12/3/24 - FCPS School Board Work Session

001>> This work session into order. have about 2 important topics to today. We're start with a middle school start times and that is slated to go into 1 o'clock. That doesn't mean you have use up or hour 115 minutes. Denise, the maximum amount allotted for today and in the after lunch rate, we are going to have presentation and discussion of a strategic plan. to report. For the first because Crist R Times I-beam an easing him Russian allies. More Sizemore Heizer is going do time kind people of their right. If any violation you want can with I'm going turn this over to Mister went. If you want super. Okay. Doctor, Doctor Reed. >> Thank you, Mr. this morning, I know that You a car chief operating officer is very excited to bring information around middle school

002start times. This is a project that's been an ongoing project in the division for some time and began when high school start times. We're just did. It's my understanding there was a commitment made to come back and revisit the middle school time at that point. So here we are inside like to turn it over Mr. Munich and the team for a presentation. So thank you, Mr. Munich. >> Yes, ma'am. Thank start to read. Good morning. School board members. Let start by introducing the team here with me to my left is Dr Township president and CEO of Prismatic Services and our lead consultant on this project to my right is Paul the end, Executive director of transportation and then sitting directly behind Mr. Moon is our 2 assistant directors, Tracy coup, Booker era and her nice

003Christmas turtleneck and Tracy Phillips sitting next to and they're here to assist in case some of the questions get too deep for Paul and I we've got them. It's back up next slide, please. That meeting objective were here today to make sure that the school fully understands the alternatives of middle school start times that Prismatic Services has developed. There's 5 in the presentation. And first goal is to make sure we discuss and understand those completely today. Second goal and objective of the meeting is to determine next steps. Next slide. Please. At this point, I'm going to turn it over to Dr do to go through the meat of the slides. So over to Dr prevail. Good morning. >> Thank you for having me today to discuss middle school start times as Dr. Reid said this

004has been a on our side, at least a labor of love for over a year. Now. And I had the challenge and the honor of leading a team of 14 consultants and analysts and develop the work to date. So I'm excited to share it to you with you. I've got a lot of slides to cover. I am gonna attempts to keep the presentation portion to 30 minutes. So we have plenty of time for questions and discussion afterwards. So just a quick reminder that this project, as Dr Read said, is really in many ways, part 2 of the work that was completed in 2014, 15, which resulted in moving the middles at the high school start times later, but did also adjust the middle school start times earlier. But that work in Fairfax really dates back

005to origins. 1998, when Fairfax was at the forefront in the nation of the later school start times conversations in between 2014 2015, there was also a twenty-twenty effort that also looked at school start times and mention some pieces from that as we go forward. So our goal in this project as directed by the board was to find options. They got middle schools to 8 o'clock or later school start times. There are several constraints outlined in the RFP, the first middle school start times at 8 o'clock or later, secondary schools and high schools needed to remain at 8 o'clock or later and minimal fiscal impact as much as possible. Next slide, please. I last spoke before you, the Prismatic team has been busy. We reviewed a lot of data item supplied by staff in the division.

006We've heard from more than 700 constituents in-person and online forms in the spring, we observed bus operations at most of your middle schools and your secondary schools. We interview many staffs and representatives of constituent groups and we analyze lots of survey input from constituents in spring and the fall. Next slide. Please. Here's a breakdown of the can stick. Bus drivers and attendants to get a feel for things knowing any changes that are approved by the board becoming an coming up on the drivers in the attendance to make happen. We then did forums that included an online survey option for attendees and then finally in the fall, we had surveys of students, parents and staff. On the fall surveys. We had sufficient student responses from 16 middle schools and one of the secondary schools. We had

007100 or more parent responses from 21 middle schools and 3, all 3 secondary schools as well as a U.S. official responses from a number of elementary schools and high schools. And we have sufficient staff responses from all 23, Middle schools. groups with whom we interviewed at least one representative. We cast the net as wide as possible. Wanted to talk to everybody. think I've said I said it more than once. We'll talk to anybody and this spring when we were gathering input and just wanted to hear what people had to say. Fcps staff helped us develop the list. And then some cases of those who we interviewed led to subsequent additional interviews. All of the constituent input fed into the work that we did in the summer and the early fall developing options. And so things

008that came up as constraints concerns, things that we felt just we know we're just not palatable to a strong section of the community. Guided us and choosing what, where, where we we started looking at options. Also important in looking at this work is where the division currently is in a number of different respects. And for that, I'm going to turn it over Mr. Dan, Dry Day to talk about the current state of transportation. Next slide. Good morning to score. Just talking to guys. And mean, aside to go through a snapshot. >> Of wild daily operations in this using it as a guideline to as a future options go forward. We have over 1625 to support 45,000 bus stops. those 1625 buses route buses are or 1100. We have 236 peers. We have supervises that have

009173 buses for supervisors and a floater bus drivers. 43 buses for training and activity, buses. And then we have 46 buses that growth for extra buses to accommodate additional routes added. Currently we have 978. Drivers and 264 tenants. So this is the bare bones of the drivers and attendants said I'm going to be doing the work operation allies any of the to follow. So turn it back over to and could just something I want to just add to elaborate on something. Paul said that I >> that question when I was going through this with Paul is if you look at the industry, best practices and spares for a school system, it's 10 to 20% spares. If you look at that spares line of to 36, that's about 15. If you add those 46 from growth,

010that takes it up to 17%. So a little high on that. You know, 10 to 20%. But we're still within the industry standards because I know that's come up in my time here about, hey, why so many that spares number jumps on people think it's its large. But I just wanted to give you that point of reference before we moved on. Next slide. Please. >> So continuing our look at, you know, where the division is before we get to what it might be possible with school start times. We recognize that your current school start time window Sst is between 7, 39, 20 in the morning. That's 110 minute window. And so that guided us and looking at, you know, what might be possible both. You know, we actually look to some scenarios that are a

011little larger than 110 as well as some that are a little smaller than 110 hit and uploading please. And so in looking at the possibilities, looking at the range from Seven-thirty to 9.20. This left side of the slide shows where the schools starts are. So those are the schools that were included in the snow that we looked at. And you can see you've got the 23 middle schools right there at 7.30. And then another bunch. Most of your high schools at a 10. You've got one season Tuesdays with your elementary schools, sort of all the way down from a 10, little bit of a peak in the 8. 48 50 range for elementary's and last peak in the 9.15, to 9.20, fear elementary's hit next slide. Please. How does this translate into the bus work

012and so bus runs that are wire to accommodate those school start times are shown on the right. And so for your 23, middle schools thereof 498 regular education runs that are required to get the students to school. And so if you look at the totals on the right, the far right side, you can see we've got a big, a big glob of work that has to get done between 7.30, in a tent in order drop kids at school in time fully for for breakfast and then on to classes. Another small peak in the middle of that time period. And then a final bigger than the middle. But smaller than the beginning, peak from 9.15, to 9.20, the results in 2127, regular education runs that are currently being done every day in the morning. And then

013again in the afternoon. important point to note on this is that your current and school start times dictate the optimization of your bus runs. Another way to put it is that your bus runs are optimized. For your current school start times and what I mean by that being that middle schools are the first drop in the morning. Currently you can afford to do longer runs in the morning for middle schools. You could you can a 30 to 5 to 15 minute run or a longer run in the morning because that is the first drop. And and then in the afternoon because that would also be the first school that is picked up in the afternoon to be dropped off back at home. You might split and our run in 2 to 30 minute runs and

014divide that work between the original Boston. Another bus and so what affected school transportation departments do and this one has done. Is that yours? Current bus runs are optimized. For your current school start times and that's an important piece remember as we start going through the options next slide, please. So again, looking at the current situation, there are 783 general education buses in the dataset provided to us to the completed those 2127 runs. 80% of your runs approximately are mirrored, meaning that in the morning they do a middle school high school and elementary school, for example, in the afternoon they do the same middle school high school and elementary school. The word mirroring indicates the fact that in the mornings for that middle school run my pick up students along the route. I drop them

015off at school in the afternoon. I'm doing the exact mirror image of that. I picked them up from the school and I take that same Ron back the opposite direction. So we provide a little visual there to help with the terminology because the terminology has shifted between your 2014, 15 or 2020, some of your 2006 study. So want to be clear about the terminology we're using here runs make routes in the world that we're talking about. And so individual run is picking up students and dropping them at a school in the morning or picking them up from school and taking them home in the afternoon. And so what you see the visual on the left-hand side, you've got 3 runs making up a route for a bus. Next slide. Please. What you want to see

016efficient transportation department is that you're making the best use of your buses that you can. And this is exactly what we see with those 783 general education buses currently the number of runs that each bus completes in the morning is shown in that little table there. And you see the majority of your buses are doing 3 runs, meaning they're doing exactly what The Lego Show on the left or they're even join for schools. So may be doing a middle school high school middle school elementary school high school elementary school or any combination. We saw variety of things. You have a number buses, a small number that are only doing one run in the morning. These are largely for some of your specialty programs, but then also some of that is the optimization because of the

017start times that you have. Next slide. Please. So what did we do in 2014, 15 or one of the division? the division used a process called peak utilization modeling essentially that involve taking the routes as I breaking them up into the individual Lego piece runs and then putting them back together in new routes and counting up how many buses are needed at the peak in the morning or in the afternoon. And whichever number is the greatest ends up being the number of buses is estimated to be used. It's important to note that that work did not break runs apart. It looked at runs as individual indeed. Just like you can't spoleto apart individual indivisible units. The 2014, 15 work looked at 4 scenarios. Those scenarios were taken back out to the public and provided in

018forums and survey work to input from the public on them. And then the board voted on a final recommendation. 2 things to note on the slide. The cost estimates were fairly small at that point in the context of the overall annual transportation budget. And ultimately adopt a school start times for middle school, secondary schools and high schools did not exactly match any of the 4 scenarios. So there was some subsequent adjustment before the final adoption. Next slide. Please. This time around we use is similar but not exactly the same methodology we also started with the existing runs and then recombine them into new routes based on various school start time options. You can see a partial listing of what we began with in the database year color coded by by Lego color. So you can

019see there's some middle schools elementary and some high schools in there that listing also included distance and time. And then we put the runs back together in 2 routes. We included calculations for the time in between the runs this necessary, which would vary depending on which lead peace is combined with which like a piece. Then because our team included riders an FCS fcps now uses a much better outing system. Then you had a 2014, 15 and even then you had in 2020, we were able to look at the routes individually and build this the routing options within the Dist of Asians own routing system. We also have the ability to assess places some rounds could be split up or otherwise edited in order to arrive at a solid initial estimate of how many buses be

020be required for each option. This work helped to counterbalance the fact that your current runs are optimized. For your current school start times, we know you wouldn't continue doing exactly the same runs if the school start times changed. Next slide. Please. So while out, building work was done with the regular education data. We also took a look at the impact on special education busing. And so here's where of division currently sits in that regard. The division has 350, am and pm at 100. And 35 midday. Special education runs serving the schools that we model in the options. They used 320 buses. You can see pretty quickly right there, comparing the 2127 to the 783 regular education bosses. Lots of cheering going on 350 am PM runs to 320 special education buses. Very little tearing possible

021within the constraints. What's required for special education. There 90 approximately am and pm 6 midday in a late runs for schools serving exclusively specialty populations. Those use approximately 100 vehicles. Those are almost entirely and what you consider your own ecosystem. And so they could shift start times as desired and any direction. We did confirm that the division currently has very little overlap between the fleet serving the general education runs and the special education runs and and much less overlap and looks like was present in 2014, 15. Next slide. Please. Last slide before we dive into actual options. The transportation office in the finance office provided cost details and we used once we determine how many additional buses would be needed for an option. Key to this work is at FORTY-SEVEN figure, Mr. Dendrite mentioned earlier

022the 46 additional extra buses that are available. Current for assignment right now. This means that for anything up to and including 46, additional buses. The only additional costs to the division would be the incremental costs of the driver, the fuel and the maintenance. After when we get to bus 47 and on now your time and having to buy an additional bus and we priced out options for diesel buses and electric buses, knowing the division's commitment to moving towards electric. We also the cost methodology is slightly different from the 2014, 15 in the division pays for buses over 5 years. Life expectancy the buses, 15 years. So we put the payment costs in the first 5 years. And then included the the next 5 costs without the payment costs took an average of that 10 years

023for what it would look like recognizing that wants to get to 10 11 to 15 years, a bus life. Sometimes your maintenance costs shoot way up, depending on the bus that you have so that that is our estimate for an additional bus on average for each of the first 10 years of its life. Next slide. Please. So after a summer and early fall of grinding away at potential options, these are the ones we would like to offer. I'm going to review each one separately. This is just an overview, but each one meets the requirements of middle school on being at or after 08:00AM the high schools in the secondary schools remaining at or after 08:00AM minimizing fiscal impact as well. Note that the bus estimates shown here and in subsequent slides are where the scenario

024sit now. They're not where they would be at final. And we have some good data for my work in Anne Arundel to know where we sit now and and what we would end up with once the final solution is selected. Once the Transportation Department takes that those bell times back puts them into the system grinds away and all the other changes that routinely happen from year to year. Students cover middle school to high school students enrolled students and roll all of those things. Next slide. Please. Next slide. It was an extra in there. Okay. Option a. Option. A pushes middle schools to a 45. It also pushes secondary schools and high schools later. >> Almost all of the all of the elementary school shift earlier by an average of about an hour. But that is

025not distributed evenly. Some shift earlier about 25 minutes. Some shift earlier by 105 minutes. It does meet all the criteria. It also moves all of your secondary students or middle your secondary school in your high school students to a 30 year later, which is in keeping with the research, recommends 8.30, or later school. Start time for those grade levels. If the solution currently sits an additional 13 buses. But we've estimated run rate. It'll be a likely range of 0 to 25 additional buses. And so the data point we have from Enron Gulf, which applies to all 5 of these solutions is that when we arrived at the initial solution with them, we are at a 10% additional bus cost. So for travel into your numbers here, that would be an additional 78 buses. By the

026time we were done working with them and looking at what their options were. Again, breaking runs apart, which is not work that was done in 2014, 15 we were at 0 additional bus solution in Anne Arundel. And so we did take that into consideration and then also looked at some pieces of additional work that we could identify within each one of the options to figure out where the likely additional where the likely results will And so the current additional 13 buses for this one we think is a likely range of 0 to 25 additional buses. And so we provided you with the estimated annual cost there. Next slide. Please. Option B, pushes middle schools even further. 09:00AM start time. It also pushes secondary schools and high schools later entry schools going average of 18 minutes

027earlier. But there's a range. Some go 80 minutes earlier. Some to 50 minutes later. That is entirely dependent upon geography where they are in relationship to other schools and buses that are available to complete work. This one also moves all of your secondary students. Middle school, secondary schools and high schools to 8, 30 or later in keeping with the research it currently sits at 66 additional buses. We think it's a likely range of 20 to 35 buses additional if it's selected for implementation. Next slide, please. Option C Bush's middle schools even further start time of 9.30, it keeps middle school, secondary and high schools at 8.30 and it trims back that second elementary time to 9 o'clock difference from the the Option B, which had second elementary time of 9.20. And I should point out

028with options a B and C we have eliminated the the cascade elementary schools with, you know, varying start times of 5 minutes here. 10 minutes there. These are either Orr's. So in each one of them, what we showed you was either that earlier start time for that later. Start time for elementary schools. We feel this provides a lot of simplicity in terms of the planning for transportation and experience shows that it intends to provide simplicity for other elements of the organization as well as you're not constantly having to figure out which one starts when ends when. Options B and C together are really the closest to what was implemented for in Rundle, which was an elementary school on all of their elementary schools. At 8 o'clock, all of their high schools at 8.30, and their

029middle schools at 9.15. The difference in these systems between the 2 is that percentage wise? Fairfax has a higher rate ratio of elementary schools. And so we initially tried to cram all of them into one level to see what that would look like and ultimately had to back it out and go with 2 levels for the elementary schools. Option C is also similar to what Fairfax had for planned for in 2020, which but that included a 7.30, start time option for some of your elementary schools and constituent input from the spring really lead us away from looking at a 7.30, start time for elementary schools to see that our options. The earliest possible to one is a 7.45. Next slide. Please. Option B changes. Nothing except the middle school. Start time. We knew that that

030would be something that people would want to look at, if only to see what the cost might be. It does not get all of the older students to 8.30, or later school. Start time, but it changes nothing except the middle schools and moves them to a 9 o'clock start time th this one. We believe that the likely range of additional buses need to be 75 to 150. And if you pushed middle schools even later that does come down probably closer to 75 to 100. But we don't quite get into a 0 until we start talking about 10 o'clock. And so this is the first scenario that would involve the purchase of additional buses as well as make use of all of your 46 buses. This one is similar to plan one that was provided in

0312020 but we cut costs pretty substantially pushing the middle schools to a 9 o'clock planned. One in 2020 headed 8.20. Next slide. Please. Option is the last one of like to show It recognizes that we could achieve all of the RFP goals by simply moving all school. Start times by 30 minutes. This gets middle schools to an 8 o'clock start time. It pushes secondary high schools to 8.30, in a 40 and then all of your elementary schools and also shift by 30 minutes. And it is likely with the number of schools that in there. at the 9.40, time, which would not that the 9.50, times, which is currently 9.20, we could probably trim that down to 9.40, with minimal fiscal impact. This one obviously has no additional cost benefits to this one isn't easy change,

032communicate all the b******* by the same amount, your bell relationships that the current ones would remain intact. So middle school be going before high school and so on. Next slide, please. This slide provides a summary of all of the options that I showed you with the current pieces in front there. A couple of footnotes in there. There are few specially schools and a few regular schools that are not shown in the the current bell times as the predominant bell times. There's also a footnote for option C I did say that they all would start at one of those 2 times. There are 2 elementary schools, an option C that would shift to 9.30. So they're not all at 8 o'clock or 9 o'clock and then the cost of the buses and the caution below are

033not the buses that I showed you a new original E which is where we were current scenarios. Those are where we believe that they would be if the option is selected for implementation. And the Transportation Department has time to work through the possibilities of where they can achieve further efficiencies and then the cost options are shown as well with the range for the buses. Next slide. Please. Considerations. We talked a a fair amount in the last month or 2 about what considerations might need to be, but on the table and things that we thought about as we were developing options, the first, you know, the boundary adjustment process overlaps. We recognize that we do think that if the boundary adjustment process results in the things that is likely to result in the reduction of attendance

034islands. For example, that should reduce the transportatiorden and and the other piece to consider with that is that concerns about whether or not the transportation office could handle to changes in a row or whether it would be better to do one change all at once. I think the response to that is, you know, transportation departments respond to change all the time. Students move upgrades every single year. Students enrolled students on roll. There's construction in certain sections of the school system. So the main result from a boundary adjustment process should reduce your transportation for done another thing to consider, as I said earlier, that transportation office has much better outing Soffer that it had 2 years ago that is going to reap some benefits in terms of being able to perhaps even do better than what

035we have estimated as final bus numbers. We did take a look at the AP shuttle buses because they were concerned and they are not what we expected to see in terms of students potentially taking a bus to a home high school that immediately getting on a bus to go to an AP program elsewhere and they actually occur throughout the school day. Students can go for one block the to go for 2 locks to go for 3 blocks. So that work is spread over, not not even leave, but it's more spread over the actual school day for them. So that ended up being less of an impact on changing school. Start times that we thought it might be. We also think that changing school start times could be an opportunity optimize in this area. We noticed

036a number of pieces where there are more students going an AP program. Then there are students in the home school enrolled in that program. So maybe that's an opportunity to look at instead of spending that money on busing students to it. It's you know, it's a program that can be replicated in other school. Perhaps there's room to do something like that. We did recognize that for many students on AP classes, our programs that they're losing, you know, they're losing instructional time and either and taking a bus. So that might be something to think about next slide. Please. Which took a look at the high school sports. That situation has changed 2014, 15 work. I high school sports start right after school. We would expect that the shift with whatever school start temperature adjusted for high

037school. We also took a look at after-school facilities usage by community groups, both sporting groups and others and found that while. On a positive note, your facilities are in great used by the community, which is a wonderful thing to see. Most of that usage begins at 05:00PM or later. Some of those groups go as late as 11:00PM. We do think that with a shift, if you shifted some of your secondary schools, middle school, secondary high schools. 2 later, there might be opportunities for morning community usage. Did take a look at the middle school after school programming, which currently runs to. 25 to 05:00PM every Not every day, most days and most middle schools. The portion that is primarily sports and clubs is typically about. 55 minutes long. So you see their typical schedule from middle

038school and that piece from 3.25. For 20 is the Sports and Club peace. What happens between 4.25 in 5, several websites, middle school websites have it listed as I showed it here in a row home or socializing dismissal. And the reason I think is listed that way is because the buses come in a range of times between 4.35, o'clock. So they can't really do effective, you know, whole group programming in that time period. Next slide, please. At this time would be happy to entertain questions or discussions. If you go to the next slide, we can have the option. Summer slide up there again, please. Okay. One the for thank you. I have a 3 board member. Somebody in the starting with a doctorate in the mission to followed Chairman Frisch. >> And >> firstly, thank

039you for all of this. I know I have a lot of parents and now a middle school that are waiting with bated breath on this work. It's been quite the journey because we also have the 3 middle schools where we have 3 grade levels. So we have a greater percentage of parents and families that are impacted. So the Mason community is very invested in this. And I know this board has been to end the last rather because this has been a huge point of conversation and the last board. So thank you for really thorough work. I wanted to get back in a little bit in terms of what you talked about regarding the boundary work. I wanted to be sure that see quench Ali, what was what is being proposed here can happen can you

040give me the arguments why we should not do this before the boundary is completed? The boundary work. What, whatever, that. that's why we should not Why should we wait until the boundary work is completed or should we not? I'm just trying to get a sense we overly defecating. The work are we? Being short-sighted? If we deal with the stock times before the boundary work is completed. I think that. It's difficult to come up with reasons why we should wait for the boundary work to finish before this is implemented for for a couple of reasons. as I said, you know, you have a great transportation department and a routing team that can handle changes. They handle change all the time already. And putting together the pieces for a school start time change. And then attendance boundary

041change. >> Is. Work on their part. But it is It is not overly burdensome to do them separately. And as there's not a lot to be gained necessarily from doing that all at once. I do think that what we've tried to provide in knees options gives you some simplicity to what you currently have. The range of your elementary schools across that 7.20, to 9.30, and it is difficult to manage. And one of the things that one of our clients found that when they adopted more consistent schools start times across their elementary schools. Was that there are other benefits outside of the transportation world. You now PD can be offered online at the same time because we knew this with the schedules were for everyone. It was easier to communicate to families. Those kinds of things.

