001Yeah, you're sitting to order. Oh, there's one. Sorry. You saved me a seat. >> Excuse me. Can I please have an a motion to authorize Dr. Chase to participate? >> Motion to approve uh Dr. Chase to permission to participate electronically. >> Okay. All in favor? >> I. >> Any opposed? >> I Dr. Chase. >> Hi, Dr. Chase. How are you? >> Good. Good. Lots of manatees here in Florida. >> Do you have sunshine? I hope um >> lots of sunshine. >> Lucky you. >> Is there a motion for the agenda? >> Motion to approve. >> Second. >> All in favor? >> I. >> Any opposed? >> Okay. So, uh first item on our agenda for the work session today is the annual report on goals one and two of the strategic plan and on student
002achievement. >> So, we're excited to to share uh progress related to our strategic plan on goals one and two. You'll see we've noted this is part two because we have >> is mine on she's on her way. Okay, >> we did goals three and four um previously at our previous meeting and so uh you'll note that this is also normally when we provide the achievement update and so goal two is about all about student achievement and so we've included those here but we we also included a separate attachment that's in board docs that really just drills down to a lot of the graphs and charts and data that you've had in the past but also want to make sure to draw your attention to that as well. And so excited to have our goal one
003and to two teams here with us tonight. Um and so Dr. Schutz is going to kick it off kick us off and then I know we'll have Dr. Turner as a part of the goal one team there. So Dr. >> Thanks Dr. Smith. Um I feel like we left you in a little bit of a cliffhanger in October. So this is as Dr. Smith said, this is the second of our two court presentation on our strategic plan update. So just as a reminder, um you're going to see a lot of the same slides that you saw before just to anchor us tonight. So we do take a responsive strategic planning approach and that really is emphasizing our um continuous improvement modeling for all of our activities. So one of just to remind you one of
004the new initiatives that we launched this year is a strategic planning steering committee which is why you have so many folks joining us here um representing senior staff as well as school leadership building level leadership. >> Can we can we say who's on this steering committee? raise your hand so we can just kind of get our eye. Thank you. Thank you. Oh, and this is only goals one and two because goals three and four presented last, >> right? Right. Okay. >> So, this is about half of our goal chair. Okay. So, this slide here just gives you an overview of who is on each of the the chairs of each of the the four goals. Okay. So, from tonight, we'll be hearing from goal one goal chairs, Dr. Turner, Dr. Bush, Miss Osborne, and then
005go two, Miss Clemente, Mr. Bowling, and Miss Johnson. Another review slide. We have our four components to the strategic plan that we then operationalize. So, we have our goals. Those are those broad statements that we're looking to accomplish over the course of four years. We then define how those will be accomplished through identifying our objectives. Then, we further drill down into strategies, which are giving those specific approaches to accomplishing the objectives. And then finally, we specify tactics. And those are the very specific activities that we've identified to ultimately execute the strategies that then roll up to object objectives and then to the goals. Another review slide. The way that we are tracking our progress is on a numeric scale, four point scale, a 0, one, two, and three. And then we calculate an average for
006each objective, which we will get into a little bit in a few slides from here. another anchor for our review tonight. Just a reminder that we are updating progress on year three, that would be last school year of our five-year plan. We are currently this academic year in year four of our five-year plan. So, when we are devising our plans, as you all know, when we wrote this plan three years ago, we are trying to design a plan that's both aspirational as well as directional. So, really trying to kind of satisfy both of those needs. The strategic plan was drafted with some conditions and we as we know we've had some changes over time. One example that we put on the slide here, we know that we've had an emphasis on the Virginia literacy act
007from PDOE and that required a lot of our shifting of our time and our effort. So that's just one example of the types of pivots that we've had to make since the inception of our plan. You've seen this slide before as well, but I invite you to drill down into specifically goals one and two where you can see over the three years the progress that we've made. We've gone from a 0.8 to in year 1 to a 2.5 in this most recent year. And for goal two, we went from a 1.0 to a 2.3 in this most recent year. So, getting into specifics, I'm going to invite our goal chairs to take over from here. Starting with goal one. So uh good evening and on behalf of everyone who participated with the review of goal
008one um and our superintendent I want to thank you guys for having us this evening. Um our first goal um we would talk about would be the strategic plan is to ensure meaningful post-secary outcomes for every student and this goal reflects our core values in action. We are here to help every student graduate ready for their next step whether that's enrollment, enlistment or employment. We do that by putting students at the center of every decision, supporting their unique interest and goals. We act with integrity by providing clear guidance and honest feedback so families and students can make informed choices. We demonstrate respect by honoring our diverse strengths and as and aspirations of each learner. And we strengthen our community by collaborating with family, staff, and local partners to create a network of support. We we
009provide opportunity by offering a wide range of programs, experiences, helping students explore and discover their paths. And through our commitment to excellence, we maintain high standards in teaching, advising, and planning to ensure every student is prepared for life after graduation. In short, goal one is more than just post-secary outcomes. It's a reflection of how our values guide everything we do to help every student thrive. We've made remarkable progress in in bringing these goals to life and we're excited to share how our initiatives and giving students the guidance, exposure, and tools they need to confidently plan their future. Here's a brief overview of the objectives under goal one and an update on where we are currently in the terms of progress. We are using a 0ero to3 completion scale to track our efforts which allows us
010to clearly see that we are making strides over the last three years. We're happy to report that we are moving closer to completion in all five areas. Each objective represents a key step in ensuring that every student has meaningful post-secary outcomes ranging from authentic authentic experiences and internships indiv individualized college and career readiness plans. the importance of including families and ultimately how each of those pillars prepare students for post-graduation pathways. The next five slides will dig deeper into each objective. Objective one revolves around the three E which would be enlistment, employment and enrollment. And we are meeting six of six tactics at this point. Last year, we identified and aligned and coordinated resources to include the profile of a Stafford graduate and core academic competencies. We also identified aligned and coordinated resources that support every
011student's plan and we engage students leading up to their decision day where we celebrate their decisions. Please note that ACP or academic and career plans replace the language of college and career readiness language previously used by the Virginia Department of Education. The plan starts in elementary school with job exploration. In middle school, students attra to visit vendors based on pathways. Throughout high school, students continue conversations leading up to the decision day celebration. Along the way, our school counselors are engaged with each student to make sure they are on track and have a path that sets them up for success. We are well on track and we'll talk more about the rollout of school links and how it is used at each level in a few slides. Objective two centers around application and realworld experiences and
012we are also meeting six out of six tactics and are on track to complete everything. We are working closely with our work-based learning coordinators, community partners and staff to reach every student in the division to provide them with satisfying real world learning experiences personalized to their interest as identified in the career clusters. At North for example, we have pinnacles for those in nursing program internships, internship opportunities through CTE courses and as well as school-based enterprises such as auto body, auto tech, TV media, horiculture and greenhouse management. All right, objective three really talks about exploring and building academic career plans in the middle school. So, right now we are three out of three of our tactics are either on track or complete and we've done a lot of um work around this objective the last year
013in sixth grade April this past year. Our sixth grade students attended career GPS at the Stafford Regional Airport. Um to ensure students were well prepared for this event, the students completed career um assessments through school links and they identified their top three out of 17 career clusters and then the students went and visited those top three during the during the career GPS in seventh grade. Then our students are enrolled in pathways for success which is where they expand their career exploration. During that class, our school counselors also teach a world of careers using school links. And this is again where our students identify what their favorite career clusters and possible goals may be before moving into 8th grade where they complete their academic career plan with their school counselors and then those are sent home
014to parents as well for feedback and input. So this past year as we transitioned from Navvian to school links, we did do paper pencil for this process, but we're happy to report that this year coming in uh the beginning of 2026 that we will be completing those digitally and be able to share those with our parents um through school links digitally as well. >> Out of curiosity, I don't mean it. Do we allow Yeah, that word um our homeschool families to have access to school links and the clear like I know you said paper and pencil but some of it's digital. So I just wondered if it was one of those things that we could share like we do at high school levels. >> No, they I believe they have to be enrolled to be
015a part of the schools. Yeah. >> So objective four is about every student having access to rigorous and robust opportunities for high quality postsecondary outcomes. Nine out of nine of those tactics are either on track or complete. Our CTE advisory committee, which is comprised of industry representatives, they provide feedback to our staff to help design um any available and appropriate coursework so that we're meeting workplace experiences. Also, our specialty centers each have advisory committees that meet quarterly to help inform those >> curriculum. Is it only at the advisory committees of the specialty center advisories? Are those who's on those? >> Those are members of the community and business. >> Okay. Thank you. >> And and there's also um internally we have some folks on there from the school. >> Okay. Thank you. >> Um so
016those our specialty center coordinators are also on them and they work with our um industry partners and teachers to incorporate um project based learning activities for each pathway course. So this year the focus is on building that repository of project based learning that's aligned to the curriculum. So that's the next layer that we're working on within within the plan. objective five is really focusing on the communication of educational opportunities and options and career pathways that we have here. Eight out of eight of those tactics are either on track or complete. This one really revolves around ensuring that every family understands the many educational opportunities and career pathways that we offer to our students. Um, this year we're emphasizing tailored branding for our post for our secondary programs. Sounds like a marketing term, but in education
017is really about clarity and connection for our families and helping them understand and easily recognize what makes each program unique and how it aligns with their future goals. So when programs have a clear identity and consistent message, it becomes easier for our families to make more informed choices. Um, also part of this school is implementing differentiated communication to each audience member. So different communications for our students versus our parents and our staff in ways that they best receive the information. This includes redesigning materials, enhancing web comment uh content, differentiated social media strategies, and improving how we tell our stories to each of the stakeholders. In addition, we are hosting in-person events that give families early exposure to programs so they're better informed as they're making selections um regarding opportunities. As we look to this year,
018we are organizing programs by cluster um career clusters in the expanded program that's being developed. This guide helps high school students select pathways and programs that are really aligning to what their needs and wants are and their long-term goals. Um it's really about the journey being more intentional and personalized for our students. The career clusters themselves are branded and integrated throughout middle school and the career GPS initiatives and helps our students identify the interests and explore their potential career paths before entering high school. So, it's really important that we have that strong foundation for them as they're going in and being able to make those informed decisions. We're also trickling this down to elementary by aligning um with our students in some of the um offerings that they're doing for career career exploration and they're
019beginning that work in elementary school. >> Does every elementary school I' I've seen it a couple of times come up. Does every elementary school as part of this um career readiness thing, do they offer like a career day or is that just certain schools? >> I don't know that. No, they don't each. >> Oh, don't. Okay. >> So, as you can see, we're really we're really working backward from high school to middle to elementary to pull that strand all the way through so that our students and families are informed as they're moving into their high school and looking towards their post-secary goals. >> So, our next steps center around schoolings, um digital career plans and resources and support. Building on our work to clearly define and communicate career pathways through career clusters, our next step
020is expanding the use of school links during the 2526 school year. This platform will take our efforts to the next level by providing a unified digital space where students, families, and staff can plan, track academic and career development over time throughout through school links. Each student will have a digital academic and career plan, a living document that grows with them as their interest and goals evolve. This allows us to monitor completion across schools and grade levels, ensuring every student has a meaningful and complete plan. It also enhances communication with parents and guardians, giving families real time access to their child's progress, course selections, and post-secary plans. This visibility helps parents stay engaged and informed as their child makes important decisions. School links also allows us to identify gaps and determine additional supports, ensuring that no
021student misses opportunities or guidance along the way. And finally, it provides tools to help us prepare students for their chosen post-graduate plans, whether that's college, a skilled trade, military service, or entering the workforce. Okay, so that would conclude the first portion of our presentation for you. That was goal one. We're going to invite up goal two chairs now and then we'll move questions to the end. Does that seem okay? Sorry. >> No, now. Darn it. >> I have so many. I'm an interrupter. >> I I have grammar again. >> No, I just want to know. She said >> I have two. I'm on I'm on point. So, school link is >> Okay, we're all settled in. Both two chairs are joining me now at the table. Just as a quick reminder, our gold chairs are
022Miss Stacy Johnson, Mr. >> Good evening, everyone. Um, and here I'm here to talk to you about something other than the program of studies for once. So, it's great to talk to you. Um, one one thing I I I wanted to bring to your attention is that each year we typically will bring you an update on student performance in the school division and student achievement. And we have for the past two years, we've done that in November. um at your request. We did kind of weave it into this portion of the uh presentation tonight. So, it won't really follow the exact same pattern as the the last group, but just wanted to let you know that we are integrating the two, which means that you also have in your packet uh an update on assessment
023and and uh performance, student performance and achievement. Uh that's a much um more robust I think it's a 70 slide. Yes, it's the it's the traditional multiar graph that you're used to seeing. That's >> we've woven some of them into here, but the the uh the detail at the grade level um is is not included in this overall presentation. It's included in your appendix. >> Okay, thank you. >> Okay, just as we started, goal two is focused on supporting high expectations for academic performance and expand opportunities for every student. uh we've made uh some great gains in this area. Um as the next can you hit the next slide? Um here is the overview of the progress made and um just wanted to um let's see make sure I hit that. Um in each one
024of the areas we'll be going through the five different objectives uh one by one and we will start with Miss Clemente. >> Good evening. So, just wanted to kind of summarize all of the information that is just on the screen in front of you, but like stated earlier, a lot of the work that we've been prioritizing has been on the VA, the Virginia Literacy Act. And so, wanted to just refresh everyone's memory on all the work that has gone into that at the school levels. So, the purpose of it is it is a comprehensive effort to ensure that evidence-based literacy instruction and intervention is available for all students. And the effort behind that implementation of VA started at the division level with the overhaul of the division literacy plan which outlines the vision for the
025county, our timelines for the division and what implementation looks like in practice. So the roll out of that started in the 2024 25 school year for grades K through five. So, the app requires that students receive core literacy instruction from an evidence-based literacy program and curriculum for the entire literacy block. The programs and training that took place around this focus are all outlined in the division literacy plan. Teachers and building level leaders and specialists had to receive extensive training to better understand the science of reading and how to use the evidence-based literacy instruction for the literacy block as well as the approved screeners that we use to assess our instruction as well as the intervention progress. When students don't meet the benchmarks, that is when a student reading plan is developed. The purpose of the
026student reading plan is to identify a specific goal for the instruction for the students and then we monitor how the student performs with direct targeted interventions for the goal. The plan also provides consistent messaging for our parents across the system. And then as you know this year's efforts have expanded over to middle school in grades six through eight and their focus has been on training revolved around the revised curriculum and emphasis on tier one instruction. Okay. Um, as Miss Clemente just shared with you, objective one, um, focused on readings and objective two is has a focus on math. And as she said, much of our work this past year was around implementing the VA and those requirements. Um so as we made growth in math we would we do see anticipated even more growth in
027math this year since we don't have to focus so much on implementing BLA. Um in 2425 we published 24 highly effective instructional strategies one-pagers to assist teachers in understanding the diverse needs of our learners. Um we curated resources um such as updated pacing guides um additional high quality instructional materials as well as assessments. And our elementary coaching focused on powerful classrooms which included high expectations, facilitating discourse and opportunities for productive struggle and problem solving. Um during the current school year, um we of course focused on implementing um effective uh tier one instructional strategies such as teacher clarity, question discourse, and cognitive engagement. Um we now have a universal screener that we use in grade one. Um this past summer, math teachers participated in professional learning that focused on the math um workshop model. Um, we've
028also had opportunities this year on professional learning days for math teachers to to meet divisionwide um for PLC. Tom and we're currently developing common common formative assessments for middle and high schools. >> Could you explain the universal screener what is that? >> I will let Nicole. >> Sure. So we let me kind of big picture. So, we do benchmark assessments three times a year, beginning, middle, and end of the year for reading and math. And then our universal screeners are um the tools that we use for MAP access. Um we talked about the AMC universal screener that you can see in there. AMC, those are our universal screeners that kind of dig in a little deeper. So, for grade one universal screener, for example, in front of you, that focuses on number sense. So it
029dives in a little deeper for us to kind of target instruction more than our larger divisionwide benchmark assessments that we do. >> Yes. So we um at Garrisonville we are piloting the grade one universal screener right now and it does break breaks down about 10 questions for our first graders really focused on number sense and we will be coming together at the end of the year to talk about the results of that and see if that is an assessment that we want to move forward with as a common universal screener across all elementary schools. Um, the feedback has been great so far, I know, for our teachers and feeling like they've really been able to target direct instruction better based on the questions we're asking. >> That's good because I I just worry that we
030put a lot on our teachers plates in using this and implementing these, but I also wonder if that information is translatable to families to help them work with their students as well. >> Yes. So, I don't know if you guys have ever seen um the letters that we send out through the um MTSS structures. Um, so as a parent and a and a leader myself, it's broken down very well for them outlining each universal screener that we give, what the outcomes are, and then there's even parent resources that you can work on with your child at home. So, we've had great insights over that in the letter. >> When did we start doing that? >> The last couple years ago, it was a long >> I must have not read that letter. I don't Thank
031you. I think that's fantastic. Gosh darn it. I I'm excited because parents ask all the time, well, what can I do? How can I help my kids? >> What does this mean? >> I just I don't remember. I was I would put that maybe I did. >> It may or may not have come to you. It It is required by law now. >> Yes. >> Okay. So, maybe I Yes, I missed it. That's >> Well, it may not have been required then. >> So, that's why I didn't get it. >> That's right. You may not have gotten it. >> Yeah. >> All right. That's good. I'm just definitely remembered and read it and remembered it. I know my I got your back. Thank you. >> I remember you talking to me about it. >> We're
032so impressed that we were doing that. >> You guys are fantastic. >> But so much for holding off on questions. >> I knew it was aspirational. Miss Hall said, "I knew it was aspirational." Okay, objective three. >> I'm going to switch gears a little bit with objective three and and talk about our overall performance not only in the region, but um but as a leader in North in Northern Virginia. Um over the past couple of years we've made a number of uh we've made some progress. One of the focus areas of the progress was in providing uh a systemic a systemic approach to providing achievement data to principles and to key staff. And so we did procure click which is QL there that you all have access to I think for certain things. Um and
033and we do provide achievement data in there which allows principles to dive into the data as well. We also have some systemic ways to collect and share data between schools um um I'm sorry with the central office and so that we get a divisionwide lens on literacy and mathematics performance and and how students are doing as well. Um in addition obviously in 2425 as as has been repeated a number of times today already uh that we were focusing on the professional learning required by the state uh through the ver Virginia um I'm sorry the Virginia literacy act um as we moved into 2526 with um uh Dr. Smith coming on board. We did focus um our our our our focus for the year began during our SLA which is when we bring administrators together and
034many of you all attended that over the summer. Um and we continued that focus uh there uh we continued the focus uh throughout this school year um on tier one providing tier one and instruction quality tier one instruction through evidence-based practices. Um in addition, our staff provides a lot of t target targeted support for schools to help them make in uh decisions on leading um to improve student achievement. As well as I switch gears, the the next slide is we're going to share a little bit about uh some of the the annual pass rates for uh the core areas. And so you see here in mathematics and this is these are K12 slides just so you know. So this is aggregating a lot of data. >> Um and but you see as a whole we
035are on the increase each year and obviously the division uh percentage is on the left, the state is on the right. Um and we are in some ca in some areas we're closing that gap between the state and us but we are pro uh progressing and increasing each year as we switch gears to the reading pass rate. Okay, there we go. um we're not making quite as much in uh in in overall increases. However, um we're maintaining relatively high and consistent um performance with the state. Uh and so it's very similar to the state levels. >> Do we have >> you say division and state, but in the objective it says region three in Northern Virginia. Do we have that data too? >> We do not have that data here for you tonight. Okay. >>
036I also have a question and I'm going to ask it since everybody else is going outside the rules. Um, yes, you always >> I have not. >> That's correct. That's correct. It's definitely um so in anywhere are we like because how many changes have or were done to the standard like the testing formats and the questions or whatever within this time period and would that be reflective in the data of like does that skew the data in any way? Sure. I might >> So you would expect that so standards um the state standards for each core area are reviewed and revised every seven years. >> I would say every day >> and and that's that's the plan is is every seven years. And that's actually in statute. >> Um you would expect that as teachers
037move along and are teaching the new standards each year they get a little better at teaching that. And so we would expect growth each year. We do uh we did have revisions to English u mathematics and history and uh so you would tend to see implementation dips when uh whenever you uh implemented new standards and new assessments. We haven't really seen um a a large implementation dip in the areas of change. So that's really good news for us. So we're excited about not having decreases. However, um you know, we in reading especially, we'd love to see greater increases because we know it's at the core of of success for every student. >> Right. >> All right. Cool. Thank you. >> Uh as we move on to the science pass rate, we do see some increases
038especially over the past uh three years um sorry the past two years. And um overall uh if you look from 2021 to now, we've made some significant changes. Um in history uh in your next slide, you'll see that we've been relatively consistent yeartoear and that is um even with the changes in the standards. Okay, >> this moves us into objective four, which is focusing on closing gaps between the reporting categories and improving performance for every student. And that really means that we're just focused on continued commitment to promote equity using data to identify which student groups are performing below benchmark so that we ensure students have access to those targeted interventions and supports to ensure that all of our students have the opportunity to reach those high academic standards. So as principles, we then follow
039systematic approaches to analyze our data. Like Dr. Bowling was sharing. We have access to reading and math hubs with all of our schoolwide data to analyze and then we can focus on our unique building set of needs to address within our school improvement plans. So schools have worked through the plan do study act model to focus on continuous improvement. So, every summer when we come together for SLA, we look at our school-based um SIP teams to focus and refine our goals on what we want us to focus on as a school. Part of that process is us also looking at our individual student growth and performance data to help guide our instructional practices for the upcoming year. So teams then meet throughout the year alongside our partners at central office to examine our sit goals
040and measure our progress and then our work in this area is obviously something we continuously look at um throughout the the course of the school year. Another big piece that we address through here is our MTSS which is our multi-tiered system of supports and that has been a committee formed to create a guidance document that focuses on the four essential components to include screening progress monitoring our intervention system that we follow to provide that support for students and then the data data driven decision model that we work through with that data. We wanted to share additional initiatives and supports that we've put in place to um increase student uh achievement. Um because we are striving um to to put systemic processes in place so that there's consistency across the school division. Um for example, all
041middle and high schools now have a school improvement specialist. Um this person is part of the leadership team and is seen as an instructional leader. Um they assist staff in reviewing, analyzing and interpreting data. They participate obviously in the development of the school improvement plan and they also assist in monitoring student learning. Um again in an effort to implement systemic processes for how staff should analyze and use data to enhance teaching and learning. Um Amy Seika, the assistant director of school improvement, works with all schools on their school improvement plans. um specifically with the development the progress monitoring and the data interpretation and Katie Warner, director of student conduct has been working with all schools to ensure accuracy in the reporting of discipline data. Um we also have a divisionwide um expectations document for all
042school administrators. Um an instructional component of that um states that school leaders are expected to ensure that staff are implementing the framework for student learning essential components of the lesson plan as well as our MTSS system. >> Next slide. A perfect leadin to this slide which uh includes the framework for student learning and other infrastructural documents that have been developed over the past three years. Uh the latest addition to that one is the high quality instructional strategies to support student learning which is um it was mentioned earlier uh alluded to that uh it's a it's a document that provides um suggested highquality instructional strategies uh based on learning needs of students. And so it's individualized and it's it's for students with disabilities but it's also uh for students that are struggling learners. uh maybe they're
043they have learned helplessness, maybe uh they're an ESOL student and and it provides some some great strategies for that. At the same time, we wanted to make sure that we were uh analyzing and auditing and reviewing and revising our division level curriculum curricula. So we did in um uh start an audit process where we've gone through identified the areas where we need improvement with our divisionwide curricula and uh developed a plan to start working on on those in uh updating and revising those as well. Um at the same time um we've been over the past two years focused on building these the what we refer to uh commonly as the SLST which is the school-based leadership and support team. So providing professional learning to them. It's a group of folks that serve in uh analogous
044roles in each school uh and and they provide uh instructional leadership uh to address those learning gaps. Um you've heard a number of times tonight us speak about the focus on tier one instruction and that being the focus of our um summer leadership academy. Um and we've also spoken about the additional data that is now accessible to principles in click um attendance data so assessment data attendance discipline um etc. And then we'll move into our final objective, objective five. Um, and this one is talking about the um work on having every student that's seeking an advanced diploma will graduate having successfully completed a marketable industry certification or meeting the other requirements uh or or a similar requirement of the AP, IB or DE course. And so through this work um one of the first things
045we wanted to do is examine uh and make sure that we were providing equitable access to all students. So we did um make sure that we had everything mapped out um all the courses and that's through our program of studies work that uh again tonight's will be uh hopefully approved tonight by the board um for the 2627 year and then also um working with principles on the use of the PSAT data to identify students for AP courses um uh that have the potential to be successful in AP courses. Um you are aware that we have um been implementing a new mathematics sequence to increase the algebra one enrollment uh in the middle school and also working diligently to track all of the data uh that is used to um in the new accountability system from
046the state. Um, one final piece is when we were working in the program of studies to ensure the equitable access, we also reviewed all the prerequisite courses. Um, and what some in some cases we found that there were um barriers to student access that we removed that weren't necessarily prerequisite courses. They were just uh ancillary requirements uh that were somewhat subjective. And so we've we've made some improvements in those areas over the year as I over the years as I turn the page. Uh now we will look at our dual enrollment course um taking patterns. And so first of all uh the first slide talks about the number of students enrolled in dual enrollment courses. Uh and then the next slide and it's increased quite dramatically over the last four years and the number of
047course enrollments. And so you have um this is so the 1307 is the number of students and they are taking roughly 2,000 courses. Uh you'll see on the next slide >> and so that's exciting news that we're increasing that and um the the state and the legislature is now providing the dual enrollment coursework for free which is a great benefit to all parents. uh that is once you successfully complete the course, you are guaranteed transfer uh credit that will transfer among the four-year institutions. Um and so we're uh trying to build up as many of those opportunities for students as well. And you'll see on the next slide uh where we've made increases in the number of offerings in those areas over the past four years uh in anticipation of the free coursework. If you
048go to the next slide, we are looking at the number of students. This is the number of students taking AP examinations and so that is a larger number than the number of students in dual enrollment courses. Um so almost 4,000 students and if you go to the next slide um >> is that number of students >> I'm sorry this is the number of examinations. I apologize. Okay. Um and and uh and so if you go >> correct >> this is the total sorry >> the title says number of students or is it number of exams? the title number. >> This is this is the number of students taking the exams. >> Yes. >> So that's not a repeat number. So >> it's not a repeat. >> Okay. >> Um and then on the next slide,
049it's of those students you can see the increase in the percentage of students that have are achieved a three or higher moving from 67% last year to 73% this past year. And so um that's that's a really an incredible uh gain and you see that over the past three years we've made significant increases in that area. So that means that uh the the students are able to demonstrate knowledge of the content that's required by the course at a higher rate um than in the past years. And so that's exciting news because that leads to potential uh college credit as well. >> Because I'm joking over here that even I can score a three. Um what's what's the three plus mean? Like how does that translate into the three four? >> Great question. Uh sorry I
050uh should have let in with that. Uh students can get um a one to five um or and and and so the five is the highest um and >> so um each college identifies >> a score at which for each test that they accept credit. They all have to accept credit uh for threes or higher. The question really boils down to how much credit they award and in what type of credit that they award. So they may not award uh always um a a math credit for a math credit. They may say if you get a three then we'll give you three uh elective credit. So it's not always a onetoone deal. It really just depends on the test and the university or college. >> Okay. >> Thank you. And then to wrap things up,
051goal two, next steps. We have uh three main focus areas. Um first of all, supporting our principles and and um and what they do every day with instructional leadership. Uh the second being on helping every teacher and every student uh experience highquality tier one instruction in every single classroom in Stafford County Public Schools. And then finally uh to continue the implementation of our multi-tered system of support which is really providing um the groundwork to address the learning needs of each kid. So we're very excited to talk about that. >> Could you just give us an update on the status of um algebra 1 because you said it's not fully implemented yet. So >> well it actually the first wave of students is fully implemented this year and so um >> what does it mean first
052wave? >> Okay so um let's start with this um in the past we did grade six math, grade seven math, grade eight math and then we had an accelerated pathway that would allow them to get to algebra 1. And then we had a third pathway that in grade six they took grades six, seven and eight all in one year and they went to algebra one during seventh grade. So um for many years people would refer to that as single acceleration and double acceleration. >> Um in what uh a few years ago, three years ago, we implemented a through our program studies that year, we implemented a new course for sixth grade students that taught all of the sixth grade standards and part of the seventh grade. And you remember that we have double block on
053the on the mathematics which allows that additional instructional time to support this acceleration. Um so it's all of six part of seven in grade six. The rest of uh I'm sorry all of six and part of grade seven in grade six. The rest of grade seven all of eight in grade seven. And then algebra one in grade eight. Now we did uh we do recognize that not >> that not every student may be able you know some students on that track >> yeah may not be on that track. So, we did um uh implement through our this past year's program of studies, we put in um a foundations of algebra course in the grade 8 to bolster support for those students that needed extra time to master the content. And as and it really kind
054of gives them a running start into algebra 1 and grade nine. And um so currently um we have 41.8 8 uh% of our students that are sitting in grade 8 taking algebra 1. And so um that and I uh do expect that number to increase each year. Um but we wanted to make sure that that we're doing it uh over time in a in a really thoughtful way. We're getting a lot of feedback on the new mathematics sequence from teachers and saying, "Hey, how's the flow? You know, does it work well? Do we need to adjust things?" And so our uh curriculum coordinator Jim Slain has been working diligently with um our teachers on that as well as we made some changes to the grade four and five uh fourth and fifth grade standards as
055well to to to kind of even the ramp out if if you understand what I'm saying. So it's not just a huge jump. And so we get feedback on all of those curriculum changes each year and and continue to tweak it to make it better for kids. I would also just I'll just add in your packet you'll you have a number of data points in the additional packet you know it does show some positive data around mathematics and it goes through each grade level so you from sixth grade to seventh grade and I'll just ask you when you look at that to look at the end size so for example for the number of students in seventh and eighth grade taking algebra um it increased by 200 over 240 students um and stayed at a
05698% pass rate so we have over a thousand students taking that in seventh I had some questions around these um courses or the >> testments. Obviously, I know in an eighth grade SOS test, that's pretty common knowledge. >> What is an end of course for algebra 1 through seventh and eighth grade? Is that like a Stafford created end of course test? Is that >> It's a state so assessment. >> So, they're taking >> they take the end of course assessment. >> They take the really just says means high school like a high school test. because I, you know, I'll tell you, I struggle with this math pathway. Like I have a ninth grader, I have a seventh grader. My seventh grader is a math kid and he's doing the double accelerated. And even he like
057math is still his favorite class. Don't get me wrong, they do a good job, but um it's a lot for him. And then I look at this and I see we have a 49% math grade. So I guess the second question is is there a cohort of kids that are taking the grade eight math so and the algebra so in the same year like at the same time? >> So they would take grade. >> Yes, we do have eighth grade takers and we do have algebra but it's not the same kid >> but they are not the same students >> because I struggle with a a 49% math grade 8 math and then a 98% out of the math. That doesn't make sense. And I'm not a math person either, but that doesn't make sense
058to me that we go from less than half of our kids passing grade 8 math to almost 100% of our kids taking passing algebra. >> But that's not necessarily eighth grade algebra, is it? >> This is seventh and eighth grade algebra. And of course, >> not what this is, >> but grade 8 math so which could be also seventh graders taking because I think my son takes the eighth grade math so they last year. I don't know, but there could be seventh graders or even sixth graders, I guess, if they're in the double accelerated for math. they would take the eighth grade math math so in sixth grade. So this could be any number of middle schoolers, 1567 of them taking grade eight math test well and only less than half of them are passing.
