001in >> favor. Any opposed? >> Okay, strategic plan update. >> So, I'll kick us off here in just a second. Uh I am really excited that we're providing a strategic plan update. You know, as we've had conversations about the strategic plan, it really guides our daily work and it is set by the board, approved by the board. This is a community document that a lot of work went into. And so, um, it's really important that we provide you and the public with updates on the work taking place and how we're making progress and also for you to be aware where we're having challenges. And so, um, our team today will share uh some of the the new structures we put in place to make sure that we are operationalizing the strategic plan to really bring
002it to life so that we can achieve the outcomes um the best we can um that's set out in our strategic plan. And so also excited that we'll have um we have you'll see the structure with our co-chairs that includes cabinet members but also principles that are a part of these teams that's really helping to move this forward. So with that uh Miss Abby Wicker is our director of research evaluation and strategic improvement. And so she'll be leading us off. >> Awesome. Thank you again for allowing us to come and share this progress. I know that many of you have seen this report and it's going to be a little bit different, right? because we do have some structural shifts um that Dr. Smith mentioned. It's pretty exciting. So, I've got it right. As you
003all know, our strategic plan is a responsive strategic plan. Um which means that it's iterative. Um it can shift to the conditions on the ground. Um but still trying to hold attention to what we originally um had in mind and what we have to be able to continuously monitor. As was shared just now, the governance of the strategic plan looks a little bit different now. So um everyone who was previously involved is still involved right the director research evaluation strategic improvement um but in addition to that we now have a steering committee and those goal chairs who compose the steering committee oh too fast um chair goal committees and there's members assigned to each objective um for goal three today with us we have Dr. Michael Zidotham, we have Dr. Sharon Shubbridge and we have
004Jason Tarry. Um we also have Michael Archinalt for chair or goal four uh Chris Fulmer and Patrick Bernett. Um a few more reminders about the structure just to level set. Our strategic plan has four components. Goals, objectives, strategies and tactics. Our methodology for tracking has not changed from the onset of this which allows us to continuously monitor the progress year to year. Um zero is initial planning phase for implementation. One are activities that are in the preliminary stages. Two are activities that are well underway and three is complete and or ongoing. Um each tactic gets a mean score an average. Um and then we roll that up to kind of look at the overall progress. So super excited to share with you that all in all we have maintained progress and increased progress across the
005goal areas. There are 164 tactics um that have to move um and so the each kind of goal is committee is looking at those tactics in depth. This is the rolled up for each goal and objective. So today we're going to focus on goals three and four. At the next meeting we will focus on one and two and I am going to pass over to Dr. Sharon Tridge. >> Hi good evening. So um our team worked on goal three and I will share an update. Uh you can do it for me. >> Oh yes. Um so as a reminder goal three ensure every student, staff and family member receives a safe, engaging and welcoming environment in our schools. And overall there are six objectives under goal three. And as you can see we have um
006continued to u make progress in all but one of our um objectives and I'll speak a little bit more about that um as we go through each one. So objective one um ensure all students and staff are physically, mentally and emotionally safe in their learning and working environments. Eight um of eight tactics in this objective are on track um or are complete. We've made major strides um in physical activi in physical safety through OSHA compliance, regular inspections, and the security window film project. We've included social emotional sports um supports expanded with the DESA screenings and the wraparound services. Um and improvements in the early warning system systems, threat assessments and raptor alert integration enhance our crisis management and response systems across our schools. Um objected to close gaps in climate perception across and within schools
007for students, teachers, and families. We've had some divisionwide surveys inform school improvement um plans via our click dashboard and datadriven leadership development, mentoring, and differentiated professional learning are improving school climate consistency and inclusivity. Objective three, ensure classroom space that aligns to programmatic needs, ensuring high quality learning experiences. Again, we're excited that aid out of eight tactics within this are on track or near completion. Um and um we've enhanced coordination between Phillet facilities CTE and academic programs to ensure classroom design aligns with programmatic needs. We've been working on predictive models and demographic data to improve enrollment forecasting while community input shapes our CIP priorities. Objective four, provide adequate resources to facilitate high quality instruction. Um this is the one area we're going to continue to focus on. Only one of three tactics within this are on
008track or complete. Um the resource allocation processes are being formalized. Budget alignment to strategic goals is progressing, but limited funding um creates the issue. The five-year professional learning budget demonstrates commitment um to grow staff um despite its reliance on some title 2 funding. Objective five u maintain quality facilities. The 3R rubric is being refined to guide repair, replacement, and renovation projects. Fiscal year 26 funding saw major increases, bringing the district closer to its maintenance benchmark. Funding diversification through grants and community partnership continues. And finally, for objective six, operate with efficiency and transparency, acting as good stewards of our resources. Two of four tactics are on track or are complete. Um, transparency has improved with annual reports and public dashboards. Program evaluations are ongoing. Um, and we we're looking to increase integration into resource allocation and
009poly policy adjustments for sustained impact. Um, some of our ne next steps really include that focus on the 3.4 um and focusing on the tactics to support the adequate resources for high quality instruction. Um, we're continuing to analyze and revise resource allocations, um, and looking for public input about how to use our funds. And finally, that collaboration with our community and board of supervisors to ensure we have quality facilities. >> Hey, are we are we waiting holding off questions until the end? Yes. Jumping over to goal four U and the goal four chairs were myself, Mr. Archinbolt and Mr. Bernette. And so Mr. Archinbball has joined me here to kind of help me walk through a few of the slides. Um I'm going to kick us off though um and jump into the next slide,
010Abby. So we had five objectives for um goal forward which was support and invest in all staff. Um and we made progress in four of those five objectives. We you know hope to have more um success or or progress in that kind of as you'll see with some of these objectives a lot of them are really reliant on funding. So there's limitations on the funding. It limits some of the progress we can make in these objectives. OB objective one is provide regionally competitive compensation, high quality and affordable benefits and wellness supports to all staff. Um and seven of eight of the tactics are either on track or completed. Um during the past year uh we did complete the service compensation and classification study and that was um presented um to cabinet to staff to our
011FAB C and also to the school board at the at a very recently and um for this coming year we want to continue that review and that compensation model and then hopefully be able to implement some of that but once again that will be depending on funding availability. Objective two was establish and maintain staffing and program capacity standards that meet the needs of students and uh the facilities. And so once again, we had seven tactics that we either on track or completed of the 11 total tactics. Um there are a few of the tactics that are, you know, kind of very close to a full 3.0 that were not completed though, so they're not shown there. So they're on track, just not completed. Um they're just missing some very small elements. Um while you know
012others have more of a funding barrier to completion. Um you know staff and the board do have the established building level staffing standards um but not all of them have yet not yet been completed or implemented uh which we just also received an update on that at the last work session as well. >> All right and uh I'm pres goals for objective three. Um, so our objective three is to ensure every student has access to a highly qualified educator. Um, we were happy to report back that eight out of the 11 tactics were either on track or completed. Um, for this past school year, uh, we wanted to highlight that it was um, we had the highest staffing fill rates um, with an upward trend in experienced teachers, just meaning um, over 72% of teachers
013had at least five years of experience or more. That was really something that we wanted to highlight. And then looking forward into the 2526 school year. Um really focusing on uh recruitment, retention, and expertise. So um HR has done just a wonderful job with the accelerated um recruitment. We're starting to see um turnaround within just a couple of business days uh getting those new teachers. And we've also expanded um inviting our teach uh teaching candidates over um from overseas. And I think this year uh we're now hosting 33 visiting teachers u in the school year uh which really diversifies and expands our candidate pool u highlights the county. Uh we have strong internal pipelines. Right now, u we're supporting 45 current staff and substitutes um through apprenticeships and UNW partnerships to earn their teaching licenses
014and uh nearly 80 staff um getting tuition assistance aid through the county uh for high need subject endorsement areas um and working towards provisionally licensed uh teaching credentials and retention strategies. um just making sure that we're uh leveraging our master transfer list and making sure folks find those proper places to uh be in the county not. Then objective four is to create growth pathways, career ladders, and professional learning opportunities for all staff. Um so for number four here, uh nine of the 12 tactics are either on track or completed. Um, we did want to highlight that we have an established professional learning infrastructure through the new talent ed suite. Um, it's really like the centralized marketplace uh for professional learning opportunities. Um, staff can go in there and see the different options that exist for
015them. Um, and find the professional learning opportunities that best speak to their areas of focus. Um, differentiated skills development which was really exciting. These are tailored learning events like learnex spark uh parapuza which we've just had which give staff like greater interest and autonomy and pursuing uh professional topics that align with their um growth needs. And then of course um our mentor 360 uh program welcoming in those new teachers every year um working with them is is super strong and we're happy to see the addition of admin 360 um which creates that professional network for uh new young upcoming um administrators leadership. >> And then objective five um is to provide a balanced and supportive work environment. Eight out of the 11 tactics are on track in this area. So we've seen great modeling uh
016throughout leadership in the division just encouraging sightbased leaders to respect weekend time and out school hours and model those practices um for our teachers. Uh just kind of making sure that everyone is having that balance between work environment and home. Uh we've definitely seen the county working to build community. We've had successful launches for a Stafford race series. our staff staff volleyball league, monthly staff trivia, which is a big hit. And then um centralizing information, communication is always like a major thing that we want to do here. And then principal hub has been just a really nice um repository of all information. It's super easy to find and just really friendly. And then looking forward to the 2526 school year, just formalizing up some of those u leadership modeling. So, um, we just continue to,
017uh, develop staff survey tools to measure staff perception of how well, um, the leaders in the division are modeling for the rest of the staff to, you know, find that work balance. And then we're reassessing our belonging initiatives. Um, we're using this year to, uh, kind of restructure and revamp our affinity groups, uh, which were not proving to be very self sustainable. Um and we're aiming to model um new groups and focus on specific activities and um of course strengthening staff voice is always important for the staff advisory committees. Um I think we're going to hit a three in that um progress rating in this period and um that's all that I'll turn it back over to Chris. >> All right. So uh just kind of summarizing and looking forward over the the next year
018of the strategic plan. We want to assess and adjust our staffing standards and allocations. That could include, you know, refining some of those allocations, getting more feedback from our schools and seeing how um those are performing and and working at the school site, but also maybe looking at our um central office central support uh standards as well. Want to prioritize investments to support our hard to staff roles. That's been something we have looked at in the budget over the last few years. define and expand access to leadership development and improve efforts to support wellness and connectivity. So, we've made some strides there, but want to want to expand it. >> Awesome. So, that concludes our goal three and goal four updates. I know there was some questions, so hopefully we can answer those for you.
019Now, >> let's go back to goal three real quick because you said that >> we had seen growth in four out of the five or three out of the four and I just missed which one we didn't see growth in. I noticed it in goal four though. >> 3.4 is the one that we did not have growth in. >> Provide adequate resources to facilitate high quality instruction >> curricular materials for next year. >> Okay. Can I ask a question? How is could define them. >> The goal committees were tasked with really trying to activate some of these words specifically. Um, adequate has to meet a particular threshold. Um, what specifically that means, I would have to get into the into the notes for those specific tactics. >> Yeah, I I don't need it now. I'm
020just I'm thinking that with opening three new schools, the additional cost associated with that, um our resources are going to be stretched even thinner. So, we may need to be looking at um things we can do that don't cost money or, you know, I I know we're always looking for outside money, but I I I just think we really need to look at that. You know, how we're defining adequate uh because I don't want to be in a position where we're never going to get there because, you know, adequate may be what we have. doing the best with what we have. Um, in a perfect world, we'd have plenty, but it's not a perfect world. So, it's I I would be curious about that because given that that's the only one we haven't, you know,
021made any progress on, I think we may need to re reook at how we're defining it or or what we can do there. There must be some things we can do. And I know Mr. Obl, his his staff is, you know, you're a great person to have on that team, you know, heading it up because, you know, you you have just such a good environment, you know, in in the school and everyone, you know, works together and they're they're really a team. Um, and it's it's not all about the, you know, the monetary. So >> yeah, I think some of that feedback will be valuable for the steering committee to take back to the goal committees and really put that lens on it to see how are we defining this? Are we activating it in
022a way that respects the many dimensions of what resources are and where they come from. So I think that'll be a really powerful thing for us to to chew on in our next meeting. >> Right. And I'm I'm just giving my observations. I'm not speaking at all for the board, but I but I think we we may need to be reooking like is if we if we can't get to the starting line, maybe we need to reook at, you know, where we set the starting line or or do we >> So So what can we do? >> So my concern is adequate isn't even a high expectation, right? Like adequate is like it sounds like superior, >> correct? like that's provide adequate resources. So for me, I don't I want to make sure like why
023are we going down what seems to be like we're going down, >> but I'm not I'm just saying these are my observations. I'm saying it starts out with how it's defined. So I don't know my definition of adequate may be different from yours and you know everyone on the board may have a different you know definition and but I think the you know the experts are the ones that are in the field on the ground that you know they would they would know best. But if if I know how it's defined, then I can can look at it. But I don't want to have a goal that I can't even get started with. You know, that that's disturbing if we if we can't the start line. >> I think you bring up a good point.
024It's something that everybody on the committee, you know, was challenged with throughout this of one, how do we define some of these just like you are? Um, and maybe it's a kind of a learning process for us as we move forward and start building. We're very close to starting the process for the next strategic plan and making sure we have clearer goals that you know can be defined a lot easier and that everybody can understand what is kind of that um that end target. >> Well, I have to wonder too on that on the to facilitate high quality instruction. These are also moving guidelines because the state standards are also changing which means that we have to be adaptable to say um we're meeting that requirement. I think you're right because we talk about how
025I mean any if we think about adequate it's got to be aligned right minimum level we have to have alignment and so when the state standards change we do still have to have aligned materials and so that does require additional investment or additional resources for sure but >> right but the reason that we can't even meet an adequate resource is the funding or is right like that's that's an important high note in here for us to hit every time because it I don't think it's that we can't get high quality facilitate high quality education. It's that if we don't have the funding to help even who we have facilitate high qual I can have all the high quality information all bottled up right inside of me and not enough resources to utilize even my potential.
