001here thanks very much miss corbett sanders i'm here miss darren at kofax still here and miss kisgamara i'm here miss mclaughlin here miss aaron here ms [Music] i'm here thank you all right um so this board voted unanimously last year to direct the governance committee to begin drafting an anti-racism and anti-bias policy and to adjust the controversial issues policy to better align with the objectives of one fairfax additionally when the board was deciding what policy worked to prioritize during a return to school planning this was one of the few issues that received widespread support for continued for continued focus excuse me uh during the governance committee's initial conversation with staff about possible policy development timelines it became clear that the scope of stakeholder engagement necessary to produce sound well-informed policies needed further discussion by the
002full board since then dr presidio has indicated stakeholder engagement will be financed with existing departmental funds to help frame today's conversation which is slated to last for only one hour i want to encourage my board colleagues to confine their questions specifically to the scope uh and reach of stakeholder engagement today we have an opportunity to provide feedback on this critical policy development component so that staff can get to work with the governance committee of course eventual draft policies will be brought to the full board for final consideration today each board member will receive the customary three minutes to share their comments and ask questions depending on how much time is used during this initial round we may have time for go backs although i'm thinking we probably won't we will now begin with a brief
003presentation from staff miss williams yep good afternoon everyone um i'm here today to give us to provide an update of the work that has happened to support the development of the anti-racism anti-bias policy that will inform curriculum development across the school division i want to take just a moment though and connected with the conversation that we had prior to the break i think it's really important for us to appreciate this work as the foundation of the continuing negotiations of issues that will be related to the fall out of the different impacts of the covet pandemic specifically what we know is that environments where racism is normalized or where bias is proffered preferred unmitigated uninterrupted or exclusionary they create additional psychosocial conditions under which uh children need to get navigate teaching and learning and certainly they
004hamper outcomes for for students and make the environment just less hospitable to all so this is really a part of the longer term negotiations around how we recover um as we think about all the ways in which we will have to stand up supports for students across the school system so what's important for us to also know as we hear this presentation is that the work has been aligned with the portrait of of the graduate outcomes document that one fairfax laid the foundation for community commitments that will be espoused within the domains of this presentation that we want to follow through on the commitment uh that is being demonstrated by school divisions all over the country to really take head on these issues of inclusion anti-racism um and bias-free environments and again this is a
005huge part of laying that work laying the foundations for that work and then finally anti-bias and anti-racism education means that we have to increase an understanding of identity educate our students about the diversity of our communities ensure that we are aware as well help them to discern between just and unjust conditions and empower students to be change makers in their own environment and in the larger global context and so with that as the backdrop for this discussion i'm now going to invite miss eddie to take us forward thank you dr williams miss eddie good afternoon everyone to support anti-racism and anti-bias education the school board identified two critical policy action that actions that mr frisch recognized earlier the potential revision of the existing controversial issues policy and the development of new policy commissioning anti-bias and
006anti-racism education and the new policy might include direction to develop topical lessons that would ensure that all students have age-appropriate learning opportunities in their k-12 journey so during this work session we're going to provide an overview of our plans for engaging stakeholders from throughout the scps community with a focus on ensuring diverse representation of perspectives so that that people are heard and understood and that we develop a sense of shared values around this work and we'll share how we envision engaging fcps staff as well as an external consultant to support this work so this this work session is a follow-up to a forum discussion dating back to about a year ago where consensus was achieved to expand into bias education into the core curriculum and as mr frisch mentioned the board unanimously decided to pursue
007the policy development in september so over the last few months we're pleased to have been able to communicate with the governance committee to establish a timeline roles and plans for stakeholder engagement and we're here to share the status of those plans so to understand the context for policy work and inform our plans for stakeholder engagement we have done research and regional and national work in anti-racism and anti-bias education and i also want to share that we have had an opportunity dr debra march and and i have been invited to participate at the state level on the vdoes advisory committee and culturally relevant and inclusive education practices so that we can be involved in this work at the state level as well i'm really excited about that that opportunity so um we are eager to advance
008this policy work focused on curriculum and instruction and we want to share that in our survey of related policies we've really found that anti-racism and anti-bias curriculum work tends to be embedded in broader equity or racial education policies um and and there's a summary of of that review here of 25 equity or anti-racist policies by um uconn where they found that typically this work is addressed through the lens of school environment incident reporting staffing data analysis funding kind of broader racial and equity policies and some of the examples that we've kind of been benchmarking our work against where curriculum and instruction work is included in those equity policies include the school divisions that are listed here our neighbor montgomery county elmer county piedmont unified all three of these school divisions and more embed their work