059And then you have 98% of seventh and eighth graders, a thousand of them 98 you so literally a thousand of them that are path passing the math so yeah >> so there's a delta there that does not make sense to me. >> Um >> what are our ends for how many students do we have in seventh and eighth grade? are instead of in each of the grade levels relative to the number of students that are in these programs. >> Well, there's about 1100 kids in every middle school except for Drew. >> Yeah, it's around 2400 students per grade level division. >> And you see the chart that you have has sixth grade. I think the one on your left has sixth grade. Shows you that sixth graders that are taking the grade eight math um
060that are taking >> sixth grade math is only a >> it says grade this one. It has the sixth grade has it broken down by grade. So here's the sixth graders. >> And so of those 550, >> so those are going to be like the double accelerated kids. So those are your those are your math kids. And that makes sense. >> But your like Emma would have been this middle section. She was only the single Emma and Anastasia both were single accelerated. They are not math kids. Um they would probably have been in there. But this, you know, ongrade level track, I mean in less than half of our kids are passing grade eight. and then we have 98% passing algebra. That doesn't like I just can't make it make sense. I also know that
061like when I visit my middle schools, this is um stressful for teachers. Like I mean I am I'm struggling like do we have kids that literally haven't even passed fifth grade maths that we are having take algebra within three years of not passing a fifth grade math. Do you know what I mean? Like where are the events? >> So, first of all, um it's it's hard to talk about what happens to a fifth grader that passes that that doesn't pass an assessment because the light may come on based on the great teacher that they have in the following year. So, I I can't really predict that. But for students who struggle, um not all students are are aimed at algebra 1 in grade 8. However, um they so for instance, when they take the sixth
062grade standards um in grade six and part of seven and then they're taking the rest of seven and all of eight, um what they're doing in the third year then is going back and remastering all the content and the the teachers filling in holes to to better prepare them for algebra one. because I know that you and I in in our conversations have had several conversations about um pacing guides for some of our teachers feeling more like pacing mandates and I will say that almost exclusively those come from math teachers um and yeah middle schools like I haven't looked at that per se but like we already struggle with our math teachers it I think this is untenable for our students and our teachers and therefore the parents who are helping them do their homework.
063Um because I am I am >> I I really struggle with the and again I want like these accelerated double accelerated like I want those opportunities for our kids but I also don't want us pushing every kid who comes through into algebra. >> Like that doesn't make sense. like how do we differentiate for every kid from you know and then you all have to be at algebra or some form of algebra by eighth grade. It doesn't really make sense to how we normally approach student learning in Stafford County. >> So I I I will repeat that the the percentage of students of eighth graders taking algebra 1 this year is 41.8%. >> So we're not forcing all kids to take algebra 1 and grading. What was that? Principles of or foundations of >> foundations of
064algebra. It really is. >> Is that what everybody else is taking or is that one of those electives you take when you >> No, no, that that is their mathematics course and they'll retake the eighth grade so test at that point. >> Okay. >> To to make sure that we're mastering that content before they go into high school and take algebra. >> What about Dr. Chase's? Yeah, I was going to remind us that she's >> stages are not numbered. >> Did you see the grade seven math? Were you speaking to that as well >> because we are significantly below the >> If you look at the end count on that, that's a 44 in count. So only 44 students took that that test. Um and I'm I'm not exactly sure who those students are, but
065we're we've been looking into that, >> right? Because we're not reaching reaching them. But we're we're usually we're pretty close to the state. In the past, we were above the state. Now we're lucky if we're even with the state. or a little bit below, but this is this is you know >> the traditional paths don't have a grades of an that's why there's so few students spread across the eight schools so this is not a sign >> we're going to let Dr. significant to those 40. >> Okay. >> Can I ask a question? >> Can you hear me? >> Yes. >> Okay. Thanks. So, um some recent research that I saw showed that um sort of having a poor experience in math resulted in in students perceiving themselves as not being math kids. And one
066of the big points where that happens is in middle school. So, I guess my question is if a child is is struggling because they're having to do a year and a half of math in sixth grade and then they're having to do a year and a half of math in seventh grade, like when do we figure out that they need help rather than just putting them in this remedial class in 8th grade? Like, how does how does that work um to try to not have these kids have this negative experience and decide that they can't do math? So we have um tier three math um electives at each grade level that could that will provide extra support for students that are struggling >> and that starts even in sixth grade right for students that we
067identify in sixth grade and we can shift them midyear and we identify that they are struggling. We've identified some of that can be one of the options >> right sixth and seventh grade and then of course now grade eight with the foundations of algebra course. So, if I could get a clarification on some of the course offerings and how we utilize them. I feel like at some point since I've joined the board, we had this and we went um we had these elective paths and then if a student was significantly behind in English or math, but we're going to talk about math because that's what we're talking about. They were giving up one of their opportunities to take electives to be in kind of a >> remedial or or um >> remedial math class. And
068that could be a part-time, like a just in time thing, or it could be kind of like their class for the year, at least the semester. So, we're still doing that. So, they could still have two math classes. >> Yes. >> And still be doing >> in addition to double block math. >> Yes. >> Right. >> And so, so how many so how many minutes a day is a child who is having struggling with math spending in a math classroom? Well, it depends on their schedule, but uh they are 68 minutes a piece. >> so could they spending 38 minutes a day in math class? >> It's just math every day. It's not >> math is every day, but the elective that tier three >> would be every other day. >> Every other day. >>
069Okay. Yeah. I mean, I just just struggle with the idea that that if a class is really giving me a lot of trouble, I'm just going to spend a lot more time doing that. Um, it's just a little worrisome to me. But but but thank you. >> Could we get a the tracks like the math pathways that students might be on that? Can I I'm going to ask what I think is probably a maybe it's too lofty for this for this discussion now, but what and I can I can go back to it in my head and not grab the information in my head. What was the push for algebra for all? Why were why was that the path that we wanted to utilize moving forward? >> Is that a state thing? So, u couple
070different reasons, but one of the main ones is that research does bear out that students who take a uh who access algebra 1 in the middle grades uh have access to and take more and higher levels of mathematics during the high school years. Um and it does increase success um and they end up math more in math going to uh more into STEM careers. Um that is one of the main factors of why we did it. We wanted to provide so algebra one is often the the barrier that keeps kids uh makes them unable to access certain programs and things and we uh so we were interested in increasing that >> but we also made that rule. I was going to say, but so then as a followup, the question is if if it's algebra
071for all just as an access point, but algebra isn't for all, >> then what's do you know what I mean? Like not all people are ready for middle in middle school. >> They're all required to take it at some point, >> right? >> I get No, I get that. I get that. But middle school is a pretty tumultuous time for a lot of people and was pretty heavy information and to be >> all the way back to the archaic land when Alyssa went to school like I didn't even do geometry till sophomore year. It wasn't offered. Nobody talked about it because it's intimidating work. So I guess that's my question is we have this like it is a very the algebra for all and I'm not knocking it one way or the other. I'm just
072saying yes algebra for all seems like a great concept or conceptually it's a great idea but it isn't for everyone at that age. >> But remember that we're not doing algebra for all in >> we're trying to increase access. >> It's either algebra or whatever you're going to call it introduction to algebra foundations. trying to get more. >> So, we're pushing math on all the students because it's deemed to be the path to success. And I think I agree with Miss Hallstead that math isn't always the path to success for every student that there's students that, you know, have other interests and and skills and and paths that they're going to choose and even ones that, you know, that are going to stay enrolled in academics. You don't have to be a math >> person.
073I I think what you're saying is right, but also when you have the opportunity to take algebra and when students who do take algebra earlier in their academic career can go on, you don't have to do math, you don't have to do STEM, but your opportunities, your transcript looks a lot better to to colleges. And I know that's one of the things because Dr. Taylor was here and I fought him on this and we talked about it a lot. And I I say that I fought him on it because I'm anti-math, but my children are math races. And so I did see how it played out with them and their transcripts versus someone like myself or their friends who weren't. And having algebra, it allows you to take higher up maths in high school. But
074you're right, not every kid is is ready for it. I know my daughter did the double accelerated thing that I think is ridiculous. And I remember her teacher explaining to us parents like some kids' brains cannot access the information for algebra at that young. It's just not some kids can't do it and some kids can't, right? Because I think math is crazy and it's the devil. But the point is that early access to algebra. It's just your trajectory is is it is different whether you go into STEM or not. you you get access to other classes that you won't get as a senior potentially because you didn't take algebra until your ninth grade or god forbid your 10th grade if you're like me. >> So I do think you're you're right in ter but I
075do think we are offering that path for both students. So if you are going to take algebra 1 and eighth grade we've got a path for that. If you're not and you're going to take it in ninth grade you would take the foundations and you really do need to start be taking algebra 1 by nth grade. And so like to to your point missed like that would be algebra 1 in nth grade geometry in 10th as you pointed to. So it does offer that. We've got 40% of our students in eighth grade taking algebra one. The other 68% are on the other path. So we're offering both of those paths. >> So how effectively are we coordinating from the leap from elementary school to middle school so that we're sure that kids are in the
076right math pathway. >> We are getting better each year >> um in determining what those criteria look like. Um, so >> because I just want to avoid that kind of frustration that kids could get that might turn them off math and and so if we're I'm just concerned that there's a breakdown in communication from >> elementary to middle. >> Yeah, we've been talking about that for decades. That is exactly the right point. >> It's a problem here from the elementary school. If I may, um just a a big focus um on math and I would say over the last five, six years is talking about, you know, diving deeper into our standards so that they teachers are, you know, more equipped to teach those standards, but also the rigor. So, we focus a lot on
077the questions that we're asking to get kids to think critically, um more analytically. So, I do feel that, you know, and I see it I see it from fifth down to kindergarten. the things that we ask our kindergarten students to do sometimes is is mind-boggling but if you you know raise the bar for them they will meet it with the right scaffolds in place. So I do feel like the work that we have started at the elementary school from K to 5 has increased in regards to rigor which is obviously hopefully going to carry over to the middle schools. You see that's really good because I can tell you my child who graduated in what it was not across the board in the schools and it depend on not only on what school you were
078in teacher you had >> all through. So you could >> I know from experience get to grade five and get your first math teacher in grade five >> which is really scary when you're going into grade six and you just had basically one year >> of math. So I I >> a lot of that work is done in our field. >> I know I'm I'm really glad we're doing better and more now. >> We've also been very conscientious about on and off ramps when we see that kids are struggling that they they have an offramp to slow down a little bit as well as kids, you know, sometimes it just takes the right teacher or maturity, they they mature and they have an on-ramp that maybe they weren't accelerated which is such a challenge anyway
079just because they're They aren't right. >> They aren't all the same state. >> But again, if they weren't identified in sixth grade, that doesn't mean that they there's no way for them to get to geometry. >> And we still offer summer bridging, right? >> We do. We do offer bridge courses. >> So just as a matter of um I don't know, randomness or whatever, but um this is on our program of studies for tonight. Correct. And and I feel strongly no changes, but that's what I'm wondering. Is it possible? This is a discussion I think has to be had more. Um I think we all got some some information as well about some math teachers that are kind of concerns about continuing down the path. So is it possible to pass the program of studies
080but put a pause button on this for more discussion? Like how does that look? you you could certainly look at changes in in in the future years um through the the next part of the studies and and and the principles at the middle school level can certainly talk about it with our curriculum coordinators >> but if we vote on it tonight >> there's nothing there's no changeing tonight that would impact that >> and she's asking about changing the agenda today like it's >> I would be concerned about that because the reason we've time we time up the program studies is in December we start with we have our discovery nights obviously but then we start with course requests and so students start selecting courses for the upcoming year that starts our master scheduling process that
081we start to get get rolling in in December and January and so in order to get those coursework ready >> I would like to have what Dr. Warner has asked for so that I think in our minds we see one thing but I think having >> what the option pathways are >> and where in what year grades or what have you. Are we going to potentially see these doubling math classes similar to what Dr. Chase was mentioning? You know, >> there is a benefit for some and I don't want to lose that benefit for some >> but there's also an off and I don't want you know you're bad at math so take two of them and they're like well now I never want to do math. And I'll remind the board, you asked, one
082of the things you asked me to was to look at this this year and to take a really look at our math pathway. So, how is it working? Middle school math, right? You that's one of the things you asked me to take a look at in terms of review and evaluate. And so, I will be coming back to you with that um as a part of this year to say here's what I found. Here's what we're doing here some recommendations. >> But, but if we but but like then when does the conversation start to take place about either changing it or not incorporating it or or maneuvering it? Because if we lock it in for another year, then then the next board looks at this in a year again or whatever. And then when does
083the discussion take place where we're we're really kind of reviewing and analyzing whether this is the path forward for >> I think it happens when we do our end ofear evaluation when he has to produce information to us. >> Yeah. >> So in June which would t tee it up before they come forward with the program of study. So I think his evaluation which includes that is going to be the tea up for that conversation >> and only only 40 almost 42% of our kids are are already on track with that. >> So I think that we already clearly had >> all I just want to make sure that we're not you know it's not like oh if we do this now then we have next November to do whatever. I just it this has
084always been concerning for me because I'm not the math kid right at all either. And it's I just think we're dealing and to your point um we are putting things on kids so early and so fast and the stress and pressure on it and yes they rise and it's all great but again middle school is a black hole of hormones and craziness and then we're adding just for me and I get it most of our kids some of the data reflects that they're doing great or whatever. I just I feel sometimes like people think like it's a little stifling. Can I I can't get around this. I have to do this. And so the discussions to me should be had. I'm a science kid. >> You could throw algebra at me all day long and
085I could care less. But I'm a science kid. Like I want to go and dissect frogs and look at stuff. That's exactly part like for me as a parent that's part of my concern is that we have all these like well-developed math pathways for math kids to make more math kids to make more STEM kids but there are no advanced like similar English pathways. There are no um arts pathways. There's no science pathways. There's >> no social science pathways. It is you're either awesome at math or not. And those are the two things you can be in middle school. >> Correct. And that's where my struggle is. >> S in STEM science anyway. >> Okay. Just second. >> I think what you said resonates with me is like we don't let kids be kids. >>
086Yes. 100%. >> And use that time in middle school to figure out >> navigate meet them where they are. I mean, in some cases, their math level is is a maturity thing or, you know, you're asking a kid that's young in their grade to sit for not just 68 minutes, but another 68 minutes. And so, I feel like meeting kids where they are is finding where their interest based. Maybe it is a hands-on thing. Maybe it is a science thing. Maybe it is an English thing. So, I just feel like meeting kids where they are, but we're only math focused. And I'm not saying there's not a purpose and a place for that. I'm just saying that we have >> when it's our only focus. >> Yeah. Meet kids. >> Also, if it was more
087important, especially when we call METS, not STEM. >> Okay, stop that. >> Oh my gosh. >> But I think that where's the duct tape? All right. But I think if we really start to especially as we look at our pathways going forward, they're not all math-based pathways going forward. So, I feel like we need to, you know, we've talked about this vertical conversation and, you know, starting fourth and fifth, rolling out. Yeah, it's nice to have all these career things and the testings and all of those things, but I think that meeting kids where they are is just as important as figuring out what does it look like, >> you know? >> Well, can I say my my kid last year at him had the double math for um >> support. >> Yes. which was
088hilacious, right? Because >> um and then she also had something with like double English or double reading. So, she had no electives. >> And what she said was all you hear about is you're going to get to middle school and you're going to get to choose and have electives and that's like you're going to change classes, that's going to be exciting and you're going to be able to pick stuff. >> But I'm so dumb. I can't pick anything >> and all I have to do is double stuff. >> And that's really not fun socially. And so I start thinking, well, they've got to help you. Like at the end of the day, you know, this isn't alakart. This is like we got to we got to help everybody and we've got to help you. So
089this is how we're helping. But when I think about myself, >> I had after school programs >> and I know funding is always an issue for Stafford County Schools, right? But >> I wish we could get back to to something where we can let the kids be the kids and pick the elective that they're never going to do again, but they're going to love. And it gives them that emotional break, that that spiritual lift of like that fun thing. And then after school, I'm going to meet my my second math teacher after school. And I don't know how we get there, but but and I think we're right to do what we're doing, but from a kid perspective, it is draining. and and Monday through Friday was held >> and some of those things are
090in our control and some of them are not just just to let the board know that >> we we are also um the state is increasing the cut scores in mathematics and then in in reading as well. >> Um and with the implementation of the of the literacy act it is requiring those tier three courses that that are those intervention courses so that that will no longer be a choice for us. it it will be so we are going to have increased numbers of students uh which will impact things like staffing um and um and our ability to to serve their needs >> but also goes back to the our work with tier one instruction >> and enhancing that part. So the other question I have is our curriculum at fourth and fifth grade on
091track now for this this this projections in these sixth grade. show because I know we've we've been using a lot of open source, you know, I just want to make sure that we have upgraded curriculum to kind of accommodate this >> and and I do want to suggest that teachers also need time to adjust to new curriculum and >> and and we had them implement the first course in the first year and then we got their feedback on what they needed help with and we had to sideline a lot of our professional learning for the for the BLA and so we weren't able to fully address all of their needs. Now, we do it through our lead teachers and our I'm sorry, our math specialists in the schools, but there there is only so much
092support we can provide when we're training a trainer to train somebody else, you know. So, so, so just keep that in mind. I I would I would caution you to also think about um the reactive nature of changing something before it's had time to fully implement and and that also causes constrnation whether they a teacher initially supports it or not. >> It adds to the collective of oh they keep changing things. They they they keep changing things and so so you'll have supporters and you'll have those that don't. So just keep that in mind. Um and and just as a word of caution, >> we've tked Dr. Smith to look at the middle school curriculum. We are putting some of these structures in place and would like to see those math pathways so that we
093can see how they can can >> we can talk about this some more at the um >> out there with program of studies. We do have two other agenda items and there's food. >> Okay. >> You want to wrap up? You got to finish the presentation. >> That was goal. I'm going to get you out. That was goal two. And so in total we have 164 tactics. Remember this was our third year of five. So what we're looking forward to into as we're in currently in year four right now and the work of our strategic plan steering committee we're going to try to sustain the momentum. So we're going to keep those 88 tactics that are currently on track keep progression towards completion. Obviously the the intention is to get as close to 3.0 on
094our that 0123 scale for each of the tactics as possible. addressing the gaps that we've identified, especially any that have um emerged due to funding or we've talked about VA I think a lot tonight. Um but that's just one example, right? So where can we dig in and try to shore up some of the gaps that we've seen as we still are currently in year four and then we have our fifth year. We're going to continue to build internal capacity. I think you've seen with the the the launch of this committee that we are intentionally trying to embed the work of the strategic plan which really is our collective work um not just in central office but also lived and breathed in the schools and then finally preparing for the next cycle. So we will
095be as we are sort of like an on-ramp offramp right so we're going to be marching through year four and starting to get into year five as we begin to write the next plan. So that is what we will be working on as a committee for 2526. Thank you so very much. Guessing you don't have any more questions, but if I'm available later, but I'll seek you out. Thank you. >> I've written them up. Everybody's getting a We have 45 minutes to do more things. Please make it >> but it's not doing anything. There he is. You guys are hiding something. Gabby. >> So now he's telling me that my nephew's car is missing. He's trying to find it. >> My nephew who passed away, his brother is like trying to figure something out. Where
096did they live? Connecticut. >> What are you talking about? >> But um somehow his car disappeared and I was like, "Is there something you guys are good?" >> What? >> I don't know either. >> What's that? >> This one's free. Hey, >> how you doing? >> I'm good. Jennifer and I will have that thing ready for you tomorrow. >> Okay, >> we um had some things going back and forth. One thing I check No, it's not very fun. >> Wait, when do we get school? >> Do we want to hold our questions on this so we can get through the >> presided? >> All right. So excited to share with you the updated enrollment projections. Um as you uh may be aware uh here and around us uh we were having some projections uh that
097significantly increase over this year. Uh we have not seen some of that as a as well as uh some of our neighbors have not seen some of that as well. And I know that Mr. White is here to walk us through where we are and he's been really hard at work trying to project out what that means for this year and for us moving forward. So Mr. performers here as well to answer questions and so appreciate you guys being here with us. >> Joking. >> All right. Well, thank you so much. >> I'll get started. >> Okay. Okay. Please don't let me make my joke. >> All right. So, what's new this year? We're going to start off with that. Uh, it is believed that federal spending levels and immigration policies have impacted enrollment patterns
098in Stafford County and across Northern Virginia. >> Not all of Virginia. Northern. >> You said Northern Virginia. >> I said Northern. Okay. And some other parts of Virginia, but not everywhere. Um, this enrollment decline has prompted a minor tweak to our enrollment projection methodology. And I'll go into more detail about that. Our latest projections predict a significant slowdown in enrollment growth over the next 10 years. And this year our countywide projection accuracy was 98%. That's like normal range. Uh normally we're hit normally hit 99% and usually well above that. But this year was sort of a normal year for us in terms of that accuracy. And speaking of accuracy, the the one handout that we have is the September 30 enrollment numbers. And it break shows you the accuracy for each school. Um, so you
099should have that information. And it's large, so you don't have to squint too much for size. >> Too much size. >> Healy size. All right. It's small. >> All right. I can read. Thank you, Mr. White and Mr. Palmer. You're >> welcome. >> Real quick lineup. I just want to point out that um because I know we're talking about some of the other divisions around us and up north and we've heard and I think we've seen it, you know, publicly in uh in the media that they've they've seen decreases tune too. uh once the state releases like the 930 actual enrollment numbers, we'll be able to pull down um a listing of all school divisions across the state and actually do our own comparisons, you know, from year-over-year to see kind of what's the overall
100uh state enrollment looking like and then what are all are all the divisions in Northern Virginia and um bordering us uh east, west, and south uh just to see kind of how do we compare to everybody. Right now, we really only have our numbers as tentative numbers. Uh, and then what we're hearing from from everybody else around us. >> Yeah. And just to add to what Mr. Fulmer just said, just sort of speaking with some of my colleagues across Northern Virginia, I can tell you that Fairfax County Public Schools has lost over 3,000 students year-over-year. Uh, Louden, a thousand students, Prince William, 950 plus students, and Arlington, 300 students. to give you some idea. >> You said that's year over year. Like what does that mean? That's >> so from last year to this year.