026That's how I see this, right? is if if if my budget doesn't support me being able to actively give my highquality instructors what they need to be highquality instructors, then I've got a really I've got some untapped potential there as well. And I'm not saying that that's, you know, even the case, but I certainly know our educators could use more resources across the board and if we had more money, we would be able to make that happen. So, so for me, the question I think really is like what is adequate resources? what are adequate resources look like to quality high quality instruction and what are the barriers that we're seeing in getting them because I can even I might even be able to take a medium quality instructor and make them high quality with the
027right resources right because then I'm empowering them just to be better and do better but if I can't even do that then how do I even get them there that's how that's that's what I would say >> I agree and part of it is is is on us and where do we direct our resources it may be that we have resources that we are using somewhere else that we may want to refocus >> redirect to the instruction. So, it's not all about getting more. It's about how we're using what we have partially. But that's why I'm I'm I just I I it would be helpful, you know, to to know I'm sure that that that's that's a struggle and and it'll help us when we go on round two to be more, you know, more
028precise, but it's it's this is very timely because we're in the midst of the the budget season and we have to decide, you know, where we're going to ask for, you know, resources. Um the needs are great. >> Question. So I have just a couple questions. The how are the sub how are the steering committees like sort of ident like I know per goal but like then how like these three chairs are working with how many folks within the school system. >> So there's for each objective there's a lead on the committee and then that person is supposed to go and work with the people who touch that work. >> Okay. >> So honestly where we're at is that's really diffused across central office and through the schools through our principles. >> Okay. But I
029would say the next step for us and we'll talk about this in the next meeting for sure. The next step is thinking about how do you infuse that and create that ownership where everyone is kind of thinking around that lens without it becoming intrusive or another piece of work, right? >> Um and so if you ask probably 15 different people in the system how what their perception is about each of these, you would you would have some variance, right? So there's a lot of steps we can take. I think the tension we'll be holding is we also have to dedicate capacity to building the next one. And so I think it's a question of what do we do with this one to to realize maximum potential and what do we design for in this upcoming
030one um to control for some of the things that we realize were prohibitive or in some way restrictive for advancing the goals or even understanding progress. >> Okay. Um that helps. Um and then so so then how how are then each of these tactics um measured like how are we waiting >> and coming up with this number like to give us right like how are we doing that? >> So each tactic has a proposed way of measuring it. So for some of these when you get into the weeds it's something like we will have a program of studies we will have a profile of a graduate once that's completed that's a three. Some of them are more ambitious and more comprehensive of not just a product but people when you're moving peoples or the actual
031system then that got activated right and the teams are looking at it middle high and elementary or multiple staffing levels which creates complexity in how you measure it because that looks very different right >> um so the teams have been really activating that logic it existed I think um prior to now and I would say definitively existed but activating it for more than one person to have a perception on it required additional work and that's what these teams have been really working hard on these last you know four or five months. So um I think the next step is continuing to move forward with the logic that's been identified >> um so that there can be that consistency >> um that also helps. So so the things that stayed the same but are at like
032a two and there's a couple I noticed that went down or whatever. the the things that stay the same. Do we know why they're saying that? Why are we not improving on them? Like why have they not gone from two to three? Do we are you don't have to tell me like per each one, but like is are we getting that sense from the conversations? >> I mean, I think overarching for the majority of them, it's a funding element, right? So if it's implementing staffing standards, so we can adopt the staffing standards, but we can't implement all the staffing unless we can actually have the positions to implement those staffing standards and that requires funding. So several of these we really are um limited to funding. >> So is it could we add potentially a
033column which helps us sort of understand like if something has remained consistently over time like I don't want to call it stagnant because that's not what I mean either, but if over the course of the last three or four years we haven't seen it go to or whatever just sort of like designating why that may or may not be just just because I think that will help for general review of it and then the last question I have >> can I add one other point real quick miss just on that so can you go back to the slide slide 10 real quick just on for example okay that or that one's fine sorry yeah so this one's a good one so I just want to reiterate so we this is a fiveyear strategic plan this
034the ratings that you're seeing now was at the end of year three so June 30th this year so three years in >> you know three-fifths of the glance, we still have two years to go and we're looking at the the maximum score is a three. And so I just wanted to point out like we you know 1.3 1.5 2.6 that's getting really close and so if you look at three is the top end that that's that we're getting closer and we still have two years to go and so I just wanted to point out we are making good progress in some areas. Now granted 4.2 to right we did regress there and we've talked we can talk about that but just I just want to know we still have two years to go and I
035still think um you know I think we're on track in a number of ways to still meet a lot of the goals within the strategic plan so just focus this is still just three years in of the five-year strategic plan. >> Yeah I think that I think that verifies for me the concern that three years in like like this one here is like you know two across the board okay I mean develop the five-year budget probably the worst one I could have picked but anyway >> it's 3.4.1 4.1, but it's a really bad example. It's a really bad example. It's just right in front of me. >> No, I mean, >> it is a bad example. >> Well, you're looking at the tactic level. I think you're looking very at the tactic level when you
036put them all together. >> So, what I want to know is after three years, if we're still at two, why can't we get up like because because because that's impactful, I think, as well. Even if it's just the whether the board needs to make a decision or not, it's how we need to understand why after 3 years we haven't grown that to a 2.5 or 2, you know, four, whatever it may be. And I think that's just as important as the ones where we've dropped down a point or two. We need to also understand why we can't seem to break that ceiling >> especially if I feel like if some of those tactics are complete like holy like not or like having a uh program of studies or those things we can't get higher than
037a three we can't get more done than done. So, as we complete things and then we have just that last thing that we're not seeing a lot or any movement in or fractional movement that doesn't really change this number, you know, that's good to see as well. >> Yeah, absolutely. >> I'm good. Thank you. >> Anyone else? >> Yeah, I have. Um, so um teachers who are coming from overseas, what classes are they taking? What classes are they teaching? What classes are they responsible for? Those 33 teachers. >> Do you have any I don't know if you can speak to it better, Mike. If not, I can try to >> say I've interviewed um nearly all I would say variety of um teachers most recently. Um I just interviewed a special educator. >> I was
038just I mean I know in other counties sped tends to be an area where >> there is a lot of hiring from overseas. Um I I know that up at Widewater where they have the dual language immersion that we've hired teachers to to do that. But I was just curious and then I was curious what kind of visa they're here on >> J1. So not the HV1 that's going to cost a hundred grand, right? Okay. Um but um you know >> my knowledge it's all through the organization, right? Contract. We don't sponsor them directly through participating >> but just to keep an eye on that that we don't suddenly find ourselves cruising 33 teachers right and what's the plan >> should there be uh some issue with immigration or or people being here or something
039like that >> can I just piggyback on Dr. Chase's question in also wanting to know curiously where they generally fall, elementary, middle, high. I'm also curious because we talked about highly qualified. Um what years of experience on average are these educators bringing to us? I mean, are are some of them like first years or we finding them more to be our average five years? I don't know. specifically for the >> for the for our visiting teachers. Yes. I'm just curious like sort of piggybacking on what um Dr. Chase was asking. So go ahead. >> Yeah. And I was just going to say I mean my understanding from talking to people in other counties that that uh many of these foreign teachers with sped experience are phenomenal, right? Just amazing teachers. And so um I would
040hate to suddenly find ourselves losing a group of teachers and have no plan for how we how we deal with that. Um so that was just a question and then um >> really quick um before you move from that I just want to confirm it is it is J1 and um we have a lot that are elementary um education and we also have some uh math middle school math educators specifically as >> exactly what I was going to name that's been my experience and the ones I've met. >> Right. Right. Great. Um and then um you know we've got the strategic plan and and um is there any component in this whole um planning when there's this discussion of well that's a budget issue that's going to be constrained by budget. Um the steering committee
041have any role in helping to advocate for funding? >> I think she wants you to have one. >> I can't help it. I read right through the lines. I want you to >> I think that the steering committee can do really well is give you a really good feel um and tactical understanding for why something is being rated the way that it is and push that up in some kind of meaningful additional report or document that allows you all to activate on that information. Beyond that, you know, I I think the committee is open, right? Um but I I would that would be something that I would run up to. >> Yeah. I mean, I'm just I mean, you I I keep beating this drum and and Miss Healey as well. Uh concern about this
042upcoming budget year and um what's the plan? >> Well, the additional >> Yeah, that's a good point though. I think one thing that the committees could do is as you point out they could generate um reports or or some kind of um data that we could share with our the people that do advocate for us the PTO's the PTAs the PTSAs the uh some of the advisory committees you know are very active the uh CIP and the finance and budget very active in that so having this available I would prefer the committees to just put out the information but not ask the committees to actually be the advocates because I think that's putting them in a very >> potentially awkward position. >> To piggy back on what they're saying, even if we could get information
043from the committees about where resources might be helpful when we're setting our budget priorities, >> right? >> So that we're targeting areas where there needs to be more emphasis. And then the only other question I have is um for objective five um providing the balances supportive work environment. How is there a tactic involved in trying to to reduce some of the paperwork burden and taking some stuff off of teachers plates to try to make their lives a little bit easier? >> There's not a tactic that specifically addresses that. No, it talks more broadly about boundaries. Um I don't have the attachments. So I think again operationalizing what that means and then being able to collect the information that validates that. So we have a climate survey and it ask a lot of great questions. So
044we have an organizational culture survey that asks a lot of great questions. Um it doesn't ask at that granular level for that kind of information. And so I think that would be another level of discovery that we would have to um position ourselves to do to get at that. Well, I've been very much hoping that that all this work that uh folks have been doing with AI that there may be some component of that that could help get some of this paperwork make it a little easier for um for teachers. And I don't know whether that's an option or not, but >> it's definitely something we're looking at and we've got some groups looking at that to see how can it, you know, what can it make it more efficient or more effective and take
045things off our plate. It's absolutely something we're looking at. It's not >> but also not to jump to but so my concern with that is right there's a quantitative qualitative look at this as well and some of this information is not quantifiable it's the quality data that we need to get from that perception that you're talking about because we're not all going to see the same situation the same way and so I would hope that if we had enough like information or quality like being able to collect that qualitative data then you'd be able to fall somewhere in the middle with everyone to kind hit all the high notes on it. Um, versus just, you know, how satisfied are you on a scale of one to five, right? Because there's not a lot. I don't
046like those surveys. I'm sorry, but there's just there's not a lot from it, right? Because >> there's a lot of explaining that can go on in that and there's a lot of information in that explaining that can help everyone grow. So, >> I'm just talking about easing teachers paperwork. >> Yeah. Yeah. Yeah. No, no, I just >> I would say also to the budget question, you know, obviously I think hopefully you've seen that we've tried to really activate our strategic plan more. This, as I shared at the beginning, I believe this is our work. The board has adopted this as our strategic plan and this is the work, my work, the work of our staff to really uh bring this bring this work to life and really to to to go forward on these ambitious
047goals. And so I think in terms of the budget, you will see when I present the budget January 27th that every single thing that we ask for in there, you can bet that's going to be tied to the strategic plan and what how does that help us to move forward on the strategic plan and how does that um how does it do that? So all of this will be taken into consideration as we work on the budget and work on putting all that together. >> You know, the other thing I I just would like to say is that it seems like our strategic plan is pretty solid. I'm not sure that we have to completely rewrite it at the end of five years, but maybe refine what we've already done because some of these things
048aren't going to change. We still are are going to want good postsecondary outcomes and you know strong instructional >> the continued growth is what we're looking for. >> Right. Right. >> And not being stagnant going backwards. Can I ask um you mentioned something about admin 360 who all are part of the admin 360? Is it anyone beyond my mind is AP principles and deans? Is there anyone else? >> No. >> That's it. Okay. >> A new chief as a new chief. >> Yes. >> New chief. >> I think it's relative. I don't know if we've done that every year. We definitely the last couple of years started inviting >> any of them that started in the past year. >> Okay. I was just curious. I mean, in all areas, we're trying to um maintain, keep
049our talent, and develop our talent. And so, I just wanted to see who was included in that. >> I would like to to get some follow-up information, and I'm going to look to the superintendent for this. Um, and that that's on this 3.4 provide adequate resources to facilitate high quality instruction. Um, you know, what resources did we not have that caused us to lose ground? Because we we actually we made ground in year two, but year three, which is the year ended and my recollection was things were not dire last year. Um, there is not as dire as they're probably going to look at some points in the future. um that that will cause us to lose ground. So, what are the resources that we would need to have, you know, to be adequate here?
050Because it's if it's, you know, it sounds like our staffing we're we're filling our positions. Um, now we may not be meeting, you know, staffing standards, but those staffing standards I saw as goals, um, you know, when they were set and unfortunately like the capital improvement plan that probably needs to be, you know, reviewed um, frequently. Um but but what are these resources that you know we we lost or we didn't have and what do we need in the future to to not only make up ground but then to to move forward because that's a question for me and I think you know Dr. I said, you know, this could have an impact on our budget priorities and it's something that would be important for me to have that information as to what would what
051would help here, you know, what would make us move forward instead of backwards and consider that in prioritizing you where the money is is going to go. happy to wrap it up on that >> because that's um yeah I just I think that for me that would be very helpful and sooner than you know January when we get the >> sure >> you know the the budget >> well one of the tactics that's remained unchanged all three years for this particular um objective is um to allocate resources based on needs assessment results which I think is the differential sitebased >> allocations that we've been talking about for forever because I I so that seems to be the the biggest impediment to to moving us forward. >> Would you think that's for the high quality instruction
052or is that >> that's under objective 3.4 >> it's going to be right. So yeah, it's it's >> yeah, it's one of the tactics that may help that may help some of the schools, but it's not going to help across the board. And I'm assuming resources to pursue high quality instruction. >> But if we can't put resources in that are that help a specific population within that school, then we can't move that forward. In some schools they may not do the same thing. >> Exactly. Because I remember when we were talking when we we talked about that it was somewhat in my recollection generic more money per in the schools. We did not get down into the specifics about what do we need in a particular school to improve the you know the high quality
053you know of the education. So that might be something that we need to to look into. Yeah. you know, some might be, you know, helpful for things other than instruction. >> Yeah, >> I think this is one since it's the only one that we're, you know, I hate to say it. >> Oh, there's a couple >> I just want to clarify something because I think it's really important. We we had the tactics and we had the objectives because that was what was already approved by the school board and sometimes the tactics were really narrow in what we were scoring. So for this one for specifically I don't want anybody to think we don't have adequate resources in our schools. The dilemma for this one is that there was conduct a needs assessment and allocate resources
054based on that needs assessment. We had a priority list but we didn't have a needs assessment like we didn't have an official needs assessment. So, this isn't about that we don't have the adequate resources in our building. It's that we don't we have we're still working on a way to better track what those resources are. So, I I just I want to be clear like it's hard for it was hard for our team because we believe we have the resources, but based on the tactics we were given for this objective, we had to answer the question of where are we in that process? And because we don't have a formal process for the needs assessment, we have a priority list and we've been addressing that priority list, but because we don't have the needs assessment,
055that's what made it a one, which is what dropped it down because we don't have that. We went off a priorities list last year in the attempt to build a needs assessment. We're still building that needs assessment. And as we continue the next two years to build that, we'll have that which will then allow us to make sure we are equitably distributing resources based on needs at the schools. >> I feel like we might see some fractional movement because of our re-evaluation of title one. Um I think that is something that might help especially as you know the expansion into middle schools which we've never done before. That's a a movement and it might be um you know shifting deck chairs as it were but it is providing some additional resources where we feel like
056it's needed in order to provide a variety of things you know not just the stuff that money can buy but you know to help with recruitment and retention of staff to help with some of our other goals as well. So I believe in professional development to help enhance a teacher teaching class management or mathemat working on mathematics or or the Virginia lit literacy act in ways that maybe would be more beneficial to a given student population. >> I may be reading this wrong but I think it's supposed to be 4.1 through 4.5 and 4.3 is missing in this No, you're right. >> And there's no 2.3 and then >> Okay. >> Can we have that added in our Thursday bulletin? No, I can't get that information. >> I didn't ask you. >> Yeah, we'll double
057check that. >> That's fine. Just stick it in our Thursday. I'm good. >> It's above your paper. >> One last clarification on somewhat of a positive note. Um trying to be a west. >> Want to um thank some friends in HR that sent me some more information on our J1 visa teachers. So, they're required to have a minimum of two years before they qualify for the visa. Two years of teaching experience. So, all of them have a minimum, but really the bulk of ours are between five and 15 years of experience. >> Wow, that's good to know. >> And how many we had? 33 across >> with a with a >> across all levels predominantly elementary and it's a middle school. >> Are they on a How many years are on their program? I know
058it's more than one. Three, is it? Yeah, I think we can I think in the past we've been able to get some extensions extended. >> Are we good on this? >> Thank you everybody. So dinner is here. People would like you can rotate through otherwise the rest of us will move on to ASDA 2025 proposed amendments to it legislative. >> This is pretty brief actually so I don't think it's going to take us that long. It sounds like basically we're worried about the assessment accountability um the access to the um virtual Virginia and the taking the chronic absenteeism out of the assessment plan which I think it again goes back to the but that's all that the SBA is really >> right I mean they all seem reasonable to me whether or not anything comes
059>> well I think what they're trying to do is to get to the reasonable stage so hopefully they can have some successes is because they often would go in with 20 legislative asks and get nothing. >> One more. >> How many hours do they take? >> Um, we put in I know we asked for the change in the enrollment for virtual Virginia. >> Okay. >> Because of the financial impact it has on schools. >> So that's that's legis told us which counties provided which they have updated. [Music] So you'll see on um I believe it's page six in the very back it's um legislative proposal number eight >> we were the number eight >> yes 8 and three are the three that have been selected to move forward in the legislative um >> yeah but
060I was more curious who which counties um >> pressing >> which counties priorities they took, >> but you're saying they added they mix it in with like >> Oh, I have no idea what >> you know what I mean. >> Yeah. So, so there there probably is like 20 different proposals that go into the right >> to the committee and then it used to be they would they would bring almost all of them forward and they they just don't do that anymore because it's just not practical to do that. you're going to be lucky to get. >> And I will say when it I've looked through all these, it's really tough to see sometimes unless a county submits their name within their proposal, you won't like if they'll say county presents this then >> In
061the past, that's how that's how it's known. I guess I feel a little bit protective like I want to make sure that our voices are also being heard and that our suggestions and >> it's not just two or three jurisdictions that typically get their stuff pushed forward. >> So I just want to make sure that >> I mean we put a lot of work into this. So I would just like to know um you know how this is >> well two of these positions seem to focus on the assessment side >> right >> so which I think um the state has changed in a way that I think is almost every school district is complaining about >> oh with the 10% grade >> I just was curious because >> cut scores how that will affect
062people's ability to graduate >> and then the adding chronic absenteeism as a factor in determining um accredit >> accreditation and and accountability. >> You know, we don't have a lot of control over absenteeism. >> So, it's sort of disadvantageous to be punished for >> those kind of things to be penalized for it. And I I just think that I don't mind them considering it. It just I don't think it should be part of the overall accreditation. Isn't it is it the same here? Because I know when I was in Idaho, um when it came to absences, even in high school, if you had I think like more than nine in your in your semester, like you automatically failed that >> that class. >> No, we don't do that. But you nasty letter home from >>
063Okay. It's also different here because you don't get your credit until the very end of the year when you do both semesters, but I know back in Idaho, you got your uh credits based on semesters. So, you got like half your credit for English first semester and half your credit second semester and that equals your full credit for the whole fresh year, you know, like kind of like that. But if you failed that, then >> you failed and you only have half a credit of English. So, you have to go to like summer school or you get held back if you have too many. >> Wow. So again, >> Miss Sal said, to answer your question and on I think it's on the back of the first page there, uh the committee received 11 proposals
064from from four different school boards. >> Um and then out of those 11 proposals, they recommended three to move forward. One of which is ours number eight, which is which is there. So >> you know, I read that. I just was curious because like I said, in the past, they would present we would read this and it would say what it was and then the county that proposed it. Yes. And my only the only reason why I asked is it just would be nice to see county's name out there, right? Because a lot of work goes into it and so I just wanted to know if we were still doing those things, right? >> Um because we put a lot of time into it. >> Thanks, Lisa. >> Exactly. >> She's like, "What did I
065do?" >> All the work you did for us this year. >> We have one. >> We appreciate your work. >> Wait. From there, >> so these would these these are SK based on feedback these are scheduled to come back to the board uh in November >> I believe the November meeting just so that we can you can give authorization to the the delegate to be able to vote on these and give that direction I think it's for consent for the November meeting >> so that roll into school board's legislative priorities for the 2026 general assembly session Yes, ma'am. Good evening, everybody. >> Good evening. >> Thank you for allowing me to bring forward uh the recommendations that have come out of the legislative committee >> for your consideration. So, I think it's first important for
066us to acknowledge with gratitude that the general assembly funded us last year at over 300 million, which represents an increase of 18.8 million from the prior year. And also, as wonderful as Stafford County is, we are uniquely challenged. We are a fast growing county. Um the census has the census data between 1990 and 2020 has said that our population has grown 156% in that period and it's forecasted to grow by an additional 33%. So we are a fast growing county and so our students are population is growing as well. And in addition, um, Stafford County is disproportionately impacted by fiscal pressures and tax structures, which we'll get into in subsequent slides. Um, and thirdly, we have growing and changing needs of our students. We have a growing um, economically disadvantaged population, English language learner population
067is growing and expanding. The mental health needs of our students continue to grow as well as the needs of our students with disabilities. So the purpose of our advocacy is to fund and find positions and systems to support Stafford schools as well as the Stafford community at large. So coming out of committee we have nine categories um or priorities. The first addressing the joint legislative audit and review commission recommendations for the standards of quality funding. Lot of words on that slide. Basically, what we're talking about is there was a a study in 2023 that you're all familiar with um that looked into Virginia's K12 funding formula and there were numerous recommendations that came from that funding and findings. Um of note, Virginia funds uh lower per pupil levels than most states. The standards of quality
068relies on assumptions that do that no longer represent um the reality of today. are based on um data that were coming out of 2008 and 2009. So 15 years later we have much different scenario and of note there is a support cap and that suppresses our state funding for critical support positions um which are listed there. So the request related to this position or this priority I should say is that the general assembly implement the findings um of that important 2023 Jar study. Next priority is to address the impact of the cost of competing adjustment or KOKA as well as the disabled veterans tax relief. I alluded to that in our first slide that Stafford is disproportionately impacted and it's essentially impacted in in sort of a three-way here. um the KOKA the cost of
069competing adjustment does not reflect the true labor market conditions in in globally and Stafford specifically only receives 25% compared to Northern Virginia counties and um while our market conditions are similar we are not receiving the amount as our Northern Virginia neighbors >> and the Northern Virginia neighbors get 100% correct >> they absolutely do want to make that clear >> yes we receive 25% and they receive 100% exactly and the um The nine school divisions that receive the full KOKA are Alexandria, Arlington, Fairfax, Fairfax City, Falls Church, Lowden, Manasses, Manasses Park, and Prince Williams. So, right to our border, right? Okay. And then secondly, um in this sort of trifecta of impact on us and from a tax and and fiscal perspective, the disabled veterans tax relief um cost Stafford County $20 million and we are
070the most impacted county in um in the Commonwealth. And related to that is the local composite index. >> And I would I would point out that that veteran tax cost keeps increasing. >> Yes, ma'am. As more of our disabled veterans coming in >> more than 20. >> Yes. So the local compositive index or the LCI, that's a formula that is taking into account the the true value of property, real estate. And so it essentially will overstate Stafford's ability to pay because it is not accounting for the 100% disabled veterans properties because those are t tax exempt. So we have these three factors that altogether um are disproportionately impacting Stafford County. So the request would be that the general assembly provide Stafford with 100% KOA or completely eliminate KOA and address the impact of the disabled
071veterans tax relief. >> Can I ask a question? Um, and this might be beyond anyone's knowledge in this room. So, do tax in normal LCI, do they take into account how much non-t taxable land we have? Like if we have a lot of federal buildings or if we have a lot of national park land covering and I'm >> you can see where I'm going with this park, right? Like if we have if it's already factored in, is this something that like a general assembly could consider rolling into a comma and for things that they are factoring into that non-t taxable land portion or would this be a whole new line item as it were in calculating the LCI because they're not already taking into account non-T taxable land. So um my understanding is it's not
072that they're excluding non-t taxable land but they're they're only looking at the taxable land. >> They're looking at income producing >> correct land but um but they are including but what they're not >> tax assessed they just don't have to pay it. >> Correct. Yes. Yeah. Exactly what I was going to point out. And so what we're asking and what the county asked last year was um if we're not going to get COA and if you're not going to give some sort of relief for disabled veterans tax relief, then um at least take the value of those properties and reduce them out of the LCI calculation that will help um adjust our LCI to make it more school properties included in that because we have assessments, don't we? Technically, we don't pay any taxes, but
073we not have an assessment. I don't know. And do we have we played around with what those numbers might look like and how that might in might have impacted our bottom line had it gone through? >> Um, so being a a spreadsheet guy and a numbers guy, I I did work on that with my team. And I will say it's it's already been probably nine months since we even played with that. And I know our values have gone up. it was less than 20 million um of the value of the land when we when we looked at that and tried to recalculate the LCI. So uh but it was a somewhere in the range of5 to7 million in additional state revenue we would receive if our LCI was adjusted for that. >> Don't they include
074the income >> in the counties as well? Yes, ma'am. >> So it's not just the real estate value, it's the income. I if you have McMills is part of your county or you have you know Central Park. >> No, I'm talking about the the I thought the average the personal incomes. >> It looks at Yeah, it does look at like AG adjusted gross income. >> Right. Gotcha. Gotcha. >> So, can I ask what's the impact then? Let's say they do they go okay you know out of all this let's just eliminate co >> like just to make everybody nobody north of us happy but what's that impact like what's that endg game >> right? Like how does that help us >> specifically? >> It means they have less money to pay people more money. >>
075Can we do that again? >> It means they would have less money to >> like we compete for teachers, right? And because we have less money, we >> meant state, but you're talking. >> So because we get 25% of cocoa, we could be negatively impacted as well, right? >> But the people receiving 100% would be more negatively impacted than us. Um and then the theory would be that the state now has more funds to reallocate to the rest of the 130 plus school >> division. There's no necessarily guarantee and yeah there's no 25% we're getting say so there's no guarantee though that once they get >> they're looking at that right >> and looking at it will happen. So >> well and we and there is here I think the way we put the priority
076if you can go back for a second Dr. cuts um is that to do you know to provide staff with 100% of cocoa or eliminate it and address the impact of disabled veterans. So we're saying kind of one or the other in terms of cocoa and address disabled veterans tax relief. So >> right I don't like eliminating cocoa because I think that's going to hurt us >> that the 20 how much do you get for the 25%. So, um, this is a ballpark number as well because it's not just a number on our calc template that says this is what you get for cocoa. They adjust a lot of different percentages, um, 5 to 7 million >> each year >> and that was a conversation of the committee, right? I think the committee talked a
077lot about that in terms of which are what should be the stance. So, >> so, so is the committee open to >> Oh, absolutely. >> discussing that because I I'm I'm concerned about proposing eliminating it because I think that's almost like, you know, shooting yourself in the foot >> because we're going to lose. Yeah. And when you asked that was my question. >> I mean I I have absolutely zero concern because we always ask for 100% of >> CO and which we should continue to ask for but to suggest to eliminate it I I I'm not comfortable with that because I think >> I I'm be careful what you ask the will of the board. Well, I think one of the questions too is we should know what it would cost us if we do
078lose KOA and >> they don't but but also what would it cost how much are we going to gain if they adjust the LCI to compensate for the dis you know where do those numbers fall >> what are we looking at because I I don't know that we have a clear idea like if we lose 7 million but adjusting the LCI only gives us a five word in that $2 million loss That's the political. >> So what's so yeah I >> for that adjustment we have no clue if they had a formula and we could calculate it and know where we'd stand. >> I mean I'd just like to know what the will of the board is and we can change it to reflect what the will of the board is. So just quickly um
079who would like to remove the suggestion that uh we eliminate cocoa? Yeah. I mean, oh, sorry. >> I would say yes. Just my personal opinion just because to definitely Yes. Remove it because I definitely think it does present >> like I don't want to shoot ourselves in the foot here. >> Yep. I'm just >> um >> I'm just trying to get us some movement here. >> I am if you're still Yep. >> contemplating. Go ahead. >> So, the reason we have 20 Where's polling? We're polling. Um, >> so if you take of thing, if we're looking at things as quarters is they've got four quarters and we get one to try to catch up to their four. If they eliminate four and we eliminate one, >> then we're actually almost gaining ground. Um, well, >>
080sort of. >> Yes, we have less money on our but spreadsheets say we're gaining ground and we're losing money. But >> yeah, that's a new mouth. I'm the old mouth girl. >> But I also buy >> in following what's going on in Richmond is they are not going to give 100% cocoa. Koka is not the conversation they are having anymore. They are going to look at Jay Lark and they are going to you know even at in January in the state of the commonwealth uh address the governor was like we need a draft funding formula and of course that didn't happen. His goal was to have it by summer. It didn't come to fruition but KOKA is really no longer the formula they're looking at fixing. They're looking to kind of redo the whole thing.
