Good evening everyone. Um, I call to order the February 11th, 2026 legislative Audit and Policy Committee meeting. My name is Ross Vincent. I serve as chair of this committee and welcome everybody here today. Sign up to make in-person public comments occurred prior to the start of the committee meeting. The meeting will be audio recorded and posted on board docs. Um, have we received anybody who signed up for public comment, seeing as no one has signed up for public comment? We'll move on to the next item on the agenda, which will be
item number three, the minutes, um, the draft minutes for the December 9th, 2025 meeting. Have the board members had time to look over the minutes? And are there any changes to the minutes? Yes, Ms. Griff, uh, with regard, with regards to the minutes. I did not attend this last meeting, so I'd rather not, um, for myself, approve them. Thank you. Alright. Thank you Mr. Griffith. Um, I will now entertain a motion to approve the minutes from the December 9th, 2025 Legislative audit and policy committee. Second. Um, no.
Um, I make a motion to approve the minutes from the last meeting. Thank you, Dr. Rasheed. Uh, I second that motion. Uh, it has properly moved and seconded to approve the minutes. Uh, all those in favor of approving the draft minutes, say aye. Aye. Aye. All those opposed The motion passes, uh, with two school board members voting, uh, approving the minutes. And one school board member, Mrs. Griffith abstaining. And to specify those, um, approving the minutes, were Dr. Rashid and myself. Alright. And we'll move to item 3.02, acknowledgement of minutes.
Um, once the minutes are approved, they will be added to the record. Okay. Moving on. We have no action items at this meeting, so we'll move straight to the information items, starting with, uh, item 5.01, the legislative update presented by John Sutton. Thank you, Mr. Sutton. Thank you, Mr. Chairman. Uh, normally I'm usually the last, so this is very, I'm moving up in the world, so I appreciate, uh, uh, being first. Uh, hello, Mr. Chairman, members of the committee, uh, the,
the update is intended to provide a brief overview of the current state, uh, the 2026 Virginia Generalist, uh, general assembly session, and what to expect as we approach a move through crossover with particular attention to, uh, obviously, education related legislation. The 2026 regular session convened in mid-January and is now moving through its midpoint. Legislative activity has, uh, been brisk with committees working through a high volume of bills. Uh, I believe I sent out a report at what point that had us at close to close to 5,000 bills.
We whittled that down to about 2002. And through crossover we'll see what what we end up with. Um, as a reminder, crossover Marks, marks the point in the session when house bills must have passed. The house in the Senate, uh, have passed, uh, the Senate in order to remain eligible for consideration in the opposite chamber. Bills that do not advance by crossover are effectively no longer active for the remainder of the session, unless incorporated into other legislation, um, and budget. As we approach crossover, we can expect an increase in committee and floor activity.
We're already starting to see that, uh, with leadership, prioritizing, obviously, those bills that align with caucus priorities and that do not carry significant fiscal impacts, which, uh, at the very beginning, um, you weren't here as a committee at the very beginning, but we talked about how, uh, those bills that are high, what I would deem high fiscal impact, we're going to get the le the least amount of the least, at least amount of love this year. And that has proven to be, uh, that has proven to be the case. Um, education remains one of the most active
and closely watched po uh, watched policy area of this session. A number of bills addressing K through 12 staffing student support services, school operations are, uh, advancing, uh, to towards floor action as we speak. These includes proposals aimed at improving staffing ratios, access to counselors and other student support personnel in addressing student mental health and safety needs. There's also been continued legislation, uh, legislative attention, uh, on school meals, including proposals intended to expand, re uh, reduce or eliminate student meal debt.
Um, and we've seen a lot more activity on that over the course of the last couple of, uh, couple of days. Uh, several, uh, education fill, uh, bills also focus on accountability and standards. Legislation has been introduced to establish additional requirement for private schools that receive public funds, particularly around academic accountability and non-discrimination policies. Other measures address curriculum standards, assessment practices, instructional requirements, uh, including proposed updates in, uh, the SOL, uh, which is always fun. Uh, instructional transparency
continues to be debated as well. Some bills under consideration would provide parents with additional opt-out provisions related to, uh, specific instructional content, while others seek to clarify school division responsibilities in communicating with families. Uh, education funding, uh, obviously remains closely tied to the broader budget discussion that will intensify after crossover proposal. Proposals related to teacher compensation staffing increases in student services depend heavily on available revenues and ongoing negotiations between the House and Senate budget committees.