042If you went with school start times earlier and you adopted the most expensive in terms of bus driver option that we have here, which would be option D you would potentially be looking at purchasing some buses as well as bringing on additional drivers that are those bigger than the other options. And so there might be a concern there is if we do that option and then later, we change the attendance boundaries in all of a sudden we need far less busing. And I think the only risk there is that now you have some extra buses, your natural turnover in bus drivers mean you're currently short drivers now. And so I don't think that that the Transportation Department would say that, you know, we'd end up having to let any drivers go. This would be, you

043know, this was probably fill gaps that going to happen. Turnover wise anyway. I present some other opportunities for how they organize their work. option reasons you need one possible reason for him. Why you might want to wait and this is a stretch for me. But every change is disruptive. Right? And so if we go and do a school, start time change. You are moving you're not changing necessarily where students go to school year is changing the time. And then if you do a boundary adjustment on top of that. Now the following year, they might get a different time in a different school. The impact might be felt more on staff with those some changes. There some staff members in the survey who said that, you know, if you change middle school, start times too earlier

044later. And you change it at all, they're gonna look at other school options. And I think that that I don't know if that would be true with attendance, boundaries or But I do think that, you know, change is difficult. I worry about the potential impact of trying to do too large things at once. Our work in Jefferson County in Kentucky. One of the things that they attempted to do was make a a large number of changes at once in terms of school start times and writing optimization and attendance, boundaries. Our attendance assignment and they struggle. I This is don't. There are a lot of reasons for that there. And I don't see signs that you would have the same problem here, but it is, you know, recognize it is too big changes and making them

045at it more difficult than doing them in sequence what would be a reasonable timeline in between these 2 activities since you don't recommend doing to big changes all of the same time. Well, so not knowing that the scope of what you're doing with the boundary peace. And I think that one of the things that it is important to differentiate with us is a school start time change. Anything other than option D here would impact every student. There are almost no entry schools that we have a 0 star time change an option, ABC and then D impact all middle school students only I'm not aware of how much of an impact your attendance boundary process might be. But I would have to think that since. Many of your students already attending the school around which they

046live. It's going to be a percentage of the student population as opposed to 100% of the students. And so that's that's a consideration. But if it if the attendance boundary process results I'm totally wrong results and 75% students going to a different school, then looking at 2 huge changes. So my answer do it would be. School. Start time changes, work. If they're communicate early and frequently and and you give everyone a chance to adjust. One of the things that was a strong lessons learned from the work in Jefferson County was they made the adjustment very late in the game, communicated very late in the game and a lot of systems didn't have a time to adjust Rundle which was successful in making a huge start. Time change communicated their new schedules months before and everyone

047knew this is exactly what the change is going to be. There was no last-minute adjustments to it, which is a lesson learned from Howard counties working trying to change school, start times. They communicated early as well. But then they made some last minute adjustments and that that that that hurt them. So and then you, you know, but once you've made the school start time, change your own experience shows that with great preparation. And then the 2015, 16 school year there was there were no problems. And and there's a great art newspaper article reporting on how there were no profits. I think they expected to see a lot. So there's that piece to consider. But then if you May, if you voted to do a school, start time change in January of 2025. Effective in. 25

04826. I would venture to say that by the spring of 2026, your new school start times will be the norm. And you'd be ready to do attendance boundary adjustments. Anytime, chair for that. In the last piece on that is I believe with the boundary work. The superintendent is contemplating moving 6 grade into the middle schools for the other. 23. 22 high school middle schools Fairfax County because we have be in Mason. Can you speak a little bit to that impact? Okay. So that is going to likely make the river the beginning slide. I should be. 23. Middle schools. 498. >> Runs to accommodate that. That in all likelihood would push that number up a little 23 middle schools. 550 runs, depending on what we get to >> if you want to keep all of your

049middle schools at the same start time, you know, that might impact the bus is needed. tried to provide enough separation between all the major packets of work 550 buses is still less than the 7.83. currently have. So that should work out, OK? I would like to point out that one of the pieces that would be part of the work in getting from where we are in the current scenarios to the final bus numbers is looking at what your load factors look like. One of the reasons that we were able to, you know, knock 10% off of our initial run at the Enron, the work was they had a a fairly large number of very under utilized buses. We did take a look at load factors here and your buses are not as under utilized, but

050there is room to add students to some of these existing buses. And and we verified that both with the data that the transportation office provided to us and in doing out patients. And so all of that plays into that, which is why the I think 4.95 50's a good place to start might end up being much less than that. By the time you get on. So that was case an area and that instances you have a student who's a 5th grader. >> And would have this potential change in elementary start time and then potentially the next year if they were moved to the middle school as a 6th grader will have another time to contend with because high school is going to be high school and I feel ready in middle school. You don't have

051that impact, Thank you. One of the things that I don't think you talked about quite a bit and I don't know whether this is question are missing. Your question is what are the potential savings that we can see here? Are there any? And I know there's some 0 options. But are there any savings based on doing this work? I mean, if there isn't, there isn't. I can answer lot. there there is potential for savings. And but it doesn't. did piggybacks off the school start time work, but it's not necessarily dependent solely upon it. And the savings comes from what I alluded to earlier, the fact that you now have a very robust routing system that wants your routing team. You know, he's he's fully loaded. Everything could start to see possibilities. It's really the difference.

052myself, it's really different going from like Lotus, 1, 2, 3, 2, the current version of Excel and in the power that is there is no is. It is huge. And it's a great thing. It happened completely independent of this. already have that in place. Currently currently running. It should be fully operational lies. 25 26. They are currently running systems in tandem. And and we're loading in special education routes over the late spring into the summer. And so that should in place and provide you with a lot of possibilities for looking at things like you know, maybe we can shift this work from a big bus to a smaller bus. Maybe we look at, you know, they'll be able provide you with analysys of things like let let's let's change up how we AP. If that's

053part of the attendance founder discussion piece, you know, that could have a huge impact. Thank you. Once that system called. can you speak a little bit? This may be missed him. You wake in terms of our acquisition of electric buses. I know that has primarily come to us through grants. What is the trajectory of that? I know initially we had 35. What do you see in the next 5 years in terms of the number that we can achieve those grants. >> By the end of this school year will be the little over 100. I think 102 with the, you know, grants and a little bit of purchasing bias. I think getting to that 2035 and you know, jet goal is probably a separate worthy of a separate discussion at some time. mean, we're doing our

054best. But challenge to with not getting too try not getting too far ahead of technology, you know, because we have a lot of routes and you can see in the system that we couldn't use an electric bus on because there's not enough time between the morning run in the afternoon, run to recharge him and go. So there's so a lot of considerations in there. But the one I'm pretty confident on is not meeting, you know, is not is the challenge of meeting the 2035 to have all 1600 buses be electric. You know, typical diesel buses, 150,000 electric buses for 50 so 3 times the mountain, nowhere in some tough financial times right now. So that that seems like a a tough one. >> And what has been get random out each of the years that

055we've received it grant amount It just varies. We are always looking for new grants. So we've gotten one from EPA. And so one with 16 million, I may need some help from a friend >> Paul or tracer, Michelle. But they've been varying up come out and say, hey, we've got some grant money available for electric buses. Put your application. And so we got a bunch from them. We got bunch >> DEC, if you can jump in. >> currently receive from the Joint Environmental Task Force. 2.5 million dollars a year for electric conversion over those we use that Poor sharing for some of the grant opportunities by the EPA in the past. We've had DQ grants from the Volkswagen Settlement. And currently we're looking on starting to do our own kind of purchasing where we we

056break it out in 5 years. So in the process of making order for this is going to be combination of both. We're not sure when it comes down to the grant work, what grants are going to be available going forward. So I think the real getting too much in the weeds is looking at that budget that we have for buses branch of year. Of course, I'm buying power is going to go down just because of the prices of buses. >> But I didn't hear think about the Dominion grad. Or the Dominion allocation that they provided in the PSA. That's the initial 8 buses kids or not. No, but we work with Dominion and to is providing a lot charging infrastructure. So we're still having that relationship with Dominion. That's not a grant us more partnership.

057Got it I will definitely take go back. But I do want to say I appreciate the fact that you talked about community use. >> But I'm struggling to understand how it would be feasible to have activities and sports in the morning. And I will expound upon that more during my next term. >> response to that? >> a lot of it depends on what options are selected. You see that with some of these options. You've got a 9.30, start on some of the facilities. So you could potentially see your way 7.30, to 8.30, or 7.39. For community use. One of the reasons we brought it up was because we didn't want to say that we were, you know, eliminating potential block of time for community use, recognizing that the facilities are pretty well used here. And

058and and but there are some groups that are running until 11 o'clock playing sports at night. And so they might want to ship to an earlier piece. The other reason it came up is because students told us that they were engaging in athletic activities early in the morning. Already swimming was one of them that came up as being a big thing with their there in the pool at 05:00AM. And so now I see potentially a tradeoff, right? That's where in the high school athletes are are swimming. Then the community's not swimming at that time. And maybe there's a flip go that happens there, it's difficult to say for sure. I will say that with the athletics piece. That was one of the things that was brought up as being a substantial concern in the 2014,

05915 and then switch. But then in some subsequent research afterwards, within the division staff, not staff students. I'm sorry. Students indicated that it or not not to be as big of a problem as they had feared. It would be. >> think a great conversation we're having this morning. Not to be unfair to watch and fresh. But when you provide the responses up could make a little more says Cent so that we don't use up almost 20 minutes for each board member for first round, Mr. Frisch was being that feel it. >> Well, hold my time because I demand as verbose as you can possibly be for I'll be just to some comments from Mr. Met Mr. McElveen since they were on the The last time we went through this and I really do appreciate the

060depth of work that went the proposals and what not. I just want to clarify something that came up with Dr Anderson's questions. I think you said that like let's say we move forward with like, see or year something like that. That and then later down the road, we have the boundary work. We could realize additional efficiencies that would make those things more cost effective. In retrospect. >> Absolutely. So the data point that I can provide to succinctly is in 2018, 19, the division look at Ron's serving attendance islands, which would be something I would presume you would address with the boundary work at that point. They were 4.1% of the runs that were being done. So attendance islands were eliminated. In theory, you're looking at those who go away immediately know what, whether there would

061be additional buses to accommodate additional students within the run. But, you know, potentially 4.1% would be on the table right away. >> And then in addition to maybe need more buses from middle school, if we move 6 grade across the county, we'd need fewer for elementary as a result of moving them. Correct? Correct? >> OK, an E an unknowable until you get to the actual student impact? yes. Okay. >> One thing I wanted to talk about the data from the survey says certainly interesting. But like with most of our survey data, I have to really remember that it is informative, not scientific, right? And so I'm curious, have you ever produced this this type of research and then waited the results that you get as opposed to just using the wrong numbers to make the

062point. I ask that because there's not there's a ton of scientific research out there that people who are supportive of change are far more motivated to take part in voluntary surveys. So and that's not to say that we wouldn't end up with very similar numbers in a weighted sample. Have you done? Waited samples for school divisions before. >> We have done What we got with the fall surveys largely middle school results. And so we provided in the Appendices did provide you with some middle schools to secondary school comparisons to help with that piece. But I would point to a 20 17 study done on your own school system that was published in sleep health. That did do a pretty in a post survey work of the caliber that you're talking about for research level. >>

063And and found that. >> Before change to after change your high school in your secondary students slept 30 minutes more and reported less. Daytime sleepiness, their middle school, which remember in that time period went from 08:00AM to 7.30, start times their middle school students reported sleeping 15 minutes less and reported more. Daytime sleepiness, and that the survey work was done at the level of your time about appreciating that speaking of the impact, you talked a little bit about the and Rundle example in the transition. They did, which was a large transition. Is there any data coming out of that on the end about, you know, one of the things we talk about what the data around the sleep in addition to health is the impacts could have been academics. Is there any research about the

064impact those changes may have had on academics and Rundle? >> So the superintendent of that school system was new with the school. Start time change and has spoken on the topic a couple of times. He has pointed out a number of academic increases again, not not a causal, no research base study, but he has pointed out academic gains that he believes are a result of the school start time changes. He's also pointed and it I joke Ingot also serious manner. He's never won more state championships. Then he has with the later school start times. And so I think that at least anecdotally, the data coming out of there are quite positive. Okay, >> one of the things I noticed in the survey data was the volume of staff. Who prefer the status quo. Yes. And

065so, you know, this is a question at all, give to the superintendent to take back to staff is what kind of implications there may be with collective bargaining if if such a changes move forward. So maybe we can have staff and labor relations, folks. Look at that question and bring that back to the board. That would be great on presentation. It indicates that maintenance is the same costs for electric and a diesel buses. My understanding is that the maintenance is significantly less for electric buses. Is that the staffing element or is that? In air perhaps? You want to take them? >> So we still have to do checks on the buses every 45 days. So you have the staff of to a contract with the county's 2 TVs. So the bus is still being checked

066is still being looked at of close. Where you see the big difference is going to feel. But entire in part to a film parts. So there is a difference. But you still have to check the bus that in 45 days. >> That's more of a staff costs than it was the parts and labor parts and labor right. And then finally I guess we'll take a go just about out of time. But I appreciate the work so far. Thank you. This >> Yes, thank you. I think this is really exciting and very cool. I mean, just questions are about routes. And I'm wondering if during the analysis that was done was their analysis of the current routes. mean, meaning that like is ridership aficion. Are the buses running at a fission or full capacity are students

067who can ride the bus actually riding the bus or are they getting to school in some other way? And then relatedly our stops that receiving buses really in need of them. Are they actually close enough to walk? And I asked because I hear about different scenarios where technically a student could walk, but they have to cross the highway where they have to go through, you know, a muddy wooded area to get to school and some running. any of that kind of analysis was done where you just took all the routes we have in whatever state they are to journal says. >> So we initially developing natural options took the route runs that you have as they are and then came up with an initial result for each one of the options. A 3 D and

068then did look at where can we break apart? Runs based on what we know about the process of optimization to current school, start times and adjusting to additional school. Start times. We don't. We did also look at your load factors to see what might also be possible. And so data provided by the Transportation office average numbers of students on your regular education buses in the morning for elementary school to the end, Arthur were 34 28 36 32. No number that starts with the 2. There's your middle schools. That's the 7.30, start time. >> But what is what's good rate is a 30 is it for they can. This might be a better question for staff like heavy. You ensure that our stops are regularly evaluate what the routes, a regular they evaluated for optimization of,

069you know, our bus is full. Are they running capacity yet? every year starts usually in October where they'll do capacity head count for a week to make sure, you know, get the right count of number of kids at the stops that are getting on the buses. >> And then though, relook at it, then to see if there's any ways to optimize those routes. But, you know, if you have 3 kids and staff to kids stop, you know you got to deal with that. >> Yeah, and I guess my question is not so much about the stops, its that that help for the buses. And again, our kids walking that should be or that are given the bus or, you know, and then because there's a whole other kids and lights there. So that's like one

070aspect. I just want to want to touch on a raise. The other thing is kingdom Mr. De they can you speak about the software used to manage the roots and that's in so far as Dewey Purchase that by a contract or their contract renewals. And what's the plan for keeping occurring with extensions upgs just thinking about recent experience and having software be quite different. And still kind of patching it together. Don't want to see that they can do. We ensure that we have the best software. >> We currently use a system called map Net and we are in the process. We awarded a contract around this time last year to transition to Tyler transfer, sir, which you may have heard mentioned earlier this morning. That's the new software. We're also going down the path of

071converting over to Tyler Mobile data tablets. So that's the iPad that's on the bus. So that will have the one suite of software and hardware on the bus, which will give us more functionality like currently we don't have turn by turn on those mobile data tablets using both towers software in the Tyler and BT's will give us that it will give us the options to upgrade to things such as badging kids on and off, you know, highlighting kindergartners that have to get transferred you know, to the assigned adult that's there to pick them up or drive market things like that. So we are moving that direction. >> Okay. Great and so Dre. This is one of those things that when we speak of we review your executive limitation like lets, you know, confirmed this is

072when we did it. So we know and we're not, you know, 2030, years down the road. And we have this old system. My second of the questions about program I definitely the study of aid to the boundary work. And, you know, if you want to optimize program access, that could mean getting students into currently available programs or expanding the programs. So I think that's whole big thing that is so centrally tied to one of the big priorities of the bounty work that I see it in extra company linked. So I just want to put that out there for my colleagues consideration regarding the impact on students, families and staff. So I understand that transportation is nimble and can change. But asking families to change their bus time change. Their school is not something I'm interested

073in doing in 2 separate things in a short period of time. I think people are really not appreciate that. I do think that the market of after-school childcare athletics, all those things will shift to the demand. But, you know, we have be aware of how much we're asking of our community to shift. I think we have to really make sure including in the decision-making how likely the same people are going to be changes it like in in 30 minutes at start time and their school boundary. So I will ask more questions next about impact on educators and other things. Thank you. Any comment. >> No, sir. I didn't have any comment on that. Go amiss. 5 should Anderson. Okay. So I have bunch of questions and probably continue to go back and I apologize for

074in advance for the fact that they're all over my paper. So >> the first thing I want to ask is if we can go down to a 90 minute, when do why would we have not done that are ready because of our windows at 110 minutes. I'm hearing from parents all the time that bus routes or have to having to change at the beginning of the year because we have aspirational goals and then it doesn't happened in real life because of traffic in the area. And so I just want to make sure that we actually recognize whether or not that 90 minutes is actually feasible. >> So we did run the scenarios by transportation staff to look at that possibility and got an initial, you know, thumbs up. Yeah. Looks like it could work kind

075of response from them to make sure that it was going to be there. The traffic concerns are prevalent in everything that we talked heard about in the forums. One of the things that I needs to be recognized with the traffic concerns is that the schools themselves with all of the kiss and ride work are their own traffic entity and in terms of generating traffic around the school and that does impact the bus work. But if you shift the school, start time that that bubble of traffic is just going to go to whatever the new school start. Time is in looking at the options that were presented in 2020 that were all deemed to be feasible. There was one with 75 minute window as well as one with an 80 minute window. How many buses to

076that require that one with those were going to be large additional costs. The other 2 options that were there were 105, and 120 minutes. windows in the 2014, 15 work ranged all the way from 85 225 minutes and even a in. But it's not just the window that matter. So, for example, one of the 125 window options in 2014, 15 had an additional annual cost to 22 Million. Another one had additional at annual cost of 8 million same window. What matters is which schools are at which time center. Essentially, if I could jump Leesburg, I would just want to point out. >> You know, these options if we had that 120 vacancy, you know, driver vacancies filled, yeah. Get into the 90. Definitely doable and get into the ad would be, you know, a little

077more challenging, but we could get there. But that 120 that, you know, vacancies go back, runs that are causing this trouble. Yeah. Okay. Okay. So. >> I do. I will renew my concern that I've heard significantly for my community members so far is that there I have many people that are very worried about that parents are going work and kiddos are still going to be at home for middle school with no feasibility of getting to school on their own. We have a chronic absenteeism issue going on across the county that were desperately trying to get under control. And then we're going to create an opportunity where we have kids that physically can't get to school if they miss the bus because their parents are already gone. significantly concerned about talking about community use before school

078starts because I think that's a safety issue that making sure that we get people out of the building that shouldn't be in the building with kids, I think is a concern. However, if we did look at providing some of those after-school programs before school, not calling it sacked for middle schoolers, because that's not going to go well. But if we do offer some before school activities that would allow parents to drop off their kids early and have some of those opportunities beforehand. I think that that's feasible for some of those. 9.30, start time for parents that have to be at work at 8 o'clock. That's an hour and a half for your 12 13 year-old to be at home alone, which is is a problem for many, many parents the other concern that I have

079that we haven't discussed is that we have a lot of elementary schoolers that get off the bus. 2 older siblings and that creates a problem in certain communities where you don't have someone that is gonna be able to be to get off the bus with them. So I'm concerned about those aspects when we talk about it and we're not really actually talking about which which schools were going to pick up the earlier time in which schools are going to pick up the later time and how those things are being decided. So I think that those things I would need to see fleshed out before I could make a particular decision. So all stopped there and get myself reorganized in terms of the rest, the questions I have. But those are those are my initial concerns

080to share some of the concerns that have been shared with me. >> Mr. Ma, we don't have any comment. Those are good concerns. The stuff that we hadn't looked at yet in terms of before and after school support for the kids. >> I if I could offer a little bit of survey data in response to what we did ask on the fall survey of students, are you responsible for taking care of younger siblings after school? At least once a week? 23% of the middle school respondents did say yes. We asked the same question. >> Of parents. Do you currently count on your middle school student take care of younger siblings after school, at least once a week. Only 15% of the parents said yes. And so yes, definitely a concern for a save a portion

081of the population. Yeah, I would just say that sometimes it's parents not wanting to fess up and the fact your middle schoolers watching their younger or maybe not recognizing the full impact of what happens when you have your have your older child, get your kids off the bus. >> Okay. Thank you. And I have Russian Sizemore Heizer thank you. And my colleague actually asked a lot of my question is my first question was going to be that's a pretty big leak from 110 minute 2.80, or 90 minutes. And appreciate if we have fully staff buses, we can make it happen. We need be in the reality we're living in now, which I can't recall the last time we had fully staffed buses, right, and not bus driver shortage. So I do have concerns about that

082as a baseline to presume that we can do all of these things. So is that being able to be done because of this new software or have you actually driven the roots to make sure that they can actually work? >> Is largely looking at the software and understanding what might be possible in talking transportation staff and observing operations. We did include one option that does maintain 110 minute window option. He was just shifts everything by 30 minutes. >> And that's significant cost impact, which is what I kind of anticipated. Well, I guess. Just by 30 minutes. But that also then cuts some of the elementary school kids up very late in the evening, which I know is a concern from parents as Getting kids out in twilight or or late for what their body clocks

083are but having said that, I think I have concerns about the feasibility of shifting taking that much time off. Bus runs. I know you mentioned the 2015, 2016 that there were no problems. I will tell you as a parent who had kids in the school, there was lots of times where the buses were in Andrew that they couldn't turn around in. kids were waiting on busy, crowded streets and things have to be adjusted. I remember the significant impact on the community not to say that that's not going to happen and it always will. But I want to be really careful not to assume that as we actually implement this, we're not going to find areas where buses aren't having difficulty turning around or having kids waiting. And it still happens right on Braddock Road. This

084top got moved from in the neighborhood to right on about it, which is easier for the bus, but a lot more dangerous for the kids. And I do think that we need to dig more into those pieces of this. Just my $0.2. I also I I really appreciate that in terms of the boundary work and transportation staff is is good. flexibility and I totally have a lot of faith Mr. Munich and your staff. However, I also think that that's missing a couple other folks who will need to be flexible. And that's the students and the parents and especially around child care. It takes a long time. That's a such as a person who used to be a single mother. I can tell you it takes a long time to set up childcare and if we

085have a change in time now because we're adjusting these times and people set up childcare around that and then they get moved to another school with a different time in childcare has to redone. That is a significant burden on our families and the community. And so I don't think we can. We can kind of gloss over that, right? And similar way with the students. I do think. Students like structure like routine. So I get out of the can gloss over to changes instead of one change is a significant impact on students. So I'm not sure it makes a lot of sense to do this. Separate from the boundary work. But I just wanted to put that it's not just the transportation staff will have full faith and being flexible. It is also families and students

086that are impacted as well as our own staff who wanted to have structure. So I will know my time is almost up. I've got. pause there and kind of recycle. But I would like to hear more about the full impact, not just transportation van, everybody. Thank you. Yes, ma'am. I why might not have a lot of experience in the education industry. Just managing projects and organizations over the past 30 years in the 2. >> Big projects like this that can occur, you know, cause some disruption. You know, I think they overlap enough that they can kind of inform each other. So I think we have to be very precise and how we roll them out and take that into consideration. >> I agree. I think very thoughtful about how we do both of these. Thank

087you. >> If I could just add one point from the implementation from Anne Arundel, one of the things that the board president in Anne Arundel noted in after action review of their process was she felt that one of the big shining stars that made them successful was the conversations that they fostered around child care options. When the school start time changes were known. The school system took the lead in bringing together providers and making sure they understood with the changes we're making all these options known to parents. I will say that, you know, one of the things that we heard again and again and again in the forms for you is that parents do seem to face a lack of childcare options, you know, with the current school start times. So it's not necessarily that

088we create greater problems. We have an existing challenge in their perception. >> Okay. Thank Mr. That Kevin is the last one on the mist for the first round since he's not year they were able just say John Carney. >> Thank you for all the presentation that you've done on this. My question in terms of the surveys with which talking about and the concern that I have is to the child care how many, first of all were the survey's translated and how many did you receive that were translated surveys? If you could get me that data. In terms of those that you did get back about children that take care parents whose children. Older siblings take care of the younger siblings. The reason that I bring that up is that we we need to look at

089our into the entirety of the demographics that we have and look at what areas they're our children, older siblings to take care of younger siblings. I particularly work in one area where I know that that happens a lot which may be different than another part of the county. And so when we look at everything that we do, we've got a look at that lens of equity. And if this is gonna. Disproportionally impact certain schools in certain areas, that's a concern for me when childcare pay child care is not an option for some people, you have to have family childcare. And I also have the concern about this shift, which is already mentioned about students and parents and that time. But also our staff. You know, we have to look at what how that impacts our

090staff and some of those later release times. They also have children that they have to pick up or they also have they have to get school that are not in this county. So those are things that I would like to. For you all to delve more into so that as we move forward, we can have all that information. So I can answer the question about the survey. The fall parents survey was made available in multiple languages. It was made available only online. >> Fcps staff took the lead in getting the word out about the survey. We did only receive a 2% back in other languages than English. So we recognize that is an issue. I'm not sure what else could have been done to get the word out that it was made available in multiple

091languages. Spanish Korean, Chinese and several other ones. Beyond that. And so that was out there at the forums. Fcps staff did provide interpreters in multiple languages, both for the in-person pieces and they were available. If parents wanted to complete the survey, which that only available in English. >> Okay. Mr. Mr. just entry to claim is a pretty minutes. The bank said to go find tissues because we issues. Thanks Christina bringing them back. So first of thank you as Prieto for for all this work. >> For those of you who don't know creator, his so much rep for our system, transformative work over the years. She was one who brought us the Prismatic report back in 2013, the transformed our food and nutrition services system. So really appreciate you. And all you've done for us I

092think this this discussion is probably. I had the most transformative work for students that we've undertaken this entire calendar year. it I in my humble opinion, takes priority over a boundary study its. Hard work. And we've seen an impressive outcome. You've presented us a number scenarios. I think we can find something that works within this, you know, call. I asked for perspective just based on past experience of going through this and really what just has to be done is the board has to set a mark on the ground that it's going to happen and move forward. We found a solution back 2015 that, you know, had some cost to it. Nothing we do comes without cost, I think is 5 to 6 million dollars. But that's probably one of the best investments we've ever made.