081Um, and if we're doing >> there an election coming up. >> Yeah, >> there sure is. >> So, Liza, any thoughts? >> I mean, >> could be different people. >> I know. >> I do not want to say get rid of Koka until because I'm afraid we get rid of KOA and we don't necessarily I'm fine with making that change, too. You've got four, you can just >> eliminate. I do think we could say and >> look at evaluate um eliminating CO completely >> with a you know an adjustment in CPI just to look into it to see what it would look like. I mean it might might end up being good >> without but I'm probably just >> I can't trust the legislative system. They might say, "Great, they're willing to give up coke
082off, >> right? >> Oops. We didn't fix anything else. >> Okay, >> we'll just take out the eliminate." >> I want to clarify if if we remove the the portion about eliminating the cocoa, we still have the address the impact of the disabled veterans tax relief. Yes. >> Because right now it's or eliminate and address. So, is it going to be general solute provide staff with 100% cocoa and address impact to disabled? Oh, I think I think we want to put that we would still be very happy to receive 100% cocoa, right? And we would also like the veterans relief tax because >> to be addressed >> because folks to the north of us are not losing as much money to this >> disabled veterans tax that we are >> double whammy for Stafford triple
083whammy. >> Technically that is supervisor Bailey Wick because you they're the >> funding there. So, I would say that we support the supervisor's request that they address it because I don't think we as a school district are really in our lane to be talking about >> tax relief, >> right? >> Um I mean, although indirectly it affects us, but we know the supervisors are are always asking for that. So, I'd like to somehow get that in there that that that we we as a school board request um you know, be allocated 100% cocoa, >> right? and then and that we as the school board support the supervisor's um you know request or or how whatever their language is. I'd like to do that rather than say we as a school board request the tax relief
084>> and then the local composite index is us. I mean that's something specific to schools and so >> and maybe we should say that we request that they look into how that's calculated >> because I mean we look at our our free and reduced numbers or >> you know what up to 40 some percent or whatever >> um yeah our our composite index is way high because of the the you know incomes and the real estate assessments. So maybe that should be a third thing to to review the you know the calculation of the local is that what's called the LCI I thought it was something like LCI. >> So just for clarity what the county has adopted is their their priority initiative is to offset cost of statemandated real estate and personal property tax
085exemptions is how they they framed it. So, I think if we just go ahead and leave 100% cocoa in there and the address the impact of disabled veterans, it supports what the town is doing. >> But I would I just don't want to hand them a fake leaf that says we'll eliminate. >> But I wouldn't put and I would have as two separate things because our priority is 100% cocoa, >> right? Yeah. >> Even though we know >> we can't get it. That's >> right. We we almost got to the starting date. >> So I mean I think you know in some ways you could move disabled veterans tax to below the local the LCI except that the point we're making with the LCI is that there is related to first maybe discussing the disabled
086veterans tax that that's still in the calculation. >> It was messy. Right. All right. Okay. Keep moving. >> Thank you. Yeah, that feedback and direction. >> Okay, so additional priority is to support a fair accountability system and reform the standards of learning assessments. So two things happening here, right? We have some historic needs that we've been noting over the years um regarding so assessments requirements that can unfairly penalize students. For example, test requirement within the last two weeks scores counting for 10% of a final grade. Those have been historically advocated for the board by the board and continue to be um listed here in terms of priorities for this year. The the second piece of this is to address the changes to the accountability system and the changes to the cut scores um and and
087asking that the general assembly support a system that maintains standards and expectations while ensuring that student growth is recognized but all within a fair system. So we know that this is evolving. We know that more information is forthcoming. Um but really asking that the general assembly take a look at this and make sure that we are instituting um a system and a framework that supports the growth of students and is fair. >> You know I have adequate fair. I mean I think we need to be careful what we ask for. I mean I may think something's fair and fair. So is there some other way we could define the system that we're looking for? >> Instead of saying fair, you could just say equity. >> That's literally that word. >> You're literally taking that out
088of the equation by testing as a measure of anything really in my opinion. Sorry. >> I know people like you know nobody likes. That's not going to say I don't even lick my teeth. >> That's not what I mean. But for me, there's such a high there's such a fundamentally higher issue within this entire thing because the SOS themselves are so inherently flawed that to use them as a metric for anything to me is I just don't think it's right. So, so I mean I feel like we've yet to put a system into place for our kids to for us to determine their actual growth over the year, which used to be you took a test in the beginning of the year and then you were taught over the course of the year and then
089you took a test at the end of the year and you saw if you learned anything over the course of the year. >> And we don't do that anymore. Now we do 72 tests. And I I actually kind of like an idea where we have a higher expectation of our kids to meet, but we have 4,000 tests >> that don't align with whatever. And I think I So that's me. >> I don't I just don't know. >> I get this request, but I it's so fundamentally flawed at the state level anyway that I just don't know. >> Right. >> The issue is that it's coming down the pike at us. There's a train headed towards us, right? that is this accountability system that is has just been changed. It passed. It's changed. It's going to
090affect our students. Um, fortunately, they have I think they're they're allowing seniors at the end of this year to still pass with the old cut scores, but the following year we've got new cut scores. Well, the other problem is is the test has changed. So now, so the test has changed, the cut scores are changing, you're changing too many things at once. And you know, when you do research, you don't change too many variables at the same time or you don't really know whether the data is of any value. >> I wish that there was a way legislatively to prevent the swings, you know, because especially because in Virginia, we can never have an incumbent governor, right? So we always are preparing for the next governor. Mhm. >> Um and that I think makes the
091opportunity for swims that much more drastic which is not in the best interest for students. Even if we agree with the change long term, the students that are in school right now during that change are at a disservice and at a disadvantage. And that's really what's what's frustrating. However, because governors change every four years, having any sort of continuity makes it really difficult for localities in general, but students specifically, teachers specifically, to kind of get with the program because the program is always changing and we we don't have anything long enough to really >> changed every year for the last three years. Well, yeah. But for them, >> but but that's again why when we're talking about supporting a fair accountability system >> reform standards of learning then for me it's right because they're they're
092counterintuitive to each other. So >> the statement it already starts out it already starts out as flawed and and and that's just because I get that we can't do anything to remove the SOS. That's not the issue. But I just feel that fundamentally on its face this is flawed because the so process is inherently flawed. >> But I think I think it's a reasonable thing to discuss with our legislators that this has happened >> and it's going to affect us and we would really appreciate it if they were aware of that. Right. I think it make it make sense and just say reasonable. >> If we say a reasonable system would be how it impacts or how it's measured. It's I mean this this fair y again. Well, to me the best part of this
093thing is is tying a funding strategy to >> your to intervention strategies, right? Like if you are going to ding us because we scored low, then you need to tie a funding strategy to it at the state level, >> right? >> To support that expectation >> because locally we can't do that. Correct. So, so to me that's that's the statement right there, which is if you're going to do this, I'm fine with it. We all think our kids can sort. That's great. Be prepared to help them, >> right? open the checkbook. >> I think you're right and I think so there two points on this one. So they did adopt the cut scores in October. However, November they're coming back with to adopt the implementation plan. So whether it applies to this year seniors or
094whether it applies over multiple years. So that's supposed to be coming uh later actually I'm sorry later in October. They adopted in September. It's actually next week. So that's one piece. The other is I think you're right. What we're getting at here is to advocate with our legislators and be able to say, "Our board supports that, you know, that there may be some changes and some some some changes needed, especially given these cut scores to say we need more funding. You're requiring us to provide these interventions now, these reading plans based on these new cut scores." Correct. >> Which is going to be substantially more students. >> Right. Is the Department of Education going to is the the VDOE going to have a communication plan that they're going to roll out across the entire state
095explaining this to parents that 400 is no longer a pass. That in this class is 412 and for this class it's 438. >> We've asked for that. >> Was it the test that's being reformed or is it >> the test was supposedly reformed last year? >> Reform reformed this test. Are we are we talking about the test? So they changed the standards, >> but this is what we're asking, right? >> It's all built into a large accountability system, right? So they change, >> but if if we're asking for reform in the test, then then to me that says we want a change in the test, but it's it sounds like it's more a change in the accountability >> accountability or or the cut scores are different from the test, >> right? >> In my view.
096Great. So I'm making some changes to verbiage. Thank you all. >> No, I wanted to reflect the board. >> So I also noted we're changing fair to reasonable. >> Yes. >> Okay. Just wanted to make a focus. >> I just would ask that we focus on funding the interventions >> because if the point here is to build a better stronger >> I agree. I think I think Alys Mstead's point of >> it as well as for funding intervention. I don't think it should as well as I think that needs to be like >> we know there's a change to the accountability system now >> to improve upon in helping our students we would like the funding for the interventions that you're going to put upon us >> right >> which is a really good idea
097when when you started coming out last year that it was going to do 10% of our grades lots of students got like super stressed out about it and it actually tanked our mental health in a lot of like areas in our school like like I know for me because I because it was my first year and like I had failed my science so I had I was going to have to take it again this year and I was so stressed out because I was like is the 10% going to go to my grade like I don't understand like I'm going to have to do an earth science as well when I'm doing physics like it's going to it's going to stress me out and a lot of the teachers were really confused too and it
098also stressed them out because like all of these kids are like asking them questions on everything and they're like I just found out yesterday. We don't know how to help you. >> And it's just not because it changes every 14 seconds. And the fact of the matter is is that there's tools >> required to support the teacher >> to do these things. And if we can't get the same money, >> I just have a question about the scores counting for 10% of the final grade. What happens when the child doesn't take the SO? >> They haven't defined that yet. >> We've asked that question. We >> doesn't that mean like even if you're a straight A student like if you if you're a bad test taker and you fail your so you're going to drop
099down to a C that's going to tank your GPA [Music] money that's going to take my GPA that's going to make me go lower in the class rank >> there's really a lot of money for 10% for kids who take algebra for example. >> I want to allow the board to have time to discuss programming studies and I feel like I am taking up so much. >> Can you summarize what you have for us on this on this priority or what's the request? Can you summarize what you have for us? >> Yes. So I have written um >> that the general assembly support a system to maintain high standards and expect and expectations while ensuring student growth is recognized within a reasonable system and the specificity for the individual points. pulling out funding interventions as
100its own distinct sentence because these are bullets. This is eventually going to be turned into a document. So, I'll make sure that each one is addressed >> succinctly. Thank you. >> Okay. >> Oh my gosh, there's a lot. >> I just want to make sure you guys get to I appreciate your patience. So, the next priority is funding for federal mandates. And as we know, there are many um Virginia schools shoulder many unfunded or underfunded mandates. What you see here are just four that are potentially would be conceived as the most impactful. Title one, IDEIDA, which supports uh free and a public education tailored to individual needs for supporting our students with disabilities. Um 504 plans, again addressing some of the needs of our students with disabilities. And then ESSA, the Every Student Succeeds Act
101that requires a heavy amount of data collection, intervention compliance. So there's a burden there. So the request here is that the general assembly support a system to fully fund the implications of all of the implications of the federal mandate. >> Yep. Go. >> Okay. The next is to address the actual needs for mental health supports. Um I wish Miss Tilly was here because I chose that word with care. You don't want me taking up too much of your time that um so basically we've got two two factors here. Um the first is the new teleaalth law that's gone into effect directing schools to consider providing mental health services for students during andor outside of school. And as the committee discussed, there are numerous factors that um have yet to really be considered adequately. Um the
102logistics, the funding, privacy, the liability of um all of the the medical records. And then second to this is ensuring that the um school-based mental health positions are reflecting the adequate need and reflecting the recommended ratios by um nationally recognized bodies. So the request here in summary is that the general assembly address the true mental health needs of students through updating the standards of quality as well as consideration of the full impact of the teleaalth law. >> Can we position this one right after the schools one? >> Sure. Without a gap in between because I feel like they lead one to the next. mental health test to bring in the money like I I think I've said this before like this freaks me out because this is an unfunded mandate that is going to crush
103us. >> This is intervention. >> Dr. Who's who's the recommended? Um >> oh there there are numerous I don't I will get that to you missile. There are numerous national >> Yeah. So like ASA is the association of school. >> But if we're going to say >> Yep. We should say what we want. >> If it's a criticism and it doesn't mean recommended what ratios do we want at least at least with a footnote. Absolutely. >> Well, the school psychologist, the school social workers, and the the counselors are really the the nurses. >> But otherwise, if you don't have that information, it's a so what? >> True. >> Right. Point taken. >> Uh next priority is to allow for the ability for the our county, Stafford County, to impose a local sales and use tax
104for school construction andor renovation. Um and our CIP needs total two billion in the proposed 2027 to 2036 plan. And currently Stafford has no ability to impose by referendum a specific tax for school construction and renovation. So the request is just that the general assembly allow us to be one of the counties that >> which they passed previously. >> Yes, we're asking again. >> Also, this is this is not going to go over well with Staff County people at this point in the game only because they just >> But they still a referendum. >> Yeah. No, I get it. But it's just one more imposition of one more percent out of their pocket again. Can we look at that again? Maybe we should >> even though it's a great benefit. It's just >> It is
105in there. >> It is to impose >> by referendum. >> Yeah. For them to ask. I just I just wonder at this point if anybody on referendum would vote for it in Staff County because they just did it to the meals tax and then at this point it's like, well, you might as well just raise my property tax that quarter penny. But anyway, I won't vote. >> But the sales tax is for all the people that come to stop. >> Who? The data center people. You opened the door, Pandora. >> It's okay. We're still gonna ask. >> Moving on. >> Okay. So, our next priority um that we've identified through committee is funding for technology infrastructure. Um essentially here, we know that the technology needs have expanded. Um we've been provided the same 26,000 per
106school since 2000. Um we we know that we need technology to support assessments and post-secondary preparation. And the request is that the general assembly support funding for technology that reflects the true needs of schools with a mechanism for changes due to changes in the the consumer price index. >> So I'm going to piggyback on what Miss Healey said like can we come up with a number? Can we come like what is it we want >> like recommendation or is there a formula or is there >> do we want to use the consumer price index to figure out what it should be or >> we have a number. I'll insert it like bowling just said we got you. We got you. So we're good. Okay. >> The team has it. >> Okay. Next priority is enhancing
107the standards of quality positions in key areas. So, we've alluded to this a little bit in uh prior priorities, but this one is specifically um talking about the inadequacies in the specific areas of which the staffing ratios fall short. Mental health support, English language learner support, assistant principal ratios, workbased learning coordinators. Um and then additionally um addressing the class size cap for grades four to six because our sixth graders as you know are part of our middle school and with a four to six um cap size that really limits the ability to um increase the electives and specifically we're hearing about it from some of our band teachers. They want to just move beyond the 35 there. So the the request is that the general assembly enhance the SOQs for positions for which the staffing
108ratios fall short and to amend that class size cap for sixth grade. Can I ask from a legislative perspective, what is the opposition to doing that for the sixth grade part? Who is it the Northern Virginia counties that don't want to change it because sixth grade is part of their elementary or >> I don't understand what the barrier is most likely the case. I >> and I we our Kosen folks might have an idea as well. I don't know if you guys know in terms of >> I don't even need an answer now. I'm just curious what the barrier has been because it seems like such a low ball, right? Like such an easy thing is to >> Well, just to give flexibility would just be easy, right? >> But so I can't figure out
109how to find >> who would be offended. >> Yeah, it's where the kids are coming. >> If it's if they're going to band, then they're leaving art. If they're going to PE, then they're leaving band. And so interest groups that are counter to where the kids are going oftentimes have loud voices in conversations. >> Okay. Interesting. >> Why do we do sixth grade in middle school and not like everyone else? >> It's not everyone. >> Well, not everyone. >> Most folks have sixth grade in >> So what is the what is the difference? Like what is what is the >> positive thing for not doing it that way then? >> They can do it either way. I mean that would be my reaction. What's the r for having like a K6 school versus a K5
110school? Is that what >> I guess? So, because you were just saying that um some people don't want to do this because sixth grade isn't in their middle school. So, I'm just saying then what's the rationale for doing it either? You know what I'm like, why are we doing it so differently, I guess, is what I was trying to understand. I mean, when you think about the needs of adolescence, a lot of folks, and I think there's there's data to support that by the time they're in sixth grade, we need to look at a school like a middle school designed to meet the needs of adolescence and some of the things going on with them and expose them to more electives and more opportunities as they think about, you know, what their what their path
111might look like and what they might be interested in. And so, >> there's that research that says K through eight's the best way to go. Well, and honestly, you're sitting in the library of what Stafford Middle School was 5 through 8 because I was >> final priority. Um, this one is specifically to address the student privacy implications for the new law that requires community notification of Narcan administration of suspected overdose. So, as everyone in the room knows, there's a new Virginia law requiring community notification of the Narcan administration um on school property or suspected overdose. And the law requires parental not I'm sorry, community notification, parental or guardian um within the school within 24 hours. And so, there's a potential concern here that this could compromise student privacy. Um there's the requirement that this u
112these instances get reported to the state within 24 hours. um and knowing that we have to disclose suspected or potential overdose um without necessarily having a full conclusion to that um incident. So the request is that the general assembly balance the need um that they've identified to inform parents and the school communities with protecting the individual privacy of the students who are affected by the incident. >> Do we have to um tell when we have used an AE device? Do we have to? So this is only just bardan >> right >> not allergic reactions ae >> so it's in the way that they that the state has defined suspected overdose is the administration of narcan automatically triggers that and so yes this is the only thing that I'm aware of that we have to report
113to the state and when we report it to the state they don't have a mechanism for us to report it yet but >> we did send them that the administration of Narcan since there's no like negative side effect to administering Narcan to someone who doesn't need it. Sometimes they administer it as a precaution when they don't know why someone is unconscious and therefore a kid could have any number of medical concerns be administered Narcan. We have to tell people and it has nothing to do with Narcan at all. And there and then if this happens once like I have two high schoolers If somebody in their gym class goes down and they're like, "Oh, well, maybe they need maybe they need an arcan, everybody knows, especially if you then give that notification." >> Yep. >>
114Exactly. >> In within the window that's required. >> Well, and I just also think though as a county, we need to be a little bit more >> less trigger happy to be >> in the first few hours and wait to the 24. >> You mean to send out the notification? >> Yeah. >> But even 24 hours, >> I don't think. Yeah, every you know I would school everybody. >> Do we know the legislative history of this is how they came up with this 24 hours? >> Lowden County, right? Because they had administered Narcan to students who had um overdose or suspected overdose in school and did not tell anybody including the parents of the children who received the NAR. >> Oh, thanks. Um, >> and I think there was some I will share there was
115some pieces there where there's some some different definitions of what's a suspected overdose. And so where the state landed was if Narcan is administered. I will share that even if they administer Narcan and you get a toxicology back to say this was not an overdose, we still have to notice the community as a suspected overdose. And so the way the law is written. And so >> so when we when we send out notice to the community, do we send it to every single parent in Stafford County or are we just doing the school where it happens? >> Yeah. I mean, even if you did every the entire county, people at that one school know that that child >> who Yeah. >> Well, and we have students from different parts of the county going to school
116as well. So it's not just Rockill going to Mountain View. You know what I mean? Like they're so do that. So if given that we have a specialty center, do those parents also get notified? >> No, it's just the people in the school because quite frankly even if you're like so if for example my child travels to North and is at George >> she will receive notifications if Naram is administered in either school. Emma will who only goes to Mountain View will only get notifications for Mountain View even though her base school is board. Um, okay. >> Thank you. >> Welcome. >> Okay. >> Thank you. >> You're welcome. >> Thank you to the committee. >> Program of studies. Again, this is just for I just want to say we are not voting on this
117until when, Dr. Smith. >> November. >> Sorry. Which one? >> Program of studies. >> November. Yep. The next meeting. >> The legislative priorities is on tonight. more comfortable. >> So, the legislative priorities is on the agenda this evening. If we are okay moving forward with that, we will want to make that motion and pass it. If we have changes we'd like to make, then take that into account with any motions or discussion this evening. Uh program of studies we will discuss today, but it will like it will come back again um in November. And this is just kind of the opening initial conversation because we do just have the 29. >> Well, good evening all. >> Good evening. >> I'm excited to share with you um the some highlighted changes in the uh proposed program
118of studies for 2627. Um, first of all, just wanted to make sure that we're all on the same page when it that on what the purpose of the annual program of studies does is it does provide information to the community on the programs and services that we offer. It also provides descriptions of academic courses and and outlines different program offerings uh that we have. Um then so we're going to talk about a number of things. We're going to start with the specialty centers and the new two new proposed specialty centers at North Stafford High School and at Hartwood High School. Uh and then we're going to talk about some other proposed changes uh to the to the uh program studies. So starting in with the new centers, I wanted to start by kind of laying
119the foundation for what the goal of the specialty centers were and why we began doing this a few years ago. Um, so we wanted to be able to provide that specialized coursework and experiences to students and give them a group of students to learn with uh in a community that have similar interests and aspirations. And then hopefully along the way we'll help make uh we'll help them make better informed decisions about their post-secary choices include including college, career or whatever comes next. Um and then along the way getting them some industry certifications to help them uh attain a a career. Uh from the beginning we've always looked at all the different pathways to careers which include beginning with the workforce. Uh I mean it could be entering directly into a workforce or a military career.