009and curriculum and instruction in the in their larger policies so montgomery has a non-discrimination equity and cultural proficiency policy that directs staff um to develop curriculum that that celebrates diversity that confronts and eliminates stereotypes that was actually created in 2017 and it's currently under review in a public engagement process with public comment and opportunities for students to really have a voice in policy development as well alma county's anti-racism policy which was which was um approved in 2019 uh that was a really a student-led effort in in developing policy and it explicitly names curriculum materials to be examined for racial bias and that an anti-racist curriculum would be developed for students at every grade level students really played a key role in that and and we're learning from albemarle and their process and piedmont's unifi peabody
010unified's racial equity policy was approved this fall in 2020 um and that policy actually commissions anti-racism education curriculum for k-12 students their families teachers and administrative staff so we've had the privilege of being able to talk with colleagues in albemarle county and also in montgomery county have been very generous in sharing though their engagement processes where broad public engagement is included um particular stakeholder voices or stakeholder groups voices are raised and students voices are raised in the process so we're pleased to share a little bit about our intentions and alicia will be taking it from here i should add um forgive me for the poor introduction alicia hunter is the new coordinator for social studies k-12 and fairfax my role is now focused on coordination of curriculum integration and management at the secondary level um
011and alicia's been a wonderful collaborator in this work all the while thank you for that warm introduction colleen oops sorry i just want to share more about um our plans for the timeline the stakeholder engagement process so we've had the um opportunity to better understand our regional and national examples of this policy work to inform our plans for stakeholder engagement so we're now going to provide an overview of our timeline and share our thinking for the stakeholder engagement process and undertaking policy development for anti-bias and anti-racism education we are going to build on the foundation of one fairfax we want a need to have our community voices at the forefront of this work we've informed we have formed an fcps team to lead this process of policy development and we believe that having an external
012organization collaborate with us on stakeholder engagement will maximize transparency objectivity and trust in the process so you're now looking at our timeline that we plan from november 2020 to june 21 and we have the aim of having policy in place by the end of the school year and we are moving along on our timeline towards the stakeholder engagement process there's two areas where we have some ongoing work throughout our timeline and those two areas are of course our collaboration with dr williams in the chief equity office to design and refine the the stakeholder engagement process additionally we are in ongoing consulting with local experts to build on their successes and lessons learned and engaging relevant internal and external stakeholder groups with consideration to being intentional and inviting groups that are traditionally marginalized in the community
013and in our schools in fairfax so as we wrap the month of january we've solidified our commitment to working with an external consultant on community engagement we've narrowed the scope of our request of a potential external organization to facilitate document and analyze stakeholder input and dr williams will share more about that shortly and as we continue into the month of february as we consider our phase from february to april we're going to begin our community engagement so our next steps are to connect with stakeholder groups and invite community input we will also start to work with our expert organization to start the facilitation and documentation and the analysis of the stakeholder input and we hope to conclude community engagement by april and return to the board with policy recommendations in may or june so now
014i'm going to invite leona to share more about the stakeholder engagement process thank you alicia for setting the stage and good afternoon to the board um we're excited to continue this conversation so as we think about stakeholder engagement we know that this will be an iterative process it will involve many layers of ensuring that the the lived experiences of our stakeholders are included and so we're thinking about this from four perspectives how do we inform the community so our communication plan to ensure that we get this out to our community about the different opportunities for engagement how will we involve everyone and opportunities to provide feedback um virtually and then we will collaborate with a variety of stakeholders that we'll go over shortly that is a list of stakeholders we've begun to capture knowing that
015there are additional ones we will reach out to through our partnership with fairfax government these stakeholders will come together in these collaborative sessions we hope to hold several of them with different themes and different objectives in mind first we want to establish the themes that are on the minds of our families and our community and our community partners around how we might inform our policy drafts and then we might we will go back to them once we have droughts for additional feedback and then finally in this process we want to empower our community and our stakeholders in this process in particular as you heard miss eddie share some of our learning from our partnering um jurisdictions and nationally around this work is the power of student voice and we know that every day when we
016talk about anti-bias curriculum or creating cultures of inclusivity really we're called about to think about our students how do they feel when they're in our buildings because at the end of the day that's who our charge is for and so we are excited to include our student equity ambassador leaders are seals as a consistent member and voice in all parts of the process as well as our equity leads which are teachers and staff at every single fcps school to provide that school-based perspective when we are working not only on themes of establishing our draft writing the draft community engagement all components it's important those voices never leave the table as we make decisions because those are the people we make decisions for so we're excited about including them next slide and so to do this