093In my opinion. So I'm I'm looking at this time seeing options with cost and I'm happy to to invest because this is, again, some of the most critical, important work we can do. So it's I do want to not let us lose sight of why we're here. And that is student health. So can you tell us a little bit about the cost benefit analysis that's gone into this thinking about things like team car crashes or improved academic performance. Certainly I can speak to the research. There is we undertook a review of the literature from 2014 forward recognizing that the previous work it already done. >> exhaustive look at the research base 2014 Pryor. So what's different from 2014 until now? And there's a couple of things the need for sleep is better researched and known

094and that's at multiple levels. There's now some very good studies out there that speak to both the need for high schoolers and middle schoolers to have more sleep. There is more understood in the realm of neuroscience in terms of the fact that middle school and high school students are not just what parents have guessed that are factually known to be fundamentally different in terms of circadian rhythms and there needs there and that's been better documented. The American Academy of Pediatrics statement expressing the need for middle school and high school to start at 8.30, or later came out and 2014, which was right in the middle of the previous large effort within the school system that resulted in the blueprint. And so there's also another 10 years of research on the need for sleep and some

095additional areas looking at things like mental health as well as the tendency among teens who are sleep deprived to make poor choices. There's been a couple of longer longitudinal studies that looked at sleep deprivation in adolescent years and outcomes later on in terms risky behaviors that are fairly well documented. So in in response, we know more and we know better that later school start times are what's best physically and mentally for students. Great. Thank you for that. And then I think I'll just conclude my my my piece here with just saying that. As I previously stated, I have no desire to wait for a boundary study to embark on this There's nothing more important we can do. Then. >> Work to improve our student health at a time of of mental health crises and just

096other things going on in society that that we can't control. This is something we can control and I don't think we can wait. I come >> Since 2, the everybody had Asked some questions. The fresh from last one before we do The second round, I believe the second round. I have. doctor Anderson, to find a chairman And if I should under Russian sure anybody on have K. >> Mr. interrupt drilling 2 minutes for Quebec's. I think Bush still got time for 3 minutes. Okay. >> this is in addition being my comic. And for comment as as Smith in that it is an important work. I prefer not to who have a nice to have some questions. So let me those questions. different options. Obviously, you know, you know, may come down with how much the

097may be willing to commit to financial resources. I mean, I'm looking anywhere from channel. So Bush and really up to law, 17.3 million which could consider amount of money. I wore the transportation because it is about what went Muni per year. in terms of the But the bone duty up on adjustments may potentially bring in as chance for some cost savings. We haven't this yet. So Lysol speculation, if a 5% to 10 million, if a 2%, that's a form. Unions could any. We have anywhere whether amount of cost potential cost savings. Could impact board the members in the supporting and one optional. But on other. if Acosta saving needs to charge a 21 10%. I have so about that. I even not upon the adjustments could be Michael even may cost up to 7, 2,

0980.3 million dollar do that. So so potential cost savings fact could be a factor full board members in picking which options to go That's one question. a It's first ones remain calm and ensuring my thoughts on that second ease, whether we have ever 2 from costs moderating. Ping, entry in high school he's the coasts are beating us and to show reasonable satisfaction with Curran and even tree and high school start times. Task is to change them to quickly. Her whether we have ever looked at. From sometimes underscored by 15 minute increment to meet her. How much that's going to cost us have a on that. >> Mr. Moon, I don't think we have, but I'm looking to Paul who's been here a little longer. I don't think we've any modeling like that shift in my

09915 minute increments keeping elementary high school. same and move in the middle school to see if we can do it. >> I can provide you with a couple of numbers. We did look at how far out we would have to shift middle school in option. >> D to get us to, you know, a number that might be considered minimal fiscal impact. >> And an e. >> Somewhere around the 9.45, range begins to approach But but not changing anything else. Where were the think we get to that piece? >> In reference to your first part of your questions earlier alluded to some 2018, 19 data showed that you are looking at attendance Island runs that were about 4.1% of the system at that time. if part of the attendance boundaries of thing. As Mary alluded to

100it, looking at AAP assignments, same data set 2018, 19 year. AP runs were 18% of the total number of runs in the system. And so those the to the extent that the that that ratio still holds that might be savings that are realized as attendance, boundaries are adjusted. And then those 2 together Dorf the cost of of through A B and C and of course, E that we propose to you. >> think I'm going to see question about. He running to from financial moderating with a 15 minute increment just a minute. keep country in high school sees whether that's going to be a lot of to something that you can easily get back to us. >> Do you want to run it earlier than what we currently have in option D or you want to

101see 9.15, home to car just 7, Tony, with the consumer. 45 about a 5th harmony? And 45 you start to run into that bubble at the beginning that I showed you on the slide where you have a huge number of runs and that half an hour time frame. And so you get beyond that a puppy. I just want to I want to know whether you can get back to us with the numbers pretty quickly when that's going to be a lot of work. >> We can make some estimates. It won't be as clean. won't be a certain of the results is the estimate better than nothing. So. >> Thank to my time is up side looking to get to my 3rd one. So I want to put myself in a comeback. Dakotans. I have tales.

102we just And there are 4. I'll give you 2 and then hit the other 2. >> Can you please explain whether the study included any consideration of childcare arrangements for educators and parents? Caregivers? I am concerned that the proposed change in middle school start times is not aligned with child care, start or stop times and child care availability throughout the county. Second question, the current boundary review includes consideration of moving 6th grade students from elementary school to middle school. If that proposal is adopted and implemented, can you please explain what changes would be required to the analysis that you have presented today. answer to the first one childcare definitely came up as a concern and was something that we looked at as possibilities. And so right now >> you have number of places where elementary

103students are either the last one to leave or the first one to lead in comparison to their older sibling. So because a very difficult task to figure out, you know, which parents are doing, which arrangements in terms of older siblings taking care of younger siblings. But we did include a couple of options where some portion of the old potential older siblings are getting out earlier than some portion of the elementary school. We tried to preserve some of those relationships in there. And so for options, A B and C, we provide you with a list of what the school start times would be down at the individual school level because we knew everybody want to see what the elementary school pieces are. There. But again, it's a difficult piece to parse through with what you currently

104have. it was a concern. And as I said before, I think that that that will be the first thing that parents will want to address with whatever school start times are just are adopted. Their second question was related to I'm sorry. >> It was the same question that I had asked earlier 6 grade students being made Pot potentially an increase in the number of middle school runs that are required. >> And so I said for 98, maybe about 5.50, is probably where we'll end up starting. >> But recognize that the load factors on the middle school buses with the best data that we have have the buses at a where is it? >> Somewhere in the neighborhood of half full on average doesn't mean some buses aren't jam packed with news is there are some

105buses that are definitely not jam-packed. And so it really depends on where those 6 graders live. It should also result in potentially at at the system level lower need for buses for elementary schools because you're taking off a chunk of the student body. Questions 3, 4, Can you please clarify the scope of the study? Did you approach the study from the perspective of determining? >> The appropriate start times for elementary, middle and high school where you just focus on middle school start times and last one, did you determine whether the survey respondents, well, representative of the FCPS student population? >> So the RFP requirements were middle school at 8 o'clock or later while preserving secondary and high schools at 8 o'clock or later. >> What we did add into that is the knowledge of the

106research body that recommends middle hot second year in high school at 8.30, or later and tried to provide options that met the current research. >> Recognizing that the 8 o'clock or a 10 start times for secondary and high schools was was done at the time. We're we're just getting to the AP statement of a 30 or later the research phase on elementary students and actually says that earlier school start times are not a negative for them in terms of academics. then there is some research that points to start times as early as 7.30, for elementary schools is not a negative in terms of academics. However, your your public just like every constituency out there, status quo becomes, you know what they And we saw that in the survey results. And we certainly heard that in

107the forums, which is why we did not even look at a solution that offered elementary schools at 7.30, the earliest we went with 7.45 and that was not all of your elementary schools. And then as far as representative, we did look at, we did not ask a number of demographic questions that we would typically include any more research base study. We were concerned about length. There are a couple questions that and just not not available to be asked, but we did look at number of responses from each one of the schools that were selected and able to draw generally representative again, don't have the demographic data to be ongoing and splice out more. So what I would like to do with it service, we're already getting pretty long. And so, you know, you you run

108out of people, don't respond. The one of the surveys get it's getting worse and worse. >> Thank Doctor Anderson. Okay, thank you. I think one of the things we didn't talk about is the safety factor. >> Because I think the concern that I have had, you know, being being driving around 6, 6, 30 in the morning and seeing students there in the dark, particularly during these times. Can you speak a little bit about that? Please. Sure. So there's a couple of safety factors to consider and they actually operate on both sides. So you have civil twilight on concerns. >> Which where a large topic of discussion and 2014, 15 within fcps as well and civil twilight involves, you know, obviously it varies throughout the year, depending on what time of year. You're at. And and

109so we did take a look at to what extent we have current civil twilight violations within the existing system, recognizing that we'd rather not have any. And I might say civil twilight violations. I mean, we're picking up students before civil twilight occurs in the morning or dropping them off afterwards. And so there there's not much of that currently going on in the system. There is some. And and I think that what is a larger concern in terms of safety of stops is whether or not the walk to the stop is, you know, on a on a sidewalk and is lit as opposed to. I'm walking on actual street and there's no street lights. So we did look at that. And that's why we've tended to keep things within that magic zone. And, you know, if

110we had unlimited buses, we would all started a 30 all schools will start a 30 all schools would get at the same time and we wouldn't be having this conversation. We don't have that possibility. And so we looked at that piece. Your second piece of the question was, I'm sorry, that was there was anyone pieces to safety component missing your and your comments just a little while ago. You talked about kind of your work in history of of doing this work. I want to make sure that I understood. >> That you say it wouldn't be beyond capacity to do the separately. All was the preference to do them together. I don't know if captured exactly what you are to curating just a little while ago. >> Yes, ma'am. I was just saying that when I've

111been implementing projects of this size in the past in previous positions, 2 projects that have a decent amount of overlap like these 2 and Do very closely together separately, just never made sense because they seem to inform each other. They seem to help highlight things that may be individually would have noticed. And it just made sense to see how they would impact each other and bringing both out at once. Okay, that's an option. >> Okay. Thank you for that. One of the things that I also noticed in the teacher surveys there were very low responses. I think 38 was what was on one of the slides from the spring survey. >> Yes, ma'am. And so those are from so accordance with fcps rules, the only way that we can do a spring survey was to

112offer it as an activity at the forums. And so we were not able to offered out to the world. And it was just those who attended the forums. And so we didn't have a lot of staff attended the forms. >> Is that something that we can differently? Can you speak about that a little bit Dre? >> Yes, doctor Anderson, maybe Mister Buick. And I don't know was involved in that conversations of perhaps And you can help us with this thinking on it. >> Dr, Anderson, you know, we we really try to manage the survey fatigue of the community. And at the time when we started doing the forums, the survey, que service going out, academic, after-school activities was filled. So the only way we could do surveys was in association with the public forms that

113we were doing because there just wasn't a window to stick anymore. Surveys into the pipeline to get out to the community. >> But the community did get their surveys. We have parents at not 6,000, almost 6200, but we just have the staff at 38. >> And if you the surveys that we did were just in September October. So a second ago, I thought you mentioned in the spring and I was Rich Lowry says spring. 24, I was a time for and that's right next to it on chart 5. >> Yeah, it's a difference between this rainfall. Them. I see Jose only had 400 plus parents at the spring forms that complete chose to complete a survey which was actually a substantial portion of those who attended. I. Thank you. One of the things that I

114do want to say is that I am in agreement with Mister McElveen. I don't think this is a space for us to in order to do nothing doing nothing is really not an option. I certainly understand the cost. I certainly understand the shortage of drivers. How many bus drivers that we short currently? We're currently sure 120 drivers, 120 drivers and those things are important. But I also understand the safety and the health risks, which is why I'm really looking at option D as a I'm sorry option E as a good option to review and to dig into a little bit further because the cost is minimal. 0. impact to childcare would also be minimal because everyone is moving 30 minutes. So you will still have the availability of the middle schoolers to attend to the.

115Elementary school students. It's the same run times of 110 minutes. It does not require additional buses. But what what it does race for me is what conversations have we had with the county regarding child regarding sack because as a former parent of sack, it is really, really an important support to the community that would impact a lot of the child care discussions that we've had, not that we would if option eat were to be the option. Moving at 30 minutes, maybe a hardship to some parents who don't have that 30 minutes. Have we had conversations with the county regarding sack expansion. >> No, ma'am, not in relation to shifting middle school start times and others. But I know there's other ongoing discussions with the county and sack ever expanding because we got a big weightless,

116but nothing directly related to hey, here are some options to alternatives to changing middle school. Start times. Could you support any of this? We haven't had any of those because that I think that. >> That's what asking you. What I had of you all. But that's also a longstanding concern since I've been on the board way before these discussions. There's been a lot from parents to have. >> expansion of sack because when you on that waitlist and you don't get parents scrambling. So that's an ongoing discussion any comment? Chairman Fish. >> So I looking forward. You know, it what I would hope in terms of next steps. And that's something I might put in the next steps document couple things. One I'd love to you know, perhaps in a Friday letter, the superintendent assessment of

117what it would take the operation allies and the professional judgment of her and her team about the best approach that we might pursue how that would work in conjunction with or apart from the boundary work and what the preference would be. There I think those are are important elements of it I wouldn't be comfortable as a board member making those decisions without the professional guidance of are the team that's responsible for implementing everything and having plenty of focused time to devote to what the impacts of those things are. I think the work that's been done to get us to this point. It's pretty good in terms of and it's great in terms of the information being provided. The interesting insights we have from the survey data. But now I think the next step is not

118the board deciding what we're doing. It's the professional staff looking at these options and then reporting to the board on what the best path forward is than the board can decide whether they agree with that best best path forward. If they want to kick the tires a little bit more to see if there's you know, some adjustments that can be made at cetera. And then we can move forward as a team. So that would be my preference in my advocacy. I will be taking another go back. But I do appreciate the presentation and the work that went into it and all the work the staff has done to help provide the data necessary for the report. So thank you. >> I have a place shooting and the soon-to-be Washington Sizemore Heizer. >> I want to

119start by saying that. I think that everyone that doesn't does this work centers, the importance of health, mental an otherwise of all of our community members. So I don't think that us talking about whether or not this is feasible in relationship to our work with boundaries is related to whether or not we think this is good for kids. I do think that systems can only handle so many changes at one time. And I do want to make sure that we're making smart decisions as to how we're implementing those changes along the lines what Mr. Muir recommended as well. Can I ask how long is our current elementary school route? Like what's our longest elementary school route? >> It tends about 50 long. This would be a bow. And now okay. >> So if we have

120a 7.45 start time. We're talking about 6.45. first start time for elementary schools that are on that particular route. And that is a seven-year adventure. So unfortunately, I understand that we do have older kiddos that are outside in those twilight hours that are are dangerous. I am far more coned about the kindergartner that we would be sending out at that time to cross busy streets and things like that rather than the 7th and 8th grade or so in 6 greater in some circumstances. So I recognize the fact that we want again, if we had infinite money, infinite time, we would make sure everybody school started exactly the perfect time. But I do. I have heard from several community members that are like, yes, we understand that this is hard. It's 2 years of hard, potentially

1213, depending on where we go. But it's not 7 years apart. And when you have your youngest members that are in those twilight hours, that is what causes me concern, something that we haven't talked about up to this point is special education and I am particularly concerned about the length of the special education routes when we're talking about moving up entry start time because we have some of those kids that are on the bus for an hour and a half. And I understand that that's different than the general education. But we haven't talked about the impact of those students and what it does for their health to be able to sit on a bus for an hour and a half in order to receive the care. So one of the reasons that I want I

122that I personally would advocate for waiting for boundary work is because I'm hoping that we can alleviate some of those bus routes for kids that do need those special services to make sure that they're not sitting on a bus for an hour and a half and we can get services closer to where they live. And so that is one of the benefits that I think it would be of holding off on this to see if maybe we can alleviate some of the AP stuff. And we can look at special programming. So. I don't think that this is an issue of whether or not we care about the mental health of our 7th and 8th graders or 6 graders. That is not the concern as a parent of a 9th grader. I just do this for

1232 years. I got it. I do think that we need to make sure that we're looking at it holistically in terms of the mental health and welfare of all of our students. And not just this population. >> No, sir, we got all those notes. Russian size Miser. I'd be happy pick up my colleague left off because I actually had a couple examples of the extensive. >> having had a special education kitten who was shipped out of boundary out of pyramid, for lack of programming. It is significant impacts on the amount of bus time the students are at. And I know we had a study at some point that show this special education students spend the longest amount of time on buses, but, for example, Canterbury Woods Elementary School that has the only deaf and hard

124of hearing program in the entire county. If we move in from 7 09:20AM, to 08:00AM. The kids come? It's about an hour and a half each way. That means we get on the bus at 6.30. Go. Think about 3 our commute times with some of the students in love with Freedom Hill with an eye, the center of pack, which by the way, our youngest kiddos in preschool 2 to 5 year-olds. We moved to 8 or 8.15. The getting picked up at 07:00AM. Disturb me. And I did bring this up of manager. My 2 by 2 is that there really isn't anything that talks about that impact. You have a special education methodology in here, but you don't actually talk about the reality. And that's if we can talk about equity and fairness. And meant and

125health of students, some of the students who have significant health needs as well. That's a huge gap. I think in this and it's another reason why I think. I think we all care about our students health. Welcome at the mental. My daughter was in 7th secondary schools start at 7.20, in the morning when she was in middle school. All that to 2 years of high school. I know. But we want to get it right. Because we don't want to disrupt their health by causing disruptions once and disruptions again. And as I think some of these out of boundary out of pyramid were can be dressed to the boundaries and then we can have the most optimal start times for everybody. Some not the majority because those the ones we focus on because the outliers we've

126left out of this report. And the special education students who out of bounding out of are outliers. And they're left out. And that's a problem. So if we can, all students health, I think we need to have a report that looks at all students needs. And I think we need to have work done in a way the strategic that's not going to cause disruption this year. Disruption another year to schedules because that also impacts students, health and well-being. The timeline we have proposed to the boundary work makes lot of sense, Mr. McKay, really appreciate what you said about when you're doing these 2 projects that can be this disruptive close together, it's better to do them together. Right that minute. I really and if miss, could you please correct me. But that's what I heard.

127I think that makes the most sense to get to do this in the best way possible for our community to maximize all students, health and wellness. So I'll leave it at that. I think it doesn't make a lot of sense to pick these options in a vacuum without having the understanding of where students are going to end up being in school. First. So I appreciate all your hard work. I appreciate that. The presentation I think is in contention. And hopefully that'll be just in a year. So it's not going to be a lengthy amount of time. Any comment. >> I would just say that we did take a close look at what would happen with the special education busing situation and I agree with you an hour and a half on a bus is is

128too long for any kid universe, special education or otherwise. It is the reality with some of your students and and and a large of that is largely a function often of wary student lives. And where programming is available. And so those relationships haven't been altered in looking at these alternatives. What this does likely change. You're exactly right is that some students would be going earlier, but other students would be going later. And so it's a shift, you know, which students are going and which direction we did speak with various representatives that were associated with the specialty schools. And we were taking a look at initially at what might those be. I mentioned earlier in the presentation with those 100 buses, they're essentially their own ecosystem and they advocated very strongly for keeping the school start

129times that they have. And some of those are actually quite early, but they advocated for keeping the mess they were. So we said, OK, this is what they would like to do and it doesn't necessarily impact the work that we're doing. And looking at school start times for the larger number of schools. I think another go back. >> Thank Miss Marion. >> Yeah, I regarding childcare. So I mean, as a parent, I went through the whole process of in-home childcare with the county waiting on list for SAFC all private stuff after school through PTA mean this is not a new thing and it will just shift either half hour or not. And again, the market will shipped. SAC has been done. And realized program for decades and we haven't Andrew Memorandum of understanding that is

130from the 80's. And so I think what this board can do is continue to advocate to county Executive Brian Hill and the County Board of Supervisors to do you are to realize the potential of that Dr reduced making some inroads. But, you know, SAC is what it is. And we can hope that it'll change and we can try but is under our purview. Neither is the lack of Pre-K or childcare. We're doing what we can. So I think we should apply that same lens here. We don't have enough funding for early childhood Pre-K, but we're doing what we can. We're putting in classrooms. So I want use that same approach here. We are not going to impact the child landscape of this. This county alone. And really gets into what I I urge my colleagues

131to consider about the length of time for change and how much of this board directs not only the superintendent staff but actually will direct families of their daily schedule. And, you know, just as my child when from elementary and middle what we've got to change the daily schedule, even if we kept this, I'm times the same. Every family through every school transition is going to have to change the schedule. And I use a lot speculation about well whose home to catch their kids and who's going to work in an office and who's working from home? We just don't know. We probably have every iteration possible in this county with 180,000 students. But I think that as a board, we can convey that we stay laser-focused on what's best for kids. It was the impetus for

132this. It was how do we get the best health? And I've been doing this, you know, in the town of Vienna where I have a bunch of parents, who are trying to get the noise ordinance change years of the town and it's still much changed. So it's you know what's best, but we can always do it. So, but I'm certainly not interested in wreaking havoc on people even if you know, they think that we're at pending all these things and maybe it's not that much in our opinions. I think it's a lot. I do think it needs to be simultaneous with the boundaries love for it to happen all together. But I recall being they planned fall in scheduling the work even earlier this year to review the boundary policy. We had set them school.

133motion be had done them to get them as close together as they could be. And they are. So I just it's Sydney seems to make sense all that I would love to have middle school start early because I go in the middle school next year again. >> So total self interest here. I would love to do it. >> But I'm not going do That's how I feel is I can't. And I would love to hear. Yes, absolutely What do you think your professional opinion is possible? We heard a little bit from director operations. What can be done about sack about after-school programs and what is your best, you know, opinion that the second but of how we proceed with the Thank you. >> I appreciate the question. And little bit of thought before I would

134be responsive. I know staff is working on the second. Will you? I think. The current sack model is going to likely need to be expanded if we're going to be able to expand access. And that's what Mr. Smith and the team have been working on. As with all things models have to evolve with the changing new times right. And I think it would be ideal if we could create a system where there wasn't a waiting list at every school. I think that would really create very different level of stress for families for staff. And I know staff's working h*** o* that model in the county's very invested as well site. I'm hopeful we'll reach some solution here. The spring skip to know talking about child care as well. So we're hopeful around that with regard

135to these options you know, I think the research on sleep is clear for adolescence. I think as staff of his other board members of mentioned, some moves have been made. And I think now it's incumbent on us to think about what are those next moves? I think there is significant difference of perspective among staff and also community to be fair because of our traffic concerns and also childcare availability because we have so many staff to work out of the county. so the SEC solution really is connected to this topic. So I think more to come on the 5 options and really we can implement whichever of the 5 the board. I think that Herman's is the next step. >> Okay. Any other board member on second round before I go to myself. Just a quick

136comment. I couldn't get you of my for my first round. He's something there was a nation by R you a couple members is couple participation and the survey by and parents, he's a 2%. I I'm sure that you watch the best you could do. I don't think 2% Vo Flax. What we should be hearing from man you might heat and hope that we can find the Moroccan. The city. But are we that will get people from the loose. It could mean the which is a significant and needs might be. Different English-speaking. And a community members. With that, I I'm gonna go to a Russian a front quick. don't count. >> Thank you. A couple things I want to mention. I agree with my colleague Miss Mayor and I think we need to do them in

137conjunction I think we did at the plan. The timing of this so we could be as close as possible because this was a conversation started with the previous board. So I agree. I think he's done in conjunction to thoughtfully. Well, a couple things I did want to mention, I think as we're doing that work, we do need to talk about community for shifting any of our Houston times because we will have high school sports who will need a certain amount of time after school. So I think that's easy part of that conversation. I do think that we need to better engage a broader section our community and that really that up to you. I with my colleague, Mr. mentioned in terms of and also, you know, I appreciate talking to the special education centers, separate

138schools, but they're on separate buses in different times. I'm referring to the students or who are in programs in our comprehensive schools. And that is a very different reality when it comes to busing and it may be looked at Maybe didn't. But understand that if someone's going to a Berks cool, the whole schools of special education school, if someone is is based at Kings Park Kings Clement being shipped out of pyramid. Todd Valley. That is a very different reality. And so happy to talk offline about that. But that cannot be not embedded into the conversation. So just as you move forward, ER read, I think it's important to look at that reality. I agree. My other colleague about childcare made this different parts of the community that has more reliant on older siblings for child

139care. I think that as looking at 6th grade potentially going into middle schools are looking at hopefully our goal to inclusive settings in keeping students and their communities and reach a grand how we're doing some of these these program, adding access. I just think that makes sense to do that work in conjunction with also trying to look at the health and wealth of our students in the school, start times to make sure school start times optimize health and welfare study. Art, I just like to say, do you feel like as we do this work, those are all pieces that can be subsumed into the boundary work start times communities or is it separate? How how do you see that? >> I think it can be included. I think it's a parallel conversation, though. I don't

140think it's an integrated conversation because we have a lot of data to go through for the boundaries that is very technical and I'm looking us Umansky. It's really about geographic location, per se. However, the reason this is such a complex task is if program availability existed differently and we weren't busing across pyramids and regions. I think very that also impacts any need to change boundaries of that makes sense. So I think that the it's like a large mass story problem not to bring the classroom to the board table. But it's sort of like, you know, if the wind is blowing 20 miles one in. So it's that type of question because, yes, program placement matters. Sack sort of capacity. Absolutely matters. I also just insert bit of feedback from high school students, which they have

141some concern about going much later as a high school because of jobs that many of them have and other after-school either tutoring or, you know, programming that they have going on. And also the limited light we have just between end of school and end of day during certain seasons of the year. So it's just I think that it is a complex set of questions. But that's why we have great a great team working on it. I do think the special Ed busing programming is something we have to take a look And that can also be. The length of transportation can be resolved. Also by program placement decisions. And I believe that with the work we're doing around universal design for learning and inclusive programming at Pre-K, for example, perhaps we'll be able to minimize some

142of those runs both in time and length and destination. So to answer question, they're all connected and going to continue the process of study. I think some of these options like the one that says just move everything. 30 minutes doesn't require that deep level of per say it's you know, it's a decision decision that everything moves and that other work still goes on. So I think they do intersect in They're not exclusive, I guess. And dare I say, if you look at program delivery models that we haven't looked at in 30 years. >> We might change how we deliver program in which might change where students access program, which might change busing. Not to mention something I've been. not a million times? >> Yes, ma'am. I think it's duly noted that we're discussing goal to

143today as well middle school start times because there isn't intersectionality. And I know that's an important topic for sure. I don't any other board member. Dr. Anderson, Quick. Yeah, I think this is my my 3rd turn to so. >> If you could speak to the neighboring counties. What there some time is because you didn't provide that information. Yes, so we did provide some information in the public forums. >> And as well as some of the survey questions were set up with some of that. And so just to point out, you throughout history within this division, middle school start times of ranged from 7.20, all the way up to 8.45. But then looking at the national level currently, when you did the work and 2014, 15, only about 20% of middle schools were starting at 8.38.