101Okay. That was the decline enrollment in enrollment for those schools. So it varies from about 1% um and with us our drop this year, let me go to the next slide, is a half a percent. So like one half of 1%. So this year's >> K12 enrollment was 31,267 students. This is a decrease of 169 students since last school year on September 30th. >> That's a one half of 1% uh decline. Now, that really matters. I just want to put that out there. >> In terms of our preK12 enrollment, it was 31,882 students. That's a decrease of 205 students since last year, which is a six 610 of 1% drop. And the last time we had a drop that was fairly significant was COVID 19. We all remember that. And that drop was uh 569
102students year-over-year just to give you some context. So despite the uh unexpected drop in enrollment, our projections remain highly reliable. So one thing you hear about with projections, you hear about accuracy. Another term is precision. So, think of precision like, you know, if you're throwing the dart at a dart board and you got 10 throws. How many times can you hit that right on the bullseye? >> So, that's the precision. >> None. >> So, in terms of our precision, our goal is to be in 95% accuracy or better for each school. And 26 out of 30 throws, we hit the target. >> So, that's 87%. So just to give you some frame of reference, most school districts their goal is 80%. This is a bad year for us. We're at 87%. Normally around 90. So
103again, this year was a little off for us, but we're still better than most most everybody else. Just be honest. Just keep you know uh being honest with you. Um you >> that helps and you know >> that's right. >> And you know it just I'm lucky the math works out. I'm just very lucky here for some reason. But I just want to say so each year the official count is really important because it determines the latest annual enrollment trend. So that's why I'm you always hear me talking about that official count. That's sort of like my Super Bowl date. You know, that number dictates everything with the projections. And so it has a huge impact on the longterm forecast. All right. So let's look at some of the enrollment changes by school level this
104year. So I have here last year, this year, and then the difference. And you can see at the elementary level, we lost 96 students year-over-year, middle 17, high school 56 for a grand total of 169 students yearover-year. All right, let's look at some demographics. And uh what we have here is last year versus this year. I'm going to tell you there is no significant number that really jumps off the page at you just so you know. Um but I will point out sort of the the biggest and the smallest number. So the biggest jump happened for economically I'm sorry English language learners. And then uh that was the largest increase. And then the largest decrease happened for our students categorized as white. Um that was the largest decrease. But all in all, everything is fairly
105flat. Nothing like jumps off the pages, you know. Oh my goodness. This is the reason why. >> What's that last one that I can't see because that line >> of disabilities with disabilities? >> Yeah. So that one's like 0.5. So, um, yeah, >> the >> what is the trend then? I mean, it looks like we've get a steady increase in our students with disabilities year-over-year. Is that thenist? >> That's very Yes, very consistent. Yeah, >> that's not insubstantial though, that point. 4 in there, is it? >> No, it's not insubstantial, but you know, it's not like um I would just say it's not >> several percent. >> Yes, several percent. It's not stat statistically significant where it really jumps off the page is hey you know turn on the the red light here we got
106a problem >> as we were budgeting this year um our our e students uh was you know a significant budget driver we had changes at the state level as we were also projecting an increase so um I worked with uh Mr. white to add add this slide in here that just shows you go back up. >> Oh, sorry. Wrong interaction. >> You're good. >> Um to just show you what we were last year, this year, and also what we were projecting. So, um I think I'll I'll point out that in 2425, we had about 4,600 students. We were projecting an increase to 5,200 roughly, and we were just below that. So, we were actually overall not too far behind on our English um language learners total student count. Now, what we didn't break down here
107is the makeup of probably what we were projecting as far as our level one um and and progressing on as EL students. Um we didn't the staffing requirements weren't as heavy. So, um and I'll talk about it in my first quarter financial report in the presentation later. um we actually held back some of the teacher FTD allocations that we were going to do for um for ELLL teachers along with some other teachers because we didn't hit that total enrollment number. But since this was a big topic, I wanted to include just this kind of >> is that 10% increase >> about >> uh from last year to to this year as far as total number of students. >> Yeah, that's roughly >> that's a lot to me. Which is why on the on the previous
108slide where you saw a couple percent increase in our total population, we increase students, but then our total student population went down a little bit, which is going to cause your total percentage of EL students of the entire student population to increase, >> but these aren't increases. These are actual numbers, >> correct? Yes, ma'am. Yeah, I was referring to the last slide. Yeah. >> Yeah. >> All right. So, moving on. Just want to bring up to speed with our projection methodology in case you didn't remember from last year, which Hi, that was a joke. So, uh the three key factors, uh number of resident live births for the county. Uh that birth statistic is really important. I just want to point out other counties across the state uh are talking about their they're losing enrollment.
109One of the reasons why is their kindergarten numbers are down. Uh we don't really have that problem here. So, for example, back in 2020, there was 7 1,783 births in this county. Five years later, we you would expect about that many students in kindergarten. Our kindergarten cohort was 1,952. >> So, we're we actually grow. Uh we don't have that problem that other counties are having where they're losing kids and shrinking. >> Each year, we're sort of adding more kids from other places. It just shows you families are migrating to Stafford County. Um when I worked in other jurisdictions for the school system, um they had a negative what we we call this our birth to kindergarten ratio. Ours was more like 1.13 or 13% higher than the previous five years. Other places I've worked at
110the number was negative. So it' be like83.85. So they're losing 15% of kids. So, they got to go somewhere. We're gaining some of those students from some of these other counties uh in Northern Virginia. >> All right. So, besides resident libraries, we also look at our history of enrollment change. We call that our cohort transition rate >> and we also look at the anticipated uh student yield from future housing units. And right now, there are 5,100 plus active vacant lots. and we use that information to inform our projections uh in the long term to figure out hey what's the yield going to be how does that affect our road >> is that an active vacant lot that's actually has a pulled permit to build on or just just ones that are just open >> no
111so these are active so when the county puts it in active status that triggers me to put it in the projection because there's >> they think there's intent that there's going to be some movement on it Yeah. >> As opposed to inactive, which means it's been there 20 years and no one's got nothing at this. >> Okay. So, I want to give you this disclaimer. >> Projections are based on the best information on the data was prepared. So, if there's a change in something last week, it's not going to show up in these projections. This is a snapshot in time. Just be crystal clear about that. Also, an enrollment fit can have a huge long-term enrollment impact through compounding. Um, and also projections can contain varying degrees of uncertainty based on the span of years
112projected. Obviously, the longer you go out, the higher the error, the size of the population. The bigger the size, the better the projection, believe it or not. And other unanticipated factors such as economic changes, COVID 19, all that other stuff. And last but not least, the assumptions used in the projection. All right, now they got that out of the way, let's get to some numbers. All right, uh, this slide talks about the three-year historical growth trend. So on the left hand side we have last year's three-year trend produced a uh three-year straight average which was 1.6% growth. Conversely, this school year, you see the last three years, we used a three-year weighted average because you'll notice year one, which is the current year, we lost one half of 1% of our enrollment. Um therefore, that
113has affected that three-year average. So when I said earlier that a dip in enrollment can impact the long-term projections, this is what I'm talking about. So instead of going out 10 years multiplying by 1.4 on average, now it's more like 0.4. And just to give you some math on that, this is cruise. We're at 31,267 students. 1% of that number is 312 students. So you can take 312 students and compound that over 10 10 years, we're talking well over 3,000. So that's why you can see such a huge change in the projections is because uh that three-year trend matters. Uh and one of the reasons why we chose the weighted average is because we think that next year will be more like this year. We don't think it's going to be like, you know, three
114years ago when we were flying at 1.6% 6% growth. We think it's going to be sort of more of the same. And it's a prediction. We'll find out, but that's our best thinking right now. And all those of you that are real math geeks, if you want to know the waiting, uh, we applied 50. >> I was just going to say, >> detailed explanation. >> I'd be curious, but not right now. >> Okay, got it. I'll move on. >> I'm not the math person, but I love this. >> All right. So, here's this year's uh 10-year K12 enrollment projection. And what you see here is, you know, we see the actual number 31 to67. Year 1 is next year. We're projecting 31,347 kids. Five years out, we're looking at we're project we're predicting 32,174. >>
115You still are? >> Yes, ma'am. >> Okay. >> So, we're still growing because that number is positive, right? that that uh that three-year average is a positive number. Now, that number were negative. That's why some of our peers have declining enrollment is because that three-year average is showing negative. And that's the only reason that's >> it's too early to >> think about a decline, is it? I mean, >> no, just one year. >> Let me just say it's too early, but it did pull that average way down. So, if we have another year of declining enrollment, it's gonna impact that three-year average going forward, >> which is what Dr. Chase said at one of our meetings is that we weren't going to likely keep growing at the same pace that we had been. >> So,
116you know, we'll find out next year, September 30th, that's the fun part. You know, we'll see what happens. Uh, and then out in year 10, we're predicting 34,527, I'm sorry, uh, 524 students. So essentially moving on, let's do a quick comparison to last year. I just want to put this in front of you so there's no surprises. Of course, last year when we had an average growth trend of one >> Wow. >> 6% >> versus this year. What a difference a year makes. >> Yeah. >> Uh so that's sort of last year versus this year. >> Wow. >> It's nice to see the beast tamed a little bit. >> Yeah. I want I want to point out really uh quick is that the schools that were opening next year, they were because we already had
117the students, right? So, we needed those seats regardless. So, now the kind of the slow growth instead of the 600 students a year will help us manage, but we're in a better place now. There's no just seats in >> but also Lionel I'm not sure if there's any but like I remember a couple years ago when we were looking at the maps for things or whatever like there were 4,800 active >> how like that what you talked up here I did the math and found out where they were all >> now you're saying there's like whatever you said 5,000 like >> yes >> if that keeps happening as well then that's going to automatically increase >> the approved not yet built is that >> yeah because That number has gone up even since just two
118years ago when we were doing all those things or maybe it's three even but still that's a good deal. >> It should have gone down when they changed the acreage >> A1 >> since they cut it in half three acre lots and now it's six >> minimum. >> Yeah. And again we get that information straight from the county in terms of how many units and so we feel very confident with our numbers. >> All right. So moving on. All right. So before I uh show you the school by school projections, I want to give you uh I want to share with you some of the redistricting assumptions just so we understand what's going on. So the assumption is that elementary students will attend newly assigned schools because that's what the board voted on. Also, we
119said there were going to be limited exemptions for elementary schools. >> We will allow exemptions for those students that can only be served at a school other than their newly assigned school. So there are some exemptions there. Um, also with regard, the high school projections do include the school choice declaration results. Uh, there was a survey that was sent out to parents a couple weeks back and that information was tabulated and put into the projection. So, we account for that. >> Also, there's no senior class at Hartwood High School. We all know that. And rising 12th graders are for Hartwood High School will remain at their current school. So, all of that is taken into account in these numbers. All right. So now I'm going to share those numbers with you. All right. So this
120first slide here is elementary school projections and this is school by school from now 10 years out. Um one of the things you'll notice on the chart particularly in 2026 through 2029 and 2030 there's a lot of green. >> I just want to say green is good. We like green. That that tells us, you know, hey, everybody's seek comfortable. We're not relocatable. Hey, you know, we're all right. >> All right. Now, we do have a couple of schools Crows Nest Falls Run. >> Um, they're going to be opening, you know, 90 plus% capacity. Uh, but we do have 11 out of 20 schools next year that are eligible to receive transfers because they're below 85% capacity utilization. That's, you know, that's the uh that's what the projection says. So, there will be some may be
121some activity. >> They still have to follow our transfer policy which dictates what qualifies even for an open school. You know, >> remind me what's the threshold for being green. What's the top like below what number? >> Okay. >> It might be helpful in future if some sort of >> It is. I just >> I don't have my paper out. Um, now that we will have some that are below 85 to maybe have blue, you know, like what's cooler than green? >> Gotcha. >> Um, in future just so we have a once they're all open so that we can see just visually like, oh, wow. >> Got it. We'll do. Um, all right. So, let's move on to middle and high school. And you you all have uh this information uh printed pretty large. Um
122but just want to also point out here's middle school. Notice the difference between middle and elementary. A little more red, a little more orange. That's not so good. Um and we'll talk about that with Mr. Fulmer, Mr. Towry when it comes to CIP planning. But >> reflect the rebuild. >> Not yet. I say because that's where you see that red and once we rebuild, it's not >> correct. Yeah. >> And that will also pull students out. >> We'll have a red discount too. >> Yep. >> Right. So, so through rebuild >> Yes. >> the whole color. >> Yes. It it definitely will. And then also with high school, you see a lot of green. And I'm talking about we're seeing green. If you follow that line that says subtotal high school, that line stays green
123all the way out to 2035 at least based on these projections off the latest data that we have. So, that's a, you know, that's a great sign saying that we'll have ample seats at the high school level for a while. Um, and again, uh, next year when we get that information in, the numbers, uh, may change. Um, and just as a reminder, we do our projection process every year so that we're always on top of the latest trend. and pointing out um because it'll jump out that Colonial Forge is red next year even though we're opening up the high school, but that's because with Hardwood High School not being able to take a senior class, Colonial Forge is keeping a lot of those students that would have transferred. >> And so you'll see a drop
124in year two. So we're at 2180, I think 85 and next year, but the year after that they drop down to 2022. >> That could be like >> that's all right. We believe in >> 400 or something. >> They can do it. >> Three to seniors. I guess it would have >> not wor about the same to >> really empty. >> All right. So then next steps we're going to analyze impact these enroll projections to the cap improvement plan. We're going to share these projections with the county and of course we'll be finalizing the enrollment accommodation plan in early next year. >> So we will get it in February. >> That's the that's the goal. Yes, >> we're shooting for end of January, but just depending on finalization. >> So Lionel, what was our projection
125numbers? What were we thinking we were going to grow by in student number last year? >> Mhm. And what did we actually do? >> Oh, it was 600. We were 670 students short of the projection >> last year. >> Oh, sorry. For this year. >> No, I'm talking about last year. >> Oh, last year. >> 2425. >> Yeah. Last year we predicted uh 31,937 students I believe. And who showed up was 31,267. >> That's this year. I think she wants to know for the previous year. >> We can we can get it to you. >> I think we were probably I'm going to I just remember from Easter about 200 students short give or take 50 students but 150 to 200 students short of last year. >> September 30 or was that >> September 30?