120Um it could include 0 to two years worth of college or even more college. um and or it could be a full four years or more of college uh prior to pursuing a career. We have had an application process in place uh since the inception of the centers and it collects the student interests um they apply to to uh available programs um and it's based on interest. Some of the pathways do have minimum criteria. Uh and and for those especially um we have three I believe right now in one proposed that um have algebra 1 as a requirement prior to entering uh those pathways. Uh the students are selected via lottery system. So there is a separate lotteryies for each program. So it's um it's not one large lottery. It's a it's a set of
121of of a a number of 35 or so different lotteryies. Um there is one exception. Our students that are applying for the Commonwealth Governor School do have to submit uh some evidence that's used for their selection through a merit-based system. So as we um the process of center development is a very long process. we started it very soon after the um approval of the last program of studies uh and has led and actually even before then I mean we so for a number of years we've known that these were coming and so we're starting to lay the foundation getting advisory groups together um but all along the way we've been looking at making sure uh trying to ensure that we're looking at the local needs and that includes local and uh regional job market um
122jobs that are available for our students, helping our uh our business partners in our community. Um and providing these learning pathways for students that uh lead to employable skills. Um all along the way, we're looking at our staffing requirements. We're looking at our endorsements of our staff. We're looking at facility requirements. So there are a number of things including um industry certifications and and uh enrollment that we look at all along the way and finally we get the input of of stakeholders including our parents, teachers and the community. So we're proposing um uh two different centers. the one at North Stafford. The proposed name is aerospace supply chain energy and navigation technologies ascent is the um uh acronym. And we're really excited about this um this pathway I mean I'm sorry this center and it
123should provide students with u uh I'm sorry with course sequences that lead to careers in aerospace geospatial as well as um global logistics and carbon neutral energy. to sustainable energy. Um, we want to make sure again that we're looking at the local and regional marketplace when we we're deciding on these um pathways and make sure that they're leading to careers that are um in demand uh and um you know uh accessible to our students in our community. Um and finally we want to think about how we would do educate these kids differently and then provide uh those cohort students in core classes to in create work alignment. So when we surveyed the community we found that we had 1928 respond respondents um we had a number from par a number of parents uh quite a
124bit uh quite a large number of students as well as uh some of the staff and the larger community and these were how the areas where they broke down. They were asked to choose their pathway, four pathways of of greatest interest and this is how they ranked out. So you'll see these reflected in the pathways that we've created here today. And uh so we're going to uh walk through the pathways. Each of the pathways in the ascent center are grounded in what we call an anchor course. So all grade nine students will take the same course which is called geosystems. Um and it'll lead in this pathway to exploring aerospace engineering uh and then engineering applications and and analysis and then on to unmanned aircraft systems um and uh aerospace capstone. Please note that at
125the bottom of each of these slides, if we have industry certifications that we feel are attainable and and appropriate as well as high demand, we will list some of those, not all, um at the at the bottom. And it's not required of them. >> Uh no, we will strongly encourage all of them to attain it. But but of course uh it's not required for graduation or anything like that. But um we would hope that we you know our aim is to to prepare them so that they can jump right into the workforce. >> So um geospatial technologies is something uh that is closely aligned with the aerospace and also with the next pathway which talks about logistics and supply chain. Um and this this uh course sequence includes the geospatial technology one and two as
126well then an applied and a capstone course and you'll see capstone courses in each one of the pathways that uh we will share with you today. uh and and again the industry certification uh at the bottom global logistics and supply chain management uh like I said it's very much uh related to the aerospace especially with unmanned systems and the growing um work in the area of um uh navigation and delivery when it comes to um possibly unmanned uh uh aircraft. Um, global logistics, we have a great set of courses here. We have global logistics in enterprise 1 and two and then a supply chain operations and then innovation capstone. And like we do with all of our pathways, we're seeking workbased learning experiences for students during their 11th and 12th grade years at least, if
127not earlier. Um, but um, and and so we will be working with the business community on those opportunities as well. And then see, okay, here we go. Uh, sustainable energy systems is our final pathway. And you know that in North Stafford High School, we have a solar panel, solar array on, uh, the top of the building. Um and we decided to combine that with some of these other pathways to look at sustainable and renewable technologies, renewable energy and energy and uh power capstone course at at the end of the sequence and um and then kind of combining this with the aerospace because there's a lot of uh uh energy being energy being put into um what are ways that we can um power drone system uh drones um in in in ways that are not
128necessarily just gas powered um and or electric. So, uh looking at all those different ways, it's a nice combination of of topics. Um when we move to Hartwood High School, I'm excited to uh announce the proposed name of that center as well is the Arts, Media, and Production Center and uh otherwise known as AMP. Um >> see, if you'd have made it drama arts, it would be DAMP. Sorry, I don't know why that came into my head. >> We needed that little change. >> Obviously, we are going to be looking at preparing students that are focused on creativity and the arts. And we uh did of course also uh just as we did in the other ones um look at the stakeholder impact as well as the market uh the local workforce um demand uh
129and looked and this is where I I mentioned something earlier. We want to make sure that students have employable skills and and you know in the arts um in in the local economy there there isn't much demand for uh specific art careers. However, the pathways that you'll see presented here will support uh any student that wants to pursue the arts by giving them employable skills. Uh here are the survey results and uh again it was the same survey so the same number of respondents and this is how uh the their percentage is laid out. Um >> were these all the areas that they were given and then they just voted on what they're interested in and were they also given the opportunity to say what else? >> They were given the opportunity to say what
130else. um we didn't see any uh real um uh trends uh necessarily that were of high frequency. It was a lot of interest um in in just a varied number of items. Um but yes, they were asked to pick their top four. >> I do have a question about being a reporter or podcast. Is that just teaching them the the fundamentals of podcasting or is it teaching them how to be the personality? Like are you teaching them how to edit? And then do we have teachers that know how to do that now? >> Well, first of all, it's still proposed. >> I mean, you know, our our our goal would be to, you know, educate them in all aspects of of communication and and so giving letting them dabble in all of it and then
131saying, "Hey, let's try some things. Let's do our capstone. Let's get a portfolio out there. Let's see what works and what what doesn't." I think we all know that when they um take a podcast and they and they post it or they stream it, they're either going to get likes or they don't get likes, views. And so, um I I I think students, you know, and and actually anybody that's that's in those areas, they learn by trial and error and they figure out what works and what doesn't. >> Are we teaching any ethics courses to go with that? >> I'm just really good question. >> It it will be uh included in the curriculum. will be the ethical side of of all these communication pieces. Um so digital content production here I'm going to jump
132into the five uh to the four pathways uh that are proposed uh the anchor course for for this center so all the students will take the arts culture and society and one of the reasons why those those anchor courses are um so important >> this should be arts culture ethics and society >> that should come first >> um and so what we will be doing is giving them um a little bit of all of the pathways in this opening course so that if they decide to change their pathway, then then we we can empower them to do so. But we want to make sure that they have a good grounding in in in the whole area of what the center is covering. And so you see the courses laid out there that starts with the
133digital content. Digital content creation is is something that I think is going to be hugely popular. Um I I and then we wanted to move over into the animated side as well as the social media marketing and then uh the video and media technology uh the capstone course at the end. So again all of these will be doing some sort of portfolio work uh so that they're graduating with a resume of sorts. >> Live event management is the next one. Um and that is the the back of the house. um and looking at live production and safety, but as well as all of the systems that support and then then again um live event management, but w with that capstone where they have specific projects and that could be even with working with our central
134office on sponsoring or schools uh maybe not even their own school on supporting live event management. No matter what it is, if it's a divisionwide event, it could be a community event. Um, but we really see our students being out there in the workforce as a part of this during their 11th and 12th grade years at minimum. Audio engineering and production. Um, will be looking at specifically more on the musical side of things. So, that's the MIDI and music production. um and then getting into the audio production uh recording one and two uh in uh the 11th and 12th grade with that capstone. So they will not only be creating music, they will also be editing it and producing it. >> And so we're really excited about this. You see, it's a nice play with
135uh it it it'll play really nicely with the live live event production um side of things. Um it'll get them into the technical side of the theater. Uh and so we're really really uh excited about all of these these pathways. And then the fourth one is in visual arts and that would um right now we have a visual arts program that's in uh it's a robust program in in grades K through 8 and we thought that this would be a nice leadin. We have a lot of support for students to prepare them for the study of visual arts in in high school and focus in on that. And so we were looking at the the fundamentals course, then looking at two and 3D studio arts, as well as then bringing them into the digital and
136graphic design side of things, as well as the creation of a portfolio in a capstone course. And um I I I've said we're really excited about these a number of times and and I got to tell you um these two centers uh have have really uh reinvigorated a lot of us in in our meetings with teachers. We've met with teachers over and over um and also with the community and our adviserss and we have really found uh that many are almost everybody we've talked to are very supportive of all these pathways. Um as I switch gears, I mean I guess I could pause for a second. Uh we do only have 12 minutes left, so I'm kind of watching the time. Um, if you'd like to entertain any questions about specifically about the centers, we
137could pause prior to going into the uh the other highlights, but >> we're not we're not voting on this tonight. >> Right. I just didn't know if you have any questions. >> Perhaps on the 28th we could get into what we don't manage to >> part of the work session. I have the same thought that it should come back for us to >> I have a question. Um, just real quick. When the uh advisory committee came, they talked about potentially having auditions for the um some of the the the arts, which you know, they distinguished it from the other specialty centers. And I don't need the answer now, but maybe we can, you know, follow up in in one of the the the memos on, you know, what was the result of that consideration of
138that suggestion. >> Yeah. and we've met with them um and actually walked >> I mean if you if you want to move on but I just I think that was a a valid suggestion and I just want to know what were the re what were the results and what >> yeah that's no problem and just in summary I'll tell you that uh the the advisory when we met with them and shared all these pathways were very um supportive of that both the chair and the vice chair >> of this versus >> of the ones that were off the >> It does bring the conversation up that we've been having which for everyone's edification I have had a problem with the pathway as it were because there's no focus on the theater per se as the
139top spot or whatever but that to me would be where the audition conversation comes in and I had a wonderful discussion and I'm still very grateful for them yesterday all the um theater teachers got on the phone with me to help appease some of my concerns or like answer some of the questions that I had regarding it because I just really want to make sure that our theater kids don't feel left out. So, I feel much better after that conversation. Thank you. But that to me is more where the conversation came was was directed towards. Now, I will put on the record that I don't know that if we don't need to discuss in the past for our artists if there doesn't need to be some consideration for a portfolio that's presented in the future.