144O'clock or later. We're now at an average middle school start time nationwide. 8.11, and 30% of the school system schools nationwide start at 8 o'clock or later. Now looking locally to your question, we do have a graphic that was provided the forum packets that looked at what was going on with your next-door neighbors. And many of your geographic neighbors already start middle schools at 8 o'clock or 8.30, and seemed to be doing OK with it in terms of specifics, Loudon starts middle school at 8.30, already 15. They also start elementary schools at 7.30, or 8 o'clock sunsets. Easy part of the discussion >> Arlington starts middle schools at 7.50, or 9 o'clock. They also start elementary schools at 7.50, or 9 o'clock. So there's some geographic transportation things being addressed there. An interesting one, Prince

145George's, Maryland, another division nearby. They have start times of 7, 38, 30 or 9.30, and they've sort of gone a little road in terms of how they do that. The 7, 38, 39, 30 is assigned based on what the transportation system can accommodate. So you might have an elementary middle school or high school starting at any one of those times. Looking at Washington, D.C., a middle school started a 30 to 9 o'clock. It's a range Prince William Middle schools or a 10 to 8.20, Montgomery, 8.15, Masses Park 7.25. NASA's 7.40, mention Loudon already at the high School times for those schools. Yes, I So. Looking but see Arlington. >> Said the elementary 7.50, or 9 o'clock middle school is 7.50, or 9 o'clock high school is 8, 8, 20 or 9 o'clock. Charles County. Elementary

146Zarate. 55 to 9.45 middle schools. 8 o'clock high school 7.30. So you see the different approaches to it. Loudon Elementary or middle school elementary 7.30, or 8 middle schools, 8.30, right, 50 high school is 9.30, there. Prince William Prince William High School is at 7.25, or 7.30. Okay. Thank you so much that. Information will be details on that included in our report. Thank you. I appreciate that. Because clearly other making making it work there sports work. They're making the elementary work because they have the same issues that we're presented with. Much appreciated. One of the other things that I wanted to share this last turn as this is the second part to ongoing work that started when you are on the board and you were on the board. So it's not a matter of just

147taking care of one small group. They took care of one small group when they did the high school and with knowing that in the future which tended which ended up being a lot longer. Well, a lot further away that I think was anticipated because of COVID. When we got on the board, this work had to be put to the side. So it's just doing it in part because that's what was decided that the board at that time >> and I do agree I do agree with a lot has been said regarding out students needing structure, needing consistency, which is, again, something that I raised when the boundary work. If our students, gray structure and consistency, then we should be also phasing the boundary work law. Students in high school and middle school. And one of

148the things that I wanted to ask Doctor Reed, when we talk about the boundary work, one of the things you mentioned was potentially and I know we're far away from that. But I know it's a potential of perhaps phasing it in rather than doing the entire county. All at once. I know that's been in the conversation. Can you can fire? What I can say is that we have right now a timeline that has several cycles of review and cycles of community engagement. >> As well as sort of an internet process between the advisory committee to the superintendent and the school board. So I think that at any point in time that could be raised as a strategy at this time. I don't believe that a strategy has been set yet because we're still in the

149community engagement, information gathering stage. But to answer your question that could that be a possibility? I think it certainly could but it hasn't been determined at this point that that's going to be a strategy. And there's so many I think we talked about this prior work session. There's so many phasing options right? There could be this opportunity to potentially move 6th grade to middle school as a phase could be a phased by region. It could be a phased by grade level. It could mean we might choose any manner of phasing or we may not. So I just I think right now it's still very much, though, wide open, right? Thank you. And that's also another wondering if we end up landing on one of those strategies. What does this mean if the conversation that I'm

150hearing here is to do it all together. It's not altogether for phasing it by Would we have a regional? >> Start time. 4 middle schools for one section. Then another. It just makes me Wonder, we've been creating a situation that we cannot necessarily maintain if we land on the one of those strategies that is not yet known to us, I'd love some feedback about that. And some York. >> Well, yeah, I definitely would not want to try and phase in the transportation like that. You know, thank you. Just describe because that would be. >> So then what would make what would that mean if we happen to land? And I'm asking you to look into the crystal ball here. I do realize if we do land on a strategy where with phasing it through the

151different regions, where does middle school start time and up? >> I think it's kind like Dr. Read said these are like parallel efforts, right? So if we come to a decision and the board decides, hey, here's an alternative on the start times that we want to go with. I just think, you know, and what is happening with the boundary will just help us execute it better. I don't think we would necessarily have to do it all at once. And we could. Make that work. Well, we're facing and, you know, pieces of the boundary as we go. So that means I would left firts. They don't necessarily have to be done with the boundary, their palate lefferts so we can handle the middle school. Start time. >> And the boundary work. I guess I'm a little

152confused. No, you do. You've got what I said. I just I. >> I would want to see more. You know, if you're asking, I'd want to see more of what that boundary review is going to tell us before we start moving down this parallel path, have to wait and do it all at once. But I think it could help inform us a little bit. We've talk here today about impact on different programs, accessibility, how that will reduce runs. I think it all helps. >> Sure. And there's a lot out there. I'm sure there was a lot out there when the conversation was being had to change the high school times. But we also know we can only do so much at a time. So we're still in that place where we're putting a lot in

153the bucket only to be moved. Some of them out of the bucket to handle this middle school part, which is secondary. So my last piece of question is really for us. I know there's been a lot of questions asked as more information that is needed. What we intending to do, what is out communication to the public because Dr Reid says whatever the board tells her, she'll make happen. What are we telling her? And when is that going to be determined? >> I think the church and they want trust at Mr. Chairman. All right. So we have a next steps document just like we do other work Sessions so board member should complete that and register their views and suggestions on that front and the vice chair and I will work with the superintendent to ensure

154that appropriate answers are provided in the Friday letter and then we can communicate that out appropriately through newsletters at meetings. And we will obviously schedule anything that needs to be scheduled in conjunction with what the the council board Sprocket. It is. >> If you can in your deliberations, kind of think a little bit of a timeline because one of the things I would not want to see happen is this conversation ends up being an suspense and before you know it, we're 6 months, 9 months down the road and we haven't had a conversation. We'll have the opportunity to give any directives to the superintendent. Well, we have an opportunity to bring clarity what the board once in the next step. So we'll be keeping an eye on that. And please, please, please. >> Register your

155next steps and register your opinion on those next steps so that we have as clear guidance as we can get. >> Okay with stocked up a want say anything more all before I go to got to pour more board members, OK? I'm gonna give each with about a minute. If that'll can miss Marion. Yeah, thank >> Yeah, I do want to especially for the public to understand where the board is on this today where we stand. And so if I'm understanding we're not making a decision on any option right now, we are not scheduled to make a decision on any option right now. The next step seems to be for Dr Reid to come back. At some point we haven't determine when about what her professional opinion is for implementing this. So. I don't know

156if we can get the public any more specificity on every talking months. don't know. Is it fair to say this would not be implemented this fall like what? Because we've people coming all directions wondering happened in or not. So any clarity, I think the public would appreciate. >> So the question I would have and I'm happy to work with staff to construct this. We could perhaps construct several scenarios doing boundary work start time shift together, doing them parallel, doing them serial right. Like doing one ahead of the other. We could create some scenarios for the board. And I don't know if that's something Mister first even want to having the next steps or if they're just several scenarios. We could agree on today that we would like to have. The numbers are on on that

157that way. That would give the board something too study it because I think that the different scenarios have very different bodies of work in very different potential impacts in terms of timing. >> I can't speak to what the board will decide in the next steps document. The as I said during my share, my intention is to add a next step that would require something of like that from the superintendent. you know, in addition to professional judgment on what the best approach would be, not just providing all the options that are available. So if the board wants to go in that direction, I think clarity on what all of the different things are and what the implementation plan would be would be great. >> motion cites miser. As many matches as she going to say that.

158So appreciate But yeah, I think. That's what the next step is for. I don't think we're making a decision today. I appreciate the question we need to go now on to the next step documented asked what we want from staff based on this report based on the constitutional boundaries. I also would support the idea of having different options right in parallel in conjunction and also staff's recommendations as to what they recommend for the. Potential outcome that would serve our students, staff and families. The best. So if that's the next of kin, Putin might take a look at it. But I think that's the next steps. Document fee how we're gonna move forward with this work. I didn't want to just point out to you as you're looking at these busing, one of the inefficiencies is

159busing is because of these out of boundary buses right to you have neighborhood. That school starts at 8 and these kids are getting bust out about just goes. That's at 9 or 9.30, su sometimes of neighborhoods that 2, 3, 5, 6 buses picking out one student each. That puts a lot of inefficiencies and busing. So as you're looking at that it's important to recognize impact that has significantly. Okay with that. >> I was about say something, but I'm not. Commissioner. I think just important clarify that when when districts are successful in doing this. >> They start out by doing what we did in 2015, which is setting out the priority of of making this happen and committing to that right? I don't think this board has stated that we want to do this and I

160think it's important that we do. And then subsequently figure out how. anyway, that's successful districts handle it that way. >> I Mr. Make a thing. Came to say something that I'm gonna I'm gonna say it. This means on video from pocket. Hoof. I think we need make a commitment to do this time. 9 allies speaking. You know, next year he's probably not going to be ready for our sheriffs or shouldn't I believe in giving community enough time if they need to make child can always some way too much. Some pay. You know, for me if I need to vote today on that, going to be able to support doing in next year, but doing finally, I'd be supportive. got to station. With >> you want to say something. This work session is over with the

161even months Mr. Mean, just to clarify, you don't mean the work sessions that just and we For afternoon session at we have a quorum. Warm so we can go ahead. Get begin. They for joins for afternoon session for gold to report the four-time to Dre for introduction. Just I think we're gonna do this like we did last time where this 3 segments of the reports will >> have a presentation on each segment open for around on a board questions to go to the next segment. One run aboard questions Next Summit. One wrote a book questions and then we'll finish. >> Would go back. Some people to go back so many section section that they want to do. So that works for you all. We'll go ahead and do that. We'll just do one round up

162questions in between each section. So with that, turn Doctor Reed. >> Thank you. Miss Sizemore Heizer and this afternoon, it's our opportunity to share our goal to report. And this is a really important goal for a variety of reasons. And we've got quite a large gold team here because the segments are integrated, but they're also really critically important. So this point I'm going to turn it over to our CEO, who's going to introduce a team presenting and I we have to pursue DR King and their departments as well. So Neil Funny, you start presentation, please. Thank you. Doctor. E well, good afternoon to members of the board. We're looking forward to continuing our second in a series of five-goal reports this year. I'm joined with by staff from multiple departments who all contributed to the

163work of this report and are here to support the board's discussion before we get started. I do want to introduce Candace and said who's our new executive director for strategy and planning and just welcome her onto the team. Talk We told her she did not have to do the full report So our objectives for today or to provide the board with an update on our progress towards meeting the 2030 goals for gold to 2030 goal to measures to discuss the work at the division as it relates to go to and to discuss the policy budget and strategic considerations for the board moving forward to achieve these goals by 2030. Today's presentation. But we don't have slides. Today's presentation is on goal 2, which is our safe, supported included and empowered goal. There are sex, 6

164measures in goal to that. You can see on the screen and our presentation will be focused on. there we go and our presentation will be focused on measures a D and The majority of the data for the remaining goal to measures is going to come as a part of our student experience survey. That's currently being piloted in in 70 of our schools in order to capture student voice related to these measures, a full administration of the student Experience survey will take place in the spring and the results will be shared with the board at that time. In the process of operation allies the strategic plan, these initial priorities were identified by the Division leadership to focus the efforts of both school and departments with the understanding that these are key drivers for success across multiple

165measures within the strategic plan. All of our strategic plan measures are focused on student outcomes and improving needs directly impacts the work of our schools and teachers. We're continuing our focus on these priorities, which provides schools with continuity of their efforts, allowing our teachers and staff to become more proficient in the work around these topics, which we anticipate will drive improvements across multiple measures in the plan during today's presentation will be looking at chronic absenteeism, disciplined, disproportionality and student academic conclusion. And as a reminder, we looked at Pre-K inclusion as a part of this year's goal. One report which available on board docks crumbling to this presentation. Our annual goal reports include outcome data from 23. 20 4 school year compared to our baseline. An annual targets that we've set in order to meet our

1662030 goals, all the data and these reports were aligned to a consistent student data source and Matt Beaty, we reporting methodology went up like a bomb for both chronic absenteeism and disciplined proportionality. The baselines were updated to reflect a two-year average removing the 2020 21 school year where most of our students were learning virtually because of COVID. Last year. The board asked staff to consider this and we didn't conclude that this was most accurate to use that to your baseline and have updated the approach accordingly. This year for full transparency table, 54 and table. 55 in the full report provide the data for the 2021 school year alongside the 2 years of data that were used in the updated a slime and the chronic absenteeism data also now matches Poe calculations which allow for external

167comparisons and greater clarity of our data. Finally, each report will provide contextual data to support interpretation. And an update on the strategic efforts. The division making towards our target. First, we're going to take a look at efforts towards addressing chronic absenteeism. There's been a nationwide focus on the topic of chronic absenteeism. And students were chronically absent or those who miss 10% or more of the school year, which includes excused and unexcused absences as well as out of school suspensions. Attendance is an important focus in our strategic plan and it's linked to success and many go 3 and go 5 measures. The research indicates that one absences become chronic. students more likely to have lower test scores higher rates of dropping out lower rates of on-time graduation and a decrease in college enrollment. As we continue

168to focus on chronic absenteeism, we expect to see improvements across multiple measures within our plan. Research has also identified several factors that contribute to chronic absenteeism, including barriers to school attendance, aversion to school attendance, disengagement from school and misconceptions about attendance such as when to keep child home due to illness. This slide shows how fcps compared to Virginia in the last 3 years with regard to chronic absenteeism. CPS has consistently outperform the state overall on this measure last year, both Fcps and the state did see a notable decline in chronic absenteeism. And it's important to note that for fcps this decline is not due to the recent statewide implementation of flexible instruction which allows students to recover missed days through additional instruction. The inclusion of recovery hours had a minimal impact on our overall rate

169of chronic absenteeism, which means we can largely attribute our success on this metric to students attending school more consistently. And there's some additional information full report and tables 6 in figure 2. We also saw significant increase in the percent of schools meeting the video. We level one accreditation status for chronic absenteeism. The rate increase from 67% at the baseline to 96% last school year. This slide shows the tremendous efforts that are happening in our schools to improve attendance for students. This live looks at the percent of students who are chronically absent by student group. The change from the baseline can be seen in the bottom route. 4 groups on permits of 5 or more percentage points from the baseline student groups with the highest rates of chronic absenteeism last year were students who are economically

170disadvantaged, multilingual learners, students with disabilities and Hispanic students. And it's important to note that of all the students who are chronically absent last year, 59% of those students are economically disadvantaged. This slide shows the annual growth targets that fcps us at related to chronic absenteeism from the baseline for this metric growth is shown as a decline in the rates. The yellow line charts, the actual is first each year while the dark blue line represents the growth targets for all students. The remaining lines are line signify the growth needed for student groups who were closest to for this from the target. Given their starting point in the baseline years for 23. 24, as CBS exceeded annual targets and is on track for 2030 goals on this measure. This slide based on chronic absenteeism by grade level

171where we see higher rates of chronic absenteeism in the younger and older grades. Last year, we saw improvements across all grade levels with a 5 percentage point improvement for students in grade one and 12 in 8 percentage point improvement in kindergarten. Our next slide, we can see the data by English language proficiency level. When we saw substantial progress for all multilingual learners and for students with elp levels of 1, 2, 9, And as a reminder, that LP level 9 is used for kindergarten, multilingual learners. And this mirrors the data we saw on the previous slide where we saw significant gains in the kindergarten year. This slide synthesizes intersectionality data and data for additional student groups that are found on pages. 23 through 28 of the full report. We've combined the state it onto one slide

172for you to be able to see the trends, their data charts for each of the student groups in the full report. The slide shows the improvement from the baseline to 23. 24 the group's shown in Green improved by at least 5 percentage points in the rates of chronic absenteeism from the baseline, which includes all student groups who are also economically disadvantaged, Hispanic, multilingual learners and Hispanic students with disabilities. The remaining student groups that are depicted in Gray as the rates of chronic absenteeism are within 5 percentage points of the baseline. However, all but one of those creeps made between 2 to 4 percentage points of improvement from the baseline. The previous slide, we looked at improvement from the baseline this slide. We see the rates of chronic absenteeism for the student groups. So what we

173made significant progress, 12 of the student groups that we examined had rates of chronic absenteeism that were 5 or more percentage points higher than efficient average, which are seen in yellow. The 3 groups with the highest rates of chronic absenteeism last year were Hispanic students with disabilities, students with disabilities categorized as level 2 and economically disadvantaged students with disabilities. Next slide shows the percent of this last school year by student room. The majority of fcps students were absent less than 5% of the school year, which is shown in green across all student groups. We saw similar percentage of students that were absent between 5 to 9.9% of well year, which is shown in yellow. And this is an area for us to continue to monitor to support consistent and tenants for all of our students.

174Well, Fcps does not collect data on student sexual orientation and we only have gender data that's based on official government documentation such as passports or birth certificates, the Fairfax County star may provide some insights into fact. There's that may contribute for a portion of our lgbtqia plus student group absenteeism in particular, our LGBTQ+ students LGBTQ+ students self-reported substantially higher rates of persistent sadness on the survey which may contribute to absentee isn't students. Also self reported elevated rates of being bullied, which can contribute to missing school. And finally, we did not see differences by gender or sexual orientation in patterns of skipping school, which suggests truancy is not a contributing factor to chronic absenteeism for our LGBTQ+, students. Now we're going to talk about the work. The division is in schools are doing to improve chronic

175absenteeism rains. Beside games and improving chronic absenteeism. That can be attributed to 3 big ideas. division-wide focus on systems that support that attendance for all students. Second providing targeted support for schools with higher rates of chronic absenteeism. And finally providing personalized supports for students and families to remove or reduce individual barriers, inhibiting their attendance. Both continue to proactively communicate with families to ensure their clear about when to keep their children home from school. The impacts of excessive absences and how to monitor and report their children's attendance. Positive relationships and school environment support attendance for all students. And there's a great deal of overlap between the strategy and our workaround discipline, including a focus on bullying prevention and intervention. Some examples of actions within the strategy include our SCL work, including morning meetings and response. But

176Pfizer, lessons, the Purple Star School student Ambassador program that supports the transition of new students into the school community by connecting them to peers and extracurriculars and the student led our minds matter club the permit a safe and caring school climate by reducing the stigma associated with mental health, which can be a barrier to school attendance. We continue to provide more targeted resources and supports for schools with high rates of chronic absenteeism, including required sickles and support and monitoring firm project Momentum, partnering with a different and schools with higher rates of chronic absenteeism to support student and family outreach. And we've expanded the belonging project is a part of mentor, works to connect students with higher rates of chronic absenteeism to mentors. At the school level. Are educators continue to focus on individual school student

177attendance and intervene when needed and attendance dashboard was launched last year to allow for the early identification of students who may need attendants conferences are plans developed, return to learn plans are created for any student who's returning to school following an extended absence to support their successful transition back. finally, we continue to provide in personal flexible instruction time to allow students to recover. Must learning. Students may have specific barriers impeding your attendance, including challenges with accessing health or mental health support. Fcps works with community partners such as the Community Services Board to connects students and families to behavioral health services. Our public health nurse nurses, connect families and students who may have unmet health needs with resources and a homeless education program also supports families with connecting to a variety of services that can reduce

178barriers to attendance. Tele mental health services are provided free of charge to our high school students to the health program. And last year, over 800 students were referred for these services. Finally, our chronic absenteeism goal, innovation team will continue to identify, identify, innovative ways to improve chronic absenteeism in particular for areas of concern identified in this report. As we close out our chronic absenteeism section. These are key takeaways from last school year. We had rates of chronic absenteeism that are lower than the state and rates of chronic absenteeism. That decline from the baseline. Almost all schools reached the bdo 11, one accreditation status for chronic absenteeism, which was a significant improvement from the baseline. All student groups achieved or exceeded the annual growth targets. We set for the 23 24 school year, meaning we're on

179track to achieve our 2030 goals and this progress is tied to efforts that support consistent and tenants for all students and targeted school student and family supports. So at this point, I will turn back over to our meeting manager for questions. Thank you. And I see one placard up. So we'll so one round. First-round feasible. Going next. Sessions of Dr Anderson. >> Thank you for this information. One of the pieces that I particularly have appreciated is what you outlined table. >> On Page 15 of the full report, it's very helpful to see those categories of challenges in terms of what is impeding off students from getting into schools. So given that I would love to hear your thoughts on what are the barriers that all schools, particularly the 4% that are not making the accreditation.

180What are their primary skews me? What are their primary barriers? Good afternoon. I can speak the second greatest and I can speak a little bit, too. I think the what we've experienced a starkly with those schools who have not met accreditation is that these tend to build our alternative learning. >> so Mountain view, Bryant that have higher rates of chronic absenteeism in large part think due to the nature of the student body. I can't speak and will rely on should try planning a learning team for some more detail respect to our non alternative sites. But we've historically seen the highest rates by far alternative programs. And I think due to the nature of the student body of those programs that's likely been and the unique characteristics of the student, the needs of those students. That's

181generally been one of the reasons that we've seen higher rates of chronic absenteeism among that population. >> Thank you, Ed. Mostly interested in terms of how we translate being having that information and to strategies that can be helpful. 2 students in those schools. And if you could speak more to also the schools that are not at not more but as well to the schools that are not the special centers that you just discussed. >> Now, I us lemons here with us. And as part of our project, momentum work, they're working with schools that have those high rates of chronic absenteeism a Muslim. And if you want to add anything to that. I think one of the reasons that we were able to get to 96% was because of support with upper schools. >> Specifically overall,

182just messaging with families and then again, working on that welcoming environment, but then also putting specific strategies in place such as the IP fit the after school sessions with students where they can learn after school and then gain some hours back that that support the video we accreditation. I think that is a number one strategy that we use last year. We also collaborate with transportation to look at bus routes and to do some go back routes for specific communities that needed that working directly with schools. So those I think are 2 main strategies for really supporting some of our neediest populations that got us to 96%. >> I can just add a couple things to that. I think. You know, looking at the data, you can see some groups are experiencing, you know, more difficulty

183with regular attendance than others. I think our general approach is to work with every single student and family to figure out what the root cause of their issues and challenges are. It might be transportation and might be illness might be school anxiety. There's a whole host of different factors. However, there are also some targeted things that we're doing in some of those communities where our data is telling us we need a different strategy and approach. So one thing that Murray didn't mention that her team has been really helpful within Holston has been helpful with is partnering to really work with our multilingual families in 15 different schools where we had some of the highest rates of chronic absenteeism. That's been really helpful because those folks are able obviously to bring, you know, bilingual skill-set into

184that conversation, working with the family. But there also case managing those students and families serving as mentors and coaches to make sure that they've got what they need to be able to get to school. As Mike mentioned, we're doing some of those same things and all of our schools. But that's more reliant on the school-based tapping into that. But we have identified again based on our data, about 15 schools where we do that. We need a different approach. >> Thank you. And just my last point on this measure, can I find the list of the 4% schools that are represented on this slide that did not meet a part nation. Is that in here now we cannot provide that as follows a board. Thank you so much. One of the things that I wanted to

185talk about getting into some of the data are identified on Page 17. Can you speak a little up as to why it's represented differently than last year's report. And I don't know if I went through this too quickly start of a knee in show. But last year when we presented the data to the board. >> We presented a three-year average looking at the inverse essentially of the So we align the state with D O E which data that's reporting on chronic absenteeism. So we have the opportunity to provide comparison data at the state level and then we pulled out that COVID year in particular basins, important feedback. And when you look at the charts that are in here tables, I think 54 55, you can see it was an outlier. They're so it was Mr.