In addition, there are continued, uh, uh, interest is pro, uh, in providing localities with additional tools to address school construction capital needs. And, uh, though these proposals, uh, are are there, they're still working their way, uh, through the process. So, as crossover approaches, the this committee can expect a education bills that, that advance to be these with clear policy support and manageable fiscal impacts. After crossover, uh, attention will turn to, uh, reconciling house and Senate, finalizing the budget,
preparing legislation for final passage before adjournment. Uh, obviously we will continue to monitor, uh, key developments and provide updates as the session. Uh, progressive, uh, progresses several education bills with statewide implications. We are watching, uh, obviously as we near crossover. One, notable proposal, Senate Bill 66 would authorize localities delivering level an additional sale, uh, local sales tax up to 1%, uh, with voter approval to support school capital projects such as construction and major renovations. This could create new funding tools for rapidly,
uh, growing divisions. Li like louden that face, uh, facility capacity pressures, uh, HB 31 would institute supplemental pay for teachers in hard to staff schools aiming to improve recruitment and retention in schools with significant, uh, vacancy rates. Bills like Senate Bill four and its House Companion HB 96 house bill would make breakfast free for all students statewide, which could affect operational planning and nutritional equity for Loudon schools. Uh, another bill, uh, HB 3 59 with second edition. I'm using public funds for private school tuition,
including accountability measures such as SOL testing and non-discrimination, uh, standards potentially influence, uh, influencing public to private school funding, uh, debates at the local level. Um, in addition, there are broader formula, uh, our broader formula and support funding bills that, uh, uh, are moving that address. Staffing support positions, uh, English, uh, language learner services, um, including efforts to remove caps on support positions funding, uh, and require state funding, uh, based on actual costs
alongside educational policy. Workforce housing and housing affordabilities are advancing, uh, that while not education bills per se, uh, in the traditional sense, um, could materially affect Loudoun County schools by, uh, influencing housing supply, enrollment patterns, workforce stability, and local fiscal capacity. Several housing measures that have been commi, uh, seen committee action. The session aimed to ease regulatory barriers, uh, for new home and support, uh, affordable housing. Near employment centers. The factor are critical for school divisions, recruiting
and retaining staff, and keeping families in stable communities. Among these are, uh, legislation to authorize accessory dwelling units, uh, a DU statewide, which would allow secondary dwelling units on residential lots without special exemptions. Potentially increasing housing options for teachers and school staff related measures that would require localities to allow, uh, allow multi-family residential development by right and commercial districts. Uh, expediting housing, construction near job centers and transit, uh, corridors. Um, which obviously
I think is the goal is to help, uh, help sort of workforce supply. Um, bills like, uh, house Built, uh, 8 0 4 and, uh, and its companion, uh, Senate Bill 4 8 8 would establish housing growth targets and menu based policy actions for localities to encourage new housing, uh, additional reform efforts advancing through committee include parking requirement reform, um, which were reduced development costs and provisions to support construction and affordable homes by faith-based and non-profit organizations,
which is absolutely gaining steam. So we'll be watching that. Uh, a separate bill has also been introduced, specifically address workforce housing for employees and of localities and school boards, uh, indicating recognition of a link between, uh, at least a link now between housing policy, public sector, workforce stability and housing, uh, reforms specifically that can influence Loudoun's ability to attract and, uh, and, and retain educators and other school, uh, based employees by simply just letting, uh, giving people the opportunity
to live where they work together. The education and housing bills advancing through this session reflect an effort by the General Assembly to address both school division operational needs and the community-wide challenges of housing affordability, workforce supply, and local capacity. As these bills, uh, and, and other bills of importance move through the floor, uh, through conference budget process, their combined F effects on LCPS, enrollment, staffing planning, community stability, we will continue, uh, to monitor them. I've had several conversations with a number of board members, uh, uh, about, uh,
and as we continue to track these measures and provide update on committee action, uh, and outcome, uh, as things develop, I will, um, I'll let everybody know. Um, lot going on, lot going on. I know I talked about housing a lot. Um, I think it's important that, um, you know, housing was one of the main focuses of our relation, uh, our partnership this year. Uh, our legislative partnership this year with the county, and specifically the Chamber of Commerce. And, uh, it was one of our, our priorities on our, on our legislative agenda. And, uh, so we can, we can expect, we can expect, uh,