140That would just be the only other concern I have um would be a portfolio of artistry to help some of our kids that don't get the >> art required to do a capstone or portfolio >> as they but but to but to present this stuff. Yeah. So anyway, that's I just wanted to weigh that up on on her end of things because that's where my bigger concern was. But um but I do I'm very grateful to the theater teachers for for taking their time yesterday to answer a lot of questions. >> Great. Um, and as we open up new centers and now that we'll be rounding out a center in each of one of our high schools, that's really exciting. We also re-examine all of our specialty centers programs and we will continue to do
141so each year. Um, every decision we make on the program of studies doesn't always mean that everything is always a perfect uh decision. So, we always want to revisit it. We want to look at three things most u most importantly is number one um are they preparing are are they of interest to students and is it leading to a job that that will provide them a future you know um and we we kind of measure that looking at uh not only the workforce demand but we also look at um we also look at enrollment in programs and at the ind industry certification ations that are available for those students. And so, uh, we'll talk to you about some of the program, uh, changes that we're, uh, proposing as well. And all of these changes have
142been informed by working with the principles and with teachers and programs. Um, uh, and so we'll start in at uh, the EPIC center. Uh we're looking at adding two new pathways and one in fi as a fiber optic technician and then one as a data center operations specialist. And so those are are really supporting the local workforce uh um demand that we're seeing in the reporting coming through with all of the development of the data centers in our area and in the region. Um, as such, we're also looking at refocusing the electricity and the HVAC um, programs on more of the commercial side of the house uh, than the residential, but looking at um, and removing the masonry and carpentry as center pathways so that they can continue to uh, leave their focus and remain
143their focus on the Boots House. Um, we've also looked at uh, the Leaps Center. We're looking at >> Can we Can we ask a question about I'm just going to go on the record and I've been in conversations, but I've talked with some of you on the board about this as well. Is I am absolutely opposed to removing masonry and carpentry. They are an industry of construction. So removing them sort of kind of defeats the name of the program. Ind also masonry and carpentry are the first ones who show up at these data centers, show up at the build sites. um they are not industry certified professions. So declassifying them out of Epic because they don't have that I think is unnecessary. Um it's also a problem in the field. Uh obviously my husband works
144in this field so this is what I know. Um and it is an overall problem for masonry and carpentry workers as sort of like a bully thing because there isn't an industry certification that's attached to them. but yet they're the first ones there. The last ones to show up on a construction site, whether it be data center or home, is HVAC. So, I just feel like um this is a bit of a smack in the face to this program. Um one of the things that I was also enlightened about and I kind of remember in our conversations is automotive was going to stay at Stafford and share their space with HVAC. And when automotive left, when the teacher retired, it was supposed to be plumbing, but plumbing never showed up. I don't know what that
145reasoning was. So, to me, I just feel like um I can't approve a program of study that removes half the industries of construction out of the center. I just I cannot agree with that. And I don't feel I I appreciate the fact I have a meeting coming up on October 23rd. Um with uh Mr. Bowling and um I've also invited Bobby Jet to come in. He's coming in. Chelsea Tryion was invited. She's unavailable. Um, and you know, if I need to bring your the trades people to stand up at the microphone, I can fill that room and do that because they will also tell you that masonry and carpentry should be a part. Um, uh, you look at commercial and it's that they're there. And if you look at residential, they're there. And when you
146look at renovations on homes, they're there. So I just feel like this is not >> I'm going to piggy back a little bit and just you know the thing that the the big purpose of centers specialty centers as we said a huge part of it is to get students more engaged because they have this cohort and so to what extent when you remove masonry and carpentry do they still have a cohort are they still part of a group are they getting that that advantage or are they going to lose that advantage and so I don't I don't know the answer to that so >> so they won't be removed as a program at all and it will still be a travel program where students can come in and >> but they won't be part of
147Epic. >> Uh but they may not be a part of Epic at that point. We can >> they don't have that they don't have that potentially you're with the same group of students for four years. >> Is that am I right about that? Well, what we found and and honestly the >> for this looking at enrollments um we've found that fewer students are are willing to well have have applied and accepted not just applied but also accepted in the masonry and car carpentry pathways um as they're coming in to be a ninth grader. It's just we we're we're we're seeing that it it almost feels too early for them to commit to the masonry and carpentry in terms of u of all of our applicants last year to the masonry program for grade nine. I
148think one accepted. >> Is that right? >> And I feel like that is somewhat our fault. I mean obviously when you see a team losing over and over again it's not always the players, it's the coach. And so I feel like on the education side, what have we done in the middle schools as they move their way forward? We've done everything excellent for the fine and performing arts. We've done everything for um teched. We've done everything um for the foreign languages, but we have not this is the one aspect uh that we've actually taken out of middle school. So, I feel like we're doing this to ourselves and not being able to show and share for a group of kids. I mean, you know, over 25 kids are in my husband's employment that are Stafford
149County students and they're and we and I noticed in some of your even with the other ones that you're looking for local and regional jobs, but our kids are now working in Washington and Texas and Arizona and Georgia. Like, we should be proud that they can even grow in these trades outside. So, I feel like what we haven't done is shown kids how this pathway can help their careers grow. >> You put it in print, that's not showing them. You put them in practice, that's showing them. And we don't do that for this whole trade center. We just don't. >> So, we can bring this back. >> Yeah. And we can certainly explore options um you know, by meeting with staff and looking at >> fly through your last couple slides in two minutes. >>
150Two minutes. I can. And so some other pathway adjustments that we're proposing through the program of studies are the splitting the law and criminal justice pathway into two separate pathways and then adjusting the teachers for tomorrow pathway to become an associate degree program that is through a partnership with Germanic community college at no uh cost to Stafford schools. Uh then we'll be expanding the offerings in for teachers for tomorrow in the grades 11 and 12 uh to each high school. So, we'll be offering that program there as well as um looking into the possibility of future expansion of our licensed daycare um in our schools. Finally, uh we're going to be proposing uh two new associates degree in science pathways, one at North Stafford High School beginning in the fall of 26. Uh as well
151as at Stafford High School. Um and then um we are working right now diligently to open up a pathway uh for an associates degree at we each one of our high schools over the next few years. Finally, we we'll be looking at some ESOL course changes to support um our our students to differentiate for their needs, especially those uh newcomers and slice students uh to make sure that we're providing uh appropriate supports for them. Um, as we open up new programs, we also think about consolidations. And so, um, we've we're proposing some changes, uh, that you can see listed here to nursing, criminal justice, and medical assisting careers. um and and to consolidating those down to each to one high school and uh the nursing um and medical assisting at Brook Point with our Champ
152Center uh that's focused on health and medical uh as well as and then the criminal justice at Mountain View. Um the others are consolidations that we had had previously made decisions upon. Uh but uh again uh we'll finish up here with the timeline is that we will bring it back to you in November for approval and then we'll have high school discovery nights where the community can learn about all of our offerings at each of one of our high schools and then we'll open up our application system and notify parents. So thank you. We're coming back. You said on October 28th. >> If you'd like it on the 28th, we can >> maybe everybody should submit their questions ahead of time so that it's a little more targeted. >> So these are so we'll teach
153out. They don't leave a program. Like we'll let them finish their program. >> Okay. So this year is the final year for this one. So I'm basically right accept It'll still be there. >> I remove I probably could have doubled up. Thank you. >> Thank you. >> I just did. Excuse me. 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. Pull face of America. stands nationy and justice for all color. Right. Forward. Tonight we had North Stafford High School's Air Force OTC members of tonight's color guard included Vita Garcia Elizabeth McGee Canasa Curtis Curtis Kayla Canazales and we also had members of the JOTC cadet Jonathan Castro Alice Shahed Domin and Dominico
154Gore. The instructors of the North Stafford High School JOTC program are Lieutenant Colonel Dave Brham and Master Sergeant Tony Mendoza. Thank you. Missy, could you please call the role? >> Yes, ma'am. >> Dr. Chase, >> she's here. >> Miss Een, >> here. >> Miss Guy is here. Miss Holl. >> Miss Holstead >> here. >> Miss Healey. >> Miss Irish >> Miss Randall >> here. >> Miss Sigman >> here. >> And Dr. Warner >> here. >> Madam Chair, you have a quorum. >> Great. Is there a motion and a second for the agenda this evening? >> Motion to approve the agenda. Second. >> Okay, please cast your votes. Tally the votes. The motion passes 5 to zero. Is there a motion for the consent agenda items? >> Motion to approve the consent agenda. >> Second. Okay,
155please cast your votes. >> That motion passes 7 to zero. Announcement of administrative personnel appointments. Dr. Smith. >> Yes, ma'am. I am pleased to have two announcements for you this evening. First, I'd like to recognize our new assistant principal at North Stafford High School, Jasmine Coleman. As Miss Coleman comes up, I'll just read a couple things about her. So, Miss Coleman will join the administrative team at North Stafford High School as the school's new assistant principal. She is a familiar face uh to North Stafford community, having served as the school's counseling director for the past two years. Her work has been instrumental in developing and coordinating a comprehensive school counseling program that directly supports the school's mission and vision. Miss Coleman's leadership experience also includes her successful collaboration with staff on school support initiatives such
156as chart your future decision day and freshman transition events. In addition to her work at North Nation, she has also presented at state at the state level on chronic absenteeism and on minority student engagement in rural communities. Miss Coleman holds a bachelor's degree of science in psychology and a master's of education degree in school counseling both from Virginia Commonwealth University. and she earned her educational leadership endorsement from Longwood University. Congratulations, Miss Coleman. >> Thank you. >> Can I speak? Oh, okay. Good evening um Stafford County Public School Board, Dr. Smith. Thank you guys so much um for having me here this evening. Um and good evening to everyone in their respective places. Um, I am truly grateful, thankful to God and everyone here for the opportunity to be able to um, serve as an assistant
157principal at North Stafford High School. Um, North Stafford is an incredibly special place. Um, we call it the world's greatest high school at North and if you don't believe me, I always say it's painted on the wall. Um, I work with one of uh, the best principles, Dr. Deshan Turner and I just look forward to being a part of the administrative team um and just serving the staff, the students, the families at North and um I'm excited to work on everything that matters and have a little bit of fun while I do it. So, thank you guys so much. >> Thank you. [Applause] >> All right, we have one other appointment this evening and I'm pleased to share that Dr. Marcy Robertson will be the new chief of schools in for team Stafford. So you
158know Dr. Robertson as our executive director of high school leadership and in in this role uh she has really placed a focus on student achievement at the high school level and we've seen significant growth. She is presently leading the division level transition team and in alignment with the post-entry plan. She's also leading the grading committee composed of members from multiple departments to develop more equitable grading practices for our schools. Dr. Robertson earned her Bachelor of Science degree in chemistry from Hampton University, her master of science in biochemistry from Georgia Tech, and her doctor of education in administration and supervision from Virginia State. Congratulations, Dr. Robertson. Thank you, madame chair, madame uh vice chair, members of the board, Dr. Smith. Thank you so much for this opportunity to continue to serve the Stafford community. I'm joined
159here this evening by my husband, Dr. Jeff Robertson, and two of our children, Assada and Trey, they're they're in the back, as well as other uh members of our family and friends that are joining us virtually. Um, education is truly my passion. I come from a family of educators and being here in Stafford has allowed me to grow that family and so I look forward to continue to work with them and and to support students across the K12 continuum um as we move them forward to more success. So, thank you. >> Thank you. Okay, we'll move on with this evening's awards and recognitions. Good evening, schoolboard members and Dr. Smith. This evening, we recognize students that epitomize our values of students, integrity, respect, community, opportunity, and excellence. Will Juan Torres Aguilar and his mother please
160join us at the podium. On the morning of September 15th, a student began choking on a piece of candy while riding the bus to school. Fifth grade student Juan Torres Aguilar quickly noticed what was wrong and stopped into health. While the bus was still moving, Juan performed abdominal thrusts and was able to clear the candy from the other students airway. Juan later shared that he learned this life-saving technique from his mother who worked as a nurse in her home country. Because of what she taught him, he knew exactly what to do in that moment. Juan acted calmly and confidently. He didn't hesitate or wait for someone else to step in. He saw that someone needed help and responded right away. That kind of awareness and courage, especially from a fifth grader, is truly admirable. Tonight,
161we recognize Juan not only for his quick response and life-saving actions, but also for his kindness and presence of mind. His actions are a reminder that even small lessons learned at home can make a huge difference in our community. Juan, we are so proud of you and grateful for the care you showed that day. You set an example for all of us. Please join me in congratulating Juan and his mother for their outstanding actions and the difference each made in keeping another student safe. Way to go, Mom. >> The school board has proclaimed October 2025 is bullying prevention month. Will Rocky Run's counselor, Miss Allison Adams, please join us at the podium. This proclamation highlights the importance of providing all students with a safe, welcoming, and engaging learning environment. With more than 20% of youth
162in the United States involved in bullying each year, whether v ver verbal, physical, or cyber, addressing this issue is critical. Bullying can negatively affect academic performance, social development, and the well-being of everyone involved, including bystanders. By raising awareness, promoting discussion, and implementing proactive education and prevention strategies, our schools can ensure that every student has the opportunity to learn, grow, and thrive. We commend our staff, students, and the community for their ongoing commitment to fostering safe and respectful schools. Thank you. [Applause] The Stafford County School Board also recognizes October 2025 as learning disabilities awareness month. Will Margaret Brent Elementary School's Miss Kristen Puit please join us at the podium. This proclamation emphasizes the importance of understanding and supporting students with learning disabilities, including conditions such as dyslexia, ADHD, and disgraphia. Approximately one in five children in
163the United States has a learning disability, making early identification and targeted program programming critical to their academic success and overall well-being. By raising awareness, fostering understanding, and providing appropriate support, our schools can ensure that every student has the tools they need to thrive. Together, we celebrate the strengths of every learner and reaffirm our commitment to providing the support and understanding each child needs to thrive. Thank you. [Applause] The Staff County School Board recognizes November 3rd through 7th, 2025 as school psychology week. Will our school psychologist, Miss Katie Hayton, please join us at the podium. Miss Hatton serves T Benton, Gale Middle, and Rodney Thompson Middle Schools. School psychology week highlights the essential role school psychologists play in supporting their academic, social, and emotional growth of all students. School psychologists are specially trained to assess both
164individual and schoolwide barriers to learning, implement research-based prevention and intervention strategies, and provide a continuum of mental health and academic supports that allow every child to succeed. By addressing the needs of the whole child, fostering resilience, and promoting positive school climates, they help ensure students have safe, inclusive, and supportive environments they need to thrive. Their expertise strengthens the connection between mental health and learning, supports culturally responsive practices, and empowers educators, families, and communities to better meet the diverse needs of students. We honor their dedication, professionalism, and lasting impact on the well-being and success of every student in Stafford County. [Applause] We end our awards this evening by recognizing Marine Corro TC cadet Bettton Court of Mountain View High School who was recently awarded the Legion of Valor Bronze Cross. The Legion of Valor Bronze Cross
165established in 1951 is the highest honor a cadet can receive. It is presented presented by the Legion of Valor of the United States of America, a fraternal organization of Medal of Honor and Service Cross recipients. Each year, junior cadets are nominated for this prestigious award through a rigorous selection process that involves submission of comprehensive nomination package, regional review, and competition with other nominees across the nation. Being chosen for this award is a testament to the recipient's outstanding accomplishments, exemplary character, and commitment to excellence. Cadet Bettincourt is an extraordinary young man whose accomplishments in academics, leadership, and service reflect the highest standards of our Mountain View High School Marine Corps JOTC program. He has excelled in military science, pursued advanced academic coursework, and participated in a wide array of co-curricular activities, all while maintaining an impressive
1664.821 GPA, currently ranking second in his class. He's a student in the Virginia Commonwealth Governor's School, a competitor in the DECA and the Scholastic Bowl, and a dedicated member of the JB track and cross country teams within the Marine Corps JOTC. He has earned three varsity letters, contributed to drill, radar challenge, JOTC, JOTC leadership and academic bowl, cyber patriot teams, and served in key leadership roles including battalion commanding officer and administration officer. Cadet Bettin Court expertly balances a demanding academic course load with extensive extracurricular involvement all while serving as a model of integrity, humility, and leadership. His commitment to his peers, his program, and his community is evidenced by more than 200 hours of community service, his achievement in competitions, and his consistent leadership in every class and team he joins. Cadet Bettincourt embodies the
167values of duty, honor, and service. His maturity, discipline, and genuine desire to elevate those around him make him an exceptional role model for his peers and a true credit to Stafford County and our nation. Is with great pride this evening that we recognize Cadet Bettin Court. Please join me in congratulating him for his remarkable achievement. Hold on one second. [Applause] This is We'll begin this evening's presentations with the announcement of the 15th annual Band Together to fight hunger campaign. Good evening. It's that time of year again. Good evening, Chair Sigman, Vice Chair Guy, members of the board, and Dr. Smith. My name is Debbie over to Debbie Pickerroll and I am the coordinator for the 15th annual band together to fight hunger. On behalf of our five high school band parent associations, I am immensely
168proud to introduce you to our drum majors of our five area high schools for the 15th anniversary of our band together to fight hunger. Our county band leadership includes Roxy Fund and Axel Reyes, drum majors at Brook Point High School. Michaela Roy and Olivia Shard, drum majors at Colonial Forge High School. Whitney Hitz, drum major at Mountain View High School. Joseph Mayo, drum major at North Stafford High School. and Leila Sergeant and Nathan Yu, drum majors at Stafford High School. These outstanding musicians have a very special message for you and our community. Good evening. My name is Roxy Fund. We are here tonight to cordially invite each of you to join us on Monday, November 3rd at 700 p.m. for the 15th anniversary of Band Together to Fight Hunger. Gates open at 5:30, so you
169have plenty of time to drop off your food donations, buy 50/50 tickets, and buy a t-shirt or a hoodie. You will able to enjoy You will also be able to enjoy dinner from our amazing concession stand while you wait for the performances to begin at 700 p.m. We hope you are planning to attend and join us. If it should rain, this event will happen on Monday, November 10th at 7 at Mountain View High School. Band Together to Fight Hunger is an exciting showcase of talented musicians from our five high schools. Hello, good evening. My name is Axel Reyes and this is the only event during the year where in less than two hours you can see all five high schools marching bands in concert and give back to your own community at the same time.