186Appropriate to make those adjustments in the data and were no longer doing the inverse because correct, because we wanted to align with how D O E just this reporting, which is what our schools are held accountable for. And what the reporting is at the state level. OK? Thank you. >> Just wanted to speak a little bit regarding some of the goals. This is 19. The chart that is there help me to understand a little bit given the change, just using one as an example. We have all students was at 14%. The actual was 13%. The goal for this year is 11%. Well, what? But for economically disadvantaged students in went from 22 to 19 and is remaining as 19 as the goal. So speak to that. Please. Now it's a great question, doctor, a nurse.

187And so we set the annual growth targets to show. Path essentially that we need to stay on in order to meet our targets by 2030, what we've done with our economically disadvantaged students in this case is mean so much more significant growth that we're outpacing where we need to be. >> So this is this target is basically showing the minimum threshold to be able to get to our 2030 targets. Okay. I don't know if I agree with that. I'd like to think that if added that we set the other goal, we might get there a little bit sooner. >> Keeping it the same to me just doesn't seem to be. >> It wouldn't be what I would prefer that happened. >> But it also speaks to how you setting the targets this year. I know

188we had a long conversation about this last time regarding or see record recommending that 5 percentage points would be what we use as targets. At least that initial year. And then maybe the second year then maybe getting a little bit more aggressive. But these are 2 to 3 percentage points. And so on each one of our measures, what we did is we looked at the length of the strategic plan and understand where the starting point was for all students and for each student group and then measured out the progress that each of those groups would need to make 10 or 2030 goals. In some cases, that's less than 5%. In some cases, that's significantly more than 5% and showing what that annual growth. This helps us understand the types of resource and focus that we

189need to have on each of our different strategic measures. Again, that's another point where I am not sure that I agree with this because just seems as if in the later years get a little bit more challenging. You're going to have bigger jumps. This is the low hanging fruit. Now. It's potentially I mean, I think that the point of setting these targets is to make sure that we're staying on course and the understanding that some of these measures are going to be harder for us to move it. They've been perpetually stuck at certain data points for year-over-year. We're not seeing that growth. But if we're not seeing them move at 2, 3%, why we why would we see the move at 10 15% when we get into the out years? I will have to think

190that your question, doctor, Anderson, okay, this. Just one last thing before my time goes on Page 16 where you have the person, the comparison between Virginia and Fcps people buy those raw numbers. Please. They have that. Don't know if the D O E publishes their numerators and denominators. That will add that to our list of things that we can provide to the board. If that's available. Thank you, Dr. Anderson. Jacob Mobile, the Nuggets one round, Mr. Fresh filed by MS Mayor and thank If we could go to and I brought this up in a board meeting recently, if you go to slide. >> 19. Some hard to see some attention is being paid to these issues impacting LGBTQ students. In looking at the way that the report indicates an approach to solving this issue. It

191includes mentioning of clubs and such so if and I think the academic research and the medical research would point in this direction. If the disproportionality of mental health issues for LGBTQ youth are driven by the accepting culture in which they reside or lack thereof. How does that club or those efforts? Impact that reality. And if they don't specifically impact that reality, could they not be doing more harm than good? What I worry about is a club where we talk about mental health without talking about the actual reason these students Experian. disproportionate >> Mr. For second address some heart of the question. I think your hypothesis is right. When we talk about the root causes of some of the disproportionality is mental health outcomes. With respect to our lgbtqia plus having to do with an accepting

192and affirming culture, a lack thereof. And I think that some of the efforts that are being put in place are trying to address climate and culture on a broader scale. And so go back to what is no reference in terms of some of our SCL efforts such as all elementary schools having morning meeting in closing circles and all secondary schools. Having response advisory meetings and bought some of these are intended specifically for skill-building of social emotional skills. The predominant purpose is for connection fostering a sense of connection with one another connections with safe and supportive adults, which, you know, to be some of the most important protective factors for and fostering safe and supportive relationships with one another. And so some of those efforts are intended to ensure that were bolstering sense affirmation of belonging

193and protection against some of these adverse outcomes. Those are not unique A G B T Q A plus youth. However, they might disproportionately benefit from the impact of having a more safe and supportive environment. And the youth survey does speak to the protective power of having some of these protective factors are assets and helping to forestall some of these negative mental health outcomes. I'm not sure we can adequately address the issue unless we're willing to adequately mention the issue in the work that we're doing to address it. So that will continue to advocacy. We have the best policies and regulations for LGBTQ students among the best in the country and they don't know about them. So the more we can do to make sure that they know what culture and climate we're trying to have

194in our schools, the more they can make, they can avail themselves of the protections we have in our school system and maybe we can see some change in the U.S.. I think that. It's kind of like bullying in general. If somebody is bullying because of a characteristic, they have no control over. And the response to that is they should be nice. That does not solve the problem. Now with the bully and certainly not in the eyes of the person who's being bullied right? If a student was the victim of a racist attack, we wouldn't not mention the racist element of the attack, right? And so I think we need to be specifically for if it is important enough for us to highlight it in a slide. It is important enough for us highlighted in the

195examples we give for the solution. 30 seconds try and get one more question. If we can go to slide. 29, please. And I'm gonna use of all my time getting to myself. Here we go I believe this indicates a 2% increase in discipline referrals for students with disabilities. It's officially to get to that the next section. Okay. Well, that's right. We're doing in sections 10 seconds, but that would explain why didn't hear anything about it? You back if you want know that sort wait until the next section. Thank you, Mr. Fish. As Thank you. Thank you for all of this information. My comments are mostly going to be for the superintendent, but for my colleagues and those of us who were here during COVID. >> I'm reminded of the question the board asked during the

196influx of Esser funds which is what should be fun like tell us the things that are working so we can fund them and I'm not so clear about some of these things in terms of the return on investment. And I recognize that we can't ever, you know, to the penny. But like so here are some of my questions like sprouts. So there's a description and we know that all these, you know, hundreds of hours, those about was recovered. But do we know like for a student who participated in Sprouts? How did that help that student the COVID that investment and up, you know, really working and on just like generally, we had all these hours, OK, what we know. Research says more in school boost. But did it actually work for our kiddos and for

197what kiddos seeing that is we? That was really excited about that program. But, you know, there's one thing in there that talks about what we're up to these 100 next. I'm gonna work with is an excellent work with the students. Are those the same students are the same things happening like tell us what to fund what you think we should fund and how much that costs generally. But what I will say is what I've said many times about this work, is that it from my observations come input from staff? It's incredibly labor intensive. It just requires a lot of personalized work. And so I'm wondering, OK, did we fund the monitors who could cover class so teachers could go and spend that time calling families or did we hire more attendance staff who could do

198those calls and B, that trusted person like I don't know from reading this. And that's just in general. This is one big communications practice to me. And it's all about communicating the importance of being in school. You know, did the materials go home or we putting in different languages? Did the talking points at Work? Lake? I don't know if it's unrealistic to get a sense of how all of these investments are funding this. But when it comes time, we have to pick and choose things like. It would be good to know. about to know what gives us the best bang for the buck. Thank you, Miss Marion and I I know that Dr Presidio could comment on several of those tools. >> And Muslim and I know you put together the sprouts program and we

199have some initial data on that. But 2 point it's hard to isolate variables and a lot of the work we do. But I think we can have some least anecdotal data. as we're expanding that program this year really being thoughtful about what that impact is. So prep star to Presidio briefly in the Muslim and briefly. And I think that's right. I mean, we could we could try to do a better job of measuring return on investment. That's hard work in and of itself for all the different things we just discussed right here. And this one topic, we do have some anecdotal information, though. So, for example, out of the Esser funding, the funds that we invested to support chronic absenteeism was about 3 million dollars. Most of that money went to late buses. >> And

200we've had a really good return on investment because all those are students that are actually getting to school. Transportation can tell us how many students they've been able to bring back to school through the late bus rooms. We also use that money to fund the edge U work. And we've had we have collected data on that in terms of the number of students that they were able to get reconnected back to school, as well as the number of students now attending on a regular basis. So those are 2 of the bigger points. And then I think the 3rd biggest one probably is the one Henry could talk a little bit about with the impact of the spring sprouts. >> Thank you so much. I think you bring up a really great question because really when

201we're looking at springs bouts bear looking at getting kids back into school and helping them recover some time recover. Some of that learning and so many of the kids because we targeted Kaye. One in 2. I don't know that we have specific academic data to see if, you know, for extra days in school would really be a boost for them. I would say at the school level we did see those schools then and do much better in terms of level one accreditation with their chronic absenteeism. Which also supported, you know, the federal identification with Dsi are not being tsi. So that was, I think want to achieve meant that student by student like you're you're pulling up. We could definitely go back and kind of look at where the chronically absent last year and then

202where they this year, they chronically absent. definitely do that for students because I think a big piece of that spring sprouts, they think anecdotally would be most successful is the field trip that we had. We had so many parents come on that field trip and the communication about why it was important to be in school that school leaders and school staff could have with parents on that trip. I think really help parents understand why a kindergartner must come. Even if maybe they have a little sniffle or something like that. So we can definitely look at did that impact chronic absenteeism this year from that parent relationship that happened? It Springs bounce because it was only 4 days. I think it was more. The family engagement piece that will have most of the impact. >> And

203will be much more difficult to decipher out academic success. >> Okay, thanks. Thanks. A slim I'm not seeking to get data to answer this question. You seeking to have it be useful for funding decisions >> you know, also what we know that the parent engagement, says the important thing, then, you know, whats to that. I also do think, though, even though the state is changing the prevalence of chronic absenteeism, when they look at accountability. I hope we continue to do this work just because they're changing their measure doesn't mean it's not as important to us. So thank Thank you. Miss Maren, Mr. Moon. >> Thank Thank you for the presentation. And just couple questions for First round and my first question probably even 82. Next part of the discussion as well. But what part of

204KRON the option Thiessen? Is it related to shouldn't a sprint? >> We're going to share some data and the next segment. But what we were able to see is for out of school students who are suspended out of school, 40% of those students were chronically absent. >> Thank you. I way for the next section. Then the next one. He's pace 21 that talked as a part of strategies that it's been working. We've we've been using. Personally, I suppose for students and families, I think use it some of numbers and how to do it. one of the rooms in addition for to roll one of the Counties on display in providing those pushing my support. If any. >> Well, I I mean, I would say they're one important staff member, but not the only important staff

205member. I mean, counselors, social workers, even classroom teachers are all part of the solution of, you know, supporting students and providing case management services to students. But definitely the family liaison play a really important role and are very involved in that work. I wish you would you be able to provide a bridge to responses to my relief any. >> Those counties on display providing these person I support. Yeah, I'm asking question. potentially 82 upcoming budget discussion. Understood. Thank you. >> Thank you. Miss Eaton County. Thank you for information I appreciated. You mention that where there is greater. Numbers of absenteeism schools like Bryant Mountain View. Do you have the data in terms of the kids, the students that were missing if they were missing because they were working. I know some of those parents might

206be teen moms that might have a sick child. I don't know if your data is that granular >> so unfortunately it's not. And that is a problem that we have with respect to our attendance coating. Is that really we know whether and 10 absences excused or unexcused there is an optional fill in people can fill in the reason for that. But that doesn't allow us to really analyze based on root cause. So beat us to hypothesize. So I would imagine that all of those are reasons, but we don't have hard quantifiable data that we can reference to say this proportion of those absences were likely to these causes. >> And then I mean, I wish we could get that. They don't know. We could, itself reported so my other question for the 800 students that

207did access the jaisol services. Do we have that broken down into terms of what grade levels were accessing? >> We do I can get that specifically to you. But what I can tell you is it's equal numbers of 10th 11010th and 12th grade students. smaller proportion of 9th grade students. I think the hypothesis is that students be new to high school may not be as aware of the resources that are available to earlier in the year. But then as the year picks up our like to use more, we've seen that last year that the first few months of the last school year, not as many 9th grade students utilized his own health. But then as we kind of hit, you know, the second 3rd 4003th quarters, we saw an increase in utilization. >> And are

208those services just offered in high school? >> Those are available just to students in high school at this time. >> Under the services offered varying languages. >> Yes, he's a h*** therapists. Speak over 15 languages. Not was one of the primary reasons that we selected the vendor was the available legal services. And what is the cost? So the cost for the current school year 24. 25 for access tot high school students is roughly 1.2 million. >> The reason the mask is I would development re school and some of our 5th and 6th graders were talking about pretty serious mental health issues. And including suicide. So I would love to see this program expanded. But again, we'd have to look at to what the cost us. >> And one thing I would add is that Hazel

209is not the only mental health program available to our youth. We do utilize our community partners for mental health services and one of the most effective services that we found is are short and behavioral health program, which is available to all high school student, middle students and every title, one elementary school where students have free access 8, roughly short-term sessions with community providers that partner with Healthy Minds, Fairfax. And if they require more intensive services and they are giving a warm hand off to the community Services board or other community providers there. So I just want to highlight that we have other opportunities that are available to these youth. Thank you. >> I'm going give it a little bit and just do we know. >> The numbers in terms of how many students? Edgy for

210to brought back and kept in school. >> All have have to work with the offline to get that. We did have that data point earlier. So I'm assuming we can updated if we need to. Thank you, Miss Saint John coming and seeing no, the placards up that I will take a turn. >> Thank you for this information. just want to graduate the team on the incredible efforts under to see that chronic absenteeism in is really incredible. And I know it's a lot of hard work by your team, by our principles. Our teachers, our building said families on social workers, all and psychologists counselors. I just want to say this is there's a lot of work to be done. We all recognize that a lot of good questions. But I just want thank you for that.

211That data point and for the hard work that goes behind that. So thank you. I wanted mention a couple things as I'm looking at that some of the reasons for chronic absenteeism, I noticed one of the list was a version, you know, it aversion to school and I have sent to you all, maybe not everybody, but a few of you sort of information about pervasive prevalent demand avoidance. And I think that's something really important to look at because that goes directly to a version to school and aversion to demand. And it's us. It's the research is really out of England right now, which is what the research our diversity was before it came to the United States. I really encourage you all to look at that as you're looking at this work. It's it's relates.

212I also like love the hard work. so grateful the hard work of our staff that I love to talk a little more about long-term solutions to chronic absenteeism. I don't think we can expect our staffs to the level of phone calls and outreach. I love that they're doing. And I know the heart is that it's a lot. And I you know, I love to look. So one thing that was thinking about kept hearing connection and belonging, Ryan, I look at the students who have the highest levels of chronic absenteeism or Hispanic students or disabilities, economically disadvantaged students, especially as you get further down the grab, our students with disabilities who are minorities have the highest level. And tying to do and we have failed indicator 5, 6, for at least 15 or 20 years, which

213is inclusion. >> And that's how you get that sense of connection and belonging. So like it's not isolated work. our goal is actually inclusion. Extracurriculars. And for some our students who can't after school. I am wondering what can we do? Look into mismanagement funding about looking at using advisory or cleaning atg like 8th period to give students a space within the school day to have access to those extracurriculars those clubs. You know, for the students disabilities. As we saw, the data points are much more segregated coming into high school and right, right when the absenteeism rates are going up. What can we do long-term to look at creative solutions to how we deliver programs. To increase that space for connection belongings, all positive to see if anyone has some thoughts on that. I feel like

214everybody's looking at me. I don't know. I was a good time to read, but I have a a. >> I mean, I would say I think you raise an excellent point and we're just still at the beginning stages and a lot of ways on the work that we're doing with inclusion. We're going to talk about that. Some of that work in this report in the 3rd section. You know, we're just starting our work with our inclusion consultants. But as you said, I mean, our goal, our vision for inclusion work is not just for academics. It's for extracurriculars and you know, things that students are going to even do in the community outside of school to be included as much as possible. So I do think some really good questions for us to consider more in

215terms of what we can do during the school day with some of these highly impacted student groups that if they were connected to school and more positive and productive ways, probably their attendance rates would continue to grow. So think that's an area. We just need to get more focused, too. >> And I appreciate that night and why conclusions important component. I want emphasize what I'm really trying to get at is how do we create systematic ways for connection and belonging for all students? But in particular, those groups that have the higher chronic absenteeism rates because reaching out to families in and see come to school, come to school. Is labor intensive >> making them want to be at school is the long-term solution. So that's what I'd love to see. More of what are we

216doing to make our students want to be there? >> Wright was a in hope takes in the burden of our parent of our staff, reaching out to parents and same with the families, making them feel connected to I think that's what I would love to see more of in terms of solutions for moving forward. I think if you know the placards up for this section of it, so we're going to go on to the next section for the presentation will do one more round aboard questions last Section one, right? And just open up to go back for any of the sections. So saw the Dre don't turn to you. All right. Thank Sizemore Heizer of still thinking about your last question. I don't want you feel like we're not >> being thoughtful about systemic resolution

217tonight. I think I'm gonna ask the team to consider also what we're doing with our advisory time. I know it's not called that the there are a variety of ways. correct. Okay, because I don't know. I mean, that's another block of time we have that's already in our system. And in our schedule and maybe there's the conversation to be had in terms of blending the topic we're talking about now and maybe that time, which is already in our our system. So I think that's something the team may be to take back and give some thought 2. I know there are a lot of topics we're trying to address in that time and this is an important topic to write. So just trying to be thoughtful about that. I think there's also this continuum, right? I

218think when children are little young. We have to get the family to understand why it's important the child to school because we don't have second graders generally driving themselves to school you know, getting them cells to school if their distance. But but once kids move into that secondary school, then it's more. So we need to make sure that the cha for sure really wants to be there, of course, want children every age to be to want to be in school. But it's sort of that gradual release of responsibility. I think if we think about in those terms there's work that we can do because it. Education is a relationship work. All right. That relationship between the child their teacher, their content, the school culture. So I know the taking good notes and we'll come back

219with some ideas. Let's move to the second part, which of the presentation, which really is around discipline, disproportionality. So I think Dr King and I had >> all right. I'm gonna go through the presentation and then we'll turn it back over for questions. So we're gonna go to the next slide. Disciplined disproportionality occurs when students who belong to one group are disciplined at higher rates than students who are not a member of that group. And nationally, we see that boys, Hispanic and black students and students with disabilities are more likely to receive disciplinary actions. The research on LGBTQIA plus students is limited. However, a recent study estimates there are twice as likely to be suspended and transgender students in particular are 3 times as likely. Discipline can have a negative impact on student outcomes, including

220measures that we have in our goal 3, 5, of our strategic plan. And the research indicates that students who are suspended or more likely to have lower test scores less engagement, higher dropout rates and increased involvement in the justice system as a share prior one of the links that we saw within our own data was approximately 40% of the students who received an out of school suspension were also chronically absent last year. Disproportionate discipline can deepen inequities and outcomes in our sustained focus on this topic is expected to improve other strategic plan measures. The research indicates there are several factors that can contribute to discipline disproportionality, including school climate capacity to respond to trauma bias and vague policies amongst others and figure 5 of the full report does provide some additional details of these root

221causes. This table shows the range in the number of discipline referrals entered last year by school level. And you'll see on a subsequent slide that being late to class or cutting class were significant contributors to student discipline referrals. This rain shows how the application of the SR an army differ from school to school, which means Fcps needs to continue to focus on consistency of reporting and responding to discipline to understand trends across the division. The majority of our students had no discipline referrals last year, 9% of all students had one or more discipline incident that was referred to the school administration. No student groups made substantial improvements compared to just a baseline and there were slight upticks observed in discipline that may be driven by increases indiscipline incidents changes in. How are teachers and schools

222are responding some women year and or increases in the recording of incidents as the division seeks greater consistency in that area, 5 student groups are rates of referrals, increased by 2 percentage points and the highest rates of one or more discipline referral work for black students economically disadvantaged students, multilingual learners, Hispanic students and students with disabilities. This slide shows the annual growth target of CPS has set for discipline referrals as we work towards our 2030, goals. The targets are expressed as a change in the overall rate of discipline, which will also equate to a change in the risk ratios that will explore in the next line. These targets were set on percentages in order to provide greater clarity. We have some groups that are already within our success target and are working to groups reduce

223their discipline to this level, which will allow us to achieve reductions and discipline. Disproportionality well, we did not meet our annual target for the 23 24 school year, which means growth will need to be accelerated and subsequent years in order to meet the 2030 target. The slide looks at the risk ratios for discipline by comparing the rates for one student group to the rates of students. Not in that group. And as a reminder, risk ratio of 2 means that a student from that group was twice as likely to receive a discipline referral as a student. Not in that group. When examining risk ratios were looking at risk issues that are above 2 and trends over time to show that show a pattern disproportionality. So in this slide, you can see that 2 groups had 3

224consecutive years of risk ratios over 2 point. Now and 2 groups had risk ratios above the 2 point. Oh, and the 21. 22 school year. However, those ratios have now fallen below the 2 point. Oh, threshold. This chart looks to discipline referrals by grade level. And we see a steady increase in students receiving referrals through 8th grade where it peaks and then declines again through grade 12. And looking at the drivers of discipline and fcps the top 5 reasons for discipline referrals last year included cutting class minor physical altercations, an excuse tardy to class behaviors impacting classroom, learning and engaging in reckless or negligent behavior with the risk to self or others. The Fairfax County you survey also provides us with additional insights on school climate particular into bullying where we saw 15% of students

225self reporting being bullied with specially high rates in grade 6 and for LGBTQ+. students and students who self-reported disability. Now we're going to take a look at data for additional student groups starting with our multilingual learners. This chart discipline referrals by GOP level. Students are classified as He's level 2, 3, have the highest rates of having one more discipline referral with the LP level. 9 students are kindergartners having substantially lower rates. Similar to our look at a tenant state of the next 2 slides. Synthesizer intersectionality, data and data for additional student groups that are found on pages. 45 to 51 of the full report. This slide is looking at the rate of change in discipline referrals, compared to the baseline. None of the intersected groups examine saw Signet substantial improvement in their discipline, referral rates

226and 5 groups improve slightly or stayed the same. 15 groups saw their rates increase by 2 percentage points or more. And the largest increases were for black, multilingual learners, black students with disabilities and multilingual learners with disabilities. And the previous slide. We look to change from the base lot line. And on this slide, we see the percentage of students who have one or more discipline reframed during the 23 24 school year. The student groups with discipline referrals that that it's points above the division. Average are pictured in yellow, the highest rates black students with disabilities, multilingual learners with a 504. Plan which is a smaller student group and students with disabilities who economically disadvantaged, not all of this student groups had a rate that was in excess of 20%. This led looks at the number

227of discipline referrals during the 23. 24 school year by student group. And as we noted earlier, the vast majority of students 91% had no discipline referrals last year. That pictured in the dark blue. 5% received only one referral and the numbers hovering over the top are for those who received 2 or more referrals. So we had 4% of all students receive 2 or more referrals. We do see differences in this chart in particular, for our students with disabilities in our black students who have elevated rates of having are just referral. Now we're going shift gears and look at out of school suspensions. As you know, sarin are governs. The application of discipline sanctions, including out of school, suspensions with some level of discretion provided for administrators overall just under 2% of all students received an

228out-of-school suspension last year because this rate is very low. We're looking at change and differences by a group out by 2 decimal points. So we saw very small changes from the baseline and highest rates of students with one or more out of school suspension. Work for students with disabilities and black students which are both above 4%. This slide shows the growth targets we've set out for out-of-school suspensions as we work towards our 2030 goals. The targets again or expresses a change in the overall rate, which will also quick change in risk ratios that with a look at on the next slide. Our target for 2023. 24 was for all students to be at or below 2 percent. And we met this target. However, we did not meet the targets for multiple student groups which impacts

229their risk ratios and we have a need to accelerate their growth to be on track for 2030, goals. And we've got full details on the targets in the report. This slide shows the risk ratios for students with one or more out of school suspension. Again, we're looking at risk ratios above that 2 point. Oh, threshold and trends over time, 6 groups had risk ratios that were higher than 2 across all 3 years and economically disadvantaged and students with disabilities had risk ratio is about 3 point out last year. Boys have seen a decline in the risk ratio over the last 3 years but remain above the 2 point O level. I mean, look at great trends. We see similar trends for out-of-school suspensions as we did for discipline referrals, meaning that they are low in

230the earlier grades increase in peak in grade 8 and declined again by grade 12. Last year, approximately 9% of the out of school suspensions for mandatory based on the S R and R and the most serious violation associated with those out of school suspensions were those that created unsafe conditions in the followed by those that endanger the health safety and welfare of students or others in school. And then those that interfered with school operations. Next, we're going to start to break down the data by additional student groups starting with our LP level are multilingual learners who are categorized LP level 2 or 3 have the highest rates of out of school suspensions while students category says LP level 9. Again, this kindergarten students had the lowest rates. The next 2 slides again, synthesize the data