delegate Reed's Bill has, is moving through, which allows school divisions to lease property, uh, I think up to 99 years to, uh, build, uh, workforce, uh, or, uh, employee related housing. So it's only a matter of time before those, before those things, especially after crossover, see the light. And so I, I, I always tell folks, I know you probably don't want to hear this, but, uh, they rarely give me the microphone. So everything mo everything that I don't, I don't generally get worried about anything
until crossover, because after crossover, that's when the real business starts to happen. Um, there's been a couple of bills, I haven't really mentioned 'em today 'cause they're still in, in, in flux. There's a couple of bills that are, that are probably gonna change dramatically, uh, that will affect us over crossover. And I think that, um, uh, we'll have a better idea. And I'd like to, I'd like after crossover, maybe the, by the next meeting, I'd like to come over and talk about about what's really hitting us. Uh, because out of those 5,000 bills by crossover, you're looking at 2000 maybe after crossover. That wheels its way down to 600, then to 300 to 200
and whatever passes you're looking at, probably 50 that really, really, really affect what we do. And out of that 50, we've got two or three that are really gonna cost us in one way or the other. So as we, as we near crossover and get over that hump, we'll, we'll have a really good idea of where we're going. Thank you very much, Mr. Su Sutton. It sounds like it's been a busy session already. Um, school board members, do we have any questions? Yes, Dr. Rasheed. Thank you, chair Fon. Um, and thank you, uh, Mr. Sutton for providing this information. It was a, it was very comprehensive
and quite a boatload to absorb, uh, looking forward to some of the bills that are being, uh, that are hopefully will be passed. Um, but speaking of bills, there were two bills that were discussed. I believe they were, if I'm not mistaken, SB 1 22. Um, I believe it's titled Diabetes Management. Yes. The other one was SB 3 78. HB 1263 Collective Bargaining. Sure. Could you just kind of, uh, let us know about, um, what's happening with them, or a status update? A Thank you. Absolutely. Thank you. And I, and I, I know you and I have had these, uh, discussions in the last couple
weeks, so I appreciate you, uh, you asking that question. Um, those are probably two of the bills that are still really in flux. They're probably, uh, two that we're really, really, really tracking, uh, obviously for different reasons. But, uh, but two very important ones. The, uh, diabetes management, the SB 1 22 that really deals with liability protections, uh, uh, self care, uh, um, you know, management services in a school setting that's really taking hold. But, uh, some of the bills that are coming out have
that relate to that are having different, uh, have different language sets. And so, for example, the Senate bill, um, the, the Senate bill that they're discussing, some of the language, uh, that was, was in that bill originally, is not the language that the senators are now indicating that they've, they've really agreed to or they feel comfortable about. So once the, uh, once the house bill, uh, which is a far more popular, is far more popular for its language, the house bill is a much more palatable, uh, uh, version of that bill once they come together
and start really ironing out those, those differences that, again, after crossover, we'll, we'll have a really good idea of what, of what comes on. My, my gut tells me that it's gonna lean towards the, um, it's probably gonna lean towards the, the house bill version. 'cause that seems to be the one that's causing the less consternation for everybody. I mean, that's just a humble guess. I mean, I, I, I don't know for sure as we learned last year with SOLI mean, something can come out of the woodwork and next thing you know, we've got 18 months of, of, of consternation. So, um, I really appreciate that.
Soon as I find out more about that, um, I'll let you know. The other one, collective bargaining. I, I purposely try to avoid that because it's such a, um, at least in, in Richmond at this point. Um, I was in a meeting today, um, it got passed over or passed by today in committee. Um, we all know what that means, but I'm gonna just pretend like nobody knows what that means. And basically, the committee decided not to, I mean, after all this time, they, they got to it today. It was on the agenda. They considered, they, they, they decided to walk away from it and talk about it amongst
themselves for the next couple of days. So, which is always an indicator that, that they're trying to work out something. Um, from what I understand, again, just, just chatter amongst the, amongst the, you know, my class in Richmond. Um, you've got everybody from, you know, the, the Senate folks to appropriations, to the, the union folks, to, uh, Democrats, to Republican. None of nobody seems to be happy with the way it's worked going. So I think they're gonna try to work something out.
