evaluated during the meetings. never thoroughly evaluated during the meetings 4 out of the 5 resident uh generated plans. 5 resident uh generated plans kept Kilpatrick Kirkpatrick
Farms together together together. Farms together together in 3 out of the 5 plans, kept the cluster. cluster intact multiple plans, such as 935. the 5 plans, kept the cluster intact multiple plans such as 935, 289.43, 10, and 1/222, 935, 289.43, 10 and 1/222 had far better capacity percentages than the staff. percentages than the staff plan. If the goals of the policy 6, 6530 are to keep communities together when able policy, 6530 are to keep communities together when able promote, please promote long-term stability, and promote, please promote long-term, stability, and support, cluster, alignment staff, the staff Plan F cluster, alignment staff, the staff plan failed. If uh, diversity equity and inclusion are core values to lcps. We need to ensure that all decisions made are Equitable and
non-discriminatory if we look deeper into the staff plan, non-discriminatory. If we look deeper into the staff plan, we can see that is discriminatory socially and economically. we can see that is discriminatory socially and economically and segregates, certain demographics. and segregates certain demographics. Whether intentionally or not, this is not meet the values of our community. for lcps, we ask that you resend um, your approval of the rezoning and let the new. Let the board members that voted in December work with us. Um, engage with our communities and make us feel like partners. Partners in this process. So we absolutely deserve. This as constituents taxpayers and above all advoc.
this as constituents taxpayers and above all advocates for our children, sincerely, the residents of our children. Sincerely, the residents of K Kirkpatrick farms, uh, 13.3. farms, uh, 13.3 and 12.2, Westview States. farms, uh, 13.3 and 12.2, Westview States 13.12, and radek Corner 12.6. Corner 12.6. So, um, basically what I was asking for is if we can uh re-evaluate um, These uh, secondary uh, School. These uh, secondary uh, School attendance Zone. Take a look at them again. Uh, and go back per the vote last week. Thank you. Mrs. Griffith. Um, Thank you, Mrs. Griffith, um, for policy and I guess uh per
I guess it's per I guess it's Robert rules. Uh, such a motion needs to be made by someone who voted on The Winning Side for the base motion as amended. So, um, I voted for the Amendments. You did not vote for the base motion. the base motion as amended, I believe that you and, uh, Vice chair. Donna Hugh did not vote for the base motion as amended. And so, therefore, it would have to come from amended and so, therefore, it would have to come from, uh, made for someone who was on the quote. made for someone who was on the quote unquote Winning Side. Um, so I don't see an appetite for anybody else.
I don't see an appetite for anybody else at this moment to make a motion. So, um, and I think, And I think, uh, Mr. Lewis, I think it's, it's And I think, uh, Mr. Lewis, I think it's it's a unfair, characterization to say that Unfair characterization to say that it was not transparent and that there wasn't a lot of thought. and that there wasn't a lot of thought gone into this. And that there was, um, that people didn't have the opportunity to meet with us and And I think because I did meet with people, I know other people met with people. I think we all talked to people. Um, Mr. Lewis, how, how long exactly did we take to do?
Um, Mr. Lewis. How, how long exactly did we take to do this with the public hearings and everything else? Thank you, Miss. Thank you, Miss Mansfield. I I, I don't have the exact date on that but the board voted on the calendar several months ago and then we had ago. And then we had a number of meetings. I think were a total of 9 meetings. total of 9 meetings uh by policy that put all the the different work sessions. different work sessions in information sessions together. So um, there were a number of public meetings and everything was posted on the web. We have all the the meetings, the maps and all each of the plan was vetted. maps and all each of the plan was vetted through the process through the staff and provided all the information.
process through the staff and provided all the information to the board. So we feel like it was a good and thorough process. Thank you. Um okay. So with that, we will go ahead and Thank you. Um okay. So with that we will go ahead and adjourn the meeting. um, no more business, the reconvene meeting of June Um, no more business. The reconvene meeting of June, the 10th 2025 Loudoun County school board. Meeting is now adjourned. Please drive safely home.