231for additional student groups that are found on pages. 58 3.62, and on page 65 of the full report. This slide is looking at the rate of change of out-of-school suspensions compared to the baseline. 2 intersected student groups improve suspension rates by one or more percentage point and 3 student groups are rates that increased by over one percentage point. It is important to keep in mind that because these numbers are very small. In some cases, we're talking about a difference of 2 to 10 students, depending on the group. And the previous slide. We looked at change in the rate of out of school suspension and this is visualizing the percent out of school suspensions for 23. 24 and yellow. You can see the 12 student groups that had a suspension rate that was 2 percentage points

232or more above the division average and black students with disabilities have the highest rate of out of school suspensions at over 10%. Last year we targeted identified schools to reduce discipline. Disproportionality using a model referred to as Rtd. And this strategy did not yield the desired results of the division level. And Fcps is currently focused now on universal work across all schools with the intention of initiating more targeted work at the school in classroom level. Following these more global efforts. Improve discipline, disproportionality. We're currently focused on strategies that minimize discipline incidents from occurring in the first place. Increasing consistency of responses to discipline behavior, incidents to behavior incidents. Excuse me, strengthening data collection and monitoring discipline incidents across the division providing targeted support and reducing the risk of future discipline occurrences. Similar to our efforts

233on positive school and classroom environments for attendance. These efforts are also intended to reduce incidents of negative behavior from occurring in the first place by fostering positive relationships and providing routines and clear and consistent expectations for student behavior. Some examples of this include resources and learning opportunities to help teachers establish clear routines and expectations while fostering a positive classroom environment with targeted supports being provided to our new teachers required health curriculum with lessons on bullying and harassment. Equity leads that facilitate required learning and focus building equity capacity across the division and improving the diversity of the teacher workforce, which is a research-based strategy for reducing discipline. Disproportionality. To increase consistency. We've trained school administrators and the S are in our hearings, office procedures and title 9 regulations. Updates with sessions that were grounded in equity,

234cultural responsiveness in our diversity. We work with principals associations to develop a tool to support greater consistency in the application of the S on our discipline Matrix, we'll be conducting audits and discipline incidents this year to identify in consistencies in the use of discipline codes. And we strengthen our process for withdrawing student disciplinary cases where misconduct is determined to be a manifestation of a student's disability resulting in substantial reduction in hearing office referrals for students with disabilities. But last year and this year, schools identified as having discipline disproportionality where choir to develop a goal and Associated Action plan as a part of their set. We provide students students with support to minimize the risk of future discipline involvement. For example, small-group counseling, student behavior, intervention supports and behavior. Intervention plans are available to help students

235who need additional support. Restorative justice is used to help students have been involved in conflict to repair relationships and understand the impact of behavior. So future incidents don't occur. And further, we connects students and families to resources, including substance prevention and intervention support and other supports to the hearings office, social worker as needed. We're currently focusing on strengthening the timely and accurate reporting of incidents given the variance we see across the division, which is not a challenge that is you need to fcps as a part of our ongoing day to work. We're also reviewing current data methodology to better support identification, a disciplinary data and trends. And finally, a discipline dashboard is being expanded for administrators to better monitor ongoing data and provide appropriate responses as needed. dashboard will also allow region offices to monitor

236and support schools more effectively with these efforts. And then finally, our goal, innovation team, focus and discipline. Disproportionality is identify additional targeted strategies as a part of a multi-year plan. So as we close out the section, these are key takeaways from the 23 24 school year, 9% of our students received a discipline referral last year and just under 2% had an out of school suspension. These data points remain largely unchanged from the baseline. We see patterns and discipline. Disproportionality across multiple well years with students who are economically disadvantaged boys having higher rougher on suspension, rains and multilingual learners, students with dilities, black students and Hispanic students have also having elevated rates of suspension compared to their peers. We're currently focusing on global strategies to minimize this one from occurring to ensure consistent monitoring and response

237to behavior and discipline and to provide more targeted, supports impacted students and families. And this time I'll turn the meeting back over to the meeting. Managers. Thank you very much. We'll start with Mr. Fresh Fall Dr Anderson. And then Miss Anderson. Thank you very much for this. >> I people at home and maybe even a few of us are confused by risk ratios. So perhaps you could break it down a little bit. I get that too. 2 is twice as likely. Does that mean that a 1.8 is 80% more likely. >> So one, essentially a student and one group is has the same right risk of being disciplined is a student who's not a part of that group. 2 is twice as likely in anything in between the deal. 1.8 times as likely Mr. Fresh

238that helps to as the best kind. >> To that end along the lines of what Ms Sizemore Heizer was asking on chronic absenteeism front. Looking at the slide. 29 and I did cross reference it in the report. You know, it shows a 2% increase in referrals for students with disabilities, which, you know and numbers 650 kids more now, it may be a smaller percentage of the overall population, which is why we're seeing a slight reduction in the risk ratio. But it, you know, I think one of the questions that minister having going forward is, you know, if we're looking at one of the primary ways of addressing chronic absenteeism and discipline issues is in the inclusive environment that we're putting students in you know, broadly speaking, then how is the inclusive classroom and experience for

239the students or lack thereof, contributing to that equation. So is a go for that. We previously addressed subject of inclusion. This here is to So I'll be interested knowing perhaps going forward. How that data might bring. This information to life in here and elsewhere where we're seeing disparities, especially any comments on that. Are things you might already have an inkling about. I think we're both gonna and I don't really have too many comments right now. Other than to say, I do think our hypothesis is that as we get students and more inclusive environments. >> Were there more? Have a greater sense of belonging right? Have a greater sense of self-efficacy are more engaged, academically and intellectually that we're going to see some of these types of behavior incidents that are leading to referrals. Reduce but

240again, we don't really we're not at the point where we can really start to track and measure that. So that is that intersection of those. Those data points is going to be really important. Moving forward. And then the 3rd section of this report, we'll talk a little bit about our timeline for the inclusion work we're doing, but it's really like within the next 3 to 5 years to try to get to fully inclusive continuum of services, know CPS. So it's going to be a little while. I think before we have enough data before we can draw at real valid conclusions about that. But our hypothesis would be that those incidents would go down in terms of behavior incident? Well, I think it speaks volumes to the amount of granularity that's in this. >> Is bringing

241these questions to the surface. This is exactly the type of stuff that we've been asking for. And so it's very much appreciated I do. I do want to get lost on the fact that the state may say to is the threshold. It's certainly not make anything below. That is certainly not acceptable, right? And so it's a it's a goal that we're shooting for, but we should be shooting for even more improvement. So I think we should probably keep that in mind as well. And one more question. As it pertains to the out of school suspensions. I can remember what slide that was on. It's on slide. 38 and so. This could account for one of the reasons that the board might be seeing fewer. Referrals coming to us is that we're seeing if you are

242out of school suspensions across the board, it looks like are just about that seems interesting given the other categories that are increasing, is it that we're not going up the? >> Punishment as frequently for the behavior or is it? Truly practices leading to change behavior? >> I know we assuring Archer dove because talking about it now. And today, the gap in reporting. So in the 5th. >> In full report is the CIA I think jury that you're our mentor, middle and high, just know we did yesterday. Would you go back to the slide? Please? Slide. 28. So I think this slide probably more so than any side. We sort of walk through this. I want to be really thoughtful about this slide because as I've said on several occasions, we think about being a school

243system or a system of schools with this refers to is all 141 of our elementary schools. The range in reported discipline incidents. We have a school that's reported one for the entire school year. And what was that? Now? We did the what was the incident was trying to recall. Was a bus. Instead, it was a bus incident didn't happen at school. So one of our 141 schools had essentially 0 school-based discipline referrals up to one of our 100. And 41 had 831. And we look at our middle school of our 24 middle schools. We go from anywhere between 92 to 6. So when you look at that, I think that what we need to also have a conversation about is the collective expectation for what we should be reporting because I think for many years

244there's been a move to not report. And there's been I know since I've been here, I've been asked to, you know, there a disincentive? Are we suppressing discipline reporting? And we're not. And there's also I think a lot of pride in the fact that we're using a lot of opportunities to redirect and engage with our students so that we don't have a lot of disappointed, frankly, for school division the size. We have very little discipline. And I think that I also want to share that discipline isn't a bad thing. I think that we learned a lot through discipline experiences. It's how we manage those experiences. So keeping students in school, right? And learning from mistakes. We would best want our children to make mistakes. Young. We can learn where the consequences arts insignificant. So I

245do think there's something within this slide. Those the strategy that I've asked the staff to be thinking about along with our regional assistant superintendent team and our executive principles is we work with schools. I think this consistency is very important and it is connected to our data. So I think that's part of the answer to the question you're raising read. If I may. Thank We noticed more than anything in our training the summer when we trained our school-based administrators around us on our when we did our scenario. >> Training, there was a lot of calm public at the elementary level about something that's reported or something that's handled by the teacher and the expectation of leader in the school. I we saw that rise in just going around and listening to the table. Talk. So

246we recognize and on our team as we continue to provide training for our staff, what is the standard in our system that we can all agree to. And that's part of the shallot maze that we talked about in the follow-on motion and what our team is looking forward to sharing with you. Its future to buy, to discuss for future Sr. Thanks. Thank you, Dr. Anderson. >> Thank you. I'm actually glad you stop at the slide because it was one of my initial questions because is definitely a story to be told here I would love for what's on the left-hand side to be the reality. But the fact that we have these to support and pose next each other, it's an issue and I definitely and I realize that you said discipline is not a bad

247thing. It is an opportunity to learn. But given the disproportionate that we have, how come it's only certain kids learning this. If we're looking at the data, it's the black kids learning. This is the Hispanic kids who are learning this. Please help me understand that. So I would have to go back to the team that's working on this. We Division-wide team whose charge right now is working on discipline, disproportionality in a grant Rci S grant. >> That's working on special education identification. Disproportionality as well as disciplined disproportionality, someone turn to staff or thoughts on what we've discovered in our plans to address that. >> So yes, thank you for that doctor. Read my name is the audition and I am the new senior manager for the Office of Equity and Student Conduct. So thank you

248for being here with you all today. Just address some of the questions around enforcement and kind of like consistency of policies and practices that we see across the division. One of the things that we have instituted this year to support our schools is an effective implementation and data entry student information system. Also known as SIs. One of the things that we found in our collaboration and partnership with the cheap ample take office is that we were seeing a lot of audit errors in the reporting of discipline. as combined forces to be able to provide training to administrators and how did to be able to enter discipline effectively. And some of the things that are coming out of that training. We posted 8 of them so far. But some of the things coming out of that

249training, especially from our elementary schools is that they are feeling equipped to answer questions for parents around discipline on how discipline is interred on why it needs to be interred. And so as part of learning that information from these trainings, we are in the process of developing some resources to give to administer give to him. And she school administrators to be able to have these conversations on the importance of entering discipline into says why and how it's helpful and how we're able to be able to support our parents and our families and students better around discipline at that level. It's very similar to the work and the resources that we developed around the start of justice. When we heard from administrator is that they were wanting to offer restorative justice. But Philly illiquid about how

250to answer questions about R J to parents, not to be able to offer it to them. And one of the resources we developed from there was a line by line script that administrators are able to use and frequently asked questions that families have around our J. So we are in the process of developing something similar for our elementary school administrators as they talk to families about effective discipline, data entry. >> I appreciate that. But I don't know if that was necessary. My questions, I'd like to be a little bit clear Page. 29, if we put that slide up, please. I think what was mentioned by Ms Sizemore Heizer Missa Fresh and Doctor Reed certainly makes sense when we're talking about students with disabilities where the inclusion creates the connections, which will impact behavior. How are

251we going to create a different scenario for our black and Hispanic students as identified in these areas? >> Because when we're looking at numbers, 18,718, black kids yet 16? I'm sorry, which group 16 14. However, you look at it whether to be adjusted. Well, the regular, it's a whole lot of kids. What are the strategies? Is it going to be more of what we've already done? We just going to say it's slower and louder. We're going to do something that's going to move this needle because if I'm looking at what is identified even the targets. >> You have not met them in this area at all. And actually, for those categories, it's growing exponentially >> yeah, so again, thank you for that question. So one of the root causes of discipline supports analogy. certainly a

252multi faceted stubborn concern. But one of the leading causes of push analogy is ensuring that we have consistency of enforcement of practices and policies that are that are equitable. And so one of the things that we are focusing on this year is ensuring that we have consistent enforcement of our student discipline code we have engaged quite a few strategies to help support that. So initially. So initially what has been developed right now that I can also walk you through things that will be rolling out in the winter and then also things that will be looking at into next year. But currently we have implemented are equitable discipline, training sessions. There are 4 of those sessions currently to our for administrators for teachers. They provide strategies to particular groups in order to provide resources and supports

253on how to be able to equitably implement discipline in the classroom. Also, how do we equitably implement discipline at the level once we get to a referral being accepted by administrator and therefore reaching this level of potentially receiving a sanction of out-of-school suspension or in-school suspension and the training p back that we're receiving from that has been overwhelmingly positive. Those trainings launched in October of 2024 and we, of course, will have data by the end of the year to be able to to show the progress of that one of the data metrics that will be looking at for those equitable discipline. Trainings, very specifically is looking at participants who attended the training looking at their referrals. Prior to the training and then also looking at the referrals after the training in some of the subgroups

254that weekly identified here are in need of targeted support and intervention of course, providing that targeted support intervention to those staff members on going as they continue to implement this work. Additionally, some of our other strategies include the development of our how to use the Discipline Matrix tool. One of the things that we're finding in our conversations with administrators is that there is some confusion around what the discipline Matrix is, how you find it and how you actually use it. And so one of the things that we've done it again, create a resource which we've introduced in our guests on our trainings, which 99% of I've been a straight have. It ended during our guests on our office hours doing this is training and also through a lot of the resources that we're also developing

255division-wide to be able to provide that how to use the discipline. Matrix to-four administrators to help guide not only them but their administrative teens in making these equitable decisions. One of the things that we find discipline, disproportionality is something called the BP's are vulnerable points of decision-making meeting where we have opportunities for subjectivity to enter into the discipline process. And so as much as possible, we want to try to remove those opportunities for subjectivity. And one of those things that can help us do that is to providing a bit more clarity and guidance around how how to utilize the Discipline Matrix tool. Additionally, we have our guests on our office out such on our office, our sessions that are hosting Regan. We implement this information, introduce it. Let's talk feature on the Fcps Edu website.

256And then of course, says training for administrators and those are just the things that are currently doing. And we also have things that we're looking into, of course, for spring, which are already in motion and we'll launch when we return back from the holiday break. >> Thank you for that. Can you speak a little bit as to who writes the discipline referrals? >> do with their 2 groups who write discipline referrals so well correction. There's one so teachers, right? Discipline referrals. So as a teacher has is managing a behavior, they have attempted to try to use caution management strategies and techniques. Perhaps it's been a progressive disciplinary issue. And then at that point, they then right, a discipline referral, which goes to an administrator. The administrator, then either except sit or denies that referral. And

257if they accept the referral, then the S on our process now begins where we begin looking at what interventions and sanctions are possible for that particular disciplinary issue. >> So if the administrator accepts the referral, it gets coated. That is correct. But the writer of the discipline referrals are the teachers. That is correct. So can you speak a little bit to the work that is happening at that level? What is their version of the Discipline Matrix? What at their their version of the the BP's? Because that seems to be the place where we need to have the greatest level of intervention. >> Yes, so on your question actually goes to the heart of why we implemented our equitable discipline trainings this year. And while we have those trainings very specifically for teachers and why we

258have them also for in us traitors. So those trainings are to be able to provide teachers with an understanding around what does equitable classroom management look like. One of the strategies that we're incorporating. We are doing the street. Those trainings and partnership with members of the MTS is teen and SEAL team as well. So that's kind of the targeted work that we're trying to do at that classroom level. In addition to be able to do some of the data progress monitoring and enforcement around some of the data trends that we're seeing. So all of teachers are being trained in this way. Is it an optional training that would ideal certainly for all of our teachers to be doing that right now. It is an optional training. >> But it is in for It's sorry. It

259trainings that we are promoting of months. Our schools pretty consistently a very targeted way, 2 to ensure our teachers at that level are participating in these training Cs. So Dre, I think that's a place where I have an issue because if we're trying to impact and influence at the decision making level those kinds of change shouldn't be optional. Because how we're going to be able impact this chart. If people can select whether or not to participate. Yes, ma'am, I think that's that's a fair statement. I do know that we've had some required trainings for assistant principals this fall. >> last summer, we had require training for principals and assistant principals on this topic. I think staff are describing is this training continues to evolve. But the expectation is clear. And I think we also have

260to be responsible, honestly, from my office all the way through the system that says that it's important to share data that we need shared so we can allocate resources to support our students and staff in places where they're needed, that it's not and negative issue when there are discipline issues that arise, we have to be able to honestly talk to each other about that. If we're going to resolve the situations that we need to work to resolve. >> Thank you. I will get back to that. It might go back. But I wanted to ask this Morsi, you talked about a little bit in terms of one of the strategies being the diversity of the teacher workforce. Use a little bit more here. Please. >> And this is coming in next. Yelled the boards talk about

261on Thursday. But one of when you look at the body of research, one of the evidence based strategies for reducing discipline, disproportionality is increasing the diversity of the teacher workforce. And that has been something that our HR team is working on and we'll have some additional data that we can share. It is in the full report. If I can find it real share it. But ensuring that we have a workforce that is diverse and equipped to meet the needs of a diverse student and by teacher workforce. Are you meaning the classroom teacher or you're meeting the administrative staff councilors? >> I believe this research particularly speaks to the importance of teachers. >> Thank you. I would love to confirming that. My team, yes, its teachers. OK, thank you. One of the other things that I

262heard in your statement says that there's universal work that will be taking place across all schools. I beg to differ that some schools require a little bit more. >> Intentionality than others. How have we broken down this data by school? We we have not provided that data in this report, but certainly if that's something the board is interesting and we can share, I am very interested. >> Thank you, Dr. Miss Anderson. >> So I I'm I'm going to throw wrench in this that I actually think that this is actually a good news story. And the reason that is because I see that disproportionality, what I'm hoping that this is showing is that we have 3 thought almost 3,000 more instances of discipline last year. I actually see the positive like the plus one in that

263category as a positive because it means that we potentially don't have kids that are acting out more. We just are reporting the kids that are acting out in the way that is just the type of discipline that you were discussing. So I don't necessarily see that as a problem in the same way. I went back to the last the basin report on this because I wanted to make sure that I was actually looking at correctly. This is a completely different chart than we used in the baseline data because if we were looking at this chart in the same format that we looked at it before, I'm not as concerned as the plus one with all students. What I'm trying to figure out is whether earn as how we're doing on whether or not the 5%

264is less than the 9%. You know, that's the number that I that's the way we looked at it last year. So it would be helpful to have this actually echo the way we started the conversation because this shows disproportionality that may be different than what we're actually discussing. And so I want to make sure it's napoles apples comparison as we move through all of this. And I think that's particularly important aspect of this. But I don't necessarily see this as bad news as long as we can fix the other slide that we're looking at that shows that we've got some kid with some elementary schools that are reporting nothing and and some that are reporting either everything or what's actually occurring or whatever variety of that, that that is so I do want to make

265sure that we continue to to kind of compare those 2 in the same way, just to make sure that we're we're looking at things appropriately. Dr yet this is Anderson's point out someone asked staff because one of the things I asked is what are these discipline referrals? Primarily the result of what is the behavior we're discussing here? >> Because one of the things I feel like we are making progress on is the types of issues that we're dealing with today rather than prior issues. And I feel like we've taken if you as lows, I don't think Michael think as lows hierarchy for not a behavioral but >> it feels like it feels like our behavior is less nnadi this year than it has been over this past year or so staff of future, perhaps the

266issues perhaps that are being reflected in the these were the top 5 reasons that we're driving referrals last year. So you can see 2 out of the 3 of those are about students being cutting class or being late to their assigned class. That's a significant portion of what these >> represent, which one could argue goes back to attendance. And there's we had a bit of a discussion because we label it discipline. We did have a discussion about. >> If we took that Hardy's, the cutting class out of this dataset because they're connected to attend. And so then what would it look like? Right? So I do want to just reframe a little bit that the 19 us for one or more discipline referral is this is what we're talking about. So thank you. It also

267be very helpful to see if this is a comparison between elementary and secondary. >> Just because I think that we have different reasons that we have discipline going on. The other thing that I want us to do is actually spend the time realign expectations of our parents because I believe that a large part of the reason that some schools are reporting things and some schools aren't is expectation of the parents involved. And so talking about when when you're going to see discipline reported on on insists because we all have access to be able to see what's happening with our kids. I think that it's important that some schools parents aren't, you know, they may be getting calls, but they're not seeing it port. Every actually recorded. I think that that's the type of thing that

268we should make sure that parents understand that as we move towards a system that is creating accountability for for students than it's important that they understand that that's happening. >> Thank you, Miss Anderson. variant. I I guess I'm gonna take this a little more macro level than intended because. I hear a lot of similar to the earlier piece about chronic absenteeism. And also really this gets back to the executive limitations that some of us have talked about. And I've talked the superintendent about legal. How do we categorize the things in the places that they are. like, what I don't hear now is a measurable way of like how effective the offerings are here. A lot of what's offered. We're doing all these things that seemed good in their research based. But I don't know how

269effective they are going against totality of it. I could figure it out. But you know what Mr Fisher said about, you know, so there may be few out of school suspensions, but why Lake? That's good. But but why are our strategy is working and sure could be that people are diagnosed again. Recording the discipline issues the same. And thank you for the you know, the detailed explanation. But like the whole idea is how do we get to the consistency of things that subject of humans are constantly evaluating and recording on, right? Like what is the sort of statistical, you know, limits that we're OK with knowing that people are going you know, with rating to talk about their heart, greater soft, greater rate. But just a little bigger picture. Lake. We don't talk about class

270size like anymore or at all with that used to be something that I was always like. could do one thing. It would be class size and the strategy is foster positive, trusting in support of school in classroom activities. So I totally value that we're looking at discipline in the strategies like Just like we talk about boundaries being something that could help, you know, resolve a lot of issues will soak smaller classes. I don't hear talking about that at all. Like that was the big thing when they first Applicating in 2015, my kids all might think of 2029 kids elementary school every single year in the class. And they weren't in a high need school. So, you know, I just wonder and I don't know if this is true, but I wonder like with advisory a

271middle school like is it okay? This is time to do advisory and this is deliver the social emotional learning and then we're going to map and then we're going civics like. But I certainly wouldn't fall teachers because they're doing everything. And I'm just wondering like how what's like the big lens of ensuring that what's on teachers plates is able to be achieved. So that is the thoughtfulness about discipline knowing your kids enough know if its, you know, maybe they just sitting in a sleeper if they really have a discipline issue instructing using the science of literacy rate, that the whole big thing for elementary school, universal design for learning and then the required trainings. I really dislike these optional trainings. I just it's a quieter, not optional. Whether it's instructing about the Holocaust are learning

272how identify discipline like. I just you know, it's good to get into this nitty gritty, but at the same time, like, how are we just kind of taken care of like the people aspect of this? yeah, just put out my ideological wondering and class sizes. Any comments before move on? Thank you, Mr. Since my he this man on the nation's about it and one building. >> I am in that item. Nice could wondering myself with this question, especially. You know, we routinely we regularly get the data to screen data based upon should spent route. We haven't collected data based The industry to teachers background was it needs is consistency. Discrepancy. >> Mr. Into my awareness. We do not collect that data. Is that is that is the premise upper is that. >> In league are.