017work we definitely we talked about this from two different perspectives um we've created an internal stakeholder group that will help design the process of all those folks that were just mentioned previously um and so we know that we have wonderful assets within fcps that we can lean and leverage of a cross-collaborative team and so this is a slide mentioning the different participants of this team uh people from within a chief equity office people which include myself and other folks on the call today as well as people from across our different departments our region office including our principals associations including our communications team our division council as well as continuing our work with fairfax county government and their chief equity office especially if they've made the groundwork with their equity task force as well as the
018one fairfax this group will come together and the primary role of this group is in design process including communicating with the board helping to establish stakeholder groups ensuring there is diverse representation particularly around groups that we don't typically get to engage in this process this group will help develop those policy drafts and this group will continue to come and report to the board so this will be the work of the internal group i'd like to now turn it over to dr williams to talk a little bit more about the role of the external group in this process dr williams thank you leona so uh let's talk a little bit about why i work with a partner um i think it's really important to amplify a couple of things you know when having these conversations there
019is what you say it and what i heard and the the what i heard peace is so highly influenced upon my insider role in a culture right and we know that in doing this work sometimes we need to hear things that are hard and so working with an external partner who doesn't have that that background with which to filter what our stakeholder groups may say is one of the real opportunities that comes along with this type of partnership in addition there's familiarity and a prior working relationship with this group in terms of developing our organizational capacity we can also look at the the opportunity in partnering in this way through even this the discussion about where the organization sits with its attention to return to schools right now we know we need to have those
020robust um programs in place we know we need to understand the ways in which communities has experienced harm we know we need to create data that helps us to make those informed decisions and so that we have partners that we can rely on to help us to get that quality feedback around the ways in which anti-bias is experienced by the communities by the way the ways in which um racism is normalized in the environment that's a real opportunity for us in this moment that will serve the organization well so when we think about the possibilities in this partnership i really want to have us centering on those kinds of things as as you consider what's been shared additionally we will use existing departmental funds to cover costs and so in that way it feels like
021a win-win situation that we have positioned ourselves in to effectively move this work forward um it's important that there is recognition that the partnership between the external provider and the internal stakeholders is designed to maximize the level of transparency and quite frankly um uh translatability of the policy to inform curriculum development across the organization which is really important if the policy um is to be more than just words on a page so with that i will now turn the presentation back over to um alicia to kind of help us to think about all of the stakeholder groups with which we will be collaborating but here is a list um before you for your consideration we've identified stakeholders who are are key partners in our day-to-day work and certainly in the formation of this work and
022so alicia if there are any other things that you would want to amplify about this listing for the consideration of board members i invite you to offer that input uh yes dr williams um thank you so um in our plan of identifying stakeholder groups we were very intentional um so just thinking about our community groups we had a chance to connect with carla bruce chief equity officer with fairfax government to connect with us and share more about the process they use with community engagement for the work of one fairfax she was able to give us some insight and also they have some additional community groups that may not be listed that we're also going to consider and reach out to and identify as uh partners for community input so they're not all listed because we're
023still working with that group to get access to that information so i did want to add that piece also i just wanted to give some context behind our student groups and so we've had a chance to look at our database um from student activities of groups that are registered across all of our high schools of different student organizations and so that's where we were able to identify student groups that could um be a part of this work in total we have about 59 key stakeholder groups but of course we welcome borden but to ensure that we have representatives who desire to have a voice in this work and again particularly those whose identities and cultures are most impacted by bias racism and hate and so you know as we consider this process we do plan
024to invite a representative from each stakeholder group to offer feedback and in addition to engage most key stakeholder groups we all we will offer opportunities for public comment at various points in the process to welcome additional community input and so that those were the last pieces i wanted to add to stakeholder groups so if there's nothing else we'll just transition now to the close of our presentation and offer an opportunity for board members to share comments and questions thank you very much everyone we will go ahead and begin the board engagement portion of today's meeting with miss marin hi there good afternoon i'll get my video going just a second this is so exciting to see the fruition of this work it's great to see that outside consultants are coming on per community input i
025just have a question about um what should we do as board members if we are contacted by people who want to be involved who should we refer them to hi miss marin i don't know if anyone else is going to jump in i think we decided for right now it'll be the point of contact as we continue to define the roles of the different members of the internal group including our communication team and so as the director of not only equity but our engagement our family engagement our community engagement i welcome our community to reach out to me um if they would like to be engaged as well so this is leona smith vance and i'm happy to serve in that role as we continue to parse out the roles of our internal group great