I think we'll have something. I just dunno what that looks like. And I know, uh, Wes, I know you're tracking that as well. Um, if you have any insight into that, you're welcome, you're welcome to do that. But again, I, I don't, I don't look, I don't look to really know anything until, until after crossover, especially on those two. Very different but, but impactful, impactful bills. I appreciate the questions. Thank you. Any further questions? Um, and on the diabetes management Bill, Mr. Sun, could you just, um, I guess specify what about the House Bill is, what's unique about the House Bill
and why is it more palatable? Well, I think it, I, I think what it does is it just, uh, it's, it's a little bit more straightforward and it just allows for what I would consider to be realities. IE you know, kids have, kids are, are self-managing. Now. They're in a position where they're responsible for their own monitors. They're in a position where they're responsible for, uh, um, uh, uh, checking their own, their own glu. I'm, I'm, I'm not a doctor, so I'm gonna, I'm gonna say glucose, but if it's wrong, please tell me I'm, I'm wrong. What is it? Levels. Levels. Thank you. Levels. Thank you. Um, and so I think that the, I think that the, the, the,
the issue really with, with some, some of the members, the House and Senate side is, is this, are we gonna be in a position where we're gonna let, uh, uh, young people do what they've been doing for the better part of the, uh, of, of their, their sort of life, uh, for lack of a better term? Are we gonna have nurses monitor them? Are they gonna have to go to the office to check their, to check their monitors? In other words, to me, it comes down to this, it comes down to has the law, uh, ha well, I shouldn't say the law has,
has the language caught up with technology, has the language caught up with a real, a real understanding of what, you know, a kid can't go down the hall every, every 20 minutes to, to a nurse's office or a nurse. Can't sometimes, um, be responsible for every 20 minutes checking on, on, on Johnny or Mary to, to make a determination as to whether they're, they're, they're monitored or not. And, and parents want a little bit more, more say over, over that. And I, I wouldn't be surprised if it, if it advances over the next, I talked to a couple of delegates, uh,
not on this particular subject, but something related. I know you didn't ask me, but I think it's interesting, uh, a couple of delegates who are talking about, are we gonna get to a point where students that are, are, are, have other health issues that are, I mean, I remember when, a couple years ago when it was the wes was that a couple years ago, the, the, the inhalers and, and, and the EpiPens and, and sort of who decides, are you gonna have to run down the hall to get a nurse to tell them that someone got stung by a bee outside of a portable in,
in one of the buildings, and the nurse has to come. So where's that going? Are the heart are the defibrillators. I remember when that was a, a, a big deal. So it's all about language catching up. I think it'll work out. I mean, it, it, it's, it's in a, in a lot of ways, um, again, I know you didn't ask this, but in a lot of ways, what I found is a lot of the bigger school divisions are already way ahead and they're already doing these things, and they're already preparing for these things. So it's, it's, it should be interesting. Thank, thank you, Mr. Sutton. Um, that's, I appreciate that. And I'd be curious at the next meeting if there are updates
that we can maybe discuss how it might impact, if there's any impact to our policy that we adopted last year on, on diabetes management. Yeah. That, that's actually a really good, that's actually really good to, to bring up. I, you know, we've been in since the beginning. 'cause this is not from this year, this is from last year. And so when it started to kind of bubble up again, and, and last, uh, last year, uh, we went to, uh, Joel Anderson and I both went to the folks in student services, the chief officer, and, and, um, uh, her wonderful directors. And I think that, I mean, I don't wanna speak for her,
but I think that, um, we are in a, we are in a good, we're in good shape. Um, and I think like most things, um, like most things, um, we're in a position where we can really, we can really move on a dime if it came to, if it came to, uh, uh, reassessing or reevaluating the way we do it. So, uh, they're, they're very in the loop. They've been, they've looked at every version of this bill. They've given us feedback, student services, um, and their chief officer. And, um, it's one of the things that we've been on this, I mean, we've really been talking about this since last
year, so, but I'll be more than happy to update you on, uh, the, the pool will be much smaller. Yes. Thank you very much. And Mr. Griffiths, was that your question? Uh, It, it, it was, uh, chairs fon, but, um, regarding that policy, I think we were giving, uh, students the ability if they needed to inject insulin. Is that correct? Say, I'm sorry, say That again. I I forget the number of the policy. Maybe, uh, Dr. Bergen, uh, recalls, um, that policy gives, uh, students the, uh, the right to inject insulin if they need