126We always do September 30 to September 30. So it's >> Dr. Chase. >> Yeah. So yes. So, in looking at um the Parkridge numbers, >> uh does that suggest that maybe we don't need 10 trailers at Parkidge next year? >> Yes. So, that's a great point. So, you know, we just recently presented the kind of that modular exit plan and what some of those transitions would look like. And now with these updated projections, we've been meeting uh Mr. White and I and Mr. Towry and Mr. Kramer and Townsen have all been meeting and and trying to determine what is the the next step now. And so we don't have that as part of the CIP tonight. This is all just within the last week or two that we've been kind of wrapping this up. Um
127so we have, you know, the CIP to discuss, but then we still need the next step is to come back with what are we going to do with the the trailers. >> And the bottom line up front with Park Ridge specifically is that it'll cost 1.5 million to remove those trailers. And that's not >> Yeah. No, I I I understand that we may not have the money to move them, but it doesn't look like we actually need to have them there. So that was my my question. Thank you. >> Yes, >> we don't have to operate in them. >> I int I >> I will hope that this board intends to not operate for student >> well for cleaning and all of that. I mean it adds up. >> Yeah, it does. >> We sell
128them the purchasing. >> Thank you, Mr. White. >> Some of the some of the transport out. Yes. But then some of the repairs to the site would be our responsibility. Our goal would be if we sell them is that we just break even as far as the removal and the replacement of to put the property back in the condition prior to modular. >> Luckily, it is a it's a very short CIP presentation. we've been in front of you several times, but wanted to to come back as we were uh set to adopt tonight. Um and did not make significant changes to this. Um if you want to kind of flip through your slides, uh Jason, so there we go. Okay. So, we'll just touch um briefly here. Um we did adjust the CIP one month
129out this year to today. We'll try to get an idea of where those enrollment projections are. Um, and we'll look next year possibly to align even a little bit more closely. Um, and then as Mr. Lion, Mr. White just uh uh talked about, obviously we've got some uh different um growth projections right now. So there's really kind of a couple options to the board here tonight. We could um either look to make um CIP adjustments here now tonight. We do actually have um a proposed um version that makes a couple adjustments to a couple of opening dates um if that's something that the board wishes to consider here tonight. Um or we could defer those changes until next year to allow more time to kind of watch the growth. Um one of the things with
130uh working uh with with Lionel and he could share on this too is um obviously this is one year so it's a lot less uncertain as we move forward. you know, he kind of explained the impact it had on our his growth rates. Um, and in in Lionel's experience, you know, we typically are going to see a dip and then at some point there's going to be a correction, right? We don't know when that correction is. Is it three years, five years um from now? Is it next year? Uh, you know, with CO is a little bit of an exception, an anomaly, right? And we saw that big dip and then we corrected the next year and a lot more. And so we kind of caught right back up to where we were prior to
131CO. Um so there still is a lot of uncertainty um to what the kind of the next five to 10 years. >> So can we talk about what what is the impact that you'd be looking like? What would we be holding off on? What would the actual impact be? >> So the there's really three um three projects on there that we're suggesting you could consider adjusting. It would be elementary school 20 possibly deferring that two two years is what we had looked at. um middle school nine and high school seven. >> Okay. >> Um and again >> all of them two years. >> So middle school sorry middle school 9 and high school um seven are already at the very tail end of the CIP. So it would actually bump them right outside the 10-year
132window >> and then the elementary school would be two years which lines up with the current county's projections. >> Well these are all six to eight years away. So is my math right? It is not but whatever. five to seven years away. I got you. I backtracked. Um, so you have you would have time, right, to kind of figure two that piece out. >> Elementary would have to start like next year with because that would have been like three years out, right? >> I don't think we're anticipating to receive funding next year for >> No, but we'd have to start talking about like an actual >> document, >> I guess, more targeted plan to present so they'd know what they're funding in the next budget cycle. because it would have been 2027 budget that they
133would potentially fund a school that was supposed to open in 2030 if I'm getting the math correct. >> And and there's some disagreement from us in the county in terms of where we have it on the CIP in terms they project it to be later. And so >> they're saying 2034, then you say 2030, elementary. >> So splitting the difference puts us at 2032. >> It's really hard to make a a change at this point when we're about ready to >> vote on it. I would suggest we consider going forward with what we've discussed and agreed upon up to this point. I put a footnote in that we have just today received new received the current um year's numbers and that we will be keeping a close eye on you know the projections that come
134forward and you know we you know we'll make any change you know as needed at such time that we have additional information because we don't know if this is a one time dip or if I mean it could be more in which case we may make other changes. >> Sure. >> But to make a change tonight just to kind of spur the moment to me would be you know somewhat not responsible. >> I I mean I agree too. I think that's the question right like are we if we're not like losing money or like you know at the risk of like well if we don't make this decision tonight then I don't see any >> to change it. But I think we do need to note that we recognize this and that we will be
135watching it and we plan to take action as needed because that shows we are being responsible here and we're not just saying well we're it's there so we're going to you know leave it there. We we very well may you know make changes and we may go either way with the changes depending on where the numbers come from. >> Right. Right. Right. I would say yeah, give it another year because we may push it because we've only got one year and and we can also, you know, discuss this when we have the three. >> I was just >> but I think so. So much interesting to me is that number of vacant lots like that number stands out to me if that incumbent the potential becomes that those are becoming homes now like then all
136of this is out the window because that's >> 300 more vacant lots wherever they are. I don't know where they are, but that's >> a trend. >> Yeah, we can't really determine a trend based on one year's data. I just say let it ride for now because it's a living document anyway and put it on the 30. >> But let's put that note in there that we recognize this we're going to be reviewing it and we're going to keep an eye on it and, you know, take action as needed. >> Yeah. >> Okay. >> Yeah, I agree with I actually like that idea a lot, Miss Healey. So, we can add something directly to this page actually. So, if >> um somebody Can we approve it? I think it it should be part of the
137the motion to approve it that we're approving it with with the you know um >> requirement and and really when's the next time we really get numbers March 30th, right? Or after March 30th numbers >> and we'll get the January February. >> We I mean we'll continue to track enrollment and see what what happens throughout. >> But we need more than one year to to make changes in the 10ear document. >> Yeah. >> Continue. Sorry. Just one one last piece on this is have um started talking to county staff. You know, we bumped the CIP approval by one month so that it would give us time to see were there big changes. This happened to be the year that there were some pretty big changes to our enrollment projections. Um with with talking to county
138staff, I proposed and um I think they're they're open to this and that we can adjust our budget calendars next year going forward that we actually approve our CIP in December. So it allow the enrollment pro projections to come in November and then we adopt the CIP in December which will give us time to reflect on the enrollment projection see what the impacts are >> and since they pushed off our three our seven on sevens from we used to have them end of October sort of in November now in December and now they've bumped it to January it gives us time still to >> get our information before we go before them for seven on seven in January. Right. Um just time here. Um couple other things that we are recommending on the large cap
139list here. As we're again coming down towards um towards the end of those three active construction projects, the Heartwood, Falls Run, and Cros, we are recommending we and we believe that there will likely be some additional funds beyond this, but right now we're comfortable giving uh reducing those budgets um by two million, 1 million, and 1 million for each of those. 1 million per crow's nest include the acceleration. >> Yes. >> And again, we we're still going to be uh tracking additional reduction opportunities potentially on those. Um and then on Drew Middle School, um we've made a lot of movement over the past year working with VOTE and the county. You'll recall last year we had a fairly larger large contingency in there because there were a lot of unknowns. We've been able to land
140a lot of those and so we're comfortable reducing that by about six million. this will >> I'm curious is why we're reducing them before we finish construction. I don't recall us taking that approach in the past. >> I think it's just we're here in the middle of the budget cycle or the middle of the CIP cycle and we recognize at this point in construction that we're very likely going to have uh some additional funds left at the end of those projects. So from a planning perspective, we just want to be upfront about that. >> What six months away from completing from knowing what it's going to be. I'm reluctant to reduce, >> but it's just the request, right? >> It'll still leave a significant contingency for us if anything else pops up. >> No, it
141just says we're reducing the amount that we >> anticipate or anticipate spending. >> But I think also as we get into the construction, there's a lot of things that we planned and budgeted for that we've discovered we didn't need. So those funds can be I think eliminated, >> but I thought those funds were earmarked for those projects that that we couldn't spend any leftover from that until we completed the project. Are you saying we're taking the money out because we borrow the money specifically for those particular project? >> Some of this we haven't borrowed, right? So we borrowed throughout. We'd have to do another borrow with the county in um late winter, early spring uh through the next BPSA full bond borrow process. So, this money hasn't all >> I mean, I'm all for saving
142money and reducing it, but not before I know what my actual cost is going to be. I mean, if something horrible happens and our costs go up, then what do we do if we've maybe prematurely reduced it, >> right? I'm I'm concerned, you know, that we've already had to to use half a million of the contingency funds for Paul's run, speed it up to then reduce the borrow by a million. We don't know if there's going to be more problems between now and and next spring. >> And I just want to I mean I want to just again state that and we're fine with whatever the board wants to do here, but we're very comfortable with this. And I'll say that um uh Mr. Kramer still has a very large comfort zone to to safely
143land everything. But if this if the board if the board doesn't wish to do that tonight, we understand. Um we're certainly happy to keep keep it there. >> Can you tell us what kind of comfort zone we've got for each of these schools? >> So like if I take if I take a million off of Falls Run, do I still have some amount of contingency? >> Yes. Um, I'm I'm And again, why don't I let John actually pull that up real quick? If you give me just a moment, I can give you a better number. Just give me a Dr. Chase. I want to say it's in the 3 to 5 million range. >> About 3 million. >> Can I ask a question while you pull that up? Maybe some maybe you can answer. If
144we were not to reduce our um requests by 10 million, what is the negative impact of us staying the course with what we already said before? >> So, >> and then not needing it. >> Yeah. So, >> and reducing it later. Yeah. So, I mean, we could take the route of we leave it where it's at and then next year um it's adjusted, right? And the funds get reinvested into the CIP. The thought here was hopefully uh by reducing it by 10 million. That's now freed up $10 million on the the county side that they can put back into the CIP. It reduct reduces debt service. Uh we know that um they're in a you know a tight budget situation this year. So, it's now 10 million that is going back that hopefully can now
145be used to move rising star up earlier in the process or um you know solidify our hardwood and Drew rebuild. So, we're just really trying to >> I also think it kind of it's good faith move if we can afford it then I think shows the county that we're being fiscally responsible so far and we're going to be reducing Drew. We added about I think it was 13 million to the Drew budget over what the construction would have normally called for because we were so uneasy with VOTE um and some of the other uh processes. So we increased our contingencies significantly last year but now we're through that VOTE process. So >> progress so we done we're completed with VOTE. This says to report progress with VOTE. So >> we're we're about 95% planned. >>
146We're not finished. >> I mean we still have funds in that we're not that we're I think that >> correct. >> Dr. Chase, did you have another question? >> I do have those numbers. >> I think I'm still waiting for the answer to the the question. I think they were working on it, right? >> Yeah. So, let me just high school six right now. Um, just as of most current numbers, we've got about 3.2 million left in construction that hasn't been encumbered. We've got about 10 million left in FBE, but we're still starting to draw through that. wouldn't touch the furniture budget yet. We're going to start spending that tonight and about another 3 million beyond that in contingency. So, and then there's still another half a million or so in land and design. Now,
147>> six and a half in high school. >> We still have the ongoing litigation and so forth out there, but we again feel feel comfortable with 2 million here. Um high or elementary 18 is right now in total about $6.8 million, but again about 4.7 of that say 4.8 8 of that is for FFN. So we feel pretty comfortable with the million. Uh right now still leaving us at least a million or more or 2 million more probably. Um in elementary school 19 we've got about 9.3 million um still left to spend. About four say about half of that is for FFN furniture and so forth leaving us with about three million in construction about 1.4 in contingency. I I think this is a good faith move and and we because >> it's good faith.
148It's it's so we can spend it somewhere else. >> But taking it from what we budgeted and said we needed for these >> but it reduces the borrow across the street. >> Not really. Not if we're going to use it somewhere else. Is that isn't that what you said? It gives us the opportunity to use it somewhere else. >> No, it would give them the flexibility project. >> So So we're not planning on spending. We're just going to like give this money back. Is that I mean Okay. No, I thought I thought I misunderstood. I thought you said if we take it out of here, it gives us flexibility to use it somewhere else. >> I said I was asking. >> Is that what they said? >> No. >> Sort of. It gives them the
149opportunity to reallocate. >> They're struggling with how to find and Drew >> and we're given 10 million back if we need it. Have we prepared? Let's head down. >> Could you send us those those numbers in the bulletin? Sure. Yeah. Good evening. Thank you for your patience. I'd like to call this meeting to order. Would you please rise for the presentation of the national colors and pledge of allegiance to the flag of the United States of America of the stands nationy for all. Thank Thank you this evening to Colonial Forge High School's Army JOTC. Members of tonight's color guard include uh Command Sergeant Major Shiloh Leland, Kylie Savard, Ruby Moore, Depali Stall, Ethan Hoben, Joe Su Maldonado, and Skyler Bluen. The instructors of the Colonial Forge High School JOTC program are Colonel Mark Strong, Sergeant
150Major Lee Woreran, and Sergeant First Class Phillip Roberts. Thank you. >> Miss Hall, when you're settled, could you please take the role? Dr. Chase. >> Dr. Chase, can you hear me? >> We have to >> I can. Sorry. >> Oh, thank you. Miss Een, >> Miss Guy, >> Miss Hollstead >> here, >> Miss Healey, >> Miss Irish >> Miss Randall >> here, >> Miss Sigman >> here, >> and Dr. Warner. >> Madam Chair, you have a quorum. >> Thank you very much. Second. >> Okay, please cast your votes. That motion passes five to zero. Thank you. Uh, >> welcome Dr. Chase. Um, is there a motion for the agenda? Madam Chair, I make a motion we approve the agenda with one change and that is in the closed meeting item number 12 to delete the
151uh last uh portion of that set that says and to discuss personnel concerns regarding a central office-based administrative. I would delete that. Other than that, everything would remain the same on the agenda. second. Um, okay. >> Is there discussion on the change >> on Miss Rand second? Okay. Um, there's no discussion. >> Okay. >> No. >> Um, I'm I mean, I'm not going to support this as well. I mean, there are discussions that have to be had. Um, we are, this is part of our obligation as a core unit representing um, Staff County School System. So for me um this is something that has come to our attention. We have been asked to address it and speak to it as a group and that needs to be done and this has been on here. I
152personally don't feel like it's appropriate for us to kind of just willy-nilly take it off when this is literally what we've been elected to do. Like this conversation is literally why we sit on this board. So for me, I can't support a motion that removes it with there's no actual justification to remove it. So I feel very strongly about that and I feel very strongly that putting this on hold for any length of time is detrimental to many things and I'm not going to support a motion that that removes it when there are many things at play here. >> Anyone else? I will not be supporting it. I've heard the reason why we it should be removed. I I I don't agree with it and I don't see the harm in discussing it. And understanding
153that we'll need another discussion and that's okay. But I'm not going to agree to remove it. Um, and I cannot not say since we are forced to speak publicly that I think it's not smart to delay anything at this point when we're we're so close to the end of our tenure and it feels not um very inclusive to keeping things discussed with certain people on the board. Madam chair chair, um the reason I made the motion and now that we're discussing this is that it's my understanding that several members of our board have had people approach them with information. Not all the board I haven't seen anything in writing. I haven't gotten anything, you know, to me. And it is my opinion that any discussion of this needs to be held in an orderly fashion
154that it be um examined and not just throw everything out and see what happens. I just I I at this point all I'm aware and I' I've talked to several members of the board individually, but I'm aware that people have different uh issues that have been brought to them, but there is nothing um in writing. There is nothing that um documents what the concerns are. And I I just I feel like I'm going to be hit with a number of things that he said, she said without being able to confirm the accuracy, you know, or the source or or or even even the basis. So, it's not that I don't want to have a discussion, but I I want to have an orderly discussion and I I believe that that we need to have a
155discussion among the board members, but let's let's let's have some type of agenda other than just let's let's just go and dump it all out and see what happens. So, that's that's my part. I'm not trying to avoid this, but I want it to be done in in in a um an an orderly fashion. >> Dr. Chase. >> Yeah. My concern um the reason I will probably support this is because I can't be there in person and it's a discussion that I would want to be there and be present in person. Um I will actually not support this for literally the same concerns you have Miss um Healey. It's because I don't I don't know what any like if people have been approached I am not one of them. So, I don't know the conversation
156that's to be had and that was the intent of this is to figure out what conversation needs to be had and what next steps should be taken moving forward. I am not looking to solve a problem tonight. I'm looking to learn about a problem tonight that may or may not need a solution and if it doesn't then nothing. And if it does then we decide what that looks like. But if I don't even know as a member of this board what these conversations are, what these concerns are, I can't even figure out what an agenda or an orderly process is. Um, so the way it was when the agenda item was brought to me to be included on the agenda, that was the purpose was to share information from one board member to six others.
157um and to so that we all have the same information at the same time rather than because as the public knows we cannot have group conversations, emails or texts outside of this deis. Um, so then it becomes a member of the board who has received information making five or six additional phone calls and then those people then cross-checking back with one another and it's a lot of crosswires which becomes like a game of telephone which is not you know fair for the for the person in in discussion for the issue to be discussed or for the members of this board. So, the person who added it to the agenda wanted one opportunity to say what she needed to say once, share her information once, and then take a break from it and decide what our
158next steps would be. >> Um, so, >> madam chair, can I add something? Okay. >> Sorry. Sure. >> So, one of the things that I would also like to consider or to be considered in this is that it's not there is a plan in place to discuss this. um and it has been shared with everyone up here um and Dr. case and so the issue to be discussed is already on the schedule to do that. Um and it doesn't it's not going to end it will end before your tenure and so that is the plan that has been discussed with everyone. I know there's agreement and disagreement and all of that, but um I just want also want it to be known that a segment of it will happen tonight for one of the issues
159that's still on here. A segment of it will happen uh after tonight and a segment of it will happen in December. So there is a plan in place that has been shared and discussed. Um, and I just want to make sure that public is aware that it is being not swept under the rug but addressed. So that's kind of why I've got concerns about segmenting. I don't know how we can limit the conversation when it is not just I guess one concern or how concerns like I because I don't know what's happening. I don't know what I'm not allowed to talk about. That's really what it comes down to. People have received information, put something on an agenda and I don't know what that is. And that's what tonight was supposed to be. You have
160been talked to. >> I Yes. But we've all said and the person with the most information on the issue asked that we do this once. So now there is a plan for three more meetings about an agenda that I have a 10,000 foot view where other people have ground floor views. And tonight, I was hoping that we could all be on the ground floor together and decide what floor we want to end up on by December. Because right now, it is very frustrating to have this conversation and then to have people who know more about what's going on try to limit the rest of us from having the full story and then expect me to agree to a future, two more future meetings without even knowing what the intention is or what the goal is
161or what the conversation is even going to be. That has all been shared. It has all been shared. >> Miss Hilly, >> Madam Chair, at this point I think what we have are allegations. Whether verified I mean unverified, I don't know. Nobody's talked to me, but I my understanding and it may be incorrect is that five members of this board have had various discussions with various people but we can't have any names because anonymity has been requested which I can understand but it gives me pause to see how am I going to verify and then what weight do I put with it? I've got just got a lot of concerns. I mean, if obviously this is not a court, but in court, you can't have admissions of information about what people said without having a
162person there. So, they can be, you know, questioned or you can get more information. And I'm I'm not suggesting that the persons who are going to be reporting what was said to them are going to be inaccurately reporting, but without having been there and had a chance to talk, we at a disadvantage. We're going to be hearing secondhand information and and if that's the best information we have, that's what we'll have. But but I'm just I I just don't feel that that we have enough organization in place to to to do this properly. I think and and I this is I'm speaking for myself and I understand >> I understand we don't agree on this because I I will but >> I talked with you yesterday. I' I've talked with everybody on the board about
163this individually and I still feel very strongly that I am not prepared to have this. I want I want to have more information. I also agree with Dr. Chase that she needs to be here as well. It is not the same if she can even be here you know on the phone because we've had various you know policies or practices with respect to close sessions and virtual participation but it is it is not the same. So I I I would prefer to do this in a more orderly fashion and not tonight >> as a point of order. Can I just ask? >> No, I would like to say something first of all because >> I'm sorry. No, I'm going to say something first because it's disingenuous to say that no one has spoken to you
164because when I tried to speak to you last night, you cut me off and said no. So, at the end of the day, the discussion has to begin somewhere. This is the part of that. This is the day to do that so that you can get the facts. You have assumed facts and evidence that are not necessarily true, assuming that we're coming with allegations and to do all of these things. That's incorrect. I asked for this meeting so that we could begin the discussion so that we could calmly look at the facts together as one group because as we can clearly see a game of telephone doesn't work because I say one thing then I ask Maya to repeat it to another person okay you can tell that story nope everybody has the same information
165presented to them at the same exact time so that there is no no room for error in the information so if if you had let me finish my conversation last night with you, I would have told you that I do have stuff to present, but that is covered under the closed meeting privacy information piece. And the fact that we're having this discussion is really disturbing to me because people don't normally ask to have conversations unless it's really really important. And we represent families all the time without that say to us, please keep it anonymous because my child is afraid of repercussions or my or I am afraid of repercussions. Like there there is nothing new about that. We are constantly or should be constantly presenting information to the superintendent or to someone else on behalf
166of someone else so that that information can be discussed and talked about. And the fact that we're sherking that responsibility tonight or we're trying to is very disturbing to me. My only concern is Dr. Chase is not here. I think this is a conversation that's better suited face to face >> that we the wheels on this bus keep moving regardless of which one of us are here or not. So this meeting has been scheduled for one year one year in advance. This meeting was always this actual board meeting was always going to be here. So there was always the potential that something was going to be missed. I personally have no problem letting her call in if that's the case. We only had one time on this entire board when someone wasn't allowed to call
167into a close session and that was me. But I'm not that person. I'm willing to let her call in to listen because I think it's that important. I if I could just ask and I know Dr. Chase um asked for to call the question, but I just wanted to um kind of get a a feel from Miss Healey like if we don't if we are going to do this at a later time, I don't know what more we can provide in advance given that Miss Hollstead one, we don't know what we're asking for. Miss Hollstead is the only one with well is the one with most of the information. So this is not something we are asking staff to prepare stuff for us like other closed sessions when we're talking land use things like that.
168We are having staff bring us documents that are prepared. We don't know where to go because we don't know where to start and like you I don't have any firsthand information and that's been incredibly incredibly frustrating. I'm looking for secondhand information. Um, and that's what again I came in tonight assuming we were getting and that's what I was kind of looking forward to. >> So, if we can call a vote to approve the agenda with Miss Healey's um amendment. Dr. Chase. >> Yes. The agenda passes with the change four to three. >> Okay. Consent agenda, please. >> Motion to approve the consent agenda. >> Second. >> All in favor. >> I That motion passes unanimously. Announcements of our administrative personnel appointments. >> Yes. Thank you, Miss Sigman. So, first announcements uh for this evening is
169we have a new director of research evaluation and strategic improvement and that's Miss Amy Sepka. So, Miss Amy Sepka would please come forward. Miss SE Miss Seepa joined team Stafford in 2023 as the assistant director for school improvement and accountability. Prior to this role, she served as the director in the office of accountability at the Virginia Department of Education. She brings proven experience as a teacher, building administrator, and central office administrator within the state level experience in accountability and assessment to this new role. In her current role, Miss Cipia is a valuable partner to our schools in the creation, implementation, and monitoring of their school improvement plans. She meets regularly with school leadership teams to review progress on goals, evidence, and artifacts as related to the plan. Miss Sepka also offers professional learning for our
170administrators and areas needed improvement for the school improvement process. She earned her bachelor of arts in mathematics and psychology at Niagara University in New York, master of arts and teaching and mathematics education at Christopher Newport University and her postmaster certificate in educational leadership at VCU. Congratulations, Miss Sepa. >> Thank you, Dr. Smith, um, Chair Sigman, and board members. Um, I am really excited about this opportunity and am really looking forward to the work ahead. So, thank you. All right, we also have a few assistant principles to announce this evening. The first is Miss Jasmine Blackwell, assistant principal at Mountain View High School. Welcome, Miss Blackwell. Miss Blackwell is a proven leader with four years of service to team Stafford. Her experience includes teaching English at Brook Point High School and serving as the dean of
171students at both Colonial Forge and Mountain View High School. She began her teaching career at Caroline High School. As dean of students at Colonial Forge, Miss Blackwell was instrumental in connecting instructional coaches with instru administrative leadership to successfully design and implement the school's new school improvement plan. She holds a bachelor of arts degree in secondary English education from Wesburg University. Further, she earned her Master of Science degree in sports management and administration and master of education degree in administration and supervision from Li Liberty University. Congratulations, Miss Blackwell. >> Thank you, Dr. Smith, um Chairman Sigman, and the rest of the school board members. Um I'm super excited for this opportunity. I came to Stafford a few years ago looking for um a county for professional growth. Um and that's something that I'm definitely receiving here.
172Um one thing that I know about God and what I want to thank him for is that he's always on time. Um, so where I'm standing right now and what I'm doing is exactly where I need to be. Um, so I thank him for that. I want to thank all the assistant principles at Mountain View and at Colonial Forge for their time that they've spent um on mentoring me and helping me through this process and learning kind of the ins and outs on how to be an assistant principal. Um, I want to thank uh Stephanie Sullivan, Terry Hampton, and Marcy Robertson for their guidance and mentorship, and they truly show me what it looks like and what it means to be a female leader. in administration. Uh so I thank them for that. I would
173like to thank uh my family, my loved ones, uh my friends and my co-workers for always supporting me and being by my side and excited for this opportunity and to be a Wildcat once again. So thank you. >> Also also pleased to announce this evening Mr. Trevor Wilcox as a new assistant principal of Mountain View High School. Mr. Wilcox has been a valuable part of team Stafford since 2021 when he joined Mountain View High School as an engineering teacher. He currently serves the school as the Jobs for Virginia graduate specialist. He began his teaching career at the Arlington Career Center in Arlington, Virginia. In his current role, Mr. Wilcox has significantly impacted atrisisk students by providing them with crucial opportunities to explore various careers and post-secondary opportunities. He's coordinated with local and regional stakeholders to
174manage all aspects of grant funding and purchasing. Mr. Wilcox holds a bachelor of science degree in technology education from the State University of New York at AWGO and a master of education in educational leadership from George Mason University. Congratulations, Mr. Wilcox. Thank you, Dr. Smith, U. Chairman Seman, and the rest of the school board for this opportunity. I would also like to thank Stephanie Sullivan, our principal, and all the other great leaders I've worked for, teachers, students, uh, etc. at Mountain View. Everyone who works at Mountain View knows it's a special place. I've been lucky to be here since 2021 as a technology education teacher and the JVG specialist. I'm very excited to expand on that role now as an assistant principal and and looking forward to my development as a leader. Thank you, >>
175Chair Sigman. That concludes the administrative appointments. >> Great. So, we'll move on with our presentations. First is the annual report and recommendations of the school board's technology advisory committee. >> It'll come up. Great. There you go. Okay. All right. Good evening, Madam Chair, members of the school board, Dr. Smith. My name is Dan Palmer. I am the chair of the technology advisory committee, and I am privileged to share with you this evening our advisory report to the school board. Over the year, our committee has focused on exploring and providing recommendations in three key areas. Using technology efficiently in schools. um an update on generative AI and IT staffing within the school system. We spent a good portion of the year examining how technology assets are acquired and deployed throughout the school system. Refreshing technology assets
176like screens and classrooms, servers, wireless access points, cameras, all those things on a regular basis is critical and we believe should be funded accordingly. When the school system refreshes their technical assets on a regular basis, students, parents, faculty, staff can be assured that IT components will always be available in their schools. Age components increase the risk of a successful cyber attack on the school systems IT infrastructure. They may prevent teachers and staff from unleashing the latest capabilities of the software that they use. All of this could lead to a loss of critical systems like phones, email, network connectivity. We heard a story about that right down the road earlier this week. Our student data might be compromised. Yet funding for a cyclical replacement of IT infrastructure is often cut from the budget. We view technology
177refreshes as a strategic asset that improves the delivery of instruction and strengthens the systems cyber security posture. We took a high level look at how software is acquired across the system. We learned that schools have some capability to acquire software with their budgets. This is a good thing. Uh we heard from a couple of principles where uh they hear from their teachers and this is the software that they would like to use for the year and that's great. Um but it's also important that these purchases are reviewed from time to time. We learned that the department of innovation and technology is optimizing the process for software approval. By creating centralized acquisition strategies, schools will have the tools approved by academic programs and innovation and technology that align to curriculum and instruction while still being able
178to acquire and manage new software quickly. Finally, we took some time and looked at how IT assets are deployed across the system. We learned that there might be an opportunity to optimize how these assets are deployed. Uh, for example, we heard a lot about document cameras. Document cameras are uh are used really heavily in some schools and some schools they're not. It's important to implement mechanisms uh so that those assets that aren't being used in one school but could be used in another get to the right school. So on to AI which is always a a popular topic. The committee continues to stress that training our students, parents, faculty, and staff on the benefits, risks, and optimal use of AI is incredibly important. We learned that there are several efforts to continue training and support
179faculty and staff to leverage AI. Dr. Smith shared an information brief earlier in May outlining present and future steps. The division is partnering with external resources to continue to build capacity with senior staff, principles, and teachers. The teams are working with coaches, ILC's and librarians to bring this work to schools. Uh we've really appreciated the idea of having Dr. Ral's asynchronous course available to teachers and our dual enrollment students. Um that's a particularly exciting notion. The committee discussed several forms of AI, right? We all kind of know gener generative AI, right? Everybody that's that's used AI in this room has has encountered generative AI, but there are other forms of AI, right? Having a course that students can take to learn about the different types of AI and how they are used will prepare them
180when they encounter these technologies in their adult lives. And so we recognize that there is this tension between the positive outcomes that AI produces and some of the cautions, right? Um, we continue to discuss the concerns that educators and members of the community might have, but AI tools have the capability to meet students where they are. For example, AI tools can quickly convert written lesson materials like documents, presentations, uh, into a podcast that students can listen to rather than read. Right? So, if you're driving to school or if that's just the way they learn, they can learn better by listening instead of reading. It's a great tool for them. There are other AI enabled tools that can examine students test and provide additional practice in areas where they are weak. Right? This is particularly useful
181uh if you are a parent that has a child taking a foreign language. I don't speak that language, my daughter does, and hey, why don't we use this tool to maybe find some additional practice for it's been really helpful. But we also examined some of the downsides of AI. Generative AI tools enable academic dishonesty and sometimes that's not easy to sniff out even when using other AI tools, right? False positives sometimes occur. Um, we also discussed the we also discussed the increased chance of social isolation among some students, right? Some of these chat bots are very good at emulating social relationships with its users, but it might cause some students to feel an increased level of social isolation. They're not practicing their social interactions with others. So, it's important and we continue to recommend that
182grade level appropriate instruction is provided to students and to provide training to teachers to identify potential warning signs of the overuse of AI. So, we've read a couple articles this summer that kind of summed it all up. On the lefth hand side, uh we see a headline here. The bottom rung of the career ladder is breaking. And I don't know if we necessarily agree with that. Certainly, it's changing um what entry level positions look like. It's affecting knowledge work the hardest at the moment, but it's going to affect every labor category. Whether a student is going to the trades or they're going to the military or they're going on to college, they are all going to interact with AI in their careers. It's really important that we give them a foundation and how to use
183these tools appropriately. And on the right hand side, um maybe a bit of a reality check, right? So AI may be just kind of ordinary, right? AI continually is integrated into the tools we use every day. So, we do see revolutions like AI come along from time to time, but our community is going to adapt to using them. Last topic I have for you tonight is staffing. Um, the statistics I have up here presents a pretty sobering view of the systems network supporting staffing level. So according to the consortium for school networking and Gartner, Stafford schools are significantly understaffed by as many as 32 network technicians depending on, you know, which of these two stats we measure by. When you consider the amount of devices that are in the system or the number of staff
184that the IT department support, the need for additional team members is critical. So we recognize that adding staffing is not as simple as hiring an additional person. All the additional components beyond salary are important. Stafford is preparing to welcome the addition of three new schools, but without the increase in additional staffing, the burden for network support in the division will only increase. And so like IT infrastructure that I talked about at the beginning of the presentation, an undersized IT staff increases the risk of a cyber attack and prevents students and teachers from using all the functionality our IT infrastructure has to offer. So, a request has been made to add one additional network technician, but we recommend funding this additional position based on the industry standards that I have here on the screen and open
185the door for conversations around additional engineers who support the infrastructure and programs that keep the division running. So, we have our three recommendations that we believe will position our school division and students for future success. We recommend fully funding the cyclical replacement of all infrastructure, the classroom tech, the teacher tech, student tech to ensure that the school division stays on track to ensure operability and to support our students. We recommend funding at least one more tech uh network support individual and continue to keep that vigilant eye on AI so that we can leverage it safely and effectively. Thank you for your time. here to answer any questions that you have. >> Can I go first really quick? So, um, sorry, I missed the last couple meetings for family things that have popped up. So, I
186apologize for that, but I they don't need me because there's such a wealth of knowledge in that room. Um but to that point when I I appreciate so much that just the availability of information that you guys have so that any topic of discussion and I'm probably the one of the have one of the biggest concerns about AI um comes from me and the personas in particular is just such a huge stressor for me. Um, but I I just think it's worth noting that we just have so many resources out in our in our community here in this cyber realm. And so everyone should really just I feel like breathe easy. You are being well taken care of by by this advisory committee. You guys have done a great job. And doc, thank you Dr.