026thank you so much thank you miss smith um dr anderson turning on my camera and my mic there thank you so much for all this work i know we're all excited because the carmel a culmination of uh many board member forum topics as well as um the work that we've wanted to see for a long time i have about three questions i believe uh dr williams you talk about the cost being taken care of internally but i don't know if i missed how much you said this would be to involve the um the consultant to complete this work um doctor um i could offer a few introductory comments and then dr williams could um add on but you know since dr williams has only been with us for a brief period of time the instructional
027services department team has been working on this and we do have funds that we've identified as part of our equity work that we believe that we can use to cover the costs the costs are not finalized yet what we're looking at doing is working with the leadership academy which is a group that we've been working with who's providing professional development services for our division and school-based leaders around equity leadership and we have an existing contract with them that we're intending to add on an addendum to that contract to do this work um it would not require us to be over the 50 000 threshold it would be beneath that limit so we'd be able to do an addendum to the contract but the precise cost is still a negotiation it would be um not really
028prudent for me to disclose yet because we we don't have that completely worked out through negotiation but under fifty thousand dollars thank you for that uh my second question is um are we allowed to provide suggestions for community groups for consideration um i would invite recommendations one of the things that i have been particularly sensitive to through these types of processes is that we make sure that we are inviting to the table those people who often are not at the table right um who best to tell us how bias and institutional racism plays out in the organization and or is experienced if not for those populations so we welcome your thoughts um and direction around including groups that may not be on our list who absolutely should be thank you so much um i know
029at the top of this presentation you spoke a little bit to the work that took place um i think it's slide five of six i didn't count them um you talked a little bit about what happened in montgomery county and albemarle county and piedmont unified um to talk about how they developed their policies can you speak a little bit more if you know what their uh public engagement piece was their community engagement component what that entailed so let me invite colleen to jump back on for that question sure um albemarle had a unique opportunity to have a student group undertake project based learning um as a key part of the policy development so students really brought in the stakeholders to inform the work they were kind of like the hub of the work um and
030they brought in different groups as subject matter experts to support their recommendations and they now have um steering committees to guide the work so including a student steering committee and also a a staff steering steering committee and then montgomery county public schools they developed their policy from existing policy that kind of drew together exists existing and sometimes disparate policies and undertook public engagement to kind of bring them under one banner and in that process they solicited stakeholder voices through public comment but also kind of collaborative engagement and we look forward to having more conversations with montgomery county about their existing process of revising that policy i think their public engagement period starts this week for revising their existing policy and again there's opportunity for public comment followed by um more vigorous engagement of stakeholder groups
031may i add one thing to that um if possible with with alba morrow one of the things they did in supporting the students is they actually also use an external facilitator um they partnered with um the university to to to be that facilitator for the students and that work was so powerful that they now have um a protocol that is provided to the board and other groups for all decision making around policy um to be considered so there's been a lot of great work as a result of that i just want to add that nugget in as well it wouldn't happen to have access to that protocol would you miss smith we asked them to send us a copy we were really excited to hear that and we want to see it as well so
032we're happy to share thank you and i think somebody else wanted to share something else um it's just it's just me um and what i want to offer up is something that um you know just my perspective from outside of the organization having done this work in other places i think what is really powerful that sometimes when you're in an environment you don't necessarily see that i really need to lift up about this process very often when we're doing this work the policy is is essentially written and then we send it out and say give me your feedback and we send it to stakeholder groups to get feedback but essentially it is already formed we're actually doing this the right way which is having the people that we serve give us a sense of what
033needs to go in into the policy and then we use that to actually do the rest of the crafting so it really is honoring the perspectives of the of the folks we're supposed to serve as opposed to coming up with a policy and saying now give us your feedback right definitely there's something to be said for being in at the ground level rather reacting but contributing to this um what is the timetable for this work so i heard alicia give us a little bit of a projection around when we intend to be finished alicia would you like to come back on and share more around that no worries so actually i want to maybe ask colleen do you maybe want to speak to the timeline sure i think we're um we're really aiming to try
034to complete this process this school year that being said we're just starting our collaboration we will be starting collaboration with external organization so this is tentative but but we really want to try to bring this to fruition this school year i think that is for me thank you so much for all of your work on this i'm very excited to see how this comes together um so thank you mr fresh thank you dr anderson up next we have miss tollen yes just one quick question um thank you so much for doing all this work um i'm really excited to hear about the um the great outcomes that albemarle had working with their students in uh pbl so my question was and i'm very excited about the seals groups that you've set up across the county