to, or the EpiPen that you mentioned. I just can't remember the, uh, number of the policy off the top of my head. So yes, we were discussing that last year, and I, I thought that was a breakthrough as far as, um, students having their own responsibility to take their medicine and not have to run to the nurse. So I think we're, we're halfway there at this point, right? We really are. And, and, and they're doing it anyway. Um, just this, uh, and I don't know what that's, I don't know what it's called, A Dexcom. We Go ahead. Uh, Mrs. Griffith, just for the clarity of the record, I, I believe you're referring to student medication
policy. It's 84 20. Yes. That's it. Thank you so much. Um, just the, uh, uh, pre, pre, uh, pre-session we were talking to, uh, uh, Joel Anderson and I were talking to, uh, a very good, uh, uh, very good friend of ours who's a, who's a delegate. And she was just befuddled by, um, she's a wonderfully smart and talented woman, but she was befuddled by the, by the monitor, um, because she's never had any, anybody in her and none of her children know, knowing in her life that,
and she just couldn't understand how that, that would, that would work in a classroom. I mean, I'm not laughing at it, but how that would work in a classroom setting when it's really one of the easiest, apparently one of the easiest things to deal with. So with your phone, I guess I've seen the commercial, your phone, but we, we've come a long, we've come a long way. So, and Ms. Griffith, I appreciate your, you pointing that policy out. Oh, thank you very much. Uh, Thank you, Mrs. Griffiths, um, school board members. Any further questions on legislative updates? Um, I know Mr. Sut knows that I'm particularly excited about some
of the housing policy coming forward. So, um, I know it is all subject to change, uh, as we get into crossover. So, uh, hopefully, we'll, we'll, I'm looking forward to hearing updates at our next, uh, meeting. Um, with that, we can move on to item 5.02, uh, which is policy 63 30 distribution of information and posting within schools on school grounds, or during school-sponsored events that'll be presented by Dr. Bergen. So thank you, Dr. Bergen. Thank you, Mr. Swensen. Mrs. Griffis, Dr. Rashe, good to see you three. But this is a policy that a
and p contemplated for several months. The previous LA and P, uh, 63 30 would be a new policy to replace Policy 8 65, which is still on the books. It's one of the few remaining policies with the old numbering system that needs to be updated. The previous board prior to this board in 2023 through f and o, took a first stab at creating a new policy to replace 8 65. So staff brought the work of that committee from 2023 to the most recent LAMP committee
for them to contemplate because it was just sort of left hanging, uh, with the passing of the two boards in November of last year. The previous LAMP considered, uh, those revisions had robust conversation and staff came back in December of last year, December of 2025, with, uh, further revisions to that policy, which then passed out of the committee and was contemplated by the, this full board just this past January. And then you were all there and present for that conversation. That was determined that it needed to come back to LAMP
for further conversation. And staff certainly concurs with that. I have concurred that we would've left it in the committee because it never went out for public comment, which was discussed when it was brought to you all in January. So let me just talk a bit about the differences between 8 65, which we are recommending for complete deletion. Uh, so you have a, a, a red line version of 8 65 that is struck through completely because, um, part of our recommendation when it leaves this committee and goes to the full board would be to delete 8 65 and to replace it with 63 30. And a lot of the language in 8 65 tracks into 63 30.
It has a new title. The new title of 63 30 is distribution of information, materials and posting within schools on school grounds or during School sponsored events. And paragraph A is the, generally the distribution of information and materials and lists organizations that would have access to distribute materials, uh, through the schools as specified throughout, uh, all of paragraph A and then paragraph B. That's really where most of the discussion occurred with the previous LAMP. And I believe in the, when the full school board took this up in this past
January, and that's the distribution of political materials. So if, if you're looking at the Red line version at paragraph B staff brought to the previous LAMP committee, uh, paragraph one and two, paragraph three was created in the meeting in December through an amendment by one of the board members. And that's why it's sitting in the policy now. It was not the recommendation of staff, but it was the will of the majority of the LAMP members present in December to, to put that, uh, additional delineation in about back
to school nights and school open houses. Staff's position is based upon, uh, and, uh, Ray's not here, but Ray Ray, our chief School's officer, uh, has a longer history than I do. But consistently we complaints and concerns from parents and school staff that on back to school nights and open houses, parents are coming to meet their child's teacher, uh, to take a tour of the school to acclimate themselves to their school community. And there are, uh, individuals who are essentially canvassing on the school grounds. And, uh, folks complain. They, they, that's not why they're there.