187Shbert also for your your insight and your input and your patience clearly. Um, I do think that the staffing slide is probably one of the most like stop gap moments in all of this, right? To really kind of take a pause and see like exactly what we're up against in terms of technology. And it is nice. It's kind of almost ironic, right, that AI is taking over entry level positions, but we need so many more staff to deal with so many more. So, don't get rid of us people yet. Um but anyway, so just a sincere thank you to you guys for all you do and I do hope you continue to volunteer and and make that impact with the information you provide >> and appreciate it. Thank you. >> I would like to say
188thank you and I would like to point out that Manassa City Schools was closed for two days because of a cyber attack which had an impact on the system. Um, I took a pro. Yeah, >> it was like, yeah, this week. Um, I took a course at BSBA on cyber security and one thing I noticed it really isn't a question of they're constantly probing because school districts are always getting probed for these things and it's just it's a constant it's assault every day. So, I understand the need for additional resources. Um, and and I appreciate that. But I think we use a lot of resources that are available through DHS and other services to try to protect our network because um it can be a devastating consequence. Like I said, Manassa City Schools have been
189closed for two days as a result of theirs. So, thank you for the work you do. We appreciate it. >> Anyone else, >> Miss Randall? >> Um yes. I so I also had um I've I've been approached by staff in the um in the tech parts and they also talk a lot about needing support because we're still almost staffing what we did before we were onetoone and now with the increase of not only students but also staff technology has really put a burden on them and to even get um repairs is done. And I think we asked how and it might be too soon to know, but um I think we asked if with the new um what's the tech agreement how repairs and and sorry uh finances as well as numbers are have we
190seen a difference in that because we that's one of the things we were hoping for. Did you want to answer that? >> Thank you. >> Good evening everybody. Nice to see you. Um this is the um we had a meeting last week and Billy who runs our shop, our tech shop, said this is the first time we haven't had any equipment in there to be repaired um probably since um COVID. So we are caught up on all of device repairs and equipment. We're hoping that the form um we're hoping that the new device has made a difference. We're also hoping the form that parents signed and said, "I acknowledge responsibility for this device has made um an impact on that for students." But we are um >> we also changed like um what devices can
191go home in elementary. >> No, elementary doesn't take any devices. >> But that's a change. >> That's a change. Correct. When you have your board retreat, part of that presentation is going to be um we're going to share with you the number of incidents we've had, how quickly the turnaround has been for repairs. So, we're going to share that with you in the board retreat. Um all that information. >> Okay. That that's very very helpful. And um I too am looking forward one of the things that had a word that has come up on this board as it relates to AI is ethics. And so I think that um you know there's as we come forward to develop an AI plan for students there needs to be and and of course ethics falls along so
192many lines whether it be your friendships or your um you know relationships to your teachers, your parents as well as your tech, your work, all of those things. So, um, I really really do appreciate the the mentions and the the highs and the lows and the, you know, not let's not make AI a dirty word that, you know, kids can't use it. Um, we just need to navigate that better, a better, more ethical way. Bless you. >> Bless you. >> Um, and so I really do appreciate this. Thank you. >> Certainly. >> Anyone else? I'm gonna call on Dr. Chase. you may not have anything, but I don't want to forget you. >> Thank you. Um, I thought it was a great presentation and I appreciated it. Thanks. >> Thank you guys so much. >>
193Uh, next is FY25 year end update and first quarter financial report. >> All right. Good evening, Chris Fulmer. Uh, so this time of year, I I'd like to do an update just on how we wrapped up FY25 on our operating um financial uh and then also look at our first quarter. It's obviously or very early in this in this first quarter, but start to give you a preview of some of the things we're tracking. So, first, as we look at FY25, the results are still preliminary. We're wrapping up the audit. It'll probably be about another three or four weeks. um we'll start to report that um the results of that audit out to the FAB C probably to be January right now and then have um the auditors come to the full board in January
194as well. Um so overall um kind of high level summary projected carryover of 3.4 million um that's only.7% so less than 1% of our overall budget in FY25 um and that's after we carry over $1 million that's required into FY26. Each year we budget $1 million knowing that the previous year when we get to the end of the year we're gonna um you know we want to spend down our funds but we always have to be conservative and make sure we don't overspend. So we um always keep it at at least a million dollars and that's to roll into the next year and as a as a revenue source. Uh so uh we had 4.37 partially of some additional revenue and also some expenditure savings. And then we have the required carryover. were down to
195about 3.37. So looking specifically at the revenues, states were a little bit higher than we expected at the end of the year. The we can never estimate sales tax exactly. The state gives us an estimate as we approach the end of the year, but um they're still projecting that as well. So it came um about $700,000 over budget and there were some other uh smaller state revenues as well. On the federal end, that's where we saw our biggest unexpected revenue jump and that was really um wasn't until about middle of June. So, as we approached the end of the year, got a a final statement for our Medicaid reimbursements that we apply for throughout the year, we got the final statement in June, and it it showed additional revenue over $2 million coming to us.
196At that point, we did not have the appropriation to spend that even if we wanted to. So, we would have had to go back to the board of supervisors, request the request the appropriation, um, and then the the school board would have to act on how we spend it. Um, and then some other miscellaneous local revenue of about $250,000. So, the bulk of that 3.2 million was over $2 million in additional Medicaid funds. On our expenditure side, after our transfers and and adjustments at the end of the year, had a little over a million dollars in expenditure savings. Um, some highlights to the original budget. So, we have always have some overages and then some savings throughout the year. And I reported on these throughout the year and as we approached the third and fourth
197quarter. Uh but um overall at the end of the year we had overall utilities of about $500,000 that were under budget that were savings. Um fuel was a million dollars. So that's always a tough one. We don't know what fuel prices are are are going to um whether they're going to increase or decrease. They're fluctuate throughout the year. Now we're kind of approaching a good two years where they've been pretty steady. It was kind of two and a half, three years ago where we actually at the last minute had to add a million dollars to the budget when we saw a big jump. Um and then we've kind of leveled off. And so right now for as we look at this year too, we've kind of seen that same uh trend where we're we're pretty
198flat on fuel. So hopefully we'll have additional savings this year as well. And some of the areas that we had overages, so our our legal fees, I've reported to this uh to you multiple times had had just a few specific cases that caused us to um go over our legal budget by 675,000. and also our fleet service charges. So, what we pay for our bus maintenance was a little over $200,000 over. We did have savings in our compensation and benefit lines. Uh but I'll I'll show you just a moment. We actually transferred a lot of that out into our health benefits fund to cover our health insurance overages. Uh and then we also transferred it out to um spend at the end of the year as well. Um just want to highlight our year-end list.
199So, we came to the board in May and June. approved a a list that if we had available funding, we could spend these on our end of the year projects. Um so over $5 million in some in some projects um or purchases that we made. So highlighting a couple things, we we always budget for 12 school buses because that's all we can really work into the budget. Ideally, we would purchase 20 buses a year. So this allowed us to get from our 12 up to our 20 for a total of 20 purchases 20 buses in FY25. Um, we did have to at the end of the year transfer $2 million um into our health benefits fund. If you recall, we had this broken out into two different lines on our urine list. We had one
200million right off the top and then if we were able to get through some of our other safety items, we would transfer another million. So, we were able to get down to that second tier and transfer the additional million dollars into our health benefits funds. Then we had other various other projects throughout the school. um showed the estimated completion date in there because we were able to fund these. Some of these the work got started or completed uh in 20 or in this past summer, but some of it will be throughout this school year or even start right as school ends next year. So, uh the elevator replacement at North Stafford, that's not something that we can purchase the parts um and have it installed right away. So, we were able to um put in
201that PO in June, um start to order the parts, and we'll have it ready to go for um ready to start the process next May and June after school gets left out. Um looking at our other funds, um so nonoperating funds, nutrition services, um had a deficit of 1.8. That is by design because they had an excess fund balance. We've been working every year with the state to spend that down. So, they spend it on additional equipment in their kitchens. Uh so it it lost money intentionally there and we'll continue to that for a couple of years as as we work on replacements throughout the buildings in the kitchens. Our fleet services fund only about a half a million dollars in in surplus there. Uh so it was kind of right on target. Our workers
202comp fund we went to a fully self fully insured a couple of years ago. So it's going to be pretty steady. We still have claims that we're paying out from when we were self-insured. Uh so we still hold a fund balance there to cover any of the claims. Those claims are slowing down uh pretty uh dramatically now and are pretty minimal. Uh so a few years from now we'll probably look at even maybe spending some of that workers comp fund balance and we could pull it out and spend it elsewhere. The health benefits one is one that we talked about a few times last year and made those additional fund transfers into the fund to cover our health insurance increases. And um it's still even with the additional funds we transferred in last year, still
203had a deficit of 3.4 million. So we transferred in over $5 million into the health benefits fund, three million from our operating fund. And then we also pulled over $2 million, about 2.1 million out of our um OPED trust fund and put it into the health benefits fund. Um and we still exceeded our total revenues by three and a half million. And I'll touch on health insurance in just a few minutes as we look at this year as well. Um, so as we shift into our current fiscal year, so FY26, Mr. White did a great job um, kind of going over what our enrollment looked like in in FY26 compared to FY25 and what we were originally projecting. You'll see we were projecting over 31,900 students and we're about 31,267. Um, and so I'll talk
204a little bit about how that impacts some of our our revenue line items. On the expenditure side, um, positive news. We had our lowest vacancies since 2017, something we're proud of. Mr. Bernett and, uh, Dr. Smith have have highlighted on multiple occasions and shared with you. Uh, so that's great news. Um, but on the flip side, it means maybe we have to track our our vacancy savings a little bit closer than we had previously. And then we're still tracking our health insurance costs. So, I want to touch on a few of those. Uh I won't go into a ton of detail here other than on our um when we budget at the state level they go based on average daily membership so ADM and it it's going to be look different than our enrollment number.
205Our budgeted revenue ADM for the state was 31,550 students. We know we're going to be below that. We're probably projecting we're going to be about 31,450. Um and and what that means is a potential reduction of three and a half million dollars in in state revenue. So, we know that state revenue is going to fluctuate a little bit. They'll come out with an updated calc tool in December and we'll have a better idea of what the state is projecting our revenues to be. Uh I think it's going to be early early January, either very late December or early January is what I just found out today. We might get that calcul. So, I'll have a better idea of what the revenue impacts are on FY 26 on the state side. Um and then federal revenue,
206I already mentioned that in 25 we saw that big increase in Medicaid. Uh and so we've been working internally trying to determine are we going to see that same increase in FY26. Um if so that will help put a big dent in that state revenue reduction. Um and then also on impact aid. So we don't know what that's going to look like but something that we're going to watch with the um federal layoffs in this area and then even the shutdown. uh is that gonna kind of deter some of our families whether they don't qualify anymore because they don't work on federal property or are they gonna maybe hold that, you know, that green form back and and whether they still submit it. We did have a declaration date of like September 15th, so it
207wasn't September 30th during the actual shutdown. We adjusted that when the shutdown was occurring before we sent out the form so that we knew that people would still technically qualify. Uh and we tried to stress that in our in our letter home as well. Um the good news with impact aid is it's the impact aid revenue stream over a couple of years. So right now we're still getting impact aid revenue for last year and then we'll start later this year get the impact aid revenue that's based off of this year's forms. So it splits multiple years. So um I don't think we're going to see it's not we only have about $1.2 million in impact aid revenue as it is. So even if we see a 20% reduction that's 200,000 plus. Um but I don't
208think it's going to be a significant impact but it's something that we're tracking on our compensation and benefit side. So we we mentioned the decreasing enrollment that we saw in in FY26. So um as we were um allocating teachers uh this year we did ultimately hold back 17 and a half teacher allocations because we did not see all the enrollment come. So included in that 17 and a half are five and a half of our ESOL teachers. So, our English language learners, teachers, um, and I we showed also in Mr. White's slide that we came pretty close to that total projection that we had for our EL students. However, the makeup of those students depending on uh the amount of services required was not at the total projection level. So, we're looking at it all
209the way down to what level those students are and how many uh teachers are required per this number of students at that level. Um, so we're still holding five and a half students or five and a half teachers there as well. Um, some of the ones we already touched on that we'll continue to track, but on the um, operations expenditure side, there's utilities, fuel, and legal. We kind of track them every year because they're a little bit of an unknown until we get throughout the year. Um, I like to show this um, at the the first quarter of every year, which is our average teacher year of experience um, compared to the previous previous year. So um you'll see for the first three years here we were um trending downward on our average years of
210experience and then we made our um teacher scale changes our license scale changes where we adjusted um the kind of the middle of the scale and adjusted it up significantly and you start to see that positive trend where we started to retain and attract those middle of experience uh teachers mid-career teachers. Um so um I was a little concerned in 26 with um the we only did a 2.7 kind of across the board increase for on our on our teacher scale and and all scales. Um so we didn't have the the increase that we had seen in the previous years to our salary scales. Uh but we still actually saw that still trend up pretty significantly. So so that's positive. But overall what that means is our teachers are a little bit more expensive than
211maybe we had budgeted. So, shifting over to our our health insurance projection, uh the so the blue shaded here is what our FY26 projected in and everything to the right of that are the last four years of actuals. So, you'll um see that we saw our big increase from FY24 to FY25. That's why I was here a few times last year talking about how we were going to handle that 24% increase, which was eight.5 million over the previous year. It was an increase we had not seen before and and kind of bucked the trend. We were hoping that it was going to level off, maybe decrease. We have seen it level off. So, we're back to kind of a normal percentage increase that we're projecting right now. Still early in the year, but it's we're
212not going to see a 20% it doesn't appear, but we are still at the same kind of trend as last year. So, some some positive there. We're not seeing a 20% increase, but we're also not seeing a negative trend either. Want to with the continual increase in our health insurance, we started digging down a little bit. um deeper into what could be causing that. Are we seeing uh any you know abnormalities or um uh tendencies in who's participating? Uh so we we'll I'll touch on that in just a minute. This is just a a graphical uh a graph of our um expenses. So this is looking at just health insurance contributions and claims over the years, but this looks at our total health benefits fund. And so during the FAB C um asked to see
213a little bit more detail on what closed that gap. And so Miss Hilly, we added the red part to this um to the bar in FY25. That represents primarily the fund balance or sorry the um contribution we transferred into from our operating fund and the OPED trust fund. And then the gap that you still see between the red and the black line is the fund balance. So we had to use our fund balance. And so right now, if you look at FY26, we don't currently don't have budgeted a significant fund transfer that um wasn't already part of our normal contribution. And so the little bit of red there you see is just some other revenue. It's interest revenue that we get on the health benefits fund. But likely unless we start to see our health
214insurance expenditures start to drop for the rest of the year, we're probably going to have to come up with additional sources. Um and so I'll I'll be back. We do have our OPED trust fund still. Um and so if we wanted to pull additional funds out of there, um we'll have that opportunity as well. Uh so I alluded to that we started look digging a little bit deeper into the makeup of who's participating in our health insurance and this is looking at of all of our participants um which plan are they taking? So is it just employees? Is it employees and their families? Employees and just their spouse and what you'll see over the last four years is it has not changed at all. So that's not what's causing a big jump. It's not like
215we're um having significantly more employees participating in our family plan versus an employeeonly plan. Uh and then on our next slide, we also looked at um of our participants, which ones are taking the premium, the core, or just the high deductible HSA plan. Once again, um pretty pretty flat right across. You're going to see the exact same percentage of our participants. And then um lastly, we wanted to look at how many of our total contracted employees are taking our health insurance. Um so the uh light blue bar is just total number of contracted employees. The dark blue bar is who's taking health insurance. And then the black bar um or line across there is the percentage of employees. So when you look at the black bar, look at the percentages to the right of the
216chart. And that is what the um the black line is referencing. So um in 2025 it was just above 60% of our employees are participating in our health insurance. If you go all the way back to 2022 it was probably 62 and a half%. So not a significant shift there either. You know what you'll see is total number of employees total number of participants has increased because we've we've grown right we add 100 employees we're adding 600 students a year. We we add employees to to match that. um we just have more eligible employees which then more more folks are participating but as a percentage of our overall um contract base it actually has not changed. >> Yep. >> So what you saying now? >> So the answer is we're not seeing any significant differences
217in and who's participating. >> So then why is it costing so much just because we have more humans? >> No, it's just because health insurance costs are going up nationwide. >> Oh, so like the seven rich people got richer. Okay. >> Yeah. >> Well, I mean, can you go Well, are you done? I'll let you finish and then I'll >> No, that is actually it. >> So, I want I just wanted to go back to the um the participation slide, the health insurance participation one with the um 5221, whatever that one is. Go back one more. >> Page 16. >> Yeah, page 16. So, so as I'm looking at this, like do we have a sense of within those percentages, the increases of claims, like is there a way to determine if like I mean
218I get that an employee and children might be more expensive to us, right? Over overall is that how that is or like what what is the basis? Because this is I mean I guess it's not I mean 8% doesn't seem that big of a deal for employee and children, right? Like 8% is actually a small number I would think. >> Yep. So then so then what is the variability in that block there the 2025 block within that is is one category does that make sense is one category expending more of the >> No you just said it's because the the prices went up to >> No but I'm talking about like over the course of time are we seeing within these categories claims like more claims coming in in a particular category on that does
219that make sense >> so like >> yeah I I I think I understand are we um even though we haven't seen a significant um fluctuation and who's participating in what. We could still see one of these whether it's the family plan maybe is that what's generating the bulk of our health insurance cost overall, right? Um and so I think that's going to vary, you know, vary year to year. And so, um, you know, one of the things, you know, depending on how you price your premiums, so you can price your family plan really expensive, which means it's going to force families to find it elsewhere and then it's just going to be the employee only. um you know our shift we haven't done significant we did increase our rates last year but we still didn't
220see a significant adjustment in and the participation uh but um it's really going to depend year to year on on what happens in in a specific group. So um I can drill down a little bit more into that. I know we have um I don't know it off the top of my head. >> I don't even know if those numbers help sort of because like the numbers are just staggering. Like Maya and I were looking at this one chart like like just that the it's like a 50% increase in from it's only three well four years I guess because 26 right >> but like that's that's a significant jump and I and I and to the point that yeah prices are increasing whatever but >> it's just a significant so I just wondered if there's
221a way to you know and I'm not sure it makes a difference if you categorize the data differently either I don't know >> so and it's made up of you know we've been adding employees so when you had 100 employees a year. Now we have another 60 that are participating and potentially some of their families. So that's going to cause some of the increase. And what we did last year was actually um and some this year too is we looked at what is our cost per participating employee and number of participants on the plan. And and honestly it's just it's all going up. So it's not that um it's not just because we're adding more employees. It's really predominantly because health insurance costs are going up generally. I'll report back with more uh for the
222second quarter mid year probably in January. >> Dr. Chase, did you have anything? >> Uh, no. I I was happy to see all that information. I just wish it was happier information, but thanks. >> Thank you, Mr. Fulmer. Next is our student representative support report, Miss Irish. >> Good evening everyone. Um, this month we've continued collecting responses from the student feedback forum which we shared with students across the division. We've also been talking directly with students to get a clearer sense of the issues they're noticing and the priorities they want elevated. These conversations have helped add context to the feedback we're receiving and given us a better understanding of what students feel need attention. As we move forward, we plan to begin organizing the responses and identifying common themes. Our goal is to use this
223information to guide the work we take on during the next month, but more so to compile a set of student priorities and how we think the next student representatives can help support these. One theme that has recently come up in student conversations is the tone and quality of interactions between some staff and students. A few students have shared that they feel spoken to in ways that come off as dismissive or unkind, and it's something that has been noticeable in some of our schools. We understand that this this is a stressful time of the year for everyone, especially with all the government stuff going on, but we also want to emphasize the importance of maintaining patience, professionalism, and grace in the classroom. Positive relationships between students and staff make a significant difference in our school climate
224and we appreciate all the efforts to ensure that those interactions remain respectful and supportive. Another main concern that has already come up repeatedly and will come up in the next few hours um is related to the changes in the program of studies. Specifically, the reduction of many CTE classes from a double block to a single block format. Students in these programs feel that decreasing instructional time will make it harder to complete the hands-on work these courses require. For example, I'm in culinary level three, which is the only culinary class being moved to a single block. This may not seem like a big deal, but culinary 3, there are actually only supposed to be six students per program, which means we are mixed in with level one and two, which are still going to be double
225block classes, which means we just come in what, halfway through a class and then leave. When do we come in? Are we just going to end up doing dishes the whole time? Because that's all the end of a block really is. And that's not even the worst of it. This trade programs are facing even bigger challenges as many of the students travel to the Boots House, which we still would like to continue. And with only one block, it becomes nearly impossible to get ready, get all your stuff, get on the bus, head all the way over to the Boots House, get meaningful work done, clean up, and return to class in time for your next block. students across the programs are worried that the quality and depth of their courses will be significantly impacted by
226these changes. I also know that at my school I have not heard most of the teachers that I've talked with have not heard anything about these changes did not know they were coming have not been spoke to. I don't know that it this is true entirely that no teachers have been spoken to but a lot of these programs are different between the schools and it would have been nice to give the staff heads up and talk to them because some of the things that are being done in these programs cannot be done in one block. It is a major change that I feel should not happen. Thank you. >> Thank you. Next on our agenda are citizen comments. Three minutes are allotted for each speaker. Speakers shall identify themselves by name and district. Uh speakers
227shall also announce the purpose or topic of their comments. Citizen comment which is profane, abusive, or threatens imminent physical harm shall be ruled out of order by the chair. Madam chair, we have 10 people who have signed up to speak tonight. The first three are Emily Copeland, followed by Missy Thomas, and then Carlos Padilla. Okay, sorry. Okay, thank you. Hi, my name is Emily Copeland and I represent both Rockill and Garrisonville communities and I'm speaking on the interventionist position. I want to start by saying that I am speaking as an interventionist, but I'm also here as a mother to children who attend Staff County public schools. I myself am a product of public schools and I believe in them, which is why I made it my career. The past eight years have been here in
228the county after my husband and I decided to make Saffer County our home. And I've been fortunate to see this county from various perspectives as a parent, a classroom teacher, curriculum writing committees, and now as an interventionist. I've helped to launch new protocols, pilot new data collection systems, coach colleagues in our intervention programs, and provide professional development to ensure highquality intervention and instruction is data driven, analyzed, and delivered. So why does that matter for interventionists? Because we, as educators, we strive to continue to learn and grow. And if you took the time to listen to my fellow interventionists, you would hear many similarities. Please understand that we are invested in what we do. We want our students to succeed and we want to help our families navigate through the changing standards, mandates, and testing that
229come down from the state. And we all know that those only more is to come. We currently have 6,345 statemandated student reading plans. This does not include the number of students who receive tier 2 reading support or math intervention that we are also responsible for overseeing and providing resources for. Now, imagine what the numbers will look like when the increased so cut scores are to come. We have broken ground on what intervention should really look like in a multi-tered system. We are laying the foundation for a more collaborative approach to meet the needs of all of our students. And as professionals in this field, we know that this is not a one-sizefits-all. If you don't allow us to continue this work, you will fail our students. Our students deserve more and my children deserve more.