170This year all our event will support two wonderful organizations. Stafford Stafford emergency relief through volunteer efforts other known otherwise known as serve will receive the non-p perishable food item donations in their effort to stock food pantries within Stafford County. All monetary sponsorships and funds raised on the night of the event will benefit the Fredericksburg Regional Food Bank, which serves the counties of our fellow students, faculty, and support staff that reside in Stafford, Spennsylvania, Caroline, King George, Locust Grove, and the city of Freddixburg. Good evening. My name is Joseph Mayo. Um, non-p perishable food donations are and monetary donations are gladly accepted. Monetary donations can be made by mailing a check to band together at Mountain View High School or through online don or through our online donation page. You can also find the link from
171our band together social media pages. We are on Facebook and Instagram. In the last 14 years, we have given over 408,000 meals back to our community. This year, our goal is to provide five 50,000 meals for citizens in our area. SER's mission is to strategically address food insecurity, provide emergency relief, and promote self-re self-reliance programs that give hope to the community. With the non-p perishable food donations that will be received on November 3rd, Serve will be able to dist distribute these donations to area food pantries. In 2024, Serve Serve distributed 1.9 million pounds of food to the community. Good evening. My name is Whitney Hitz. Our Fredericksburg Regional Food Bank is also a storehouse for food and other products collected. The food bank is seeing more of our neighbors than ever. Parents who have lost
172work had a reduction in hours, their children going to bed on empty stomachs, and retired seniors unable to pay for groceries. But we can help if we as a community band together to fight hunger. In the fiscal year that ended on June 30th, the food bank the food bank and its network of local partners distributed enough food to provide more than 7.7 million meals to more than 53,000 people spread across its service charity of five counties in the city of Freredicksburg. That equates to an average of 48 days of meals for every person served 1.7 million meals. The equivalent of 22% of all meals distributed were distributed to almost 13,000 people in Stafford County. Good evening. My name is Nathan Yor. By collaborating with Serve and the Food Bank, we can reach more people in
173need through their many partners and business connections. It is incredible that we can touch the lives of so of so many adults and children in all these surrounding counties by giving back for just one night. After our onfield presentation to the Fredericksburg Regional Food Bank, attendees will witness the grand finale when all five of our marching bands will band together to fight hunger. Approximately 400 high school band students on the field playing together sounds pretty amazing. It is also one of the highlights of our season. The need in our community is real. We hope you will join us in the campa in this ca camp campaign to fight food insecurity in our community with your monetary or non-p perishable food donation. Thank you for your time this evening and your continued commitment to our band
174programs. We look forward to seeing you Monday, November 3rd at 7 p.m. at Mountain View High School. [Applause] Thank you guys very much. Our next presentation is the annual report and recommendations of the school board's career and technical advisory committee. Good evening, Madame Chair, members of the school board, Dr. Smith, community members, and colleagues. I am pleased to be here tonight to present the work of the CTE advisory committee. It is a particular honor to introduce Dr. Sherry Maya who not who not only serves as our dedicated and supportive CT advisory chair but also is highly accomplished educational leader with more than 25 years of experience as the dean of early college and high school partnerships at Laurel Ridge Community College. Dr. Mia brings extensive e expertise and curriculum development, workforce training, and higher education
175with a focus on certifications and dual enrollment credits. Her contributions to academic and work workforce education are widely recognized and her commitment to fostering academic excellence and equity has made a lasting impact on the school systems she has served. We are grateful for her leadership and continued dedication to the success of Stafford school CTE programs. Please join me in welcoming Dr. Sherry Ma, chair of the CT advisory committee to provide updates on the important work being done within the committee. Thank you. [Applause] Thank you very much. This is my second year being able to present for on behalf of this committee and I'm very excited to be here and very honored by being chosen to be the person to present this information. So I am going to give you a career and technical education CTE
176overview first. For the 2526 school year, we offer a wide variety, including 13 middle school CTE courses and 151 high school CTE courses for a total of 164 courses. CTE in middle school is a little bit different than it is in high school and it's more about actually just exploring the different elective choices that students may have. They can take multiple CTE courses in a single school year so they can find out what their niche is. Approximately 10,795 middle school CTE course enrollments happened in this school year 2526. In high school, this course is shipped to fullyear classes and some of the classes are double blocked to ensure that the students can meet all of the course requirements. There are approximately 14,759 high school CTE course enrollments for the 2526 school year. This of course
177has been um celebrated and enhanced through the specialty center work. So we base this education on career clusters. So how we put together the careers for students. It is the framework that got functions as a guide in developing these secondary and post-secary systems. 16 of the 17 career clusters are offered in the Stafford schools and those represent over 83 career pathways. This is a representation of all of those career pathways, a little bit of an eye chart, but it is um where we have all of the courses spread out. We've been fortunate as a board to visit many of these courses and offerings. So, and I'll tell you a little bit more about that in a minute, but um anything that a student wants to do and wants to pursue is it's pretty much available
178here in Stafford County. So, a little bit about the advisory committee work specifically. I am really excited to announce or to reannounce or whatever it is that we were recognized um by the Virginia Department of Education as an exempl exemplary career and technical education advisory board. Um we awarded first in the region. We knew that we were going to get that award when we went to the dinner and then while we were there we were announced as the state winner and that has a lot to do with the leadership of Stephanie and Michael Bowling and I want to make sure that we acknowledge that there's a lot of work that happens and I feel like this advisory Thank you. [Applause] Um I do believe that this advisory board does have a voice in the education
179the CTE education These are the current committee members. I am not going to read through them all, but let me just tell you that they are a highly skilled professional board that really brings a lot of diverse um educational backgrounds and work backgrounds to this work. Our mission as the school board's uh career and technical education advisory committee is to work cooperatively cooperatively to fulfill the Stafford County Public Schools career and technical education mission of providing opportunities for all students to become lifelong learner learners and employable productive citizens as they adapt to a rapidly changing highly technological and global community. And through my work at the community college, I get to see that fulfilled all of the time, watching the students from Stafford County excel when they come to our colleges. The role of the
180committee is to make recommendations to attempt to expand workforce and relevant education and we've had a great time doing that with the specialty centers. Um these recommendations are based on gathering and analyzing data related to high quality current technical education and they demand that high standards of academic occupational performance for all students. While we don't have any administrative authority, our members provide an invaluable service in our advisory capacity. Some of the things that we do specifically is we provide feedback on the CTE programming. We certainly um did review and provide feedback on the comprehensive or the community learning needs assessment. We do review and it helped to approve the Perkins 5 and the local budget. re have reviewed all of the specialty center pathways and provide recommendations on those specialty centers, provide recommendations on program
181equipment. And I think one of the most valuable things is that we not only have business partners, but we also are able to connect to business partners in the uh community. Um we have worked to um refine the mission and vision statements in this year. So that's been a primary focus of what we've done. We have to uh CTE spaces, expanding overall knowledge of the CTE program programming in the Stafford schools. In fact, all of our meetings now are strategically held in one of the career and technical education spaces and that certainly has brought to life u all the work that you're doing here in the in the community. Um we have worked to strategically build the advisory board to expand on that expertise and of course we review and provide feedback on the CLA
182and the Perkins grant. some of the things that we've achieved. Again, all the meetings have been held in the CTE spaces. I particularly enjoy when we hold them in the culinary spaces. I'll be honest, we've had some really good meals. Uh we also toured at the data center. I think it's in Manasses if I remember where I drove to and we looked at some of the apprenticeship program tours. We've added additional community representatives in from industries from human services, automotive, and of course data centers. And of course, we did review and provide feedback on the Perkins 5 and local budget. And with that, I if you have any questions for me or hopefully for Stephanie, I'm happy to answer them. And thank you very much for your time tonight. >> Thank you. Thank you all
183for your work. Uh Dr. Warner, do you want to start? >> I just want to say thank you for all the work that you do. I think that we do have a very strong program and I think the honors that you've been awarded certainly reflect the effort that Stafford has put into those programs. Um, as we try to educate high school students, I think it becomes even more critical that we offer them pathways and career opportunities so they can see what's possible and I'm really impressed with what we are able to accomplish. And I too enjoy the culinary experiences because we have some really pretty amazing and creative students in our in our program. Thank you so much. >> Does anyone else want to >> I just want to point out that when we were
184um assigning committee assignments last November, nobody told me there would be food at a particular committee if I volunteered for that one. So, >> did I forget to mention that? >> Stop burying the lead. That's pretty important. That's all I have to say. I I just I mean I want to say thank you as well for the all the hard work because there's so much I think we get like as kids we have this like oh you have to go to college, you have to do whatever. Um and I just think more and more it's just not for some of our And I I I love that we're focusing on what might be for them then, right? If it's it doesn't have to be college. There's so many other things out there and and there's
185so much unrecognized talent that that that is not now unrecognized. And so I just I want to thank you all for the work that you do. And I we're looking mine and I are looking at this list of individuals that have come on. This is so huge. Like what a credit to the committee itself and to the community for coming together for it. So, I just appreciate it because it's it's just such a way to empower our kids and lift them up out of the education process and just let them see the the whole world that actually exists for them outside of school. So, kudos and I'll take a you know November I'll come to your meeting have it at one of those schools. >> Anyone else want to >> I just wanted to know
186um congratulations on winning for the region and the state. Um, what were the the things like how did you guys went? What did you what what was the things that they judged you on? Because I have no idea. I don't know if anyone else knows and Dr. Smith's laughing at me. Maybe I should know, but can you educate me, please? >> Well, I didn't know either until I got the packet to fill out. So, uh, it really talks about what we're doing to support the Stafford County Schools as an advisory committee. I would say probably what put it over the top was meeting in the CTE spaces. So really important that we're visiting and then the work that we've done with the specialty centers with helping to advise. So I had an opportunity to sit
187on the advisory boards for the specialy centers as well and I think that those two things together is really what um Stafford County was recognized for. >> Anyone else? >> Thank you very much. Thank you all. >> Thank you. Our last presentation this evening is the annual report and recommendations of the special education advisory committee. Good evening, Madame Chair, school board members um and Dr. Smith. My name is Michelle Ortiz. I am here this evening representing the special education advisory committee or SEAK. This here um we have a few members from our committee here tonight and I'd ask um for them to stand to be recognized as well. [Applause] Thank you for this opportunity for the CAC to present to you our annual report. Um, and I encourage any questions you might have after the
188presentation. Our special education advisory committee has numerous advocates to include parents, staff, students, teachers, and other stakeholders. Our meetings have been very productive, and included in tonight included in tonight's presentations are updates on the topics listed here and our recommendations for the board's consideration. One requirement of the SEAK is to review the special education annual plan. This is the money that flows from the federal through the state in the annual plan each year that you approve. The application request will primarily go towards funding special education staff salary and benefits. The pie chart on the left shows 14.5% of the students in Stafford County schools receiving services through an IEP as of December 2024. The figures to the right are are the annual combined funding request for fiscal year 2026, which includes 6.3 million, which is
189a slight increase of um 85,300 from last year's request. For members of the public, the board approves this request and the primary use of these funds will be to partially fund 157 special education teachers, 21 diagnosticians, 32 special education department chairs, and two speech language pathologists. 104,448 will be used for materials, supplies, and technology to support early childhood special education programming. For this plan, CAC recommends no changes. The committee's next discussion revolved around inclusive practices and recommendation to better support students with disabilities. To recap the work of the division to recap the work the division has done so far in 2022 2023 they produced and shared a co-eing manual with staff in 2023 2024. The committee talked about how to better support students and families attending after school events. One of the three documents produced
190that year supported students with disabilities at school at social events after school. A continued recommendation is to ensure all students can appropriately access school related events. For example, providing a calming space during the event for children who may become overstimulated or a designated time slots for students who may not do well in larger crowds to participate before the larger event. In 2023 2024, we also went back to base and the committee received a lot of feedback regarding the transition and supports needed for students and staff. This conversation also continued through the school year. We'll call this um trial and error. So, no surprise that our recommendations revolve around returning our students with significant disabilities back to programming based on their needs. In terms of long range planning for students with disabilities, the SEAK reviewed so
191and VAT pass rates and graduation rates shared by Amy Sepka, the assistant director of um school improvement. The data we reviewed indicated that there is a need for strengthening tier one instruction to better meet the needs of students with disabilities. The committee discussed various recommendations and landed on the following. One, collaboration between schools for strategies that work. Example, a school with higher rates collaborating with strategies they implemented to be successful. Two, more co-eing in reading and math at the elementary level. This will ensure that the students are receiving more support in the ways that they need. This does not come without funding due to the need for additional level one teachers. Three, helping parents understand the differences of so and testing and the timing of those conversations. and four, ensure changes in policies are having
192a positive effect on students with disabilities. Next, the Cap wanted to know more about special education teacher retention and recruitment. We had Teresa Aberg from human resources and tal and talent development present data and noted a significant percentage of special education teachers continued in their roles from the previous year. For fiscal year 2024 to 2025, 79.7% stayed in special education classroom roles and 86.7% stayed in licensed positions. Over the last three years, 79.2% stayed in special education classroom roles and 85.7 in licensed positions. A licensed position, in case you're wondering, refers to special educators who left the special education classroom to go to another position within the division. If you are wondering how the special education retention data compares to retention in other licensed areas, it's pretty close. The three-year average for general education classrooms
193is 80.5% and overall retention in general education license positions is 86.3%. Miss Aberg also talked to the SEAK about Stafford's recruitment. There are a few grow your own pathways and the division offers tuition assistance to support these efforts and yielding the outcomes that you saw on the previous slide. One of the partnership pathways is in collaboration with the University of Mary Washington which aims to support individuals in obtaining a special education license and bachelor of liberal bachelor bachelor of liberal studies program. The staff in these co the staff in these cohorts will begin teaching in the fall 2026 and fall 2027. While all of this work towards retention and recruitment is ongoing, it is important to note that the goal is to have 100% fully licensed special educators in our classrooms for our students. Remember,
194for the provisional license, the minimal requirement does not include a special education background or academic coursework in the special education area. Understanding that it is going to be difficult to fill all positions with qualified teachers, it is even more important that the teachers feel supported in their work to incentivize retention. More than money, job satisfaction will keep employees. The committee make the following recommendations as the incentives that are as incentives that are in some cases costneutral but could assist in making the special education teacher positions more attractive. We recommend additional planning time for IEP and 504 plan development, additional time for planning specialized instruction, adequate amount of pair professionals in special education classrooms, and inform people about job sharing where maybe two teachers can divide the work into two part-time jobs to support one classroom.
195Lastly, the committee was tasked with looking into transportation. giving the deficits from last year. We had Mr. Wilcox, executive director of transportation, come present his overall plans to improve transportation. As of May 2025, he shared that 879 students with disabilities were on 66 routes and there are nine Head Start routes. He reported that they have been able to add 10 more bus attendants to special education routes and had plans for added training in August 2025. Committee me committee members advised that there is a communication gap. He indicated that he would he would move to have the phones manned consistently during bus hours to answer immediate questions. Additionally, he indicated that he planned to improve communications with the schools. The routes are being reworked and he had hoped to reduce the time spent on buses for
196the special education students. The recommendations of the group were all identified deficits by Mr. Wilcox. As a follow-up, we have reviewed the updated program and generally speaking, the bus service appears to have shown improvement so far this school year compared to the year prior. So this concludes our presentation and thank you again for having us here tonight and I'm happy to answer any questions that you all may have. Thank you. Thank you very much. And this is uh one of the committees I uh was liaison to and I cannot thank you enough for the work that you guys do because this is an area uh that I love to see innovation and you know suggestions for improvement. The two things that really resonated with me um were ensure changes in policies are having a positive
197effect on students. It seems so simple, but saying it out loud, putting it on a bullet point on a slide or a piece of paper really just kind of puts it at top of mind. Um, and I really really like that the committee decided to uh recommend uh planning time for our educators to make sure the IEPs and 504s um and any specialized instruction are considered and planned out thoughtfully and intentionally rather than in the spare moments. I say that tongue and cheek a little bit that our educators have throughout the day. uh because they really are kind of the roadmap for um this child's the children's learning and growth. So I'm I'm really looking forward to further discussions with my colleagues here and with uh our professionals and community as a whole. So thank
198you very much. Anyone else? >> Oh, I just want to say that I miss you guys. >> No offense, but anyway. >> Well, I know. And they don't even have food. I just naturally love them. Anyway, um I I just have a question about the um additional planning time for IEP and 504 development and pair professionals and stuff. Is this this is for the teachers, the team or to add like because I know there's a team, right? Working on on the IEPs and whatnot. So, are we talking about adding additional time within the day or because outside of the day? Yeah. Like how's that looking? And is it the team? Is it just the teacher? How how would you had you guys discussed that? Go ahead. Oh, sorry. >> Um, as far as like >>
199you can you can phone a friend. >> Hold on. Come. >> I think some of the discussion that we had, correct me if I'm wrong, was really about um the teachers who were writing the IEPs and the time it takes just to draft them um prior to coming to the meeting was really I think most of what the conversation was in our group. >> Cool. That was all I had. Thank you guys for continuing to just come to these meetings. I know it's hard. It's But >> Dr. Warner and then Dr. Chase, >> I want to thank you so much for the work you do on these. This is special. These students um are an important cohort in our student population. It's 15% of our student body. Um it's unfortunate that the Department of Education
200federally, which oversees much of our um oversight and civil rights, has decided to lay off all the staff in that particular office. Um I do appreciate some of the recommendations that you've given us. I think having giving teachers time for the paperwork because each student has an individualized plan and each student has individualized needs. Um and I think that does become quite a burden for many of the teachers. And I think it's also interesting the um pair professionals in the classrooms. I think you know different behaviors, different students require different um hands-on attention and it has to be individualized to those classrooms and those students and I do appreciate all the effort you put into this. Thank you. >> Yes. So I think it's interesting tonight that we have the two um committees that we're
201required by law to have. So the CTE and um special education committees are ones that are not something we came up with, but it's what we're required by law to have. Um and I just want to want to say uh having visited some of our special ed classrooms, um some of these teachers don't have any time during the day for any kind of break. I mean other teachers have a planning period or they have the kids go to specials and they have that time off. What I see with special ed teachers is if the kids are not in the classroom they are busy preparing um lesson plans individual every single student having a specific lesson plan. So um I I you know it all comes down to funding. Um, it would be great to have
202more money to be able to to do more, but thank you so much. >> Thank you. >> Does anyone else have anything? >> Okay. [Applause] >> Next item on our agenda is our student representatives report. Miss Irish. Good evening, members of the board, administrators, and community members. This month, we released our new student feedback form, finally to gather input from students all across Stafford County high schools. The goal of this form is to better understand student priorities, what they're noticing, what they resources they feel they need, and what ideas they have for improving their school experience. We shared it directly with the students and encourage them to take a few minutes to respond thoughtfully. So, if any of y'all are watching or have kids that are in high school, please encourage them to go look
203for that. Looking ahead into the next couple months, we hope to begin analyzing this data from the survey to identify key themes and areas for improvement and see if there's anything we can do in our next few months or to use this information to deter to compile a list of student priorities to help guide the efforts of the future student representatives next year. We also hope to share a summary of these results with administrators and board members to ensure that student perspectives continue to play an active role in decision-making. Our hope is that this data will not only highlight what's working well, but help spark meaningful conversations about how we can make Stafford schools even stronger. We're especially grateful to any students who took or will take the time to share their thoughts. Their feedback
204will help us work to ensure that decisions made truly affect the needs and experiences of those in our classrooms every day. Thank you. >> Thank you. Next on our agenda are citizen comments. Three minutes are allotted to each speaker or group. Speakers shall identify themselves by name and organizational affiliation. Speakers shall also announce the purpose or topic of their comments. Citizen comment which is profane, abusive, or which threatens imminent physical harm shall be ruled out of order. >> Madam Chair, there are six individuals who have signed up. The first two are Sheila Fury and Edward Bassik. Miss Fury. Good evening. Thank you for having me here or letting me speak this evening. I am a child and adolescent psychiatrist and I want to speak to you about telling the truth. It is morally imperative that
205we tell our children the truth. And it is also morally imperative that we allow teachers to speak the truth and that we allow peers to speak the truth and we do not permit them or prevent them from telling the truth. What I'm directly speaking about is we have two sexes, male and female. We have girls and boys. That is biologically understood and that is unchangeable. There are many even within the medical establishment who advocate that children can change their biological sex. This is false and should never be endorsed. And in fact, it does grave harm to these children as well as their families as well as other people who witness the harm and are asked to remain silent. The sexual revolution began in the 40s and 50s in this country. Alfred Kenzie was the father
206of that. What many people do not know about Alfred Kenzie is he has his research raped over 800 children and paid adults to rape those children. John Money who introduced gender identity also sexually abused his clients sometimes through a glass wall with up to six adults observing. These are criminal things. This is often ha denied and hid from the average person. Further, when children are told that giving hormone blockers can be reversed, this is medically false. They cause severe damage and our sex hormones begin in uterero influencing brain development. That brain development continues under the influence of sex hormones and is particularly influential in adolescence and we do not stop normal sexual development because of discomfort. Many people do experience discomfort in sexual development and that should be appropriately and evaluated. >> And that evaluation
207does not take 30 minutes. It can often take years. Thank you. >> Thank you. My name is Chaplain Lieutenant Colonel Edward Bassid, US Army retired. I'm a 33-year veteran. I've served all over the world in multiple capacities, including four combat deployments in the Middle East. I've also taught for the Army and on a college level, high school level, JOTC, and as a substitute teacher. America's come a long way since the days of the Reverend Jonathan Dickinson, the first president of Princeton, who said, "Cursed be all learning." That is contrary to the cross of Christ. And Scot's first chief justice John J, who said, "Providence is given to us our choice of rulers and is the duty as well as the privilege and interest of our Christian nation to select and prefer Christians as our rulers.