035if we have students that are interested in being involved should they try to engage through the representatives the seals in their particular schools or is there another place that we should be sending students if i if i may that's a great question miss tolin absolutely we want them engaging with their equity leaders within their building so whether that's the adult equity leads or the student ambassadors also if they are a part of any of the organizations that were listed you know there's a lot of student organizations that were listed that we would like also to collaborate but those would be two great places to start and if they are not getting any success there i welcome them to contact me as well i've had many kids reach out to me um when they heard about
036the seals and you know how do they get involved at their school level and many of them have worked with the seals to create robust student equity teams in addition to the adult team so those avenues for students but i'm excited for our student voice as well thank you yeah i'm happy to see that long list of student groups thank you very much thank you miss colin up next we have ms seismer heiser um thank you i'm going to see if i can get my camera to work um all right thank you um hopefully it'll stay steady so yeah i i appreciate this great work and i very much says ms olin said appreciate reaching out to all these community groups and student groups um is is now a time to recommend additional groups because
037that's something i should say maybe in an email to you all i'm happy to do that but i've got a couple thoughts of additional groups on that work and so um i would recommend when you're looking at best buddies in terms of student engagement not every school has a best buddies formal program but they had their own version of that program sometimes for cost reasons and other reasons so i would recommend a best buddies or best buddies for example lake braddock as a brewing buddies program so just be mindful of that as well as maybe some unified special olympics members as well and then um i would look for disability self-advocates i don't see that on your list so the autistic self-advocacy network the arc of northern virginia i think would be good community groups
038the parents of autistic children to have a different so i can send you that list but i think making sure that we include ableism and not lists that we're looking at when we're looking at anti-bias is the other piece i'd like to put out theirs um and then the other question i had is um i'd like to dig a little more into this external consultant i know dr presido said it's less than fifty thousand dollars i understand that but again given what i see is our extreme needs on developing remediation and recovery services and even i would say trauma informed services and pd and curriculum and materials that may go alongside that i'm wondering you know with dr williams that you very much impressed me in all of our conversations and you're new on board
039what what do we see getting from an external consultant that i guess our great equity team and you can't it seems like a quick leap to go to an external consultant i guess how do we get to that leap when we have such great staff on board well i'm going to have the staff talk about the lead because i can't talk about you know all of history that brought us here but but again um let me just offer why i think it's important for us to work with a third party in this um in this context and it has been and i pushed the team as we were talking about this to think about what our role is and what their role is i think that you know sometimes these conversations are hard sometimes the
040things that get said are things that we might want to defend because internally we're we're doing these things right and what an external person won't have a filter around doing is saying oh you've got this aap program here or oh you've got this social emotional support there they will hear what is being said about how an experience is happening how a program is perceived without that filter and so what that will allow us to then do is actually take a more critical look at the disconnect between our intentions and our impact and then make sure that shows up in operationally how we design policy i mean the the translation from theory to practice around the application of the lens of anti-racism anti-bias that is the hardest um chasm to close and part of that is
041how people get hurt so we really think that this third third party will help us with that how people get heard aspect that sometimes compromises the work um the process to get us here i want to invite staff to to give more background yeah i would just say dr williams i i think very much what you already stated is kind of how we got here you know making sure that um we do get full voice and participation in this engagement process is important um and you know i think the other part that we factored in is how comfortable people would even feel in some of you know these groups that have been marginalized you know would they even feel comfortable coming to us and sharing information in some situations in some instances so we felt
042like you know to make sure that we're doing this work well in a way that we can really get authentic feedback from our stakeholders in a way that situates this policy development to be successful because it will be you know as uh colleen said the umbrella policy that we look at are other work through in terms of professional development curriculum development we think that it's worth the investment to get that additional outside support appreciate those statements dr presidio and dr williams and with all due respect i would just like to add that dr williams i think one of the reasons the board was so excited to have you on board is because you are from the outside and you are new to our system and you don't have the um you know the way you
043were talking about sort of some of that sort of defensiveness about what we've already been doing or how we've been doing it so i still personally look in an ideal world i i would i would not even question this but we're desperately needing ias to support our schools this could fund two ias i mean i just i i have a lot i just feel like dr williams let's try to have you do this work maybe and i don't i would obviously tell you work to do before we go to this step because this money in this time could be used for so many things so ken if i could offer a thought um just some background that that you might not have about where we are in the work i mean certainly as a new