230They are the future of Stafford County. So, the solution to me and to us is simple. Please invest in elementary intervention. If you do, then you will not see the cases that have become so dire and latigious in their middle and high schools. Please listen to us when we give feedback on our intervention programs like what needs to be adjusted. What hasn't been thought about yet? We live it every day. Our admin, our colleagues who are here tonight and our families can see our value. You should, too. Dr. Smith, I was there this summer when you said that you wanted to work alongside us and do the hard work that it takes to move Stafford County forward. Will you stand alongside us? Now, respectfully, it's not enough to say that this is just a numbers
231issue within the budget because in our line of work, those numbers will mean nothing unless you have the people who make it happen. Our students are more than numbers, and we are more than just position fillers. We work every day to shape the future of Stafford County. If you're going to put Stafford County families like mine first, you have the power to make the decision to move us forward. So I ask will you invest in elementary intervention? Thank you. >> Thank you. Good evening members of the board and Dr. Smith. My name is Missy Thomas and I also represent Rock Hill. I appreciate the time to address this difficult yet vital conversation surrounding the potential elimination of the interventionist position due to budget challenges. I stand before you this evening to advocate for the interventionist
232which is a vital corner cornerstone of our elementary schools multi-tiered system supports. Eliminating this role would have devastating educational impact fundamentally underwhelming the quality of instruction for every child in this building. The interventionist is a cru is crucial because they protect the integrity of tier one core literacy instruction which is provided to all students. For tier one to be effective for the majority, it must be delivered with fidelity and clarity. If we eliminate the interventionist, classroom teachers must then pull students needing intensive specialized support during core instruction time. This immediately fragments the teacher's focus and significantly decreases the quality of instruction for all. Our interventionist ensures core instruction remain strong by providing dedicated specialized support to the most struggling students. Secondly, the interventionist is our school's specialized data expert. They don't just write the student
233reading plans. They interpret complex diagnostic data and create precision intervention groups based on goals. Classroom teachers, those skilled, often lack the specialized training to transform assessment data into highintensity structured literacy action plans required for significant student deficits. The interventionist uses this data to group the students by skill deficit, ensuring interventions are precise, monitored bi-weekly, and adjusted in real time. Without this expertise, we lose our ability to accurately diagnose and prescribe the right goal, jeopardizing our ability to close achievement gaps. Eliminating this role also severely limits our reading specialist capacity, pulling them away from the essential coaching and leadership responsibilities to provide direct service. This creates an unmanageable workload, effectively doubling their burden with specialized duties like writing student reading plans, establishing progress monitoring, and analyzing continuous data. The inevitable outcome will be burnout, causing experienced
234reading specialists to leave their positions, and destabilizing our entire literacy program. Tier three instruction is not just extra help. It is intensive individualized instruction requiring a specialized skill. The cost of this position is an investment in prevention. The cost of eliminating it is exponential exponential failure in student proficiency and in teacher retention. So please choose to keep our interventionist. Thank you. >> Thank you >> Madam Chair. Following Mr. Padilla will be Fern Gosski, Shamgar, Connors, and Sam Reese. Uh, hello, my name is Carlos Alberto Padilla. Um, I am from the Garrisonville district over Mau View High School. Um, I am starting the Turning Point USA chapter at my high school. um and some of the policies that are conflicting with my club mostly um how to be announced over the intercom being in the yearbook
235for free um and use utilizing the Mountain View logo. Um I was it was directed towards policies 24/19P and 2419R um which state the difference between curriculum and non-curriculum clubs. Um it also states that curriculum or non-curricular clubs should be allowed access to um resources that curricular clubs utilize um which is here. Um it was amended on September 9th of 2025. 24/19R was amended on uh September 10th, 2025 um by our superintendent. Um the main point that I wanted to bring up was that the the conflict between 2419R 2419P and the EAA act which is the Equal Access Act. Um it states that non-curricular clubs and political clubs should utilize or should be able to utilize the resources provided to curricular clubs as well. Um and to deny those would be against federal law. Um,
236as soon as I started my club, I was told that I cannot use things like the intercom system, the school logo, and cannot be in the yearbook for free. Um, I have a lot of proof of um, clubs utilizing the school logo, being in the yearbook for free, and being uh, posted over the intercom before I had started my club. Um, when I started my club, I was met with this push back immediately. A week after I had started my club, a non-curricular club was announced over the intercom. Um, just the beginning of this week, I had seen a non-curricular club posted over the t television systems. Um, uh, in my cafeteria um, and sorry uh, the curricular and not curricular clubs. uh these policies mostly conflict with the EAA act as it is said
237that non-curricular clubs uh can't have access to these resources as they are funded as per 2419R. Um this directly conflicts with it because um the equal access says that curricular clubs should be allowed access or non-curricular clubs should be allowed access to things that curricular clubs have. Um to limit these non-curricular clubs uh kind of pushes back on the Equal Access Act. Um, also Turning Point USA is not a political club. It is uh it does not endorse a certain political party. Um, as a matter of fact, it has curriculum per Turning point USA organization. Uh, other non-curricular clubs are also permitted on the school website. >> Thank you very much. >> Thank you. Madam Chair, does he know he can submit his papers to the clerk for the record? >> Mr. Gosski, >> you're
238after Mr. Gosski. >> Hello to the members of the board, Madame Chair and Dr. Smith. For those who do not know me, my name is Fawn Chowosski. I just ran for school board in Felmouth District and I am also the route specialist for Stafford County Public Schools region two. Even though I did not win a seat on the school board, I hope I made a difference not only in the election but for the members of the community in my district. And I want to thank all of you not only for your kindness but for your support as well. If I could, I wanted to give some advice to the current members of the board and newly elected members. Do not take anything for granted. Your positions on the board are not guaranteed. So, please do
239not become complacent in your duties. Nothing is trivial, so please listen to the members of your district and communities. Remember to always be respectful of others regardless of whether they share your beliefs or have differing ideas. You are the example of our students and school system and are on camera and in plain view for everyone to see. Uh, body language and facial expressions speak louder than words. So, I implore you to be mindful of this during meetings and even when you're out within the community. Please continue to work well with each other and hold each other accountable. Visit work sites as much as possible. Go to the schools, the maintenance facilities, specialty centers, and even come and visit transportation and fleet. We'd love to have you. Do not be shy. Be outgoing so you have
240a better sense of what you're here for. Especially for those of you who do not have children in the school system. Many things have changed over the years and you don't want to be accused of being out of touch. Requests to sit in on a classroom instruction or even ride along on one of our bus routes. The work you do is difficult and the decisions you make weigh heavy on your minds. So, please remember to take care of yourselves. I look forward to possibly running again in four years. Until then, I will continue to do my best to serve the families and students of Stafford County Public Schools. I want to leave you with one of my favorite quotes. Hate is always foolish and love is always wise. Always try to be nice. Never fail
241to be kind. Thank you all so much for your time, your advice, and your willingness to listen. >> Thank you. >> Hi everybody. Sorry, my throat. Let me lift this up. Shamar Connor's Heartwood District and um I'm back. Fear said then a trans athlete at a middle school tracked me. Since I like Jurassic Park tran animals and furries in the gym so much today, I'm roaring into my ultimate true self trannosaurus reflex and the prehistoric diva of misplaced chromosomes and fossilized feelings. And my pronouns are roar roar self cuz honey I'm extinct level extra dropping to these delusions like a meteor. Now I'm here today to give a huge shout out and thank you to the school board. Finally, one member of the school board posted it on October 23rd and gave an official board
242st position stating Stafford will quote unquote follow the law and yes, boys can identify as girls and use the girls bathrooms even though technically you're not following the law but thank you. I'll explain what later. It's so great to finally be recognized and seen. Sure. The post cites the Gauaser versus Grim case where that student legally changed their sex on the birth certificate, but Stafford doesn't require a legal sex change. I printed up policy 2420-P here, and it says, "No student shall be denied equal access to programs, activities, or services, or benefits based on sexual orientation and gender identity." Now, to spell that out for everybody, a boy can identify as a girl at any time they want, and then they can just go use whatever girls bathrooms they want. It's all about their identity.
243And it can change any second. Now, sure, Stafford claims they'll get sued if you change this, but Spennsylvania schools changed their bathroom policy in 2023 to require sex on birth at a on a certificate on your birth certificate for the bathrooms. Stafford only requires identity. Yay. So progressive and amazing. Trans rights are human rights. Now, um I met with Jason Miar is here. Here's a picture of me and him. And he told me in person that yes, Stafford is violating the 2023 model policies birth certificate required. Plus, Yncan just signed an executive directive stating biological males cannot use females bathrooms and spaces. Thank you, Stafford, for standing up against these bigot transphobes and blatantly going against the actual law. Now, last board last month's board comments said, "We weren't getting we aren't getting reports, so
244it didn't happen." Since then, parents have contacted me. They have reported no responses. And then here's a Facebook post from one of the board members. They said, "An epidemic plagues our schools. Children and parents are afraid to speak. Terrified their lives will be ruined. Teachers too afraid also that they'll lose their jobs. Now, this is a known problem for years. Awesome job board scaring parents from coming forward. Trans rights are more important than anyone else's rights. One more thing. Recently on buspaper.com, a Stafford schoolworker was arrested for three counts of child porn. You can see it right there. Now, his Facebook, he has the trans pride flag on it. Sure, the stats show that ch the higher child attraction rates in the in the trans community, but not hashall transgenders. We hope that Stafford keeps
245hiring trans folks and letting in letting them use any bathroom they want. And also, thank you for being sensitive trans age people. There's a report of a 40ome year old Middle Eastern woman at Brookpoint High School. Trans age. Thank you for that as well. Love you guys. Ewoo, Mr. Reese. Following Mr. Ree will be Deanna Fischer and Randall Berdette. Apologies. Hello school board. Uh my name is Sam Ray and I am live in the George Washington district. I'm a junior at Stafford High School and I'm in both CGS and C and Epic programs. This year I'm enrolled in carpentry 2 and I have concerns about the proposed changes to CTE classes in the upcoming school year. With the proposed reduction in CTE class times, which reduces carpentry class from two blocks to one, how will
246we still be able to work at the Boots House and upcoming off-site projects? Logistically, time spent traveling to and from the house and setting up and cleaning up recruitment will leave us with maybe 20 minutes to get actual work done. And with our current skill and knowledge as just students, that won't be a lot of work. I understand for what Mr. Mr. Bowling has told me that a career strategies course is intended to be implemented in place of uh the missing class time, but I'm unclear how this will impact actual off-site training. Also, as a junior in CGS, with my core classes being in two in the first two blocks, I'm worried this class may interfere with interfere with my schedule and force me to choose between the two programs should it be a morning
247class. I'm wondering how will the two how will the new class work alongside current CTE classes like carpentry and will the boost program be able to continue this this change? >> U thank you for this opportunity. Sorry I didn't >> Thank you. Thank you guys. Good evening. My name is Deanna Fischer, Garrisonville District. I'm here tonight to ask again for you to provide the written bathroom use policy. I take offense at the accusation that I'm lying and spreading misinformation and fear. I'm a parent with kids in Stafford County schools and I have concerns about the safety and privacy of all girls and boys in the Stafford County public schools. I've known for several years that the bathroom use policy in Stafford is that any boy can freely enter a female bathroom and no one is
248allowed to question them. I've tried for months to get a straight answer to explain how Stafford County is following Title 9 and the 2023 model policy when the only written policy is 2420-P the non-discrimination policy that says students cannot be discriminated against based on their gender identity among other things. It looks to me like that policy, for which every member of the school board voted to not change in August, is the reason teachers are told they cannot even question a boy about going into a female bathroom. The model policy says under section B of definitions, quote, "The word sex means biological sex," unquote. In section 3. G.4, Four, it says, quote, "Students shall use bathrooms that correspond to his or her sex except to the extent that federal law otherwise requires C. Grim versus Glchester
249County School Board," unquote. In that case, by the way, the student did change the sex on his birth certificate and other official documents. Here's the problem. According to the crosswalk document, Stafford County indicates they comply with this requirement by way of regulation 2401-R, code of student conduct. I looked and found nothing about bathroom use. I asked several times, but was not given an answer to that question. I'm asking again tonight, what is the written bathroom policy use, and where can it be found? And why isn't the bathroom use policy defined in the code of student conduct? How can there be consequences for students who go into the wrong restroom if there's no policy for them to break? What happens to a boy if he does go in the female bathroom? I'm curious because I know
250of it happening and there's no consequences. The model policy also explains clearly in several places that for activities etc that are separated by sex quote the appropriate participation of students shall be determined by sex rather than gender or gender identity unquote. It seems clear to me that Stafford County is not in compliance. But even if there is a written bathroom use policy, it is not being enforced and will likely result in losing over 30 million around $30 million in federal funding. What is the actual bathroom use policy and why are we afraid of getting sued if we change it to say according to sex on birth certificate like spots county did in 2023. >> Thank you madam chair following Mr. Bdette will be the last two speakers Sabrina Gallagher and Patricia Breland. Good evening, Madam
251Chair, members of the board, staff, and guests. My name is Randall Berdett. I live at Dogwood Air Park in the Fmouth District. I am the volunteer airport manager for Dogwood. And on behalf of myself and my neighbors, I'd like to thank you for consideration of our request for an agreement to create a foundation of working together to create a neighborly relationship and benefit the students of Drew Middle School. We look forward to work with you on STEM topics, career days as they pertain to aviation opportunities. Thank you for your letter acknowledging Dogwood Air Park and supporting these opportunities. Thank you. >> Thank you. Good evening, members of the board, Dr. Smith, administrators, fellow educators, and community members. My name is Sabrina Gallagher, and I am a proud interventionist serving at Winding Creek Elementary. I'm here
252today to speak about the critical importance of maintaining the interventionist position in our division. This role directly impacts student growth, confidence, and long-term academic success. During my time in education, I have come to learn that every student comes to school with a unique set of strengths and challenges. Some quickly master grade level skills while others struggle silently, falling behind without people realizing it until a gap is too large to close. These students many times just need some small steps towards success in a timely personalized way to close gaps and reach that grade level mastery. Both our state and division have taken great strides forward in helping identify these students and create opportunities for them to grow as learners through intervention, coordinated and supported by our interventionists at each school. I'd like for you to visualize
253with me for a moment. Picture a set of hundreds of gears turning together in unison. Each gear representing an essential part of our schools. students in intervention, teachers and pair of professionals providing and supporting intervention, collaborative teachers and departments working together to strengthen deficit areas for students. At the center sits the interventionist gear. The interventionist turns individual efforts into a functioning system. When this position was created, it was directly to support the requirements set forth by the VA. As interventionists with the guidance of our coordinator, we took that framework and built a system from the ground up in our division. A system designed to identify student needs early, provide targeted support, and ensure measurable growth through consistent progress monitoring and data tracking. It's important to stress that our work is not yet done. The VLA
254requirements are even more stringent than they had when they than they were when we began just two years ago. And as our so cut scores expectations rise for all students, the need for this dedicated specialized support grows alongside them. Now imagine what happens if one of those gears slows down or stops. The entire system halts to a grind. Momentum is lost and learning stalls. The role of an interventionist is to keep those gears turning smoothly. Not just the gears of the students we work with, but the gears of the school. In essence, the ripple effect of this role touches everyone from students gaining confidence to teachers being supported and our school division meeting its overall academic goals. Without this position, those gears will falter. Students will struggle in silence and teachers will be stretched thin,
255as well as our division losing momentum. Thank you. Thank you. My name is Patricia Breiland. I'm from Rock Hill District and I'm Stafford County's oldest surviving reading specialist. And I thought it would be rem I thought it would be remiss for me not to come in year 15 and tell you that of all the fabulous things Stafford County has done, the very best among them for us region specialists who like I said I'm 15 years in and I'm one of the last ones still from that um time period. The best thing you've done for us is given us the interventionists and keeping them is something that we really need to see happen because we can't do the job that we're expected to do. Uh VA is a great thing. It's it's going to make sure
256that students get what they need, but it's not going to work and we're not going to be able to do what is needed. A reading specialist is also expected to support and coach the new teachers and we can't do that if we are spending all of our time doing another job on top of it. It really truly is two jobs but such an incredible partnership. Our interventionists are such valued individuals and they work so collaboratively with with us every day. We know our students. We're able to get to know them and service teachers and students so much better with that partnership. uh we've got hundreds and hundreds of kids on plans. That's never been a thing before. We've always had tier two and tier three, but we were able to handle it. And now with
257everything being so uh much more demanding of teachers and of the standards that we're holding for our students, we need to make sure that we're doing our best to address all of the needs of our students and our teachers. And as reading specialists, the interventionists are our right-hand person. They're the ones that are making sure that we are on top of things in compliance with the law and making sure also that we are able to do our job, which is becoming more difficult because we have so many more new teachers and we have so many teachers that aren't truly certified teachers, but they are doing God's work and we are all trying to make that happen. And the only way we can do it is to have our interventionist funded and to make sure that
258we continue to do the things that are sending us in the right direction in Stafford. Thank you. Thank you. Okay, that closes our public comment period. We will move to our action items. Item 8.01, authorization of the school board's appointed delegate of Dr. Warner to vote in favor uh or of or against the Virginia School Board Association's proposed amendments to its legislative positions and bylaws during the 2025 VSBA delegate convention. >> Motion to approve. >> Second. Um if anybody needs a refresher, the uh the only three um legislative proposals from BSBA are the assessment reform and accountability which correlates to our own legislative priority um to remove chronic absenteeism as an indicator of accountability and accreditation and also the enrollment camp for cap for virtual Virginia to increase that. So these were all things that
259three things that we have discussed previously. So I think that we should approve them. Vote to approve them. >> Is there any other discussion? >> Agreed. >> Dr. Chase, are you >> agreed? >> Okay. >> All right. Please cast your vote. >> Please cast your votes. We'll count that as Dr. Chase's vote. That motion carries unanimously. Item 8.02, 02 award of a contract in the amount of $184,260 to train for chiller restoration renewal program at Colonial Forge High School using operational funds and authorize a request to the board of supervisors for reimbursement from the emergency fund. >> Motion to approve the repair of the chiller. >> Any discussion on this? >> Yeah. How much money do we have in the reimbursement emergency fund? So we we currently have about 1.2 million left in the emergency
260fund that was that was set aside by the supervisors. >> Any other discussion? Dr. Chase. >> Yes. >> Okay. Please cast your votes. Motion also carries unanimously. Item 8.03, adoption of the school board's FY27 through FY36 large capital and 3R project priorities. >> Motion to approve. >> Second. >> Um I think that we >> Madam Chair, I I was going to say, do we need to amend that to include the footnote that Miss Healey brought up? >> Yeah, she's right. My bad. Yes, that's what I was about to say as well. >> So, is the person >> can you >> withdraw and restate >> maybe? >> Well, normally we approve a plan. This is just approving priorities. I'm a little confused about >> didn't we ask for a um >> but we're talking about but
261>> it says it on the top, >> right? But the agenda item, well, it's just the the attachment >> title is different from the title on the document. >> It says schoolboard large capital project priorities. >> Okay. And and I do have a question though before we get to that. Does this include the reductions that you all talked to us about in the in the work session tonight? >> It does. Yes. And is there a reason why those reductions were not brought to the FAB when we met just a week ago? >> Uh madam um madam chair, members of the board, um again this we're there's not a particular reason other than we've been tracking this for a little while and I know we've been giving regular updates to the board and the uh and
262the fab on where we're at with the budget. Um, we just felt that this would be an appropriate time to go ahead and do that if if the board wishes to make that reduction. >> Madam Chair, I just want to make a comment. I I respect you, Mr. Towery, and and your staff, and this is not a reflection. However, um, we do have a process, and traditionally the financial matters come to the FAB for review before it comes to the board. Now, if it's coming to the board for information, I I have no problem with that. But this is coming tonight for a vote and we're talking about, you know, some of reducing the um the amount of the cost for projects that are close but not at the finish line to completion. And I
263am I don't recall that we've ever done that before in advance. Is is that do we have any examples of when we've done something like before? reduce the cost, you know, like eight months before we're finished with the project. >> Um, >> or so. >> Miss Healey, I know last year we made reductions to both of the elementary school projects. Um, it was perhaps a little different to your point, uh, but we were right at the in that case had already begun breaking ground on those projects when we made those reductions. Um, those were much more substantial. In this case, we're pretty close to the end. we're coming up. Um we have fairly strong data we believe to support this and and um be happy to go through a little bit of that if you'd
264like. But um beyond that, to be honest, I'm not sure. This is my third year here. I don't I >> and I'm not saying I would not consider this under circumstances where I've had enough notice and opportunity to to gather more information and consider it and and certainly um you know send it to to the FAB if there's time. But I mean we just met a week ago and unless this came up you know sometime between last Thursday and today I I'm really concerned that it did not come to the Fed for for information. Um so I'm Madam Chair I'm not going to support this motion. Um the the footnote I was talking about it in their our meeting had to do with the fact that we have um school construction projects on here that
265may change if in fact our enrollment uh projections change over the course of the year. But I was not going to make any change in that based on one year projection because I don't think you know one year is is enough to really make that decision. That's a totally different you know matter from you know reducing the cost of projects that are that are close but not yet completed. this guy. >> So, if we were to approve this the way it is written and we make a request for 10 million less and something happens where we needed that additional 10 million, what would be the process? >> Um, Miss Guy, we would we would have to go through the typical budget appropriation process. Um, that would come typically on a yearly basis. there's you you
266can um have intermediate adjustments to the budget um you know throughout the course of the year. That's atypical. So it would probably we would probably wait until next year if we needed to make an adjustment in that case. >> Mr. Tower, I assume that when we budget a project like this, it has multiple line items. So some of these components of the construction process have already been completed or are so near completion that you have a better idea that what we allocated or what we um estimated was higher than we needed. So you if and you were going to provide us with those uh numbers correct in the bulletin? >> Yes. Um and we do track that on a monthly basis and we provide that to the board on a quarterly basis with those updates
267to the FABY and the board as a whole. Um and so we've been we've been tracking this for a little while and um we we do yes to your point Dr. Warner uh there are a number of items that are um done at the high school and elementary schools. Um the high school for example, some of this is uh proposed to come from the FFN budget which um we've very tight on at this point in terms of we know the furniture, the number of items actually were approved here tonight um in front of the board. And so that's an example where we've already fine-tuned that budget. We've made the expenditures we feel necessary and we know what we feel is still necessary yet to come. So >> thank you. So reflecting on our discussion earlier,
268uh you still have your contingencies built into your budget system at the moment for the schools and you feel strongly that you have enough of a buffer that this is a reasonable amount of money to offer back in good faith to the board of supervisors where we are oftentimes looking to have >> good faith, right? Like I mean >> and and we are under no obligations to run it through the fab. We are all here to listen and discern what you're presenting to us at this moment. So, so reflecting back on our conversation, you're confident that there is enough within the budgetary um what you have left that this is a way to to show fiscal responsibility across the street. Uh yes, uh Miss Hall said that that's true and as we talked about earlier,
269we staff believes that there will likely be some more that can be offered up at a future point. Uh obviously want to be careful with that. Um and so we're being cautious in our approach to this as we um begin trying to fine-tune and get to the tightest most efficient budget possible because we understand dollars are tight too. Can I ask um how frequently we exceed our construction budget including all of the contingency? >> Um not sure I could put an exact number on that. Um I will say over the last couple years there's been a lot of variation in the construction markets. Um I think we've done um done a very good job in in budgeting for these. Um, we did just have one come in a little bit over the other day on
270Park Ridge Mechanical as an example. Um, it happens. We do go over. Um, but there's usually another one that'll come in under, you know, and so it's there's some give and take there. >> Okay. Dr. Chase, did you have any questions while I'm remembering? Um, just that at some point we have a very clear motion that we're voting on because I'm still up in the air as to what what what the motion is. >> Madam Chair, >> Miss Randall. >> Okay. So, and I'm similarly following in Dr. Chase's vein right here. So, what I'm assuming um or remembering right now is we are we have a motion to approve this and this has the $10 million reduction in it and but it what it doesn't have but we have asked for is the footnote that