208True education should align with Christian teachings and the redemptive work of Christ rather than viscerally opposing it. And here we are in the birthplace of freedom where you all obtusely oppose it. You encourage and defend transgender and now transcase ideology. Ideologies that are on their face dark and deranged. And in doing so, you create a literal prison-like atmosphere that directly facilitates child abuse. Instead of creating a learning environment, you facilitate fear, chaos, division, cruelty, and inevitable violence. And after I'm done speaking, I invite any of you to look at me face to face civily and tell me that you actually believe that a child can become a cat or a young boy should be able to watch girls undressed in their locker rooms. The brutal murder of Charlie Kirk has revealed the mainstreaming of radical
209ideologies and a collective Darth of conscience so black and so bloodthirsty and a hatred so wanted and so visceral that we've lost the capacity to name it. It can only be described as satanic. You and your ideological con colleagues are seen by God and by man and you're no longer flying under the radar. After I spoke last time, one of your colleagues in the crowd snarled at me. It's called separation of church and state. And for the record, that phrase does not appear in the Constitution. It does not appear in the Articles of Confederation. It does not appear in any government document. Be that as it may, we do have religion in this school system. And that religion is a radical anti-Christian collectivism under the guise of secularism, neutral, and neutrality facilitated by lies. And
210you, the school board, no leader on any school board at any level should be capitulating with any agenda that encourages child abuse. And if that is you, may posterity forget that you are our countrymen. >> Madam, the next two speakers will be Shamgar Connors and then Elizabeth Coulter. Hey guys. Oh wait, hold on. I gota get my speech out. Got to follow those acts up. It's gonna be tough. Uh oh. Sorry. Shame guard Connor's heart district, but step right up. Today I'm your gender fluid species fluid clown extraordinaire. Huh? Con. I identify as the ring master of this circus and my pronouns are clown clown self. Now, last meeting a board member had the audacity to claim that you don't need to put on a circus act and claimed I didn't have 100% of the
211information and I took that personally. Why so serious? This absolute that's absolute conphobia. Stafford's policies 2420-p and 4107-P say anyone can identify as anything anytime, anywhere, and they must be respected and have equal access to all facilities. Now I thought I could finally honk my clon my true clown self just like we let students and staff juggle their identities in Stafford schools who made the clown don't play that bigotry. Now I do have the info folks I read your policies where he my nephews that Margaret Brent spilled the beans about furries prowling the halls and it soon hh pool told me kids are crawling on all fours between classes. A boy's rocking girl crop tops and booty shorts going to the girls bathrooms. Oh, by the way, over at North Stafford High, a girl is
212making the lacrosse team uncomfortable right now by using the boys locker room. These are just the opening act of the chaos. Parents are too scared to speak up because rabid leftists bully and attack anyone who questions our woke agenda. There's someone here that does it, too. Now, by the way, after last meeting, I got a letter sent to my home from the schoolboard addressed to Mr. Connor. Excuse me. I declared my pronouns are me, our heha. That's such bigotry. And don't get me started on the schoolboard member who wrote to the Virginia Supreme Court demanding a fired teacher's life be ruined because he dared to use the wrong pronouns. Where were my pronoun police allies? By the way, the legal letter written to my me from the school board cost you taxpayers back there an
213estimated $2,000 attorney's fees to threaten my first amendment rights. Want to know how I got these scars? By standing up for my clown truth. But here's where Stafford Circus flops. like a clown car stuffed with so many L's they're spilling out the doors. Since last month's school board meeting, Pam Bond's DOJ memo said school boards can't illegally silence parents. Honk. The governor's office contacted me. Stafford's violating motto policies 2023 in VA code 22-1-23. Honk. Okay. Governor Yner wrote an executive directive that banned boys and girls locker rooms. Honk. Fairfax with the same non-discrimination rules as Stafford just lost federal funding. Honk and PTOAC locals article and 30 minute interview with me spilled all the tea on this clown show. As Kefka would say, son of a submariner. So from the crazed lunatic oddities whining nonconformity,
214that's clown for short. We thank Stafford for pitching our woke circus in schools. Even if it cost us 30 million in funding, we must push the incentives on kids even when 99% of Stafford revenants don't want it. Let's all laugh at the clown world here. Pass the whoopy cushions and banana peels. >> Oh, it didn't make a noise. >> Thank you. >> No, it didn't work. Okay. Wait. Hey, I have to hand out stuff. I have to give you guys How do I give you a permanent record? >> Your time is up, sir. >> I know. I have to give you guys a permanent record of what's going on. >> Please. Who do I >> Time is up. We have two other speakers waiting their turn. >> Okay. Here's a bunch of L's. You You
215guys can have them. >> You earned them, >> Miss Coulter. Elizabeth Coulter, director of Louis Huey nonprofit. My 12-year-old son, Louie, was born with a genetic mutation so rare it's only known by the gene Hu1. Louis suffers from severe learning disabilities, cortical visual impairment, severe autism, epilepsy, which causes up to 200 seizures. Seizures a day that will throw him violently to the ground unless he is actively being held or he is strapped to his wheelchair. Years ago, I funded a nonprofit that funds research of the Huey1 gene, which affects about 500 children worldwide with similar disabilities. I am no stranger to disability and advocating for children with extreme needs. In addition to my daily fights with insurance companies, therapies, doctor visits, and caring for a child who cannot do the most basic functions. I now
216must advocate for him in our school system. His education goals for this year are to be able to feed himself and urinate in a toilet. We have tried traditional PTO, OT, speech, and early intervention services. Then we were introduced to applied behavioral analysis or ABA when Louis was four. Before ABA, Louie never even looked at us. Lost in his own world, we assumed his catatonic-like state was Louis existence for the rest of his life. After starting ABA, it was like a light switched on. He started learning. Recently, his doctors discovered a new drug that limits his seizures. These seizures were limiting his ability to learn. Over this past summer, Louie has begun to sign with his hands that he was hungry or that he wants his toy. This was a milestone we never dreamed possible
217a year ago. With both the advances of the drug research limiting his seizures and therapy with his private ABA provider, we are now able to make progress which we never imagined possible. At the beginning of the school year, we naively expected that Louisie would be able to continue his ABA therapy in the school learning environment. Our hope was to bring ABA team into the school to continue the progress they made over the summer. Ideally, we hope to start daily therapy and slowly phase ABA in the school out so that by the end of the year, he would be able to thrive at school with no additional therapy whatsoever. Our private insurance through my husband's employer approved ABA for Louisie. We just needed the school to allow it, which the school system, Edward Drew Middle School
218specifically, refused to do so during IEP meetings. Despite the hundreds of pages of data collected by multiple ABA agencies that have worked with Louisie, the school will not allow the ABA team that has made miracles happen to help train and provide therapy. The school representatives at the IEP meeting do not feel that Louis needs ABA. The main therapy is John's Hopkins neurologist prescribed for Louis cognitive development. I received an email from Stafford County Schools asking for fundraising, which I found odd because during the IEP meeting, the school representative said that they do not need any funding for therapies. This leaves me confused. Either the school needs funding and can benefit from a specialized educator with master's degree in psychology who are we who we are supplying at no cost to the school who has been
219proven to provide tangible benefit and progress for my child or the school does not need funding and can supply ABA on their own since a John's Hopkins neurologist said the therapy was medically and educationally necessary. I am asking the school system why our ABA professionals cannot come into the building to help with the educators and our students, especially since many teachers in Virginia don't even hold common bachelor degrees. Why the secrecy? Why no cameras allowed in non-verbal classrooms? Why can students not communicate with parents going on? This leads me to think that it's the same reason ABA professionals aren't allowed in. The school doesn't want any form of transparency with parents. I am begging you to evaluate the priorities that resulted in my child not receiving basic learning he requires and unethical practice of not
220allowing trained professionals and do what is right by Louisie and other children just like him. >> Thank you, >> Madam Chair. The next two speakers will be Molly Denim and Michael Park. Good evening, Molly Denim, Hartwood District. I'd like to propose two ideas for your consideration today. First, I ask the board to explore adding to your future legislative agenda. A request for state lawmakers to allow federal and state school funding to flow directly to the school district rather than through the county board of supervisors. We already know this is physically possible as some education funds do come directly to school divisions. In addition, with proper messaging, you could get other school districts to support and strengthen this idea as it would be uh benefit to them all. Direct funding would not only speed up the
221back-end process as state continues to be Johnny come lately to the budget cycle each year, but it could reduce tensions and provide better county transparency during the local budget season. The supervisors currently hold no fiduciary responsibility for federal and state education dollars other than to pass them through. With direct funding, the supervisors can be cut out as the middlemen, allowing them to focus on their job of determining how best to use county collected tax dollars, which is part of their fiduciary responsibility. As I also support revenue sharing options, keeping federal and state funds separate from that discussion and calculation would make the process far more transparent for the public. It would good Stafford County taxpayers a clear insight into how their county dollars support local education. For my second proposal, I'd like to see a
222vast improvement and expansion in our very sadly lacking language arts program. I am extremely disappointed in the lack of learning options available for my child at the middle school level. I've come before you on this topic before because I am a firm believer that when we enrich minds and introduce our children to global insights, we help them rise above the kind of smallmindedness that seemingly continues to plague our county. Education should open doors, broaden perspectives, and challenge narrow-minded thinking that is currently strangling our community and our country. We have an incredibly diverse and mult multicultural community right here in Stafford. A strength we should be proud of and an entire community we can tap into as a resource. Many in our community speak other languages and if given the opportunity would love to teach, to
223serve, and to build stronger ties here in Stafford. We need to find a way to create a program that provides a clear pathway into the classroom for these individuals. Doing this could build a language program that better mirrors the global world our students are stepping into. Languages from the Middle East, Asia, and Africa are far more relevant in today's global economy than the traditional French, German, and Latin that we struggle to offer. Now, not only are these languages more relevant, but unlike the current unfilled offerings, we could actually put teachers into these positions. By training and hiring from within our own community by broadening our language offerings, we expose our children to a richer global perspective and better prepare them for the future. Thank you. Thank you. >> Good evening everybody. U I'm Michael Parkin.
224I'm a parent of a North Stafford High School student, an HH pool middle school student. I'm a volunteer at the Citizens Budget Advisory Committee, although I'm not here in that capacity. And I want to thank Miss Coulter and Miss Denim for for speaking tonight because if not for them, I would feel like I'm at an audition for a Stephen King movie. Uh, but I'm here to talk about Henry and HH Pool. Henry came from a very difficult fifth grade year and I was on pins and needles with him going into sixth grade. But I'm here to tell you he's having a great year thanks to the great faculty, staff, and administration at HH Pool who are just doing wonders. I can't tell you how frightened I was about him going in there and how well
225it's turning out. Um, Henry is not a kid who wears costume parts into class and Henry doesn't have other challenges, at least not that I know of. But a question I asked you tonight is, what if he was one of those kids? Well, I'd tell you that that's between me and his educators. And for anybody else in this place, it's none of your business. Kids deserve an education. They deserve safety. And they deserve freedom from intimidation by clowns and everybody else. On the seabback, I see that we are constantly about two steps ahead of a crisis. And I'm not going to recite all of them between active shooter warning systems that fail, discipline challenges, exhausted faculty and staff, insufficient numbers of specialists and mental health pros. It just goes on. These same topics were brought
226up here a few weeks ago by families from across the county represented by PTO's at this uh at the school board meeting. They're the real challenges. For ground truth though, I submitted a foyer to Henry's school to ask how many parents are complaining about their child being bitten by a furry or that boys are using the girls' rooms or that parents are seeking special treatment for children who think that they're animals. The answers were zero, zero, and zero. Zero calls, zero emails, zero communications. It's a non-issue. It's a manufactured crisis from the idle minds of people who'd rather be in a Stephen King movie than in our schools. And they are not school parents. I am a school parent, one of 66,000 who aren't complaining about this non phenomena. It's also made worse by candidates
227including the Lieutenant Governor Sears, the Sharpenbergs, Stephanie Moika, and not to mention the Stafford County Republican Committee. These are people who don't attend schoolboard meetings, PTO meetings, committee meetings, but they want us to let them handle a threat of costume parts and non-existent bathroom predators. So, on behalf of 66,000 parents, I'm asking you and the board of supervisors to stop letting adults intimidate kids and to ask, can we please get down to the real issues? Thank you. >> Thank you. That's it. Correct. >> Okay. We have one action item in this evening. It is the adoption of the school board's legislative priorities for 2026. >> Um did anyone want to start with a motion? >> Motion to approve the legislative um proposals with the language changes that were discussed during the work session. >> Second.
228>> Okay. Is there any discussion? Madam miss I I just have a question. I tried to refresh and I don't see the changed language here. Is it >> has it been updated because it's very difficult to vote on um approving something that was discussed without seeing it in writing. >> Miss Haley, I I think I can respond. I don't we weren't able to make those ch we made notes of those changes in the work session. We were not able to to refresh that document and make the changes um to have them for you tonight, but we have notes of them all and the recording that we were going to go back and make those. So, um apologize if that was what was expected. We weren't able to turn that around. >> Um Dr. Schultz, could
229you refresh our memory and go through them item by item so that we could Would that be sufficient, Miss Healey, to approve them? uh if we have the language that we're going to be voting on. Otherwise, um I don't have I mean I don't have a problem with the board voting, but I will abstain if I don't have the language that I'm voting on, you know, in front of me. >> The substantive changes that I noted were were regarding >> Can can you go by each one individually and let us know what it's going to read, what we're voting on, please? The first priority is to address the legislative the um joint legislative audit and review commission recommendations for standards of quality funding. The request is that the general assembly implement the findings of the
2302023 JLock report. We had no changes noted in the work session. Second priority is to address the impact of the cost of competing adjustment KOKA in the disabled veterans tax relief. We did have several notations here. Um, one was so that the request is now that the general assembly provide Stafford with 100% of KOA period. Second request is that we support the board of supervisors request to address the impact of the disabled veterans tax relief. Third priority to support a a reasonable accountability system and reform the standards of learning assessment process. So we made a change from the verbiage fair to reasonable. The next priority is to >> what is there a request that goes along with that one? Um that was the heading. Each of the other ones had a request that went with
231it. >> Yes. I apologize. The request is that the general assembly support a system to maintain high standards and expectations while ensuring student growth is recognized within a reasonable system. The next priority is would the board have any objection to say is that a reasonable accountability system? I if we just say system generally I think it's very broad is the intent that it be within a >> accountability system. Okay. And are we also mentioning the funding part in that language to talk about >> the interventions >> funding the interventions that are identified with >> the second one. Okay. >> It's next though, right? >> Okay. >> And then we're not moving on to the next. Are we moving on to the next one or to like because >> can you can you go back and
232reread it? Absolutely. Sorry. So the the priority is to support a reasonable accountability system and reform the standards of learning assessment process. The request is that the general assembly support a system to maintain high standards and expectations while ensuring student growth is recognized within a reasonable accountability system. >> Okay. Okay. But then are we adding a sentence about funding the interventions that are identified through the new measure? >> So we've identified sub bullets there. The first is to address the changes to the accountability system and changes to cut scores that have implications for student success. Next bullet is >> funding for the interventions. That was my very next thing. So that is incorporated as well. And then the third subp part of this overall request is that the so assessment requirements can unfairly penalize students
233so must be accounted for. >> So it's an umbrella request with the funding as a specifics that we just mentioned. >> Does that sounds like what the >> So for me I'm okay >> and I I just like to hear that again. I understand what you're saying. It's not that I don't trust you. That's not a question. But if if we're going to be going forward with this with a vote, I' i'd like to have more firm language that the first part I think was clear. >> Um, but it's the funding part which is important. I just want to know how it's going to read. How about if I start from the beginning and then you can you can we have the request is that the general assembly support a system to maintain high standards
234and expectations while ensuring student growth is recognized within a reasonable accountability system. colon in to include changes to the accountability system and changes to cut scores that have implications for student success. Semicolon addressing funding for interventions semicolon and addressing the so assessments requirements that can unfairly penalize students. >> I guess I'm a little unclear on that. The second and third I I I think that the second that you've just read, isn't that like the why we're asking for the funding? It sounds like it's a serious >> It is, but they're they're giving us an, you know, we're we're getting these new systems which are supposed to identify where our gaps, quote unquote, gaps in education actually are in order to provide a more like merit-based focused system to bring these kids up. That's fine. I
235have no problem with that with the exception of the fact that there's going to be a lot of money involved to help bring us back up to where we were if we're that far behind. Does that make sense? because some of these are set up to make to bring light to the uh discrepancies within the education system and what's failing our kids to bring them up to the to the level of the SOS. So to me the fundamental request is the is the accountability system but that accountability system doesn't mean anything if we can't provide we don't if we don't have the funding to provide the interventions that our students need to bring them to the next level. It's it's like being a hamster in a wheel. Maybe that ought to go first that the
236that the if you can articulate what you just said that the that the funding be provided >> to support and maintain the standards >> as so I think that is really the priority our request is that they fund the s the interventions needed to implement this. So maybe um the the header says support a fair accountability system and I'm sorry a reasonable accountability system and reform standards of learning so tests. So maybe we want like we're doing with the next item which starts with support funding for federal mandates. Maybe we want to say support funding for a fair account account a reasonable accountability system and reform standards. Except I don't want to support funding for the I don't want to support funding for the accountability system. >> I want to support funding for the interventions
237that are identified through our reasonable accountability. >> So maybe because otherwise it's just another unfunded mandate that falls to us >> and everybody at the state will pat themselves on their back and and walk home and and eat dinner happily without recognizing the burden that they've left on the school system's shoulders. And that that's zero some game for me. So might I offer another suggestion then? I I think what you're trying to do is you're trying to get the request to be simple enough but then also have we'll have the the back end in terms we've got the bullets that we've shared earlier in terms of the why behind it and some of the pieces there. So I would suggest you say the that the general the request is that the general assembly support a
238system to maintain high standards and expectations while ensuring student growth is recognized within a reasonable accountability system including funding for interventions or funding for required interventions >> necessary interventions. Could Could you say that includes because including makes me think included but not limited to but we want the system that includes >> that includes funding for necessary interventions. >> Well, I'm not even sure to say necessary for >> interventions >> for interventions as identified by the school district. If you really >> say because I don't want them I don't want them to come up with a way to say that's not necessary and not fund it. >> So you're just going to add to the end there. So we we said um can you say that again for me, Miss Healey? >> That includes funding for
239intervention. >> You have my day job coming through here, but >> you're not paying for it. >> I appreciate the assistance. I just want to make sure I'm writing what you want, the will of the board. >> So >> you better be glad this is being recorded because I don't like could write this down. >> So the for interventions. >> I I actually like Dr. Smith's language that includes >> okay includes >> funding for intervention >> for intervention. >> Okay. and >> funding >> and and why not go for the gold and say as identified by the school district >> shall be included >> shall be provided >> shall put you on the spot Dr. But I knew you could >> I want us to be able to determine, you know, how that intervention should
240be >> that are identified by the school district. Okay. >> Okay. Okay. The next priority is addresses funding for federal mandates. Support funding for federal mandates, excuse me. The request is specifically that the general assembly support a system to fully fund implications of the federal mandates. The next priority addresses the actual needs for mental health supports. The specific request is that the general assembly address the true mental health needs of students through updating SOQS as well as consideration of the full impact of the teleaalth law. Can can we also just um did we discuss putting anything down about the concerns? I mean this is lacks consideration for logistics, funding, privacy liability. So that that stays within the text of what we're delivering, right? So that that doesn't because that is the actual whole point of
241that concern regarding that law. >> Absolutely. Okay, cool. That that all those details will still be included. >> The next priority is to allow for the the ability to impose a local sales and use tax for school construction andor renovation. The request is that the general assembly allow Stafford County to impose by referendum up to a 1% sales and use tax to fund school capital projects. The next priority is addressing funding for technology infrastructure. Support the funding for tech required technology infrastructure. This specific request is that the general assembly support funding for technology that reflects the true needs of schools with a mechanism for changes due to changes in the consumer price index. >> And we asked you to add something about what the funding >> what the funding would be. Yes, I think >>
242and I will add the specifics once we get that. Yeah, that's >> next priority is enhancing the standards of quality the SOQs in key identified areas. The request is that the general assembly enhance SOQS for positions for which staffing ratios fall short and to amend class size cap for sixth grade. And the final priority is addressing the student privacy implications for the new notification law regarding the administration of Narcan and suspected overdose. The request is that the general assembly balance the need to inform parents and the school community with protecting the privacy of individual students. >> Just clarify one thing on that. Um what so the other things that we that we notify the school community for that may have a singular um student focus would be what? Nothing. I mean we get a couple
243of community things that say dear parent your child may have been around when we have like a medical emergency or something. Correct. >> This level of specificity is unique to this situation. >> Right. Those are not No, those are not state laws, but but but that's my other question. Like, are there any impacts of those other community school community notifications that we put out as well? I know we have to for a bunch of different reasons because we want the families to know, right, we're not hiding anything, but is is that also would that also sort of be covered as topically on this? >> This particular priority was singularly focused on that particular law and the aspects related to that. So, there is no inclusion or implication for any of the other notified. >> So