044person standing up the work of the ceo is is a big task and one of the things in addition to all of the ways that um my input has been sought out to include the conversation around returning schools um to include thinking about how we mitigate harm how we collect collect data we are i'm also charged with the team to stand up in equity action plan for the entirety of the system this piece of the work is not the policy development piece is no small task so the question is how do we get it all done right and how do we get it all done urgently because that's one of the things i've noted here right we're talking about things that we want to respond to urgently because we know we're in a moment where
045urgency is is needed but what is also needed what is also important is that long view and so we're trying to balance this tension of how do we create these structures that will support the organization in the long term which i see this work as fundamentally a part of while responding to all of these urgent pieces so i hear you when you say you know money is really tight and we need to be thinking about how we spend every dollar i think that this vendor um who has agreed to work with us is actually giving us a really um reasonable set of constraints within which to work because they understand our fiscal realities so this feels like a compromise that takes into consideration all of these competing things with which we're contending right now so
046i hope that finds some resonance i appreciate that and i do very much support this work and i do hear very very much i just find just coming straight off the other conversation we had it's um i i always feel like we shouldn't go to external consultants first right and so you know and having worked with your team and i just think we have such great talent in-house i'm just wondering and i'm just going to put a really really good talent so i'm just going to put that out there but i'm excited about the work and i'll i'll email you some other okay thank you thank you miss seismor heiser up next we have miss keisgamara thank you just trying to get my camera on okay um just to piggyback on that conversation i i
047do support the use of an outside consultant um having listened to and had lots of conversations around these types of topics whether it be anti-racism or bias oftentimes you know you need that safe place and that um i believe that the objective third party can provide that even though you miss williams are um new to our uh organization you also are somebody's boss and so that in that relationship and those relationships can impact how we hear and how honest we're willing to be and i don't think that we can afford to not really hear the time is now to really hear what um uh our stakeholders are saying and so i fully support that um proposal um my my questions i've got just a few and i'm glad you mentioned miss williams your equity plan
048i am assuming that this work um would then uh help to feed in or to provide basis for that equity plan um yes so the whole idea of what comes out of this work will be our definition for what it looks like to develop poli to develop curriculum apologies that is emblematic of anti-racism and anti-bias what does that look like when you do it on purpose the policy should lay out with that level of specificity so we're not talking abstractly what it means to be anti-racist in mathematics in social studies but we have policy that delineates how that curriculum should be constructed and i'm also hoping that with that work we're not only looking forward but it's providing some sort of a basis or test for us to look at our current policies and practices
049certainly um so what is implicit in the process is that part of the work and what i mean by that is part of the standing up of the equity action plan is to look at those data to understand what the patterns are so there is this um nice alignment between the work that i am standing up as i um assume this new role and this work that is moving forward because certainly i'll be using much of the past patterns right because we know we've had interruption in the collect our ability to fully collect data this year so my ask has been so let's look at the data from years past because typically what happens with gaps is they've been in the data for years they might be widening they might be narrowing but when we
050look at this pattern irrespective of the assessment system irrespective of the curriculum we see the same kinds of patterns and so certainly there will be that piece of information juxtaposed with this work that's going forward to help us be conversant about why we're doing what we're doing organizationally and just to respond to that i know we'd like to use the term gap and i got that but i see it oftentimes as a opportunity uh you know where's where's the access to opportunity and how can we improve that i'm hoping that this work will help to inform uh where we need to bolster uh access to opportunity so if i could really quickly um i would offer that with the data tell us the gaps in the data they tell us about system insufficiencies they tell
051us about where the curriculum isn't as robust as it needs to be to meet the needs or the practices and procedures are not responsive enough so they are the flashlight that should start our inquiry into our daily practices um if that speaks to this larger i know we got to do something with that achievement gap language it is very much antiquated um and so i hear you when you lift that up as a concern i do i think it conveys a stigma and i think that unfortunately that shapes attitudes that hurts kids my last question has to do with how the board might be a part of this process um and maybe you can expound on that so um actually let me invite and alicia or members of the existing team that have organized the
052stakeholder feedback i have some thoughts about it but i'm not sure if it isn't expressly a part of the planning that's been undertaken so if you all would share any thoughts around that question first and then i'll offer thoughts go ahead colleen i think we're all waiting for the other person to talk go ahead colleen i think it's in me i mean i think i think we'd be open to the board sharing um how how you'd like to deliberately be part of the process um and i mean the idea is to report back to the board of course on the recommendations for policy development and to seek your input um but but certainly we'd love to you know be intentional about that in the process so i suppose that's not the best answer an ill-formed
053um engagement beyond reporting to the board what the stakeholders share so i'd invite others to share as well and i what i was going to add was one one of the things i found um and important and useful is when we had board representation on our return to school task force and so if there was a way in which we could engage um a board member either within our community groups to be part of those conversations um and or even part of our planning group we welcome that we know that oftentimes our community comes to you first as as that safe place that you mentioned um to share to share their lived experience perhaps they've not felt that they have a safe place to do that within the division so we know that um you