271says that we're leaving this because it's not enough to have one year of data student data to move the needle on any of these projects. Am I remembering that all correctly as to the motion that we are approving? >> Is that we're monitoring our enrollment and one year's data for reductions isn't enough. So something just is part of the document. >> I I would assume it's something of an acknowledgement of the recent data and that we're continuing to monitor. >> Dr. Chase, is that okay? >> Yes. That So, so have the motion makers amended the motion for that or do we need to make a substitute motion? >> All right. Then I'll make an amended motion for um motion to approve the adoption of the school board's um FY27, FY36 large capital improvement and 3R
272projects priorities with a footnote to indicate that we are holding off one year to um get um next year's enrollment projections to discern whether we should move forward with moving some projects around. >> Oh, second. Second. Okay, please cast your votes. Dr. Chase, >> I'm a yes and thank you, Miss Holstead. >> That motion carries 7 to I'm sorry, six to one. I can't math today. Uh with Miss Healey desenting. Um item 8.04, approval of the 2026 2027 program of studies. Um, I'm going to make a motion to approve the program of studies with the with one change. Um, I'd like to offer the associate of science degree at North Stafford High School and Stafford High School, but defer for one year the countywide enrollment option. And then additionally, I would like Mr. bowling to
273address the concerns about the um CTE courses and if we have any adjustments that may need to be made considering one block or two >> second >> is there discussion or did you want Mr. ask a question first. >> Could you just please repeat that? I'm trying to tie it into what's in front of me, >> which it was deferring something at North Stafford. >> So, we're going to approve the course of study um offering the associate of science degree at both North Stafford and Stafford High School, including those in the catalog as they because they are being offered. And that but defer countywide enrollment for a year. um just as since we're opening three schools and adding two specialty centers and I just want to and we're also redistricting. So I'd kind of like
274all those things to wash out before we expand the access to those associates degrees. >> So the just I understand the deferring the programs but when we had discussions prior it was my understanding that all the courses are already there. So, >> North Stafford and it's Safford. Yes. >> She's trying to um if I may. >> Yeah. I'm I'm just trying to understand. >> So, the way as written, any student could essentially lottery into a school with associates degree, even though our plan is ultimately to have them at every high school. Until we have them at every high school, it could be a lottery system to bring kids to North or Stafford just for the purpose of doing an So, it's almost like having another specialty center. and I can try to clarify a couple
275points and then I know Mr. Bowling was asked the question around the additional piece. So the piece around the associates of science, we do have the courses already in the program of studies previously and we have teachers really that's usually the hangup is teachers to teach those courses that are endorsed to teach them. We do have those at North Stafford and Stafford and um we are we are offering some of those courses now um as we look to to next year that is leading on that associates of science pass path. My recommendation was that we open that up as an opportunity for students at other schools that may not be going to Stafford and North Stafford. one, they have that opportunity just like other students at those schools. Um, but two, you know, our floor
276is 15 students to a course and sometimes we don't we're not able to offer those courses because they don't have enough students in there and so we um so that was one of the other rationale in terms of offering that. I understand Dr. Warner's point around that and so that is um but that was the rationale in terms of that. I I do in terms of Dr. Warner's question if you don't mind if I answer and then ask Mr. rolling if I'm incorrect or do >> if you'll let me handle the at least the career strategies. >> Yes. >> Okay. >> We um so we did have the VDOE did and Mr. Bowling will talk about career strategies but we did have some changes from VDOE which prompted um some changes on our part in
277terms of the courses. Um, we are we have worked in for in terms of some solutions in terms of how do we go about doing that to make sure students have time at the boost course to make sure students have the the block of time they need in order to to but also get the credits for it at the same time. And so Mr. Bowling can speak to that a little bit more in terms of those specific courses um and how that we've we've we have communicated with administrators and teachers as a part of this process as we've pulled that along. So Mr. Bowling, did you >> Absolutely. I'm getting the page number right now. So, uh, in the program in the published program of studies on page 193, it notes that the career studies
278course, uh, career strategies course will be added to the following courses, just so you're you're aware. So it'll extend the time beyond what the state requirement is back to what it currently is, which is carpentry 1, masonry 1, cosmetology 2, barbering 2, culinary 3, which is the specialization, firefighting 2, uh, greenhouse, and also nurse aid. >> So So does that address the young man's concerns that was here this evening on comments like I I had already talked to him about the addition of those courses. What that does is that then adds a second course to pair it with to allow time for the travel and the work at the Boots House and to return. So to his question, will the Boots program change in any way? No. >> And I'll also just add to that
279too that part of that when you pair the courses together, it allows time so and it allows you to be flexible with with time. And so there might be one day they're doing all masonry and doing all of that there. There might the other day when maybe they don't go to the boots house, you know, they would be back back at school. And so it allows them to full fully on masonry that even though there's a career strategies course associated, they wouldn't do anything with career strategies that day because that time is double block for the boots house in that time. So it allows them the teachers to be flexible with the space and time in order to do that. >> Miss Irish. >> So I'm a little confused on what the career strategies course
280is. Is it like basically keeping the double block but adding more that the teachers are supposed to be teaching? >> So each CTE course including career strategies has a um set of standards that are workbased readiness standards that have to be taught as well as some competencies. Um, but we thought that this was going to be the best match with that course u I mean with those courses I listed in order to allow for the additional time for students to practice their skills. >> So just to clarify, so some of our classrooms are already teaching these courses. So they have the competencies built in. They may be teaching them through culinary arts. This is another way we can offer that that class to continue to keep that block that you have >> with the competencies
281that you have in there. >> So the career strategies course would still be It would basically be part of the double block >> still taught by your CTE teacher and it will not be separated from that double block which I think was one of Sam's concerns. >> The whole intent is the only reason to add it. So you keep the double block there. >> We're trying to compensate for the changes that the state made to return it back to its original state. And as I said that's on page 193. >> Okay. Would that be two different grades then since it's like it's double blocked but it's two classes. So is it considered two grades? Like you'll have carpentry one and the career strategies. So would they have essentially on their schedule career strategies first block,
282carpentry 2 second block and so therefore to create like I'm just wondering what that looks like. >> I'll have to inquire with staff about curious like what would that look like on their transcript. Can we certainly if I could just quickly jump in. Um, Anastasia is in a double blocked CTE course. She's in nurse aid one and then she is in nurse aid 2. When I open parent view, she has a grade for nurse aid one and for nurse aid 2 it says NA. So I don't believe that she gets a separate grade for nurse aid 2 even though she's in this kind of double block class for the whole time. And I think we just need to look at to make sure because this is to make sure they get the credit for it
283too because it is and so it is to make sure we get that credit, but we can look into the the grade component to make sure that that's >> Can I ask Dr. Warner, can you repeat that last part of your motion where you asked him to look into the CTE thing again just to kind of clarify what I know at least you don't have to remember it. You wrote it down. No, I can't remember what I said. I I do I do want to respond to the students, but it sounds like what we've done is BDOE changed the rules. So, what we did is we created a class to double block those so they could still get the time, but it's actually a flex time. So, you could either get more competencies through teaching
284or you could get more hands-on experiences. Is that correct? >> That is correct. Um, I'd also just like to say while I don't know the specific answer to your question, I I will say that the nurse aid one and two of those are semester classes. So that means that we haven't had the second one yet. So that's why the NA >> semester. >> Okay. >> Madam Chair, I have a question. >> Miss Irish and then Miss Healey. >> I have just a quick other clarification. Did you just say carpentry one not two and three? >> Look at my list. >> Same thing with masonry. uh written in here is carpentry one uh and masonry one uh carpentry 2 and masonry 2 are already double blocked >> and they will stay double blocked. >> Yes. >>
285Okay. >> I I'm I'm sorry I'm asking this question. It is getting late but I just want to make sure I understand. Are you um motioning to defer the associates program completely? No. Or just to just to not allow students other than those at North or South Stafford High School to participate in it? >> The second that I just they're already at North and Stafford, but I I they should stay there. They should be included in the course of study, but I would like to defer till next year, opening it up to any student in the county. And and the reason for that is is we have two specialty centers that need to launch. We have three schools we need to open and we're doing we have a redistricting that goes into effect next year.
286I just have concerns that we're trying to do too much. We're offering too much and we may not be able to deliver everything we're promising. So, so it just would they would be offered at North and at at Stanford and at North Stanford High School because the teachers and the courses are already there. >> Miss Randall, >> right? But Dr. Smith told us we may not have enough students to meet our, you know, subject minimum and maybe we could reduce it for everything, but I I have a problem limiting it to two schools when we have four other schools. we will have four other high schools at that point and students who may be interested in getting that degree and it's going to be that that first year that's going to lose out because if
287they I'm I'm thinking if they don't get in the first year they may not have enough time to complete the program or is that would they still have time this a question for Dr. Smith, if if a student applied for this program while they were a sophomore, would they be able to complete the program, you know, within the three years they have left? >> It is a two-year program. It is a two-year program. It's a full the reason we were the reason I recommended a transfer. So, they would fully transfer because they would be taking those dual enrollment courses all day. And so, it's not just like they can go half a day. So, it is a full day. Um, you know, if we don't have 15 in those courses, we don't plan to to
288offer those courses. And so it may be that students are not able to get the associates degree at some of those at those schools if they're not able if we're not able to fully offer the course because we don't meet the floor. Um so it could impact other students in the program and that was one of our rationale as well. >> I I hate to take advantages away from students just because they're not zone for a particular school which is not the case for all the rest. I understand what you're saying and it's >> it's a college though. It's an associates degree >> and our task is K12 education and I want to make sure that we're doing that right. >> Miss Randall. >> Um okay, two things about the associates. First, I do know
289it's only a junior senior um commitment. So, it would only defer if we deferred a year, it would only be Yeah, it would only be the juniors because the seniors can't apply. They'll never catch up. Number one. Number two, a concern that I have um and you know uh I know Dr. Chase alluded to this before too is with the linear equations and the diffy Q. We let that class go with seven kids. Yet we closed other elective classes. And I can speak to Stafford High School because we all received the letters in art for and German for. And so my concern is if we have these classes going at for an associates to me I just think that I I would hate to see that we push these DE classes to go with seven
290kids and now these other elective courses that get um they get cancelled if they have less than 15. So I I just I'm a little concerned about are we going to show preference to DE versus uh mainstream whatever I don't know how to call other electives. So that's my concern is is that what is going to be the set of rules um for associate kids? It's like, oh, they're in the associates program, so even if there's five or there's seven or there's 10, they're going. But sorry, Art. Sorry, German. You had seven kids and you can't go. So, that's what I'm concerned about, what the rules are. >> No, I appreciate that. I appreciate the comments. Um, I will, you know, we've I think we've talked a little bit about just the floor of of
29115 and we are going to become much tighter about that. And so, it's not that we will continue to offer those classes uh that are below 15. We're gonna we're going to continue to to look at those to make sure there's not a requirement for graduation. I think as Dr. Robertson said is one of the criteria that she looks at. I actually talked with high school principles today about we are going to be much more strict and stringent about that 15 uh 15 student floor. Um and so that's one of the pieces with the associates that if we don't have that that number of students for that class, then we are we don't plan to offer that class. And so that's the other risk we have. If we not allowing students to transfer in, it's
292more likely that some of those classes may not meet the the 15 um student floor and so they may not be able to achieve that associates degree. >> So basically the only thing by deferring is the current juniors wouldn't have an opportunity. The seniors obviously don't. And so the next year's juniors would be the first class that are um transferring for an associates. Is that correct? the first class of transfer. We may still be able to offer those classes with the students at North and and South Stafford. That might I just it's hard to predict without doing the course requests, but but you're right in terms of the the transfer piece, >> Miss Guy. >> Um Dr. Daniel Smith, um the course >> well because I want him to answer and not y'all. Um on
293the program of study, the way you guys have presented it to us, are you confident that you can can do it along with opening three new schools and yada yada yada all the things of the amendment? >> We have looked at that and of course worked with Mr. Fulmer and transportation around that. That's the one addition in terms of that and it we do think it's going to be a small number of students in terms of to have that transfer and what that would looks like and we don't think it would be an issue at all in terms of transportation and then it's also going to it's only going to help the program in terms of being able to run some of those courses and classes there. >> Okay. I will reiterate what I said
294to you and to Miss Randall at the orientation for the new board members and it is my hope that Stafford school stops being afraid of being great. If we can do it and they have presented it to us unless you have data and information that shows that we can't do it all, why are we slowing it down? Aside from just your opinion. So, I'm just saying if we can do it and you bring it to us and it makes sense, then let's do it. It also makes sense to slow it, but we slow so much stuff in Stafford and I just wish we would dare to be great. Irish. >> We thought transportation would work really well when we first opened the specialty centers and it fell apart. I don't want to over >> transportation
295was really good this year, wasn't it? >> It was. >> All right. So, why are we going backwards? >> All right. So, um before >> Miss Irish, >> sorry, I had a quick I had a quick question slash possible solution. So, I know you can take online German classes. would it at all be but I also know that they can be really expensive for students and parents. I was wondering if as part of the associate study would it be possible for the state to pay for students to take these online courses like as a instead of a virtual Virginia course? So if they are a part of the associates degree pathway in terms of that that uniform program of studies they are offered for free and so we prefer to off them offer them in
296person with the teacher but if we don't have enough for a class or there's other options we do present those options to students um whether to attend Germana in person it usually doesn't work with their schedule um and it also works within our uh agreement with German and how we work with them in terms to get the coursework and to get the the the uh instructors they will offer to us um for some courses to do things um synchronously which is is not always ideal as well and it depends on the student and their situation >> but that seems >> Dr. Chase, I'm sorry. >> But that seems to be helpful. Also, I wanted to clarify, it had been said that it would not be possible for any seniors to do it. And if any
297seniors or senior parents are listening, it is entirely possible for them to catch up, especially if they've been taking AP and DE courses. So, I don't want that to be said and people to think they can't do it because they definitely can. >> Dr. Chase, did I hear you raise your hand? >> Yeah. Yes. So, um I had a just a question about the logistics of this. So, if we um have this lottery and let's say uh I've got five students at Stafford High that are there to do the associates program and then I get five more students from other high schools that want to go there. Does that mean we wouldn't do it because we have less than 15? And then how do we when when would we let families know that they shouldn't
298transfer because they won't actually be able to take these classes because there aren't enough students? And then are they going to be able to get classes at their regular school since they'll no longer transfer? So Dr. Chase, thanks for those questions. You know, it is it is logistically difficult, but we do manage it within our lottery system in terms of being able to look at uh the students and what their preferences are and seeing the numbers that we have and how they've ranked them as their first preference. And so, we do have to take a look at that and we may have to come back and say, hey, this course does not look like it's going to make based on the number of students that we have. And so um we also have talked about
299and I think shared that we would have to have guard rails on this program to make sure students are making satisfactory progress you know each year within the associates degree pathway so that they are remaining on track towards that associates degree um and not just maybe taking one or two classes but they are remaining on track and on in order to stay as a transfer student. And if I might add to that, we might even I mean it's plausible that we could delay an offer until we find out what the local course requests are and then to see if that would be enough to make the class in full. >> So would they when they put in for the lottery for this associates is it do they choose their school or do they choose their
300associates or how does how does that work? So, we work with transportation to identify students that are in at at in certain uh residential areas that are either go to they only see an application for either North Stafford or Stafford High School. And that's based on what's best for the transportation system. >> Okay. So, it's it's the same associates at both schools. I thought it was two different ones. >> Same associate degree program, meaning the the coursework with different teachers. >> Okay. I thought it was I think it's just in studies. >> Okay. I I just thought there was two different ones that because >> I think was only offered at North and not St. >> It's an AS in science. >> Well, I'm going to um take an opportunity now. I'm not going to
301support the program of studies because of the conversation we had back there. We raised a lot of questions about algebra 1. Every single one of us has heard feedback from teachers, from students, from parents about this algebra 1 program. Um, when we originally originally brought the algebra 1 program, it was because Chesterfield was doing it and it was going great. Well, Chesterfield rolled it out. They are no longer doing it. I am really, really, really frustrated that we can't take the time to really discuss what algebra looks like and what middle school math looks like. um because we're worried about having these discovery nights when I know for a fact we are already promoting these programs on discovery nights with an asterisk that said if they're approved by the board every single one of them
302associates degree at every high school new program of studies at six and at and at North. We're already out there. I get the emails because I've got a middle schooler and two high schoolers. So the fact that we're promoting program of studies to promote discovery nights, we're already promoting the discovery nights. We wanted to talk about that end number for M for seventh grade math. We don't have seventh grade math every anymore. It is the way it used to be. It is now some blended math with this new program. And I'm really really frustrated that the conversation back there sounded very much like we need to pass this program of studies so we can maybe fill 250 seats at our specialty centers at the expense of 8,200 middle school students who have to take and
303learn math. And then they become the 12,800 high school students that may or may not know math when they get there. And I'm tired of it. I am so tired of middle school paying the price for these special things we want to do for high school. And I'm over it. Dr. Chase. >> Um I am going to say uh yes. Motion fails with Sigman, Guy, Hollstead, and Healey dissenting. I don't know what our next steps would be or the best recommendation would be. Do we want to try this again in put it on the agenda for the retreat and come back in December? I think maybe >> I think a conversation of why it like because >> I told you why I failed it. >> Okay. >> Do you have another motion? >> That's my
304point. >> Okay. Yeah. >> We need to ask um Miss Boight. I believe if someone voted in the majority, can they bring this back this evening at a later date >> or would it be a completely new motion because >> Yeah. Well, that's but I but I think we have to make sure we follow the proper rules as we move forward. >> If you want a motion to reconsider, it has to be done in the same meeting or the next meeting, but you have to be a member of the prevailing side that actually um to make that motion. >> Can I just say can I >> I don't even know that it has to be a substitute motion because it is very much like >> you just voted on it. We just vote but we
305didn't vote on program of studies. We voted on program of studies with her amendments. So somebody else could take program of studies as it's written, program of studies with their own changes and we could just redo iterations. Correct. >> You can do that too. >> That's exactly what I was saying. >> So you can have another motion. >> That's why I was saying have the discussion because I wanted to say I want to approve the program of studies the way they brought it to me. >> And so that would be my motion. >> Okay. >> So that's your motion. >> That's my motion. Can I can I make a have another question here? I also noticed in all the advertisements for program of studies that teach for tomorrow was at every school and I thought
306we were keeping it to one school. I thought I remember it being in I might be misremembering. I thought it was at leaps. Yeah. So, uh, is this something that we're teaching or offering to teach? Um, again, I'm concerned that low enrollment makes it go away versus transfer a student to like a specialty center where they there'll be more kids likely to be in it. That's what I'm concerned about. >> Yes, ma'am. I'm happy to speak to that. Um, and you know, as a part of the program studies, we did u make that I made that recommendation uh around to offer the teachers for tomorrow program at every one of our high schools. We do have the more in-depth program still at Mountain View and really that's that's aimed at building our educator pipeline and
307so um >> I get that but my concern is I get it's to build the educator pipeline >> but originally when we talked about it we I remember it being at leaps >> and I don't disagree with the pipeline thing. I'm just worried about low enrollment meaning the class doesn't go versus if you consolidate it as we originally said and leave it at Mountain View that you can you will have a better opportunity of filling the class and having it go and filling the teacher pipeline versus spreading it too thin, not having enough and now I don't have it. And absolutely and and if you'll recall when we talked about that, it was also the the FEA program that allowed the students that are interested that would go to the German to get their associates
308degree in in education. So that's where that was the more in-depth course there. And since they were doing that as a part of the LEAPS program, uh the idea that we were presenting was to offer it as um as a potential at those at all of our high schools to build the educator pipeline. Again, if we don't make the 15 15 student floor, that's right. Yeah, but if I have 12 at this school and four at that school, now the class doesn't go at either school. So, as I said before, when we originally approved LEAPS, it was with Teach for Tomorrow. So, I I would say I'd want to keep it there just so that we have at least a chance of fulfilling that class and having it go. I mean, if later they get
309to go to German, so be it. But I don't want to say I've got five at North, I've got four at Brookke, and now the camp class is canceled. >> So was my cl was my understanding that part of that shift was because we intend to offer an associates degree at every school. Yeah. So >> but and I mean that and does that mean it's coming out of LEAPS? Like are you still going to have >> the associates through through the future educators academy is it it's it's offered to students in LEAPS because that's the more in-depth course uh course work there but they would go to their German program to complete that. Um and if you recall we're actually a part of that they're providing all the instructors actually giving us money for transportation
310on that. We talked about that. You know, my my thought our thought was that we could expand Teachers for Tomorrow to get more students in the pipeline. Um, is there a chance that we don't not able to offer to every high school? Yes. Um, but we I've had conversations with our high school principles about how do we how do we build up the course? How do we really build our, you know, support for that course? How do you select teachers for the course and the right teachers for that course to really build that course up? So, that was that was the intent as a part of that. >> I have my hand up. Go ahead. I I just was wondering if we could get a status update on >> where we are on getting the
311associates degree of science at each high school and what the timeline looks like when we may be able to achieve that. >> We we are hoping meaning we we have teachers that are being trained currently and taking the coursework necessary. We are hoping that that would be in 2728. Miss Guy, >> so I just want to make sure I understand your question because I made a motion and your question for clarification was are we doing the teach for tomorrow thing at too many too many locations, right? >> Because as of right now, it's at it's at all it's at multiple locations. Correct. No, >> no, >> it's it's it's only at >> it's only at less. Yeah. >> Okay. And that's what we >> That's correct. >> When I said as of right now, I
312meant for the >> was in the >> stuff I saw it show. Correct. Because they're promoting what they want, >> not what we have. >> Right. But I'm saying if we're going to if we voted for it to be at leaps, >> do we want to? I don't know that I wanted. That's what we voted for. So that's a change and I'm not sure I can be the support. >> The flyer actually just says that you can get more information about teachers for tomorrow at each one of the >> Oh, that's what I was asking because I thought >> it doesn't say that we're ensuring that it'll make it every school. So we everything that would be a local offering. >> Okay. So if they wanted to teach for tomorrow, they are not they do
313not have the opportunity to go to Mountain View and take those classes for >> not as a travel program. No. >> Yeah. See, that's what I'm talking about. That's not what we voted for before. >> We decided to make it a local option so that each high school could run a program. >> And just to be clear, that would that was my recommendation to to offer it all. And so if you Absolutely. that's that was new for this year. That was my recommendation offered at more schools because I thought, you know, in terms of that, I've seen programs being able to develop around that and building our pipeline. I think there's there's students that don't want to necessarily go for the full transfer to to Mountain View in that program, but would want to take
314the teachers for tomorrow course. But yes, absolutely. And it is just about providing information and based on your vote tonight is how we will provide that information at those discovery nights. >> Okay. I think the semantics is just confusing. >> We have a summary of updates. Is that I'm sorry. I'm trying I'm just trying to understand what >> I'm trying to understand too. And I was asking a question. >> No, I'll hold my question. >> I'm just trying to understand for this teach for tomorrow the way the program is the way that we're voting on tonight. >> It potentially if it makes could be at multiple schools. Is that what that's what you're you're saying? That's the desire >> and would not be part of a strand I guess for LEAPS anymore. It would just