They, they, they don't want to be approached. They, they just want to come and meet the child's teacher 8 65, which would be the germane policy right now, clearly states that if you're gonna distribute materials at back to, at, at, uh, school sponsored events, you have to be stationary and 40 feet from the door. And that just hasn't been followed. Uh, Mr. Sutton, uh, as our, uh, coordinator for government relations communicates with all political candidates and political parties about what's in 8 65
and what their rules are, people understand, but, uh, they don't self police. And, uh, it raises that concern. So we continue to receive. Um, you know, folks will come in and they'll put this, they'll, they'll lay literature out in the library, they'll put it on the windshields of cars. Uh, it's just, uh, some members of our community, uh, are just not wanting to be, um, have that upon them when they're coming to a back to school night. However, uh, it's a school board policy. So, you know, we, we defer to the board, the, the previous LAMP by majority, uh, asked to insert paragraph
B three to make a, an exception four, back to school nights and open houses. And so essentially that there would be no distribution of political materials on campuses during a school day, except for back to school night and open houses. And then essentially repeats the provisions from 8 65 that says you have to be 40 feet, you have to be stationary, you can't approach people. Uh, we also added, you can't put it on windshields or leave it on cars. Uh, that's what came forward to the full school board in January. Uh, you were there for that discussion, and then it was asked that it come back to this, uh,
newly formed LAMP for, uh, information. And so before I, I turn that over, I'm gonna look down to Mr. Allen to see if there's anything else that's salient from 63 30 that he thinks is, uh, relative appropriate to introduce him to the conversation at this time. Thank you, Dr. Bergen. I think you've covered it, uh, sufficiently. So, um, at a, at a minimum, uh, our recommendation would be, uh, if, if this committee would like to, to see any changes to this, that we discuss that here today. It is an information item on the agenda today, and that, however, it leaves this committee today, we send it out
for public comment, we gather that public comment, and we bring it back to you as an action item at your next meeting. Thank you, Dr. Bergen, uh, school board members. Any questions? Dr. Rashid? Thank you, chair Fon. I appreciate that. And thank you, Dr. Berger, for giving a great comparison, uh, between, um, 8 65 and 63 30. Just, uh, and, and apologies if you already mentioned this, but just for my own knowledge, in 8 65, you're saying that on, for example, back to school night, an event like of, of such that if a candidate were to canvas that day, um, at that event, they would have
to be stationary according to 8 65 stationary and 40 feet from the door. But I, I just, I'm just trying to catch this. So in 63 30, are they still stationary and 40 feet from the door? I'm just trying to see if that's still the same. Yes, ma'am. So if you look at 8 65, uh, the completely struck through paragraph B two, literature and material distribution and solicitation, you can see about halfway through that paragraph, it says, handed out from a stationary location, no closer than 40 feet from any direction
to the public entrance door of the school. Okay. And in 63, 30 in new, in, um, B three back to school nights and open houses, that language repeats essentially materials for campaigns for public office and other ballot initiatives to include literature, handheld signs, banners, and posters may be handed out and, or displayed on back to school nights and or open houses only from a stationary location, no closer than 40 feet from any direction to the public entrance door to the school fair. Thank you so much. Is there sent, they're almost verbatim, uh, from 8 65 and to 63 30.
I see. And I see that the, what you had just mentioned, those items, um, in 60 through 30, if you, you continue on, you'll see one, two, and three in a couple of points, like you said, windshields and, and vehicles, et cetera. Okay. Thank you so much. Sure. Thank you, Dr. Rashid. Mrs. Griffiths, Uh, thank you Chair Fon. Um, I'm getting away from that a little bit. Um, and I just wanted to get clarification because this policy is about materials and, and that sort of thing. Um, we had walkouts, uh, just recently. And, um, my understanding is, uh,
students were maybe putting posters on the inside of the schools, but also they were creating Instagram, um, accounts with their high school logos. So I'd just like some clarification. Would that be something, um, that you can clarify in this policy, or is that something separate? Um, because it does have to do with materials in the school and also using, um, our high school logos. Thank you. Thank you for the question, Ms. Griffiths, that would be best covered by a student governance policy. Um, there is a process in place that the office of docile coaches, the schools on, on to follow in instances
of a student, uh, initiated demonstration. Um, so I would defer to Dosel, and we can certainly look that up for you. But this policy would be specific to outsiders, uh, distributing actual materials, not digital materials on the school grounds. And for walkouts, if they were distributing materials, they're allowed to do that, or I still have to go through Docile. I would consult the docile policy because any student involved activity would be governed by their policies. And, Sorry. And that also would, uh, explain the Instagram accounts as well. Um, the Instagram accounts,
I would consult with the principal. Um, if you have specific knowledge of that, I'm happy to follow up. Thank you. If I might, um, Mrs. Griffis, just for, uh, reference regulation 82 73, it governs student demonstrations, and it, it does say that it prohibits students, um, from bringing signs, flags, pictures, banners, or other visual props and section B. Um, and it clarifies because student demonstrations are not school-sponsored activities, um, signs, flags, pictures, banners,
and all other visual props will not be permitted as part of the demonstration, uh, particularly given their propensity to pose safety, security, and operational concerns. And I'll reach out to you about the information on the other stuff. Thank you so much. Thank you, Mrs. Griffiss. Um, Mr. Allen may be a question for you, uh, which po parts of 62 30, I think, I think it would be helpful to make sure that we're keeping those policies separate, that are governing, like what's happening by students inside, um, schools and what we're regulating with respect to outsiders. So if you could clarify for the committee on 63 30, like
what kind of, make sure we're clearly delineating. 'cause I think it's best just to keep these policies, um, separate, um, just for our clarity in, in discussing it. Yes. So if we're looking at 63 30 and we're looking at other policy, as I kind of scroll down, it, it appears that section A is a general provision that applies to external organizations. If we look at section B, specifically B two,
and the second paragraph that starts on line 73 and goes through 79 about, that appears to me to reflect similar language from policy 75 24, which is staff participation in political activities. So that tracks that. There's also under, well, generally without looking at 63, 30, um, 82, 73, that policy is the one
that covers student free expression. And I'm just gonna pull up that title for clarity. It is student speech and expression. Um, so read in tandem policy 75, 24, 82, 73. And then just generally with the 6,000 series, there's, um, facility use and then also, um, general restrictions on use of property as well. Um, that, that is all kind of incorporated and aligned with this policy.