054hear those stories sometimes before we do and so we would welcome you as either parting the planning or the engagement knowing that you have a different lens into the needs of the community and things that they share so thank you all for that those pieces of feedback and i would offer that i would hope that we could engage um at different checkpoints in the process this is what stakeholders are saying these are some of the larger messages that are coming forth this is how we're thinking about um responding through policy so there is some feedback that is happening before the policy is actually in a form where we're then asking you to read and consider it so it would be my hope that again in this process we establish checkpoints when different things are completed
055where we can actually report out as to what's being said because the other piece of this that we can't lose in many respects this feels like the hardest work for people the most challenging work will be actually implementing it so we need to talk about things that come up um our desire to codify those things and what they will mean in terms of the actual functioning of the system to include how we engage with the public to include the kinds of things you might hear as a result of this happening in a school or across the division and so that communication throughout the process i think will be important so that it is not just an activity that forms a policy um but it ultimately becomes a document that is really informing the function of
056the organization through the lens of anti-racism and antibodies and i appreciate that i i would uh like to see the board modeling um as you know having let it be sort of ground zero right where even the way we look at policy at the board level um is being siphoned through some of the guidance that you are providing for our organization oh and i mean again i know we don't have much time so i will try to be deceived but but what is really important for me to just offer from my experience is that when this kind of work is siloed it minimizes its impact so your point about what does this have to do with everything else is a huge part of this work and certainly um as a board who has responsibility for
057policy our being able to think about collectively what else when we change this what else needs to change is the part a part of the ongoing work um so thank you for for lifting that up because that is that is a huge implication of choosing to do work in this way but even if we could have guidance right we're we're all we all come from different perspectives and and how might we incorporate uh bettering ourselves in this area through the guidance that you might help be able to provide to fcps and that's that's my last comment i understood thank you thank you miss kisgamara up next we have oddly enough our three governance committee members right in a row so we'll start with ms corbett sanders thank you um as you know i fully support
058this this is something that uh was some was an issue that i raised a couple years ago and was very happy to support it again last year but that leads me to my comment i am very concerned and i would love to have a commitment and i think we have it which is that this is not a one and done on community engagement and public engagement on these critical issues because what we're talking about is a strategic imperative that should cut across our decision making it should be the len one of the lenses in which we view every decision be it a policy decision a or an operational decision and so how do you see this work being an iterative process rather than just a one and done especially for the public engagement piece yeah
059so so thank you for that question and i don't want to um entangle this conversation but it feels like that's probably the best way to proceed in responding um work that is going on concurrent with this work is the development of the equity action plan and part of that work that is underway is to ultimately create an equity task force now i know the word task force is completely overused but for the purposes of just giving a vision of how we can organize in such a way that number one we make feedback from the public a continuous feature and not every now and again part of how we do our equity work the task force would function in that way um again thinking about the composition of that task force is going to be really
060important because we need people who are most subject to these systems of oppression to be given us feedback about how we're doing in terms of responsivity and that task force also has to have some power and it is not just a you know we show you this information tell you how great things are but where's the evidence that was suggested we're making strides where's the evidence that suggests we need to do more work that is the vision that in many respects is is populating my imagination about how these pieces all come together the equity action plan a task force of interdisciplinary stakeholder groups external and internal that we have some accountability for reporting both progress using the evidence that's present so that this is not a we sat with you one time to get your
061feedback and now we're done but this is the transformed way that we ensure that we are putting equity at the center of our decisions and quite frankly our accountability so dr williams you hit it right on the head um it's there's a feeling in the community that we come out we ask for their input we give them a pat on the head and then we go back and so we have to transform that way of doing business but the other piece of it is you don't like the term task force task force are temporary in nature teams are not we have teams that go on forever so i would urge you to call this more your equity action plan team and that rather than a equity action plan it is the equity strategy to inform
062fairfax county's decision making thank you for that feedback there are some things i do well there are some things i'm not so great at names and those kinds of things i solicit all the help i can get um and so i appreciate it the only reason is that i don't want people to think this is a one and done this is so important and we we need to embed this in how we approach all of our work including our community engagement understood thank you thank you miss corbett sanders up next we have miss amesh okay thank you where do i even begin um first of all thank you guys for all your hard work on this um i mean i think you know to senior staff and to my colleagues i just want to point