315be >> That is correct. >> Okay. Okay. >> So even the one that's at Mountain View would not be part of LEAPS. >> That is correct. It would become the future educator educators academy. >> So it's still at at leaps but it would become a part of the it's a part of the more in-depth study is a part of FEA. So the future educators academy. >> Yes. >> Okay. And we're not changing that. And if it doesn't make at whatever school, it just doesn't make for right now. Right. Is that is that what we're gonna do? If we >> if it >> it's a change for what we currently voted on when we voted on the LEAP specialty center. It's a change that we were not aware of that was changed. >> Okay. So, it's
316my preference to leave it there because I don't think that I'm going to find enough students that fill it at five six high schools or maybe even three. And if I could say adding up these kids from all six high schools and sending them to do the program at Mountain View and then do the pipeline at Germana for them, I I think saves it. But I think the way it's currently written actually could make it fail at maybe four high schools and maybe go at two. >> Okay, I understand what you're saying. The only reason why I'm like you're making me nervous is because the reason why we got into the transportation debacle, if I'm remembering correctly, when I first got on the board was because Dr. Taylor kept telling us we're doing high school
317alakart. We're picking up so many kids and moving them all around. So, >> but that's what we're currently doing this year and we haven't had a transportation problem currently this year. They're going to Mountain View. All of them. >> We don't have it at all of our high schools. Right. Right now, >> but they're and they're saying to put it at all. >> I'm saying leave it. They're saying to put it there. I'm saying leave them is my thought. >> Okay. All right. Miss Healey. >> I'm just trying to understand this. I know it's getting late, but I'm I'm reading the the change is changes to specialty center pathways. It says change teachers for tomorrow pathway to future educators academy pathway leading to an associates degree. Now I had interpreted that just as somewhat a
318change in nomenclature but you know teachers for tomorrow versus future educators academy I mean, teachers for tomorrow, future educators to me. Yeah. What is it? Tomato tomato. But um what you're what what I'm hearing now is we're actually diluting what is currently teachers for tomorrow at leaps because right now is and correct me if I'm wrong. I'm just saying what I understand and as I said it's late but right now we have one teachers for tomorrow >> at leaps at Mountain View. So anyone who wants to participate that in that program goes to Mountain View for leaps. Is that correct? >> Correct. This >> Yeah. What? Today? Okay. So next year if this cap this um is approved then that would not be the case that there would be a potential choice at each of
319the high schools for teachers for tomorrow. Is that correct? I'm I'm just >> trying to you know articulate what I think I'm hearing. >> Yeah. So, let me clarify that the current pathway is a four-way pathway at leaps >> four year, sorry, four year >> four-year pathway at >> for teachers for tomorrow. >> Yeah. Currently, okay, they come in as a ninth grader. They take two years of classes and then in the 11th and 12th grade year, they take teachers for tomorrow one and two. So, the name teachers for tomorrow is a course sequence. It's a two-year course sequence. We've proposed to take the the the students that are in that program, they will continue through and and they'll continue in that program. For rising ninth graders starting next year, we're seeing we're renaming it
320to Future Educators Academy. Um and they I'm uh yes, and they would come in as a four-way pathway, four-year pathway that would lead to an associate degree. Then we were going to offer students the ability to come in as an 11th grader and take the two-year um associate degree as well, the future educator academy. So kind of bringing it in from the ninth grade year and bringing it in from the 11th grade year so that we can help to make the classes. >> So what happens to the teachers for tomorrow that we >> I heard that would also be in the other schools >> that would also be offered at the school. >> Okay. So, is that somewhere in here that we're going to be offering at the the other schools? I >> I mean,
321>> yes, because it's still a course in the course in the program of studies, that means that it's going to be offered at the schools. >> Okay. >> Doesn't flash. >> Which course would be the two years the teachers for tomorrow? >> The course or the pathway is so all I is that we're changing a name >> in leaps that I understood. >> A pathway name. >> Correct. That was what I understood. Then Maya said something, she said something. Everybody got all confusing and it's hot in here. >> So, um I I So, what we're trying to do here, we're not moving it out from underneath Leaps. We're not doing anything fancy. There's no bells and whistles or rug pulled out from underneath you on this one. We are extending, it sounds like to me
322we're extending the invitation or whatever to other kids in the other schools >> a later like a later entry time frame which is not something we do in other pathways. >> But is there courses that would be offered at the other schools to to um sort of assist the kids to move into the in at 11th grade or like is that the discussion here? because that's the only thing I can see in here that's that requires it to be at six. There there is not a prerequisite um course >> okay >> required for the FA >> it is >> another one okay so do we I mean I can't imagine who is the qualified teacher that teaches the teach for tomorrow or the future educators like who's who what is that teacher and do we
323have six of them >> so for teachers for tomorrow. We have plenty of teachers. The the the um endorsement restriction is is is is uh easier because it's teaching and in you know we have a lot of qualified teachers. So I believe it's my understanding that it's any licensed teacher. >> Is it what? >> Oh they have to have a they have to have a masters in education. Is it for the teach? >> Sorry. Is that for the teach for tomorrow or is that for the future educators? >> The the teach for tomorrow course is a dual enrollment course. >> Oh, >> right. So that's where you need the masters in education to take to teach that course. The future educators academy um Germana they are providing that academy is providing those those teachers for
324us. So we're not having to provide those courses and that's where we're offering those for free and they're paying us money in transportation for those for those students to come there. >> Yes. >> Okay. >> Well, I don't know that I would say that's why we can extend that's a more in-depth coursework that the idea was we had a focused focused pathway at Mountain View on education, right? And going into teachers for tomorrow. The idea is that now we can extend this to go even more in depth so you can get an associates degree pathway. And how do we continue to build at our current high schools in terms of those that would might go on to go into education but might not want the entire four-year pathway um at Mountain View or two-year pathway
325there. They might want to take that course at their school. The idea that that we presented that I presented was that let's still try to capture those students that might want to go in education to build our pipeline. I completely understand what Miss Randall's saying. Those courses may not make. We're going to be strict about that 15 floor, 15 student floor. Um, and that's definitely a piece there as a part of that. >> Okay. I'm going to restate my motion because it never got seconded before we started answering Miss Randall's questions. All right. So, the motion that I tried to make is to um approve the program of studies that you all brought to us as is, no changes. That's my motion. Second. Thank you. >> Please call the question. >> Call the question. We
326any C any course that's listed in the program of studies is offered at all schools and then if the the numbers of requests make will make the force. >> Dr. Okay, we'll cast your votes and Dr. Chase. >> Um, yes. Motion carries four to three with Sigman, Healey, and Randall desenting. >> Thank you very much. >> Superintendent's report. >> All right. Thank you. Uh good evening. I'm pleased to present some highlights from across our school division. First, um, you know, we were waiting for our last homecoming of the season to share some of this excitement, but it's also a great time to highlight some of the exceptional things going across our schools, the spirit that builds with the spirit weeks, the games, uh, the dances, and how they really unify our school and our school
327community. It's been exceptional these past couple months to be out and see that spirit in motion. On October 23rd, I hosted the fall student government lunchon, bringing together our student leaders from across levels, all levels of each of our high schools. The event centered on mental health and wellness and our connection and really beginning with the you are not alone activity and find your five initiative led by our school counseling coordinator Maggie Morganti. The lunchon included included lessons on behavioral health and mental wellness. We also brought in uh representatives from the Rapahhanic area health district and from Snowden of Fredericksburg along with our very own Dr. Bush and Dr. Molen that did an exceptional job. Their presentations really highlighted the growing behavioral health needs identified at part of our community health assessment and detailed how
328we are working with our community to provide these supports across their each of our schools. Our students were actively engaged in the event and they asked thoughtful questions demonstrate their commitment and continued interest in these topics. I close the lunchon by revisiting our find your five message emphasizing the importance of connection support and self-care and leadership. And I do want to express my appreciation to the board members that attended. Your presence made me a meant a great deal to our students and we appreciate your support. About two weeks ago, I had the privilege of spending a full day at Stafford High School shadowing a students and this experience is really focused on developing greater empathy and understanding from what it means to experience school each and every day from the eyes of one of our
329most important customers, our students. It was an amazing opportunity to immerse myself in the student experience and I'd like to share my appreciation for Miss Tryion, the principal and the entire Stafford High School team for their support uh even as I was being in each one of their classes. Truly understanding our students daily lives and perspectives is absolutely critical as we make decisions and lead our division forward. These firsthand observations ensure that our leadership remains focused on creating the most effective and supporting learning environment for every student. Aiden Flynn, a thirdyear teacher and engineering teacher, technology and engineering teacher at AG Wright Middle School, has been selected for the 2026 ACT National Leadership Fellowship. This is an honor awarded by the Association for Career and Technical Education to emerging and established leaders in CTE nationwide.
330This year-long fellowship provides advanced leadership development, policy engagement at the state and federal levels, and a national network of peers and mentors. Fellows participate in the ACT events, including the national policy seminar and the career tech vision, and complete a capstone leadership project aligned to their local program goals. Aiden's selection reflects both the quality of our CTE programs and their leadership within Stafford schools. It also directly supports our division's priorities around workforce pathways, industry credentials, and community partnerships. Recently, the Brook Point High School Black Student Union attended a scholarship fair at Main Street Station in Richmond. In preparation, each student assembled a full professional portfolio, including a cover letter, resume, and personal essay outlining their goals for college. I'm happy to report that 12 students collectively earned more than $260,000 in scholarships along with early
331admissions to offers at several universities nationwide. We're proud of these students and the educators and partners who helped make these opportunities possible. Their achievements reflect the strength, ambition, and potential we see across our division. Students at Ferry Farm Elementary recently completed their annual DARE march. The event celebrated the skills and values they've learned in the DARE program, including responsibility, safety, and making positive choices, and allows them to engage with their community in a meaningful way. This year's Band Together event brought together over 4,34 pounds of food and 17,340 in support for donations. The increase in food collection has been a wonderful sign of our community support. The extended government shutdown created additional challenges for our families, making these donations even more important than ever. We sincerely thank everyone who participated for helping support our neighbors.
332I also want to take a a minute to emphasize something Mr. Fulmer talked about earlier as in terms of the financial report. Oh, sorry. Okay, let me say this first. Uh, and this is really about our federal impact aid survey. The surveys are essential in ensuring that our schools receive the million dollars in free federal funding to support students and programs. To make it easier for our students and families to complete the survey, we've amended the form this year so that each household can list up to five children rather than completing each form separately. Federally connected households include not only active duty military families, but also anyone who works on a military base or other federal property. I do want to remind all of our federally connected families that the information provided is kept secure
333and not sold or tracked beyond the program's needs. Please return your form by December 5th. And we appreciate your help to secure these funds for our schools. And I'll now pause for the brief video created by our students. >> Hi Ster parents. I'm Barrett. >> I'm Messiah. >> And we're both students here at Stafford County Public Schools. We want to tell you about something very important that helps support our schools. The impact aid survey. Every year, Stafford County Public Schools asks families to fill out a short survey that helps our schools get over $1 million in federal funding. It's called the Federal Impact Aid Survey, and trust me, it's quick and easy to complete. >> Your student will be bringing home this green form. It is critical that you fill out the form and return
334it with your student. FYI, there is a front and a back, so make sure you fill out both sides. I'm especially happy to share with you that you do not need to return separate forms this year for each of your children. We have reworked the form to allow up to five children from the same household to be reported on the same form. All you have to do is send one signed and dated form back with your most responsible child. >> I know what you're thinking and want to reassure that the data you are providing is not shared. Stafford Schools does not sell or provide this information to other entities. We are required to report numbers only. no names or organizational affiliations to the US Department of Education. >> Completing this form really helps all of
335our schools get the support we need for things like books, special programs, technology, and other classroom resources. >> Parents, please remember to complete the impact aid survey as soon as possible. It only takes a few minutes, but it makes a big difference. Thanks for helping Stafford County Public Schools because when you help us, you help every student succeed. So, we will be sharing that that video throughout our our social media and with our families through our normal communications. Next, Purple Star status is awarded to schools that show dedication um dedicated support for military families over a three-year period. I'm happy to share that we had five schools that were up for renewal and all each of them have been named Purple Star Schools this year. This also means that we have regained retained our status
336as a purple star division. This current year we have 22 schools up for renewal and will be working with Miss Penny Rowley uh and meeting monthly with liaison from each school to complete their applications beginning in January. This month I met with our community parent and staff advisory committees to focus on supporting students and preparing for the opening of our three new schools. I also met with our student advisory committee to discuss actionable projects they'll present in terms of how we can make continued improvements to our school system. These conversations were invaluable opportunities to hear directly from every aspect of our school community. I appreciated the thoughtful ideas shared on strengthening mental health supports and the feedback how we can ensure a smooth transition for students, families, and colleagues. Listening to these perspectives helps to
337guide our work and keeps our focus on providing the best possible experience for every student. And I appreciate the members of these committees who are willing to share openly and collaboratively. Finally, I want to s to express a sincere thank you to our county administrator and the board of supervisors who took the time uh to meet last week regarding the construction update um and the staffing for our three new schools. The presentation was prepared and delivered as a part of the county administrator's uh presentation that evening and he's beginning to plan for the county's five-year budget. Mr. Ashen afforded us the opportunity to walk the board in our community through the costs we've already incurred in terms of our construction projects and the progress that we've achieved. We appreciate the partnership and the chance to
338ensure everyone has a clear understanding of where we stand and what is needed to continue to me move forward successfully. Thank you. This concludes my remarks. Thank you. Uh, I will start this evening's with remarks with Dr. Chase so I don't forget her. >> Um, thank you. Um, I think I'm going to hold my remarks for when I'm there in person. But thank you, >> Dr. Warner. Thank you, Madam Chair. I, um, I want to say that, uh, we had the legislative meeting with our, um, legislative delegation. Uh that was it really was an excellent opportunity to not only meet with them and talk about our legislative needs and how they can support Stafford schools, but it was also great to see students there. The students offered such an interesting perspective, but they also had
339some really good ideas. um like adding a flex day that maybe for each marking period for mental health, for makeup work, for meeting with teachers, it would take some of the strain off of their um their schedules um and not add extra burdens by just not coming to school. Um, I think that uh I also went to the luncheon which was excellent and I know that mental health is an ex is is an emphasis for us in our school system since we have so many students under a tremendous amount of stress and staff as well. And I I think that's it for me. Thank you, >> Miss Randall. >> Thank you, Madam Chair. Um, first of all, I would like to thank Dr. Robertson for joining me in an event that has lasted over three
340decades. No other elementary school does this. And I don't think any school has a 30-year tradition of an event. And this DARE march is such a collaborative effort, not only within the school, but also um the sheriff's department. If someone can't make the walk, they put them in their vehicles and drive them through. Um, and I mean it doesn't there's kids go pushing teachers off the wheelchairs and saying, "I got my friend." Um, community members standing on porches waving to the kids and encouraging them, chanting with them as we walk by. Like I said, there is no other school that has had a third over 30-year event. Um, and I'm really was thankful for um, Principal Novak's invitation to come. I also got to visit uh their Veterans Day breakfast celebration at Fairy Farm. And
341it is so touching to see all of the efforts that go into um having these kids bring their veterans to breakfast. Uh the breakfast that was served, the concert, the glory walk through the building, um the flag service. It's just all very touching and I think it's really interesting when you watch the kids' faces of what how much pride they have um with their veterans with them. I also um am very excited. I'll be visiting a couple schools tomorrow, but um Dr. Chase, I would challenge you to join me with at uh with Dr. Side Botham. He's going to get back to me for a drumming cardio class at Grafton um next semester. I did request that we be included in the kindergarten class because I think that's about as much cardio as I can
342keep up with there. So anyways, >> start training. >> Yeah, exactly. Let's practice. Um also um I was very happy to attend uh the region three um legislative summit. Uh Dr. Warner, Dr. Chase, uh new elect member Shannon Fingerholtz, Dr. Dr. Smith, Dr. Schutz, uh, Miss Boatright, we were all there. Um, I think we had the biggest, fullest table, but, um, but it was still very nice to, uh, have, you know, it's one thing when we all talk together, but, it was another to be sharing with other um, school districts, small and larger or large, uh, to share some of the concerns um, that we had. and and I thought it was wellreceived. Um, of course I really enjoyed our legislative summit. I think that every year we get just a little bit better with
343it. Um, and I think it helps that we have a legislative committee now that helps us push and promote and try to learn how to be better. um that we have advocates that are going to be down in Richmond for us um to help us with uh making sure Stafford's voice is heard in the legislator's ears. Um, so I'm very grateful to um, Representative Vinman, Delegate Josh Cole, Delegate Elect Stacy Carroll, Senator McPike, and Senator Durant um, for their representation at our legislative summit at Mountain View. I think the culinary arts students did an outstanding job. No surprise there. They're always above and beyond. Um, and I do appreciate Dr. Warner reminding me that when I want to make a point, I should start with thank you. I was not very good at that. Um
344I do want to say that uh what was the other thing? Oh, I did attend the um student government lunchon at uh Stafford Hospital. I really appreciated um some of the exercises there and I was able to give feedback to um Dr. Smith about that. um and they band together and what we thought was not going to be really cold, all of a sudden the wind kicked up and it was really cold. but those students. And what's so fun is when you look on the sideline and you see all these instruments and all these sets and know that it is not just the students, but there's a huge parent component of being involved in their high school kids stuff and that it's a lot, but it's also very inspiring to see that. So, I I
345definitely appreciate um but somebody needs to put some sweaters on those sleeveless dresses because it was cold. Um and I also wanted to um thank Stafford for their cooperative efforts with um the Stafford Fire Department um for Operation Warm. Um, Ebenezer, my husband's company, Critical Management Solutions, um, was able to donate $10,000 to purchase,00 coats of the over 1,600 that we need. And we got to, uh, present the check this morning, but there's also another $10,000 donation. So, these coats, um, you know, like I said, there's over 1,600, but there's always more kids coming in and and I, if you've never done an event with Hunter, um, I'm telling you, you will you can't appreciate the work that he does enough. He's so organized. He's so like patient. He can shift and move depending upon
346anything. It's really awesome to work with them. So, I really thank you for connecting us with um you know, my husband said, "I I have this money. Where where can it go?" I called Hunter and he gave me um >> What? >> No. But, uh it was very nice that we have now two $10,000 donations for Operation Warm, which is all for the benefit of our kids. Those bus stops are cold, those walks are cold. And so, um, thank you again, Hunter, for making that connection for us. And that is all. Thank you, >> Miss Healey. >> In the interest of brevity, because it's a late hour and we're not nearly finished, um, I'm just going to limit my remarks to the legislative um, meeting we had yesterday, um, want to thank Dr. Smith for
347making it such a a you know um professional presentation, the materials that were handed out, the presentation and certainly thank View for hosting it and the students were amazing. Um in fact, I think they were the highlight of the the presentation. Um the questions, their insights, uh and I think they made a a very positive um influence on on our legislative representatives who were there. And I want to thank the representatives and representatives elect who were there or who sent their staff there because they really did listen to us. And I think they heard us and I I have um you know every expectation that they will try to to help um Stafford County, you know, among their other constituents, but to help us meet our needs and and consider the requests that we made.
348So, uh, and I would ask if we, um, should consider, or maybe we're already doing this, but sending a a a thank you from either, um, our chair or or the superintendent on behalf of the board. It doesn't matter to me whom, um, you know, to the, um, the elected officials who attended or sent their staff. Thank you, >> Miss Hollstead. >> I'm gonna pass tonight in the interest of time, >> Miss Guy. I I will be quick. Um I wasn't going to say anything but I just had a one of those moments right where you think of something. So I thought the summit was really good. Yes. Was it yesterday? Was it Wednesday? It's what is today? That is yesterday. We're all aging in dog ears. Okay. Yes. So I thought it was great.
349I thought the kids absolutely were the highlight. And just now I was just saying to um Miss Hollstead, I would love to see in the future maybe um the students from LEAP or you know maybe in conjunction with our schoolboard reps lead a portion of it. I think they can do it. Um and they're you know trying to be leaders or whatever. But anyway, um I just want to remind uh Stafford County and my fellow uh beautiful board members that you know Stafford Well, growing pains are okay and we're going to have a change on the board, both boards and those are growing pains or you will have growing pains and we just got to move in grace and understand that. What did you say? I do have a haiku but that's for next month.
350Shut up. Anyway, I just want to remind us that I always tell my kids, you know, we can do hard things. growing pains and little inconveniences are a part of life, but what shapes our outcomes is how we choose to see the moment. And so, we just need to extend grace and understand that, you know, we're not going to always get along and we're not going to always agree and we're not going to always win the vote or the argument, but, you know, our ability to get through hard things is what makes us better. And so, you know, we can just try and be a little bit more, myself included, graceful when we don't agree. That's it. I want to go home. >> We have a close session after this. Um, you're right. The we
351do not not always win and that wouldn't be fun anyway. But, uh, preserving that minority voice is really, really, really important. And to that end, I am very sad that we could not make a change on our middle school program. Um, I extend my apologies to the faculty, families, and kids who are struggling with what we have. And I do hope that some adjustments and recognition can be made for that. I'm also really disappointed that a member of our board um became aware that a majority of this board has access to this to some information that all of us do not have and attempted to correct that in a closed session this evening. And um this board voted to keep some of us if not in the dark than in the dusk. And um with
352that we can be read into closed. >> I move that the board convene a closed meeting at this time pursuant to section 2.2-3711A88 2-3711A88 of the code of Virginia to consult with legal counsel regarding specific legal matters requiring the provision of legal advice by such council regarding a settlement proposing in proposal involving an elementary school renovation project and pursuant to section 2.2-3711A1 2-3711A1 of the code of Virginia to discuss salaries of specific school-based administrators and to discuss personnel concerns regarding a central office >> ends at salaries. Madame Chair, I think we need to have a clarification of the motion because the motion maker did did you >> stop? Did you stop after >> Yes. >> But well, but didn't you want to say of specific school-based administrators? >> I I don't know. >> Specific school-based
353administrators. >> I thought you had a blanket because you had to to be official. >> Yeah. She just I'm going to tell Lisa. >> No, no, no, no. I mean for the vote. >> We might be We might >> I think we didn't discuss anything that wasn't on the agenda. No, I'm talking about the the No, we didn't talk about anything we weren't supposed to and she can say for the portion that I participated in. >> She has >> because technically she did participate in it. >> I should just say I was so confused. You're talking about >> I know and I'm I'm like why is she making stuff up >> in my head? That's what I was thinking. I was like it's hot here. >> We're live. I'm here. We're live. She's not here.
354>> I'll just relay the information. You can call Dr. Chase tomorrow and confirm. >> She said yes to the sorenson and gross. >> Okay. Read motion closed meeting >> pursuant to section 2.2-3712 of the code of Virginia. I moved that the closed meeting held by the school board on November 13, 2025 be certified by adopting the following resolution. Now therefore be it resolved that the school board of Stafford County, Virginia hereby certifies that to the best of each member's knowledge one only public business matters lawfully exempted from open meeting requirements were discussed in the closed meeting to which this certification resolution applies and two only such public business matters as were identified in the motion convening the closed meeting were heard discussed or considered by the board. >> Okay. Second. >> A second. Okay. >>
355Dr. Chase is absent. Miss Guy, >> yes. >> Miss Holstead, >> yes. >> Miss Healey, >> yes. >> Miss Randall, >> yes. >> Miss Sigman, >> yes. >> And Dr. Warner, >> yes. >> Madam Chair, motion passes. We have a motion coming out of the closed session. We move to accept the one settlement agreement proposal for an elementary school renovation project as presented during the closed meeting and to permit the chair or vice chair in the chair's absence to sign the settlement agreement on behalf of the school board. Second appearance. >> All in favor? >> I >> whatever. >> Call back here. >> I don't know.