But if there's a specific question or if I misunderstood your question, happy to clarify. No, no, that's very helpful. Thank you. Um, yeah, and I note that on line 73 of 63 30, um, there is a reference to students not being required to convey or deliver any material from, from these, uh, maybe external organizations or on behalf of these external organizations. Um, but, uh, the students' free expression is still governed by, um, the other 82 73 and not by 63 30. Yes. And, and they, for that clarification,
so we do have a separate policy policy 87 0 5, which is entitled Students Not Required to Convey Certain Materials that also tracks that language. Thank you. That's helpful clarification. Um, and Mr. Griffin, do you have another question? Yeah. Yes. Thank you. Chair sson. Um, and, uh, I think you might've mentioned it previously, but, um, LEA or Union Materials, um, that's part of this policy as well, right? Thank you, Mrs. Griffiths. It's actually my understanding it is not, um, given that, um, LEA as a union is governed
by a collective bargaining agreement, and they, there's also a separate labor and management committee, um, that has begun recently, um, that would be contemplated through that, those mechanisms and, and not this policy. That's my understanding Used to be in this policy, I think. Right. Thank you, Mrs. Griffiths, because this is a, a new policy. Um, I don't think that's the case, but I think there was some contemplation. Yeah. Um, Mr. Allen, would it be helpful on, on this, this is a helpful point on LEA. Um, I, I think because the language in, uh, a one
of 63 30 kinda specifies the, the requests, uh, the organizations from which requests, um, can be considered, um, would it be helpful to add language regarding LEA in that, just to make it clear it's governed by a separate, by the collective bargaining agreement or otherwise. Um, and, and maybe this is something to take back and not, and not, uh, decide now, but I I think it could be a helpful clarification. Um, but let me know if, if you think, um, it's, there's something in, in the language that clarifies that.
Thank you chair. Sp uh, the, this committee could certainly, um, contemplate or entertain the inclusion of LEA here. I just wonder in reading, and now I have too many tabs up, so if you bear with me, yes. I, I wonder if, well, I wonder what, uh, Lisa Boland might say, or Cliff Dozier would say, um, if that would helpful or beneficial or if it would be, um, a potential area of conflict if it is contemplated
and addressed through one of the other mechanisms that I, I mentioned. So I, I'd kind of reserve, um, a response there for Lisa Bollinger Orle Doer. Thank you. That's, that's helpful. Um, uh, school board members additional questions, Uh, if I may, uh, um, chair Spence, no, I am in agreement with you that maybe we can ask, uh, Ms. Boland and Mr. Dozier and see if we can refer to the policy in this policy. I think that for clarification, I think that's a great idea. Thank you. Thank you, Mrs. Griffiths.
Um, I, I'm looking forward to getting public, um, feedback on this policy just because I, there are various considerations, uh, and constituencies that have, have different feelings about, about this policy. Um, I understand from the parent perspective it can be overwhelming to come to school, uh, for back to school night and, uh, and then see a political candidate or someone working on behalf of political candidate. Um, and, and maybe that is not, uh, not your idea of a fun back to school night. Um, and I also understand the, um, the pressures
and responsibilities that are imposed on staff, uh, to kind of enforce what's going on, um, on, you know, on the ground outside of property. Um, I can say I, I, during campaign season witnessed, uh, school resource officers having to discipline, uh, candidates, um, for violating the rules. Um, and I understand that is onerous. I also, um, appreciate having heard from other, uh, school board colleagues, uh, who have spoken of, uh, the value in having conversations with parents at back to school nights, being able to introduce themselves, talk about, um, policies
and issues that, that matter to parents and their, and their students. Um, and, uh, also think it's in important that we're, um, respecting, uh, the, the democratic spirit behind, um, you know, the campaigning and, and political, um, activities. So, um, there are a variety of considerations that I know, uh, that folks in the public, uh, would be, it would be helpful for folks in the public to weigh in on the policy so we can strike the right balance, um, for, for people in our community.