273>> If they can get the based upon shoot guns. Demographic information like him to get that euphoric Cincy. What tells us something that we could work especially when you talk about training option or well, that has an effect. That's a factor into this. >> I think I would last Dr King to weigh in as well at the school level school administrative teams are certainly looking at where they are seeing patterns of discipline coming out of a classroom level and then working with those individual teachers to identify what may be going on in that classroom, where additional support may be needed. So I think it an individual school level that's very much like that in terms of the more, you division-wide level and Dr King know if you have anything to add. We don't collect the

274information division-wide. But like Marci said, school-based administrators know where their pockets challenges are in their schools when it comes to discipline. And the expectation working with their school principal of the grass is to ensure that they're providing support to those teachers around classroom management strategies or if there other things that are popping up. >> You know that that, you I say over that be the case. By and large, disproportionately This has not changed much. And we have never gotten a presentation on the other Democrat. The mix, a difference. I think Eilers superintendent and so putting this step to keep some thought. See where that we can have that data and presented to us. >> Thank you. Miss Eaton County. that just prompted me to have my own wondering about when you do the trainings. Are

275you explaining to administrators and teachers? The difference between? incident that should be managed in the classroom verses being taken to the administrator because working in schools and speaking sometimes with teachers and sometimes with administrator Ys, I've heard teachers say, well, they just want me to manage. This is in the classroom is not something I can manage. I've heard the opposite of where administration like will. That should be something we manage in the classroom mission to bring it to me. apologies. I'm so sorry. Can you repeat the question? So in the trainings that you're giving it to staff, are you identifying what is something that has to be managed within the classroom versus something that goes to an administrator? Yes, we're absolutely doing that. So in our. >> S are in our trainings. That happened across

276the division. We did cover clashing manage behaviors versus office. Managed behaviors, inevitable discipline, trainings. We do income included there as well. And there's also some guidance around that in the S R nar as well around. Clashing manager says off office managed and then during our guests on our office hours, we provide that targeted one-on-one support. 2 teachers are to administrator who are questions around how to guide their teachers on classroom managed behaviors. >> So for our benefit and maybe benefit of the public. I know we discuss about the scenes there are likely, but can you give us an example of what would be a classroom based behavior versus something that goes to the administrator? >> a student. Is excessively. Talking during class, right? It is a disruption to the class for sure. But it's something

277that that teacher certainly could manage in the classroom and perhaps like a sea change, right? just a conversation with the student or perhaps a call to the parent in partnership around, you know, just being on task in making sure to respect the learning environment versus if that behavior, for example, is continuing his progressing in nature and has now at some point substantially or like materially got begun to impact the classroom environment at that point. And that's something that you probably would want to send a discipline referral to. So it's almost a continuum of a behavior that it is considered progressive Then that is something that we certainly want to incorporate administrator in for a discipline referral or even if it is a one-time incident, if it's something that is significant enough to have substantially impacted

278the learning environment. And again, that's something you would want to partner with administrator on in terms of discipline referral. So just from being in the classroom, I can see where that can be very subjective. I can see where some teachers have. >> A higher tolerance for students speaking, you know, and where's those that don't, you know, in so I think that that's where the difficulty lies in the situation because depending not only on the classroom teacher, but also on the activity which may account for some of this discrepancy. And one of and you're absolutely right. And thank you for lifting that up. And one of the things that we. >> We'll be, of course, proposing later work session session related to the S R R is trying to enhance clarity in the S S R

279NAR to provide teachers and administrative staff on guidance on how to, of course, implement that code. And what is clashing managed and what is office manager so certainly clarity is one of our key concerns around the U.S. on our. Thank you seeing no the placards up. I will take my turn I appreciate the information and I do think. I agree with some my colleagues in terms of I think it's difficult to know fully the picture. What's going on when we don't have a full picture of. >> We do have consistency reporting. Right? And so. I'm concerned about some of the numbers of disproportionality having not change or gotten worse, especially Stinson disabilities. I will stand heart and is not the right word. But I mean, when I started on this board, my first work session

280around just when I mentioned that those disproportionately disabilities and everybody looked to be very surprised. And so I'm glad to see that were. >> Technology get more now recognizing it. I think. My first question would be what are the specific strategies that we are deploying aimed at the disproportionality for some of these groups. please, thanks so again, will circle is back to our our key strategy right now is one of attack. One of those root causes of the suppression, ALA T which is a lack of consistency in discipline coating. And so to support that 1, 1, of the things that we have of course implemented is art since trainings for administrators on how to effectively implement that discipline code into says and some of the changes that do happen from year to year occur through

281the video E and how they implement. sorry and how we how we as a division I recording our discipline in says additionally, starting in winter 2025, only return back from the holiday break. We will be expanding the use of guardian for administrators to be able to submit questions about the S R and R to also requests on going one-on-one consultation and support for themselves or their administrative teens. And also to requests school white training as well from that guardian platform. Our intention is to be able to collect data based upon the questions and the requests that are provided to be able to identify trends and deploy resources based upon the information that that we're seeing there. In addition, we are expanding our discipline dashboard currently. Providing a lot more data metrics for administrators to be

282able to make decisions in their schools relevant to many of the subgroups that perhaps they're seeing are experiencing this personality. So some of the expanded metrics include metrics around in-school suspensions and also metrics around interventions versus sanctions. This is some information that we're it. It's kind of coming up out of our seats. Trainings, which is that administrators needing to really understand that distinction between having to provide the intervention and then, of course, also providing the sanction and then seeing where they are using that, are they over using sanctions but not providing interventions or even vice versa. So really some of the our again, our our Target strategy is to provide consistency of enforcement and then through the data that we collect consistency, course, meant to be able to deploy targeted resources to schools and teachers

283and administrators. Can I also add I'm I just also add that we have 23 schools that have been identified as rtd schools that we are providing additional support. >> And each of those schools are required to have a goal and they're set plan to address this specifically. I'd like to invite our colleagues here to speak up on that. Maybe Ray, can share with what schools are doing? idea that showed any of your schools are doesn't briefly because I want I you know, it's okay. Just I just want to the next section. A K a. Thank you come to the mic. >> Thank you. Thank God. Dr. Anderson's point made earlier about who's entering the and the data that goes in and around the discipline infraction is something will they have to work at because this

284is close to the work. we want to really look at what's happening tier one within the classrooms, that's where we're going to see the most change and Mr. mentioned some work happening with tss resources and some of the support that we have across the division in that regard. And they're poised to be able to help our teachers to be able to make this tier one shifts in behavior and practices in the classroom. But we've got to collect a day to do that. And as you saw in some of the data that we had, we have a great opportunity for, you know, you start in kindergarten with redirecting and reminding the windy start putting that those things into in the CIS. And what's the purpose of that and how do you partner with parents? Because that

285informs them right away about what's happening in the classroom as well. So I think that by focusing their tier one will see the greatest difference. Thank you. Thanks. Thank you so much. And that, look, I want to get that because I feel like over the years we've had this conversation, there seems to be. Perhaps a misunderstanding confusion that the goal of reducing disproportionality is nasty. The goal, reducing discipline. >> But and of course, we want to help all of our kiddos behave properly. Don't want just one instance in our schools, but the solution to reducing disproportionality isn't to not report right in the solution to initial push Valley isn't a not have consequences if needed to teacher. First. We need to teach our students. It's to have that appreciate to the consistency of an for

286certain is the consistency of consequences. So I the engine to know also. Whether the types of discipline or are types of behavior issues have changed because I a couple years ago being some of surprises the few number of discipline referrals that we hadn't won. The statements that hearing was we have fewer discipline. But but the situation that are happening are much worse like behavior is much worse than it used to be. So it's feeling like it's more out of control. Even though the data didn't show it. Some be curious if that's still what we're seeing. I didn't see a lot of Dayton here on the types of discipline changes. If any pause there. >> So I think the staff came to talk about this report. We've obviously address the several times and senior leadership. Your

287point Miss Sizemore Heizer one. If you lower the overall discipline percentage, you actually increase the likelihood of disproportionality because you're in sizes, become smaller. So it we're actually. As we lowered, that doesn't make sense so that it's a counterintuitive discussion. And so that's where we were back to where you Mr. Fresh. The risk ratio is something that's difficult to explain because you can make a lot of progress overall discipline. But because size and get smaller and smaller, the disproportionality, you could have one student act, get a discipline referral and that makes that student twice as likely to get a disciplined referral. If no one else had one. that make sense? So I think we have to also think about what we're talking about. Statistically as well. Dr King, you're kinda. You're thinking. but it's complex

288because we just we think you know, a stab wish to strategy. And then we've made progress. But then we've exacerbated an affront data point. So and we have to remember these data points are children. So guess that's from struggling with this because we want address the disproportionality however, we also that the overarching goal rise to make sure school environments are safe right for students and students are learning how to adapt. You know, they're students or kids are learning. >> How to behave properly. have all the strategies in place to teach my to behave properly while meet ensuring that we have the, you know, the consequences that they need as well. And we want to do that in a fair and consistent basis. Rice, you don't have the disproportionality. I mean, I would say in the

289fleet a million times first into disabilities. There's a level of understanding or diversity and understanding the norms of the and lots of things on those that I won't repeat. But I think. I'd like to get in some ways a bigger picture of what's happening with our discipline, right, which includes disproportionality and what's happening with behavior. The war, other significant behave is getting worse. Are we seeing? And so I think I'm struggling to fully comprehend this without having that data as well. And 2 point, I don't know if really know what that is, Salah T is until we have consistent referrals. So I look forward to try and building to those points but lived here. Don't treat or what your plans are. Maybe not right now at for a kind of those bigger pieces. That's informed

290this information well, this soon as this nail can the comment and then I'll share some of the summit of >> comment on that. I think as we dug into the state realize it's is up. It's a bit of an onion, right? You pull some layers back. You realize you need to put more layers back in so that we are in the process of doing some additional analysis work as a part of working. >> On this topic and certainly we'll share the information we find to this. But I think that's what I would say is we recognized in some cases the data actually lends itself to more questions that need to be explored. So things like you're asking for Ms Sizemore Heizer like what's the trend of the changes in discipline, something that will be taking

291a look at. I just wonder that's part of the safe schools, right? Like all of those are going to that. I think that's a topic. Obviously that's going to take on even more importance. in our spring term, right, making sure schools are safe places for all of children. >> And our families and our staff. And so I think that as we think about data collection and working more closely with our chief of schools as well. And our regional teams. One of the things we've really expanded is the membership in our goal teams. And it's critically important that our schools teams are working very directly with our counseling and our intervention and student conduct an equity teams because this is work that encompasses all of us. And so I think one of the keys are going

292to see is that this work cuts across. All departments and schools and with better data collection. I think we can better allocate resources and move the needle on this. Thank you. I see no the placards for a first round of this will go on to the last section. Thank you. Read. Thank you. Sizemore Heizer. This is the 3rd and final section of our goal to report this afternoon. And this is student academic inclusions Somis Neal. All right. Well, as a reminder and our last call report for go one, we did focus on PRE K inclusion and just so the public is aware that report is available publicly on board. Docks. >> The fcps vision for inclusion is to ensure our students with disabilities have the same full access to academic non-academic, extracurricular in educational settings

293as their non-disabled peers as appropriate and in the most inclusive environment to meet their needs and goals of each individual student. We continue to focus in on academic inclusion with benefits for both students with and without disabilities, for students with disabilities. The research indicates that inclusion is associated with higher math and reading test scores the increased likelihood of graduation and stronger belonging in Pierre ties. So the impacts of inclusion not only support our goal to efforts but also goals 3, 5, The research has also identified a number of barriers to inclusion, including, for example, perceptions of students with disabilities, teacher, preparation and experience and instructing students with disabilities and lack of capacity at a classroom school or division level. We are using the video. We indicators 5, 6, as a starting point for monitoring our

294inclusion rates. And these are indicators that the state reports on annually as a part of meeting the requirements for indicators 5 a through C focus on inclusion for students in grades K through age. 21 indicators 6 a through C focus on inclusion in preschool. The data on this slide shows both the overall state NFC it Ps performance for 2022. 23 in comparison to the state targets for that year. The cells in green mean that the target was meant and this is the most recently reported data by the D O E. It's important to know the video. We indicators do not report any entire range that a student could be included in a general education setting during the school day. And this pie chart represent students in grades, hey, through age. 21 for last school year

295and the extent to which they were included. These are estimates that were created using the doing business rules as the official data has not yet been released in the dark blue portion of the circle. You see the percent of students included in the general education, setting 80% or more of the day which matches indicator 5 a. Yellow is the percent of students who spend between 40 79% of the day in inclusive settings. And this is data that is not reported as a part of the video. We indicators the light blue represents student to spend less than 40% of the day in inclusive settings. So matching indicator 5 be. And then that last segment, the light green represents those students who spend who are in a separate public private school or residential or hospital setting, which

296matches with indicator 5 C and because the yellow portion of the data isn't reported as a part of these indicators, students who are transitioning from less inclusive settings to more inclusive environment may not automatically show up in the indicator data. And just as a reminder, we're trying to grow the dark blue portion of this pie while shrinking the other portions of the pie. This slide presents the fcps performance, an indicator compared to the bqe targets that are shown in The state targets increase each year and the last published target is for 2025. 26 using that video. We did a methodology. We estimate that 58.9 1% of students met the criteria for indicator last year. And this represents continued growth towards the state target. The next slide shows the data for indicator 5 P and in

297this case we want our yellow are actual data to go below the blue line. Meaning fewer students are included. Less than 40% of the day. The estimate for the 23 24 school year is that just over 12% of students met the criteria for indicator 5 be which means we remain relatively flat on this metric. FCPS has meant the state targeted for indicator 5 C and we anticipate we will continue to meet this target on the indicator for the 23 24 school year. Similar to the pie chart that was shown on the prior slide. This slide shows the breakdown of inclusion by grade level. So we see higher rates of students being included 80% or more of the day. So again and that dark blue bar in the younger grades which declined in middle school. And

298then again in high school, the data and yellow represents where there may be opportunities to increase the percentage of students meeting indicator Friday as the students are already included between 40 to 79% of the day. This slide provides the same look at the data by student group and the full report does have charts for each of these indicators. Our white, multi, racial and Asian students have the highest rates of being included. 80 1% or more of the school day. Multilingual learners have the lowest rates of being included. It's also important to note that are multi-lingual or student group had the highest percentage of students included 40 to 79% of the instructional day. Again, that's shown in yellow. This slide shows the breakdown of inclusion for preschool aged students, which includes the indicator 6 a through

299C data, a small percentage of preschool aged students with disabilities are not represented within indicator data, which is in the yellow portion of the chart. And these are students who were evaluated in found eligible for special education services in preschool but are not accessing those services. And as preschool is not compulsory, families may make that choice to not enroll in preschool and access those services. We did share the preschool inclusion data as a part of the goal. One report, Howard, the slide does also include the estimates for the 23 24 school year for Indicator 6, A and we do estimate that just under 24% of students will meet the criteria for indicator 6, a which is just below the state target and show significant progress towards the target. Dr Estimating Slight improvements on Indicator 6

300be which is the percent of preschool students in a separate special education class school or residential facility. And again, we're looking to have our our data move below the blue line on this slide. And then finally, we continue to see improvements. An indicator 6 E which is for students receiving special education services in the home. And we're making progress towards this target. And like the previous slide, we want to do to move below the blue line. Now we're going to talk a little bit about the strategies towards inclusion. Our strategies for inclusion, focus on better meeting. The needs of students with disabilities and the general education setting, strengthening IEP process is for considering placement and more inclusive settings, providing additional support says schools in regions with lower levels of inclusion, leveraging external expertise on best

301practices on current research to inform planning and increasing pollution for preschool age children as was outlined in the goal. One report. We are focused on building the capacity of teachers to meet the diverse learning needs of all students PD began on universal design for learning or you DL during the 23 24 school year and continues this year. A CPS is also in betting information regarding specific high-leverage past practices for teaching students with disabilities into existing training and resources. These changes along with updates to the existing instructional framework will provide staff with concrete resources to support the design. And Phil, so it facilitation of inclusive practices. Within instruction. In addition to increasing stock, you pass a T were also adopting instructional resources and practices to support general education. Teachers in differentiating instruction for all students. For

302example, the newly adopted K 12 K 6 language arts resource includes embedded scaffold resources for planning instruction for all students, including accommodations to provide the appropriate support for each letter. Screeners are used to identify students, strengths and instructional next steps. NPD is provided to staff to support implementation of new instructional materials. Last school year. We initiated the use of the least restrictive environment or or retool to support IEP discussions went to students being considered for instruction outside of the general setting and require training for staff involved in Ipt meetings was also conducted last year. And again, this fall. We're currently engaging with an external can with external consultants that are experts in working with school divisions in the area of inclusion to work with the consultants will focus on a three-year road map to exceed

303state targets. A long-term comprehensive PD plan to support all schools in implementing U and guidance on revisions to our instructional framework in teacher for east facing resources to support these practices. And further fcps is planning to engage with an expert on instructional program delivery to him for models for students with autism. And Ellery Data dashboard is currently being developed to support the monitoring of data as it released Indicators FIVE A and B and 6 and B and this dashboard is expected to go live in the second for the school year and will allow for ongoing monitoring across schools and the division to refine decision-making as it relates to our inclusion goals and then finally, a project team is developing multi-year plan which aims to enhance 4 per students identified as twice exceptional and the key

304drivers of this work include designing and deploying accountability tools, building staff capacity, engaging families and students as partners in developing enhancements to the IP process that include considerations around advance, learn or needs and access to advanced coursework. As we close out the report, these are key takeaways on student academic inclusion for last school year. We have made progress towards inclusion but have not yet met the majority of state targets. Certain student substantial increase inclusion. While we also continue to see lower levels of inclusion for other student groups. And we'll need to continue a multi-year focus and inclusion, including those strategy specific to preschool that were previously present him. And this back over to the meeting managers. Thank you. And I will start with this mayor and then duck Anderson. Great. I was just wondering about

305or see the Office for Strategic Research Initiatives. How involved in this like what's there's just a lot of data collection going on. again, just like also haven't had an oil that are are coming to mind that. >> What's the process there? Because I'm just wondering about all these research methods. questioning wondering you. So they are currently in the process of deploying our Student Experience survey, which is where a lot of their focus has been in developing that survey delivering the survey and also conducting program evaluation related to some of our strategic objectives. >> This is what he did. because this team is focused on the very high level strategic plan work. But it sounds like there's data gathering that's happening. That's not happening in or see is that Riley, some of the data using is

306not from OK, I just wonder about that and how that could better connected is like the research that happens in the division. One thing I just want to underscore is the 2 out doing I just want make one comment on that. I think they're many comments probably. But one comment is one of the reasons we have not been as nimble, I think in our ability to turn data around into actionable practice is because we have this pinch point of everything has to go through a single stop we could wait months to get data and we don't have months right now. We have to. And that's that was the inception of the data. Dashboards will be brought our it teams in Dr Presidio as a data team that came in. So we've had to really create

307nimble. Data teams are regions need data in real time. So or C does a lot of research with the data. So they're able were so I don't want to use the word autopsy, but more so look at what has happened. But what we're really talking about in some of these reports are how do we collect data today and have that dashboard that we look at every week and then make decisions, which is what we did with attendance last year we realized we had issues we were able to meet. Lee say we've got its start double back buses. We have to start are sprouts. We have to we can't wait till the end of the year and study it because will students will of loss that you're of or seen as an important role in the

308division? It's just not been able to that one group has not been able. I think to keep up with the day to demand right now that our school's regions and departments need to allocate resources. But there's still a significant part of the research work in the division. So I don't know if that's how it is helpful in remembering years past where she would be at the table. So and again, you've been at the table before, but it's just I think maybe I'm just kind of seeing under the end of the year take stock. But >> like just trying to see there's a lot going on. And I'm just trying to understand how it's all connected together. But I just wanted to underscore the importance of looking at that to eat the 2 e the twice

309exceptional, especially when we saw the data bill, the low in numbers older students in middle and high. And we know that they struggle to access to instructional in extracurricular opportunities because there are a lot more limitations. So a year and a lot from my community, they want more for their students who are twice exceptional. So I really hope that we can do more on that and hear more on that. Thank you. >> Thank you. As mayor and Doctor Anderson. >> Yes, I feel like this is not to be the hodgepodge section for me, but things left over because there's going to be no more time here. I just kind of want to share a couple of very logistical things. It's really the challenge to kind of track the data or rather the progress of the

310change when the formatting so different. Last year's baseline is very different from this year. I'm really seeking some consistency here just to make it 4. Just a little bit easier. to digest. As I asked last year and I'm going to continue to ask this year, how can we get some of these data in by school? So I want to make sure that I share this with you. I would love for to hear the articulation and I'm going back to the discipline discipline data, the articulation of the roles of the chief of staff, chief of Schools, which I think you begin to speak about. The Raz is in the principles when it comes to impacting the data that we have. So I'll pause here just to hear that. >> I think that it the data is

311a team effort. And I guess Our chief of schools is involved in an interview panel today. >> For TJ principle. So that's been an all-day process and that's where Dr Ponce is today. I will ask Neal to elaborate on how that collaboration is gone. So the question around the collaboration with our chief of schools, how each of levels are supposed to impact what happens in the classroom. >> Because we know that the principals you've shared very clearly that they have the Matrix. What are they supposed to do with that as a just for themselves of the training, others, how our as is holding the principals. Responsibile was the chief of schools role in this effort. >> Well, I think clearly the chief of schools overseas, the 6 regions. So the chief of schools meets regularly

312with our 6 regional assistant superintendents who then work with our executive principles. >> And the >> rather it's a curriculum issue with our new, for example, literacy curriculum, the region office's work directly with schools to make sure that that curriculums being implemented in a way that we know is best practice. The work that Doctor King is leading working with Dr Ponce. We want to make sure that the same level of impact is occurring with our region offices, supporting our work in our discipline, disproportionality data. And I think I kind of hate to put on the spot, but not really sense that here. Our most recent principal and perhaps you can share a minute. Candace, how the division initiatives trickle to a principle exciting. That's really the question right now. And how as a principal, you

313know, you understand the calibration needs, etcetera. Absolutely. So when I want it and be there. district-wide professional development, let's say on. >> The agencies, I would then turn it around to my staff. So we go back. And as the admin team myself in the assistant principal's, we talk about what what our turnaround training looks like and then how we make those resources available for teachers and how we also support them in their learning and hold them accountable for that learning as well. So not only this is a training that you you've got you received, but also how can I support you in the learning and how are we talking about in making authentic every day when I'm in your classrooms and I'm doing classroom observations or when I'm supporting student behavior. How are we referring

314back to that discipline? Nature meter seas are how we looking at sign are looking at that together. Thank you. And also was mentioned that some of the schools have discipline. >> Disproportionality as part of their set. How is that decided? What was the threshold? >> So that some of the work initially started 2021. where we would calculate risk ratios by school in I believe 4 or more subgroups and our risk. Our threshold was 3 point or higher. in subsequent from their falling to the OEA standards in terms of risk ratio. So the schools that were identified for receiving some of those targeted supports identified by risk ratios which were calculated at the time twice a year. >> And now they're not calculated it for this current year. >> So currently, we are reviewing the as

315as Mister Neil said earlier today. We are currently reviewing some of the practices that occurred initially around the rtd, meaning the reducing discipline is a portion initiative to enhance some of those strategies. And we have at the same time, we are continuing to run our primary strategy, which is that consistency of enforcement. And so we will be probably be able to be provided with a list of schools that would have to have this and they're set. So I will be ques that the other piece of data I think is really important, particularly when it comes on to the discipline is a transient see data. How do we see this being impact fall to what we're seeing in the schools and how can this become part of this report? Dr? Anderson, are you thinking about students

316who just moved from one school to another school within the division or students who are moving into Fcps. Can you say little? Maybe both? Because I know with many of my schools, a 600 that they start with this is not the 600 that they have in January or in June. >> And I know that impacts the continuing work, particularly if we're talking about the using advisory and using other resources to educate students and their families. If they're different kids, what are we? How do we address it? I certainly think that's something that we can take a look at like the entry gates of students because we knows our teachers spent a lot of time at the beginning of the year, setting routines establishing routines, building those relationships with kids. And certainly that's something they do

317is they return from? >> Extended breaks as well. But I think what you're getting at is if kids are cycling in a different points of the year, how is that impacting? And that's certainly something we can try to see if we can pull out of the data. Thank you. And I do want to kind of give some feedback on the advisory. I think before last year had very high hopes in terms of what we can do and those sessions and I'm not finding that to be the reality. >> Of somebody who's had now 4 years of middle school experience and what happens in advisory. It's a hit miss. And so it's hard to put a lot of marbles into that basket. Lastly, I wanted to talk about his health. It's $1500 per student being that

318we have 800 students that participate that you mentioned 10, 11, 12 in a few 9th graders. How do we wrap that up? Because if the contract is 1.2, I don't think that was our intention to spend $1500 per student access. >> I think it's the intention was certainly open up 63,000 high school students. I think what we've been doing to try increase utilization and what's worked this school year, what we've seen has been removing the opt in process. This it process that have been put in place, which was an additional hurdle for families that they had to opt in to having data shared and then had to consent to services being provided that had been removed in conjunction our chief. It officer their team. And since then, we've seen an uptick and that was only

319removed late summer. And so I'd like to see how the day to pan out for the remainder of this school year to see if we see increase in that, though, I think your feedback overall is duly noted that only a small subset of our whole high school population are utilizing We advertising through every communication channel that we have regularly try and promote the awareness of this. We also have school staff who are designated refer so anytime a student sees psychologists, counselors, social worker who thinks benefit from this service speaking directly refer the student and the parent just has to provide consent to that service of the parent even have to submit that referral. So we're doing our best to trend increase uptake. Thank Thank you. Missing John Cutting followed by Mister Michael T. >> So

320I have a question about inclusion for preschool I want to ask someone do we have the space and do we have the co-location of programs to make that happen? >> we don't have the space that we would like to And we definitely do not have the co-location of programs and an optimal fashion to really allow us to accelerate as quickly as we would like to our inclusion efforts. So I won't go too far on this topic today because we did talk about it a little bit ago, one that we've got 3 different inclusion models were using at the preschool level because of the fact that we don't have co-location programs in the way that we would like. We actually have 3 times as many classrooms for early childhood special education than we do for general