244I kind of want to have that discussion maybe at a later time maybe through governance or whatever to see what our policy is on that end as well because we do have a lot of things that we do have to send home to the school community for for all of the right reasons. But that might also be a discussion that we want to have just in terms of implications for the student, you know, upon their return to school after an incident or whatever. I just maybe I just would like to look at it and see what that looks like. Not not this time around. Lisa, don't get nervous. Okay. You did an ex I sat really far back. Sorry. >> Madam chair, would you call the question? Sure. Please cast your votes. Open discussion. That
245motion carries unanimously. uh superintendence report and comments. Dr. Smith. >> All right. Good evening, board members and uh our community. I'm going to start this evening. There we go. We're going to start this evening talking about October is National Bullying Prevention Month. And I I say it's another time, but it's really it needs to be an intentional effort and really a year-long and ongoing effort to ensure that we're providing a safe, welcoming, and engaging environment for each and every one of our students. Every one of our students deserves to feel supported, valued, and included. Bullying of any kind, whether in person or online, has no place in our schools. We know that fostering this kind of environment requires all of us working together. And I sincerely appreciate the partnership between our staff, families, and our
246community. Our counselors, social workers, our psychologists are here to support students who need guidance. And our teachers and staff are trained to recognize and respond to bullying effectively. Students and families can also report concerns through our anonymous tip line or reach out directly to school counselors and social workers for help. Additionally, resources like stopbullying.gov gov offer strategies and tips for students, families, and educators on preventing and addressing bullying. I also wanted to share some good information about the work that's been taking place during a couple of our professional development days. We continue to work to build the capacity of all of our staff, but I'd like to specifically focus tonight on the work taking place within special education and student services. This was evident this past October 3rd when we provided comprehensive professional development to
247our special education staff. We trained 281 level two pair professionals through our parapalooa event where each participant completed two of five specialized in-person sessions. Additionally, 26 of our mental health staff participated in youth mental health first aid training, equipping them with critical skills in mental health awareness, crisis management, and substance abuse awareness and adolescence. We supported our emotional behavior support teachers with strategies to support our students with emotional and behavioral needs. And 46 of our level two teachers received training on evidence-based strategies to support our students with autism. Just yesterday, we held the third annual caring collective bringing together our school social workers, psychologists, counselors, nurses, and diagnosticians. This collaborative event focused on building communication and strengthening our collective efforts to address the physical, mental health, and wellness needs of our students. I'm also pleased
248to announce that Stafford County Public Schools recently received $97,230 in school security grants from the Virginia Department of Education. These funds will support critical safety improvements at seven of our elementary schools which include Monure, Falmouth, Garrisonville, Margaret Brent, Park Ridge, Widewater, and Winding Creek. The grant will fund additional safety access points, the installation of cameras on school buses and upgrades to our security systems at these facilities. We remain steadfastly committed to providing our students with a safe and secure learning environment, and we appreciate grants like these and allowing us to focus on safety and security. We're also working on other means of enhancing safety and security at our events. Beginning this Friday, October 17th, the division will pilot detection systems at select home high school football games. We'll notify our families ahead of the games
249so everyone is aware. Please remember to bring clear bags only and allow extra time for screening upon re arrival. We appreciate your cooperation and partnership as we work to make sure our athletic events remain safe and enjoyable for all. And next, I'd like to acknowledge an exceptional achievement from one of our own leaders. Grafton Village Elementary School principal Dr. Mike Cidbotham has been appointed to the National Assessment Governing Board, a distinguished honor that reflects his expertise, leadership, and dedication to educational excellence. The National Assessment Governing Board plays a critical role in shaping student achievement assessment nationwide. Specifically through the NAPE assessment and he will help to determine which subjects and grades are assessed and setting performance standards. Throughout his career, Dr. Sidebotham has exemplified a commitment to using data to guide instruction and to accelerate
250learning. His appointment represents not only a personal achievement, but a recognition of the outstanding caliber of leadership throughout Stafford County Public Schools. And now to our school performance and support framework. This is a new framework developed by the Virginia Department of Education that you have not heard of, you will be hearing about it shortly. Each year, the state publishes annual pass rates for our students on state assessments. And these rates are published publicly and uses one of the components in this new accountability system that provides schools with designations. We expect the Virginia Department of Education to release results soon, but we want to update our community on the new language. Schools will now be classified in four categories. Needs intensive support, offtrack, ontrack, and distinguished. The new accountability rating is provided in addition to school
251accreditation ratings of either fully accredited, conditionally accredited, or accreditation denied. Information on these these ratings is found on the de Virginia Department of Education website and specific data about our schools can be found on Virginia school quality profiles. As soon as it is released from the Department of Education and shared publicly, we'll be happy to share more information with our community as soon as we receive it. Last month, the Virginia Board of Education approved proposed so cut score changes. New history and social studies standards are going to effect this year. In addition to the new standards, there are significant increases to the state so assessment cut scores in reading and mathematics. What we have known for years about a score of 400 needed to pass an so test is no longer. And under the new
252approved plan, proficiency cut scores can range from 444 to 479 in reading based on their grade level to 430 to 452 in mathematics. To clarify, cut scores are the scores that determine a student's proficiency or past fail. And based on these increased courses, this will lead to an increased number of students labeled as failing and an increased need for student support. For example, just looking at historical data at one middle school as an indicator of future school student performance. If the cut scores proposed are implemented as proposed, the overwhelming majority of students may fail in the fa fall in the failing range requiring a statewide reading plan and a required intervention courts for each of these students. This will not only significantly impact our division and our school pass rates, but will create the need
253for additional staffing and required intervention courses and additional licensing for supplemental intervention resources. The state board of education is scheduled to vote on an implementation plan for cut scores, which could span over several years at its October 24th meeting, and I'll keep you updated as we learn more. Finally, tonight, I want to acknowledge that the recent government shutdown is affecting some of our families in our community. We recognize that this disruption can create significant challenges for our households that rely on federal services and benefits. While we continue to monitor the situation and its impact on our schools and family, I want to assure you that Stafford County Public Schools is committed to supporting our our students and our community during this uncertain time. If you or your family is experiencing a hardship due to the
254government shutdown, please don't hesitate to re reach out. Our community engagement team is here to help and to connect you with resources and support. Whether you need information about school meal programs, student support services, or other community resources, please contact us at communications atstaffordschools.net or by phone at 540-6586000 for our community engagement team. We are stronger when we work together and we're committed to ensuring that no student or family in our division goes unsupported. Please reach out and know that we are here for you. Thank you for your support. This concludes my remarks for this evening. Thank you very much. We will uh start with our board member comments. I'd like to start with Miss Randall, please. >> Thank you, uh, Miss Sigman. I only just have a couple things I wanted to say. Um,
255f first, this evening, um, we voted on the, uh, design services for the fine arts wing renovation edition at Northstafford High School. This has been something that has um been up for discussion since I first came on the board. And so to see again something that was been discussed for years finally coming into the design phases is just it's incredible. Miss Healey and I um toured North Stafford and early on, I guess maybe it was in 22, we toured it and saw the need that it was there and we did um there was some conversation about pulling it off. Um and we insisted that it stay on and I'm really grateful for that. I feel like it's been a long time coming. It's um many of us have been there have seen it firsthand what
256those uh students were having to um the educational space for the drama, the orchestra, band and chorus, their performance opportunities, all of that was negatively affected. And when a school and all of our schools are in um productions or in competitions, it really put them at a disadvantage. So, I'm happy to see that we voted for it unanimously up here this evening. I'm happy to see that um program and progress. um as we have seen with all of our school builds, rebuilds, renovations have been um progress in trying to do better and be better and have better for our students and our staff in the way of opportunities and safety. So, I just wanted to let everyone know that was something we voted on this evening and I just wanted to share that. Thank you,
257>> Miss Healey. Uh to follow up on Miss Randall's comments, I want to acknowledge the board of supervisors support for that because without the board of supervisors approving our funding for the um you know the the CIP, we would not be able to award that design contract. It's been a long time coming and it was one of the areas that um was identified as making um North not comparable to other schools in terms of the opportunities they're able to offer the students. I just wish it isn't taking so long to to get to this point and even longer till it's done. But it's it's going to certainly be something to celebrate. And on the uh along the same vein, the um band together to fight hunger. I think it's been known as band together against
258hunger, to fight hunger, whatever it's called. It is one of my very favorite events of the year, right up there with graduation. Um, and I encourage any member of the community, um, whether you have children in schools or if you just like to hear bands, it is a wonderful time. It's no competition. It's just, you know, a showcase of our our our performers. And I've seen a lot of changes over the years. We had some um much smaller uh bands and um color guards during the the COVID years, but um I think they're they're coming back to full force. And and I just uh encourage anybody who wants to come out to to come and the bonus is the the food that is collected there goes right back into our community. And there there is
259surely a need for that as well. We also have many community sponsors who are are now putting thousands and thousands of dollars in. I mean, it started out we got a couple thousand and now it was what was it up to? 40 50. I mean, it was really pretty pretty high last last year. So, thank you to those members as well and I look forward to seeing you all there. we have an opportunity to go out in the field and and uh help recognize the the donors of the um you know the big bucks that uh that come in at the end. And that's after the um the the bands have performed but before the um final uh showcase which is is absolutely amazing and and we've we've we've actually shown um shown parts of
260that on our um screen at schoolboard meetings and I would ask Dr. Smith to consider that for a future school um board meeting as well so we can share it with those who weren't able to attend. Thank you, >> Miss Holston. >> Um so I only have well I have two things but um I uh thanks to Mr. Towry and and the group over there. I was able to take a tour this time around of now Hartwood High School and Falls Run Elementary with um another group of students um from one of our local private schools. So, I really appreciate the fact that they took the time. These students are doing an architecture um lesson and they really wanted to see um what was going on at this new high school or whatever and and
261the folks at work over there, all of them just came in and they just really embraced the kids. I went with my daughter so that she could actually see the inside of it and they answered questions. They talked about education, what you need, like you know, what kinds of things are involved. And I mean, the kids just hung on everywhere. And then walking through that school was like like it was so big and so like overwhelming. And a lot of the kids just walked around being like, I'm going to go to school here one day. I'm going to go. And the one girl was like, "You think I'm going to go to school here one day? Because I live right there." And I'm like, "If you live right there and you keep living right there,
262you're going to go to school here one day." So >> I know. Well, whatever. But um She will remember me by then, I'm sure. No, I'm just kidding. Um, but anyway, so it it just the excitement of seeing it and the time that the the whole crew took. They they weren't rushing the kids. They weren't, you know, they were just and they knew the kids were hanging on every word. So, I just really appreciate that because it really truly is the little things in life. I do want to say something about um bully prevention month being in October. And I want to remind everybody that bullying comes in all shapes and sizes. It is not just kid to kid. Bullying does not just occur kid to kid. And so there's a checkpoint that I think
263adults need to start making as well. Both with their online behavior, their behavior in public, the way they speak to each other, the way they address each other just in general is a huge issue to me. And you don't have to define it as bullying because you may not become coming up against that person over and over again. But I assure you it is certainly bully adjacent at the minimum. But um you're not helping anyone. You're not setting an example for these kids who are struggling just to make every day feel normal in a world that's just absolutely really gone nuts. So, um, I also want to address the fact that for any parent having a problem in the school system, if I mean, you certainly are welcome to email us, of course, that's what
264we're here for, but you really need to go right directly to your principal and make sure that your principal is aware of what's happening in your schools to your child or whatever. I assure you, 100% of our principles are not going to turn you away and say, "That's not something we investigate here." They will absolutely take care of it. Um and and although we will absolutely help you, oftentimes what you'll hear us say is please let your principal have the opportunity to fix that issue within the school. Um I'm going to say this very clearly. If the only place you complain is on Facebook, it didn't happen. I'm sorry. I can't I cannot continue to listen pe to people say that this incident was reported on Facebook or watch anonymous members go to Facebook and
265rec report report things and assume that the school system has either saw it knows where to go from there. We get plenty of screenshots and of course when we do we'll forward them up. But if the only place that you are getting your information come and then you're bringing it here to us at this podium and the only fact check you've done is a comment on Facebook, then please assume it has not occurred because at this point in the game, if we can't be mature enough individuals to direct our concerns to the appropriate people at the appropriate level, then it's simply just a waste of time. And to a certain person's point here this evening, these kids are dying for an education. They are dying to learn and it is our responsibility to give that
266to them and to make the rest of the world quiet from their lives for about six hours a day which is the only place they actually have the opportunity to walk away from all this stuff. So, so if we can't even give them that much because we're so focused on things that came off of Facebook, then yes, we are failing as a system, but more importantly, we're failing as as adults who are supposed to be the leaders for these kids. So, I just implore everybody as we look through October and what bully prevention month is actually about, check your own behavior first. Really look at what how you're behaving. I think I've said this a hundred times from up here. Look at how you're behaving online or in public because that will tell us all
267we need to know. >> Dr. Warner, >> thank you. Um, I can't wait to go to band Together for Hungary. And all the years I've been on the board, I have never managed to get there. There's always been some conflict. So, I'm very excited that I will be able to go this year. Um, I look forward to seeing the kids. My daughter was in marching band and um, I look forward to seeing it and I hope to see everybody else there too, donating a lot of food and money. >> Dr. Chase. >> Yeah. Hi. Um I attended the Head Start Policy Council and um during that meeting they talked about BPI. Um and particularly I just want to give everybody a heads up that one of the things that will be coming is approving a
268change to the schedule. Um we had not been meeting the hours required for the four-year-old VPI program. And so this year we changed I think we added a day to the calendar or something to get the time up. But I think moving forward um the plan is to change the schedule a little bit. So I think um there'll be more details coming but it's to meet sort of state requirements for for the Virginia preschool initiative. And then the other thing I wanted to mention was uh Miss Sigman uh sent me an invite to uh talk on AI and literacy, artificial intelligence and literacy and it was really fascinating. Um, and uh, the fact is, um, you really can't beat a human being talking to a child and you really can't beat a human being reading
269a book to a child rather than trying to have AI do that. And um, so I think it's really important for parents to realize that um, putting your kid in front of a screen and expecting the screen to engage them. Um, we have all kinds of different neurons that are expecting different kinds of input for our brain development and we are really wired to respond to human faces and to to human people, right? And to people. So, that's really important. Um, one of the things that fascinated me when I think of AI, I've typically thought chat GPT. Um, and they talked about Alexa as being AI. And it was really interesting to hear about what children thought Alexa was. And when they ask children, do they think it's a person in there? Do they think
270it's wires? And very young children have this this strange thing called theory of mind hasn't developed yet. And so that exposure to Alexa and how that affects your development of theory of mind was really kind of fascinating. Um and uh then of course they talked about um the impact of AI on mental health and children um adolescence. We've seen some cases of um AI giving children very bad advice and it resulting in in things like suicide. So really important for parents to try to get up to speed on this. Our kids are almost always faster with technology than we are. But it's really important that that parents get up to speed so that they can um look after their kids. All right. Thank you. >> Dr. Chase, can I ask one question? Um in the
271past, we've always got the invitation for a Thanksgiving, but sometimes we get invited to like their pump. Thank you. I don't know what the correct word is, but is that happening? I did not hear anything about that at the policy council meeting, but maybe the next one, in which case I'll let you know. Yeah, >> Miss Guy, >> thank you. Um, I first just want to take a moment to um extend my sincere condolences to delegate Candy King on the passing of her daughter Candace King, who died um last weekend. Uh her funeral's tomorrow, and I just um she was only 15 years old. She was a sweet girl. I only got to meet her two times, but uh she just seemed like she was just such a sweet girl. So, like I said, I
272just want to extend my condolences. Um I've been to a lot of things this month, but I can't remember half of them. I'm so sorry. I'm stretched very thin. It's been a very very busy month, but to double down on what you said about the bullying um for parents and to document it. Um I've said this before, but just to reiterate it because you never know who of the seven people are listening out there that are brand new. Um if your child is having an issue in school, you have to send an email to the educator where the teacher and the assistant principal. That has to be the first thing you do. If you just let it keep going or you say to your child, you know, you're getting older, figure it out or or
273whatever and it keeps going and it keeps going and but you never document it and then your child is the one that explodes because they've been bullied for four years by this student or two years or even three months or whatever. Um, and then your child ends up in the principal's office. There's no documentation. What is the school to do if they did not know? But your child is the one that broke policy. I cannot tell you how many conversations I have had in the past four years and that has been exactly what happened. Um, putting the onus on the parents. Document your child's trauma or upsetness or argument or whatever. Let the schools know they can't stop what they don't know. Um, so that's that. Um, also as far as bullying, yeah, it's not
274cool to be jerks. You know, I that's what you guys call it bullying. I could I'm from the 70s. I just call it jerky behavior. Um, also we had speakers speak about um there's no separation of church and state in the constitution. I have not met a woman who is more patriotic than myself. I have always had one of two things with me every day since I'm 15 years old. My pocket constitution and bubble gum. Bubblegum got nothing to do with it. I just love gum. But I've always had a pocket constitution. I have six purses. I have a constitution for every purse. All my students when I was a teacher, that's what they got for Christmas. I have given it to our um school board reps, the students. After they leave, they get one.
275Every American should have their own pocket constitution. But the first amendment with the establishment clause, it does establish a separation of church and state. It is not said separation of church and state. What it says is Congress shall make no law respecting an establishment of religion. That's what that says. Thomas Jefferson wrote in his letter 1802 to the Danberry Baptist Church that the First Amendment establishes a wall of separation of church and state. So if you gonna tell Thomas Jefferson he's wrong, okay. But I would love for us to maybe hold free civics courses for adults who are ignorant. How to follow that? Um well, I'd like to start with how excited I am about um the North Stafford High School Fine Arts Wing. Um, I can't tell you how many events I've been there
276and to know what those improvements will bring to those students and to those families who are trying to enjoy the the shows there. I'm I'm so excited. I'm so excited. Um, so thank you to my colleagues here for moving that up. Thank you to the members of the board of supervisors who supported that as well. And if you didn't, then I hope to prove you wrong because this is going to be awesome. I'm so excited. I'm so excited. I'm also very excited about Band Together. I can't believe you haven't been yet. Uh it is >> it is so much fun. Um whether you like marching bands or not, it is a spectacle to see all of these students and the fact that it is in November and we've figured out how to coordinate hundreds of
277students from five high schools and all the bands and all the flag twirlers and all the other um performers into one show. It's an amazing accomplishment. Um, as many of you know, I um volunteer with Serve. I've been hoping, aka Nagging, that Serve could become a beneficiary of Band Together for a little bit of time now. So, I'm excited to see them uh as one of the benefiting organizations of this event. Um, the needs in our community are great. Uh, shameless plug, I will be at Shoppers Food Warehouse on Sunday from 12:00 to 4:00 with the truck. So, come and stuff it. Uh we raised over a thousand pounds of food not this past weekend, the weekend before. Um and about 750 pounds each of the last two times before that. So we are plugging
278away at getting those shelves full in advance of kind of their book um busy season. I also wanted to remind this board that this will be the last band together with only five high schools. Uh we will have the black and gold uh Hartwood Stallions at the very next one uh at the 16th annual band together and I'm excited for that as well. Um for those of you who watch the work session or who might uh look it up later, we did discuss the program of studies. Um that will come back to us at a work session at the uh late October meeting and then we will vote on that in November. I would really love to hear what all of you guys think about the direction we're heading with our specialty centers, with the
279programs in general. Um, this is kind of like that transition year from when this board implemented specialty centers. Uh, and we talked about phasing out some of those programs so that the students weren't impacted by the transition. This is the final year of them in that kind of transition phase. And then the new the new normal will take effect in uh August of 2026. Uh so I want to remind people of that and have them look at the program of studies and and let us know what you think. Um I also wanted to offer a little bit of thanks or a lot of thanks to our employees at the end of this first quarter of our school year. Um I can't believe it's been a whole quarter already. Um I want to thank you for
280everything you you know you do. You show up, you teach, you learn, you help people find backpacks, you do lunch orders, you take attendance, you try to avoid saying 67 as often as you know, right? >> No one says six anymore. >> You are not in my kids high school then. Um, but mostly I want to thank you for the stuff that you do that you didn't know you'd be doing when you woke up this morning. Um, I want to thank you for the other duties as assigned. I want to thank you for the stuff you're worrying about right now because you're worrying on time that you're not in the classroom in front of our kids. Um, but you're still thinking about and you know expending energy to make our kids better, to teach our
281kids better, to be there for our kids better, and as a parent, I'm grateful for my own kids, but as a board member, I'm grateful for all kids. Um, we are very lucky to have you. And um here's to three more quarters. Uh with that um future meetings, October 28th is a 5:00 pm work session. November 12th is Wednesday at 9:00 a.m. we have our legislative summit at Mountain View High School. November 13th, we have a work session and our November business meeting at 5:00 pm. This meeting is adjourned.