Uh, I was curious, kind of thinking about the imposition that, um, that this may pose on staff, um, if, if there's currently, uh, po internal policy or maybe at very school by school, uh, as to who is responsible for enforcing, um, compliance with the 40 foot rule. Um, you know, in my experience when I saw enforcement, it was a school resource officer coming out to speak to a candidate. Um, but, uh, perhaps it that varies. So I'd be curious to know, uh, how
that works in practice today. Generally, our principals are responsible for their campus and any activity happening on their campus. Um, our elementary schools do not have an assigned, uh, SSO or SRO. They do have an allied visitor management person who's there during the school day to provide for visitor management services. They're not there in a policing for 40 feet. Um, there was some questions from the previous committee about that, uh, either during the committee or outside of the committee that were members asking, you know, what could we do to help support our schools with enforcement of this?
But I concur with your thoughts of getting public input on this, I think is, is essential. And, uh, I would appreciate if, if, uh, if you don't wanna make any changes to as it as it sits with you today, we would send it out as is for community feedback and then bring it back to you and have some discussion based upon the feedback. Uh, thank you, Dr. Bergen. I know that, uh, you know, I, for one as the leaf liaison, I'm looking forward to discussing it with the, with the group there at our next meeting, um, so we can get some parent feedback. And, and I know, I'm sure my, my colleagues will be reaching out to constituents and speaking with folks in addition to the,
the public comments that come to us, um, in terms of moving the policy as is out of committee, I know it, it sounded like, uh, Mrs. Griffiths and I were interested in that LEA clarification. Um, but, uh, we would benefit from, from Ms. Boland, uh, and others weighing in. So in, in terms of process, what would staff recommend, um, should we wait, uh, to make that clarification and, uh, yeah, maybe Mr. Allen or Dr. Bergen. Thank you Chair Swensson.
I, I don't see any issue with, um, us being, us being staff taking that question back to get that response for you, uh, in tandem. If you would like to send this out for input from the community, you could do so. And then when you get the community back from the, uh, input from the community and also kind of the insight from Ms. Boland or Mr. Dosier, then you can look at that when it comes before you all as an action item and incorporate as you see fit. Thank you. That's helpful. It seems maybe the,
the most efficient route to proceed because I know this policy, um, has been, uh, with the committee for a little while. Um, although, well, in Virginia we always have elections. I was gonna say we don't have election for a little bit, but we always have elections. So, um, there is some time sensitivity. Um, Dr. Rash sheet or Mrs. Griffith, any, uh, any thoughts on moving it forward as is? Yeah, I would be okay with that. Yes, I would be okay with moving it forward. Thank you chair. Alright, Thank you. Um, all right, so, uh, our recommendation here.
Uh, so I maybe, we'll, I'll entertain a motion. Um, and I think we can just draw on the recommendation language, uh, on board docs, but entertain a motion for moving this, um, to the, the next stage of public feedback. Um, I'd like to make a motion, uh, to, to, and to make this an action item at the next meeting. That's the whole thing. Um, this, yeah. Okay. Uh, I'd like to make a motion that the legislative Ottoman Policy Committee review the deletion of policy 8 65 and new policy 6 3 3 oh and approve both to send out for community feedback.
Thank you Chair. Second chair. Vincent, just as a point of clarification, so because this is an information item, sort of akin tell what you all do as on the dia for board for typically like a thumbs up is fine, rather than a formal vote, since it's not up for action. Okay. That's great. Yeah, just do it. So yeah. Stupid Dr. She is like, we don't do this. Um, so yeah. Okay. Uh, then we've done our temperature check, so we'll just move this on to, to action item for next, for next meeting.
Thank you. Um, alright. Uh, moving on to item number six, discussion items. Uh, just do we have anything to discuss that board members would like to bring up? No. Alright. Um, any new business. Alright, I'll move, move to adjourn us. Uh, our next meeting is scheduled for March 11th, 2026. Uh, please mark your calendars. If there's no further business, I'll entertain a motion to adjourn the meeting. Motion to adjourn the meeting chair. Second. Uh, all those in favor of adjourning say aye. Aye. Aye. Seeing it that there's no more business.
The February 11th, 2026 legislative audit policy committee meeting is now adjourned. Thank you everyone for your time.