321education. Early childhood. So that makes it even more difficult. There's there's a bigger challenge there that challenge would be great to overcome if we can just add more. General education, preschool classes and combine all the classes into inclusion classes. But obviously there's facilities and other budgetary factors that are going to challenge us our ability to do that as quickly as we would like. But we are working with facilities to look at every single one of campuses. And Janice Umansky Archie facilities. Officers working with us on that to figure out where we do have opportunities to open new programs that would be more inclusive than what we have right now. And one of the 3 inclusion models that we have. We also have some opportunities the county's actually talking about a potential investment in early-childhood education

322with possibly within the next few years. So that would be great. And again, we're partnering with the county to look at other county buildings, communities, buildings, any place that we can really think about to expand because we've got to have the Haitian programs, as you point out to be able to really facilitate the inclusion model that we would like to have. I was asking that because I kind of feel that that's why not population maybe has higher rate of not having inclusion. >> I think there's a lot of reasons. But those operational ones are the ones that we've got a partner together to solve rate. I mean, thank Thank you. Thank you, Mr. Mckelvie. Thank Have a question for Dr Reid on twice exceptional. So I know there's been talk about a stand-alone learning environment

323that group students. Can you share any updates? Yes, Mr. McLean, we actually I'm really excited about the work we're doing with our twice exceptional students. I know that there's a team doctor administered. >> Alright >> and Chris Meloni. There's a huge team that's been working on a continuum. That's much more transparent for our community in terms of services for twice exceptional students. I'm also convening twice exceptional advisory committee that will begin in the first 2 weeks of January. And we just met with SEPTA yesterday, actually to discuss that in the membership of that group to look for to craft a model for really a smaller learning community for secondary school twice exceptional students. So that work is going to be launched in January. And we really hope to create and instructional model because many of

324our twice exceptional students find attending really large secondary schools to be problematic a sensory standpoint and for a variety of reasons. So that work will be launched in January. And I'll make sure we have updates for the board and the community on that. >> That's great convention. in the team for for moving that forward. One other point I'll make just for consideration and it builds off of Dr. Anderson's question on Hazel Health. I think health very well. Could be a successor to tutor dot com just in terms of student participation. As we know, tutor dot com, we were paying upwards of, you know, $1000 per student who is using it. And I think do need to give some thought and rethink the idea of pushing pushing kids into these online resources which, you know, could

325be very, very good and positive for those that use it. But in terms resource use, it may just make more sense to do things and in-person. Thank you. Thank you. Miss Anderson. Okay. So I'm gonna talk fast masks are clerks to like be fast and the time because I have a couple of things try not to have a go back. >> Okay. First thing I wanted to say said something earlier that I feel the need to say something about I just want to say, but I do not believe inclusion is the solution for discipline problems. I want to make sure that successful inclusion more lead to belonging, which may reduce discipline problems, but successful inclusion is related to making sure that our staff understand how to foster those inclusive environments. So I don't want to

326just say that just because the number of included kiddos increases that were automatically supposed to see a reduction in discipline. So I do I see there's a connection there, but I just wanted to make sure that we discuss gonna go back for just a second to talk about chronic absenteeism related char alternative schools and I'm wondering how many of those chronic absentee schools are actually? Impacted by discipline referrals that are actually related to suspensions because those alive heard from many principles that a lot of those kids walk in with their 10. And so they're already chronically absent. And so then we have even so I guess my question is and something that I've been talking to Dr Read about is how do we are those schools, particularly when we're talking about number schools that are

327supporting medically fragile students? How are we making sure that our schools are not? That they were supporting our students in a way that we're not worried about. Accreditation. We're actually focused on the needs of the students. And so that is one aspect that I'm going to continue to kind of hallmark if I can. I want to I want to speak up about what I said previously cause. I want to make sure that I wasn't misunderstood. I do. I have a significant problem with disproportionality within discipline. I don't have a problem with our discipline record going up right now. So I actually would prefer if we don't indicated all that. Our goal is 0 because it's not. And so having having an adjustment the way that we have it on this particular chart is not helpful

328because of the fact that what we're actually measuring is on the baseline of what is there. So it's that is percentage of discipline for this year's. What we should be measuring on. So Missy, I will get with you about how I think we could rework this charge us a little bit to help with Dr Anderson's point about continuity of data across the other thing that I would argue for is an on-side 30. >> It indicated it makes it look like we are going for 0. >> And what we're going for 0 and the disproportionality. So we need to change the title of that slide to make sure that that's put in there. So I think that that that all is going on there. And I would love to see a chart that actually showed. The

329new adjusted compared I correct that the discipline is also only 2 years. Is that correct? Okay. So we need a new chart. That is similar to the one that we did last year. That shows that it's just 2 years. And what's the adjusted compared to the ratio? The same way we did it last year because we only have that for the baseline that we previously using. And it not the to your data. So it would be very helpful as moving forward to make sure that we're including that I know. if we if we can include that moving forward in the next reports about how that has changed. So we did that on the first one. >> Such I could go back. Seeing no other new pockets that are up. I will take my turn. I

330spoke. >> Pretty lengthy to the stock to read at the regular meetings on presented. So I will just repeat a few things mention a couple of the things that I see here. I really appreciate all start with a positive. I appreciate this vision of inclusion the seen before but was stated in here. But the data points don't meet the vision. And the data points don't meet the goal in the strategic plan. The data points are a base state compliance data point. And the data points were important. When we amended the school report to show the prophet the extent of the problem. But there's not a lot of other places CPS really say what the state expects has accused, for example, are going to be just dandy with us. And that's what we're doing by majority

331of this reporting. Focus on state compliance. Same with the Lrt dashboard. The Ellery dashboard is the compliance. It's basically saying. Your IP meetings are supposed to tell at least restrictive environment. What would happen a whole dashboard to make sure you're doing it. That's not a goal. That's just get into compliance. And it bothers me because as I said to you, this is something I started saying my son was 5 and he's now. 23. At what point do we get beyond basic compliance for our? The goal is a great goal. The vision he read inclusion extra cook is that the data points on indicated 5, 6, are not anything to do the extracurriculars or community belonging or sense of connection or any of those things. It is. But since seats, sine but meaningful inclusion, which really

332is what we really want is not breathing. The same air is somebody else. It's meaningful inclusion. But those data points will get to that. I understand it might be a good place to start, but I think we need to be really realistic of what those data points are and what they're not. The other thing, the indicated data points misses the middle kids. It talks about those included 80% or more. Those include 40% or less, but it really doesn't talk about the rest of By doing that. And I the most the concept of herd when it does actually talk about disabilities. But onto E we're missing the bulk of the kids. And so I appreciate your chart. Very much snow that has that shaded in in between. I just don't think we talk about it much

333in sort of what we're going to do here. So that's the first thing we also really I appreciate that there's a summer into a program deliver for students with autism 9. Anderson. That's probably addition because I've been >> hammering out. It's a really appreciate that. But understand I mentioned program delivery. It is for all students disabilities because we have 27,000 of them and we haven't looked to program delivery holistically for 30 to 40 to 50 years. So it's a great start. I appreciate the start, but it's we've got to do more because all of these things fall apart. Without that we can't. You can have Larry conversation IEP meeting. But if there isn't a good place to provide ellery, it doesn't matter. If your choice is you can be in a segregated environment where you

334can go into Jenin with 0 support. >> That's not. >> Foster inclusion, right? So we have to start the program delivery. can start with these compliance tools. I'll go. Go back. Supple myself on the list. Mr. Moon first incident first trying to look just a one or 2 things. Just just real briefly. Yeah. I mean, I think you raise excellent points as always. We appreciate your advocacy, these important issues and want to continue to partner with you in all of our board members. >> I would say that. I think you're right about the date indicators that we've chosen and it doesn't mean that we can't at others in the I mean, we have like 108 indicators in the strategic plan. You know, we could add a couple more, right? So we started probably with a

335low level of compliance and we can now I think start to get something that's more aspirational as we craft this vision that really measures the true experience of students with disabilities. Better. I would say I I think the work that we're doing with the consultants right now. Is very much taking a complete look at everything that we do with our service delivery model. But we do want to bring in somebody who has some additional expertise and autism, particularly if the early childhood level because we know we've got a lot of heavy lifting to do there. So I think working with the consultants that we've already identified, we're going to be able to do some really good work here. And I think a relatively short period of time and we are going to arrange opportunities for

336the consultants to connect with our board members. They're going to be on site were trying to get them scheduled to be on site in January. I'm gonna work with them to provide a little bit more information about the work that we're planning to do with them prior to January and then create some opportunities for board members to meet and connect with those folks in January so that we can make sure that we're really incorporating everybody's feedback and the work that we're doing with them. So more to come. But I appreciate the points that erased. Thank you, Mr. Moon. >> This is something that I forgot ask. I think I this question when it. And signs behind John and I were for this session is a meeting. Managers that it make a distinction between among amongst

337just one the offense is I make a distinction between. My own terminology. Soft offense is from her offense is. Draw weapons-related CBA sort patients complications. I considered him to be fences. And teachers in the mission's may not much choice. All things, especially those I so that's 5 offenses that I saw, including coming up late too late or some disrupting each direction and was Some of those south to me, some not soft open says maybe the out. Pretty closely related to a classroom management issues as well. He's got a way for to provide us with a separate day dissent showing hoddle up and says person on Monday with the duties versus soft offense is. Because south often says to me, I think the training trading pull up for with her push to see whether we can.

338Perhaps. Be able to achieve a different beach art. >> Mr. Mean, I think that we were conferring over here. We believe that we should be able to pull that out by classification. So you can see sort of severity of the discipline referrals OK? Thank you very much. Thank Dr. Anderson, them are not going. Yes, fairly fast. And one of the things that I was looking at, depending the based on what One has just set. >> Where the suspension data, because when you're suspended, that's when is a severe situation over a federal may not be as severe, but a suspension means is something that is either pretty egregious or pretty chronic. So that might be helpful. Data point to review. But what I also wanted to talk about is when we're talking about chronic absenteeism in

339the impact of school, impose discipline. Can you tease that out? I know you mentioned that 40% of the students who were chronically absent were engaged in and out of school suspension. Where were they on that continuum where the suspensions, the reason that put them over? >> Or were they already over? If you could tease that out a little bit out. Appreciate it. I don't know. So I'm sure that we can. I don't know that we will be able to turn around that type of analysis in advance of the board voting on this. But we're certainly happy to take that back to try cure is nevertheless the whenever you able to provide ID. I would appreciate it. >> And again, on Page, 41, I do want to highlight what was shared earlier. I had it in

340my notes and have a chance to I don't think this is a reasonable chart on page. 41 where we talking about going down to 0, not the disproportionality one, but the discipline referral. I don't think goal is by twenty-thirty that we will have 0 discipline referrals. That not even I misreading this chart yet. So the targets we have set or not and 0, but I recognize that that is definitely created a question in this conversation for multiple board members that we will take a look at how we can make that more clear that that is not the target, OK, because kids will do the things that they do. My last question, I think it's probably for months at Dr Acts lure the youth survey data can't seem to pull it because I know we had

341this discussion. I sat next to you and skipped. But can you refresh my memory in terms of how many of our students actually completed the EU survey? We had about 40,000 students in grades, 6, 8, 10 12 who completed the survey, which is roughly 71% of those who are in those grade levels. >> And can you speak to I like to think that was a data point that spoke to how many students identified as LGBTQ. We had 12% of 8th 10008th and 12th graders, which was 28,500 students who identify as LGBTQ. >> 28,000. So that's a pretty significant amount. So that does give that's a little bit of reliability on the data set because I always worry about the sample size speaks so small students will suffer Porting. Thank you for that. I think that

342is all that I have. Thank Mr. Fishing injury first turn yet. So. I don't think any of the whole time I do have one kind of macro question about. >> The efforts around inclusion for our students with disabilities. You in previous settings, we've looked at the data from other school divisions and seen that, you know, maybe this one is doing better in these indicators. And this one is doing better in these indicators, often markedly right. And so my question is. I don't think you can just be the volume of students that the divisions are addressing. The needs of. But are we doing anything to learn from other school divisions? Is that where these practices that were? We're hearing about are coming from is school divisions where it's been shown to work. Yeah. Thank you. Thank

343you for that. That's an excellent question. We are. Outreach into other school divisions to see what their practices look like when we when we see those outliers. >> And we're doing that in a couple different ways that our staff is doing some of that with school divisions in the state. We're also working with our consultants to be partnered with other school divisions that they recommended kind of a national basis that are doing some things differently. You know, I'd say probably one of the biggest things. I'm a size where highs are kind of pointed this out is that we've had a model that we've employed here for decades where other school divisions have made systematic changes to their service delivery much earlier than we've made them. So I think like when we talk to these districts,

344the things that we're planning to do are the types of things that they've already done. They're just farther down the road than we are. So our plan is to really start working with a group of school, a group of schools in fcps this school year to implement some of those practices next school year with other schools following in the second year in the 3rd year to really be able to scale that up before the end of the strategic plan so that we can implement new practices, a completely re overall service delivery model in fcps within our strategic plan. Timeline. But no suspects question. And we're continuing to learn as much as we can from others. >> add to that that Dr per city has brought me now revised second plan, but of creating model school

345sites model classrooms for preschool model school sites around inclusion at elementary, middle and high that are strategically identified and then modeling those moving forward. So we believe will have 100% of the schools in play. But a 28 29, if we stick with the plan. So it's very, very intentional at this time. >> Yeah, thank And I think one would think looking at 2 this report that the skull report in particular where some of the work been ongoing for so long and not specifically on inclusion in the classroom or education settings. But we're seeing like, you know, 0.2 8% change here and a 0.3% change here that on something like this where we are talking about a transformational change, we should be able to at least how it typically goes right. The if the big change

346is going to be impactful. The big impact is when you immediately do it and then it gets harder as you kind of continue doing the work and have to find new strategies to reach. So that should be a big incentive for moving this along as quickly as possible. All right. Thank you very much. Thank you, Mr. Fresh. >> I appreciate the competition. Appreciate him at the models. And you know, I've talked a lot offline about none of this will work without really modeling. How would do the work? I think I want to make sure that staffing models and staffing ratios that could be included as part of that program delivery review because it is unjust. You know the program, but also how we staff and how we support the staff are doing the work. So

347want to make sure that's included. >> I saw someone who that we talk about continuing status of high leverage high-leverage practices. So I want to ask what high-leverage practices accommodations and supports we putting in place for nerd typical peers and non disabled peers. The support inclusion. >> So I don't know how much time we want to devote to this. I'll give you very high level. if you want to dig deeper on by some colleagues to come up to the table that are leading that work. But we've had an instructional model in Fcps for a number of years. That is our tier one model that we expect all classrooms to employee. And then we have, as you know, obviously had many students and a more self-contained learning environment operating and kind of a different instructional model,

348if you will. So what we're trying to do right now with our consultants has identified the research base, the evidence-based best practices that educating students with disabilities need to have in a general education, inclusive setting and reframing our entire instructional model so that we have one model for all students Fcps. We're also looking at those best practices for multilingual learners. For example, to be part of that instructional model. So that model has kind of 4 domains making sure that we've got to learn Senate environment. So you can think they're about building the relationships, the belonging understanding students, building students voice in the classroom, strengthening relationships. Then we talk about the types of instructional practices that we want to deliver. So that's going to range the gamut from everything from like really explicit instruction and things

349that we want to be really concrete about with evidence-based literacy, instructional strategies to things that are more like project based learning strategies and when to use those things and how to use those things together. The 3rd component of that model is the type of curriculum that we use. So make sure that we've got a curriculum that's going to work for all students that can be differentiated and something that teachers are going to be able to implement without having to do. You know, we want to minimize the planning as much as we can. And then the 4th film into that model is really around assessment and purposeful assessment in the types of ways the types of assessments that we're using, the types of information that we're collecting from them. So sometimes, again, it's like a progress

350monitoring or a diagnostic assessment. Other times it's student self-reflection, student presentations of their own learning and a lot of different ways that they can demonstrate their learning all of those things together. make up the fcps instructional model. We're trying to revise that to make sure that we're really clear and explicit about the types of practices that we want to see in each of those 4 domains that are going to support all of our student groups and being successful in janitor. One sitting. I appreciate that with those model and I appreciate the walking to the models with those models include explicit. >> Strategies for non disabled and to the question I asked non disabled, not disabled, non disabled in or a typical peers because when you've been segregated with a population for a long time, there

351is a mindset shift. but you have to go through to include a new population. We have segregated this population. So what high-leverage practices are we putting in place for non disabled and neurotypical peers to make inclusion successful. again, this is in development right now. So we're drafting the set with our consultants. And we're pulling research from a lot of different places. So we don't have all of that documented so far will be happy to share integrations of that work with you. >> And again, when the consultants are here, they can talk to more about that. But yeah, absolutely. want show that included piece of what we're doing before we even do that. That change in terms of practice is the mindset work with all of our school bay staff right. So we know we've got

352to go through a process of making sure that everybody in one of these early adopters schools that are going to start this work in the winter right. One of the first things that we're going to do is have them working through some professional development and training with our consultants about why this work is important, right what it looks like, how it's going make a difference in the learning environment for that mindset shift is kind of one of the first things that we're going to lean into. >> I bring that up because one of the Dist students disabilities are subject to bullying 3 to 5, 4 times more. This does not disabilities. And one of the things I hear a lot from parents about the fear of inclusion is the fear their kids being bullied. So

353if we don't address that from a creating a welcoming environment, not just putting the burden on the state with a disability to adopt but the environment to adopt and the people who are I've already kind of tone that environment to adopt right then. If we don't address the bowling, at least a chronic absenteeism, right? It leads to, you know, a fear of inclusion, all of the so we have to address all of those pieces. That's why bring that piece of it. And that's that first domain of the model I was talking about learned Senator, a piece my time. A big piece of that is the relationships with students themselves, right? It's not just teachers, students, students with students and in that environment. So there is a big piece of work that we have to do

354with all of our students in that regard, too. >> And I think is a piece to do with our families to I think this there's fear of inclusion because to be perfectly honest, we haven't set the environment up well to be successful. And so therefore, kids have not been successful, not model or it's there's created bullying other issues and so it's created fear of that as well. AI do appreciate that for our students were still providing a continuum of services like we talk to the to academy. I think it's important to recognize that for some students we need to continue services. But the default that has been segregated settings should not be the default. And so I appreciate hearing that. I love appreciate hearings that we can have other data points like us reside really

355have a concern is this is the second year for report. So I guess last at what point can I expect different data points. I think one of the things that will be seeing is additional data that will come back as a part of that student experience survey. So I think when you talked about what does inclusion look like for students in extracurriculars or other types of activities. >> As we think about our different student experiences that some of the information that will come back and that student experience survey. >> Just going to say, I realize that said that I should checked with the day to You'll hear. But I mean, we've done different things over the years that I've worked here rates. I mean, I think part of it is what Marcia just said and

356looking at other data points that the board might need to round out the reports that we're doing. So there might be some additional things that we can do and, you know, we could work with the superintendent, the board chairs think about how to do that. I just meant I think its important, really thoughtful about this because this is not something we've done in Fairfax County is indicators show. And so students may not even know what to answer on these surveys because >> when you've been segregated and that's the experience of both the people who have been. So even those who haven't. That's all they know. It's hard to realign a student survey, right? So I think just being really thoughtful about it. And as far as preschool, we did use to have a different model

357of inclusion, which is a community peers model, which ended during COVID. I wasn't great. It was and everyone it wasn't him pack. But we did have a different Didn't rely on the co-location. And so I do think there's other ways we can look at inclusion that doesn't Align Co location. >> Again, you're right. But I will say we still are doing community peers. It's just that's really difficult, right like to scale that up because it's reliant on family want wanted to bring their student in and there's a lot of recruitment. goes into that. So we're still doing it. But you're right. We're not at the same level that we were >> I think with the cost of childcare and preschool, I think you've got a lot of families interested if we did that work to

358recruit them. Misty, John, cutting as like, it went up. >> So before I say what I wanted to say, I do want to say that they do spend a lot of time in schools and I have seen some schools to use work. I know some of entry schools have great buddy programs and the kids are dying to be a buddy with some of their special education preschool kids and they help them. And I know that's just a baby step. It's not what's supposed to be, but it's it's a start in terms of starting to change the mindset with the younger ones, at least. But what I don't want the session to and without recognizing the work that is currently happening. We talked about absenteeism discipline issues and we talked about inclusion and I just really

359think that it's important that we recognize the work that is already happening in our schools. In our classrooms, with teachers, administrators, stop and even out of our classrooms, the people that come in and support. People in our classrooms. And I always think that sometimes when we talk about all of these issues at this table, we forget the people that are doing the work every day and touching our students lives every day and really making a difference. So I just wanted to thank them for what they're doing and to know that we're here to support them and that everything that we're discussing this to make sure that our students have the best experience and that we want to help support the adults in the building for that to happen. Thank you, Doctor Anderson. Sorry, I forgot

360one more thing. Dr. Read you had mentioned a little while ago CI grants. >> And how that will house is going to be supporting this work. Can you give a little bit more detail there? Please? Certainly it's specialized grant which involves a set aside, actually, from for gets determine Cern. >> It's a set aside to reduce disproportionality in special education identification as well as discipline disproportionality. I believe doctor Presidio, you currently administer the grant. So perhaps you could share. And now we have a number of staff positions in the grant and the impact of those positions on this work. >> Yeah, I don't personally administer it, but I supervise the teams. Do so. This is an annual process where we look at issues of disproportionality in identification for students with special education. So that's one

361of the areas that we also have disproportionality issues we've been talking about discipline. That's another one of those grant funded area. So those are 2 of the major areas that we look at. And we look to try to on an annual basis be responsive to the data that we have in terms of the additional resources that we can bring in to the division to support those areas of disproportionality. So we're working with Dr King right now to figure out if there's a way to amend the grant for next fiscal year to add some additional support positions to reduce discipline, disproportionality work. And how much is the grants? I think we have about 6 million dollars and staffing in that total. >> Its office staff purposes okay. So can't be infrastructure. Can you talk a little

362bit? And this is not our first year receiving this grant. No, this grants been around for decades, OK? So how have we utilize that in the past? >> We're utilizing it right now. We're staffing a number of positions already related to disproportionality in those 2 big buckets I talked about. So, for example, there's a number of positions on Mike's team supporting restorative practices, positive behavior, support, counseling, positions, social work positions, things like that. >> And is it also staffing folks in the equity office staffing 10 positions there, but that's very minimal in terms of the need that just laid out as we've gone through this report today, you can see that the need is pretty great. Is that going to be one of the amendments? So the way that we do the processes, we have

363a team based process that goes through looks at the data and makes recommendations that will come to me and come to the Dr Cain. We can share those obviously with Dr reaches gonna have to approve the grant before it's submitted. But yeah, we intend to try to add additional positions for the discipline. Disproportionality work into that grant. >> I mean, given what we saw today and how we're not really making the moves that we would like to make and all of the areas I would definitely like to have more resources to the discipline, discipline, disproportionality and said it like 800 times today. Particularly regarding around the areas that I've talked about. I appreciate the RJ services, but what new and innovative things that we can do because I think as a board to speak to

364MS Marin's point, you know, we have the policies. It's how do we put those into practices that actually going to be impactful? So I'd love to have a little bit more of a run down at some other time in terms of how do you anticipate adding to maybe the equity office, some so that you have the offices? >> I mean, we can obviously give you a copy of the previous year's grand. If you want to see that we can keep you informed about the development of this year's grant. The team is going to convene in January and we'll get that completed in the winter and then submitted in the spring. Thank you. I would love a coffee side and make the request now. Okay. >> Thank you. Seeing no other placards up. I will just

365make one last statement. I think I know I push you all really hard and special Ed and I need to because someone needs to. To perfectly honest but I will I want call out positively some of the work that Woodson is doing around the executive functioning pilot and being very thoughtful about not having a the kind having a equality based model where students are working together for a common project as opposed to one person helping another. And I really think that mindset. It is a great way to go. So I do want to and that's saying something positive. I appreciate that. We're doing this work its for me a 17 year in the process. To get to this point. We have a long way to go. And I appreciate the honesty, Dr City of that.

366Many other school systems have made systemic changes what we have that is what I have seen and said for a long time. And and I think we can't. Fix things if we don't recognize that. And so I appreciate that recognition. And I please one thing I want to lift up this. We cannot Nestle expect our families and students to lead this work either because they have not been. Raised or in our brought into that atmosphere either. This is systemic. And transformational shift thinking about. A set of people. Who have not been thought about this way. We have to leave that work. We can't have others. Leave it for us. Need to bring people along that work. But we have to leave it. And if we can lead over Fairfax, it can be transformational for the

367country. We have to leave it. And we have to recognize that 30, 40 years of a lack of systemic change has impacted the mindset of students and teachers and staff and families and we can lead that change. We have to it. So thank you. Well, I think with that with lucky guys, 9