063out uh going along the lines of what season was saying this is the level of deliberate and thoughtful engagement we actually should be doing on every decision we make and i understand there are bandwidth challenges and there's ways to think about that but i would appreciate if we even learn from this protocol here um and thinking of how we can transpose it into other areas when i mean when i think about being intentional about equity and really meaning it not just saying it this is what makes the difference between leadership and just kind of compliance based work um but anyway okay so um dr uh or dr williams um you know i i'm a little bit concerned about groups um that may not be represented and i don't just mean in this list right we
064can all as board members think of the group that we might think of and add it to the list but it takes in a certain amount of civic and political development to even have a presence to be a group and to you know uh be something on someone's radar can you just speak to how we're taking that into consideration so that's a that's a really um important concern that you're looking up and trust me it has been a part of the conversation that i've been having with the team as i am doing listening and learning um events with different folks i recognize that the the people who can readily come to the table are those who have some level of power because they do have some level of organization and so my push has been
065we've got to go to those places where people are are disempowered um and certainly working with um carla bruce has helped me to get connections in the larger community and quite frankly the the equity team is so phenomenal in their work with students that i know that we're going to ultimately be able to pull together students who are in the alternative standards students who have had the suspect not just you know students who are struggling academically we've got to have spaces for those students as well as the ones who can tell us very lucidly like what the equity issues are in their building because they are interested in social justice so i appreciate your larger push around how do we get to the folks who are disempowered who will not be on a stakeholder group
066and i think that we've got to push ourselves around going to those places going to those spaces um working with people that we don't necessarily can conventionally think about when we go to do this work in order for that to happen because the unfortunate part is the infrastructure for what you're asking to happen doesn't exist which is what perpetuates the marginalization so we have to create it in order to actually bring those people to the table in ways that we honor what they tell us yeah no i really appreciate that i mean when i think of um and this is the case across the board to your point uh first is thinking all right what are all the dimensions of identity that may be impacted right and then it's like all right who's within our
067system that we may be missing because even on this list i mean i could think of a couple but i would i don't want to be limited by my own mind too lord knows i'm missing a bunch of things too you know so so that's another question all right who's in our system who's in our world and what are we teaching our kids about that and then who did we miss and where are the intersections of all that right so um i think the intentionality required i you know is deep and and i appreciate your outlining that uh and would ask perhaps for you to consider uh as you're working on it thinking about how that protocol can be applied elsewhere you know and and even to my point to our work i mean it
068should kind of be like a framework that's the standard thing that we apply to any decision you know that we're making absolutely and it goes yeah why it matters that this isn't one and done because the reality of it is the the perfect can't be the enemy of doing the work and we are going to miss things right we're going to miss group because we just are but if our process is iterative if the idea is that we're working to get better over time with accountability we'll bring people to the table who should be there because in many respects what happens is the data starts to tell us we need to have certain people at the table does that so hopefully that makes some sense that's impressive no absolutely and then being mindful of what's
069not captured in the data too you know that's it's just so deep um cool uh i also wanted to given that that's the case and the complexity involved i'm wondering what thought y'all are giving to moving away from actually picking things to identity or like teacher-led instruction versus like student-led uh exploration because if we you know empower students to whatever identity they come to the table right we're coming we're accounting for the more than 200 languages of wherever people come from in this county you know so i don't know if you have given that thought but um in developing a policy like this thinking of just flipping it yeah so if i speak to where where my thoughts are about our students um and the opportunity in this work it is immensely rewarding to me
070like just in like what is possible um i think we have the opportunity to make sure that this is guided in large part by our students there's no reason that it shouldn't be right or that it wouldn't be because when we ask our students they tell us now what i would also say that is really important and i i share with um leadership my perspective on this we've got to have account of systems of accountability such that when students tell us things about their experiences how do we hold the organization into account for actually doing something with what they share children students tell us all the times what works for them what doesn't you know the teachers who are inviting and the ones that aren't right um but often those data are just things those
071are good things to hear but there's not that accountability and we've got to get creative about what that looks like into your point about you know there are things that numbers don't tell us which is why we have to have systems that respect qualitative data in the same way that we exalt numbers because without that it's going to be really easy to marginalize perspectives that are essential to interrupt some of these systems that have been in place for forever so hopefully again um that speaks to it speaks to where i am in my thinking as we do this work but i would invite any other thoughts if you have some around how we make sure that the most marginalized and quite frankly the people that we're supposed to serve we're actually serving yeah no absolutely
072and i'd love to i know y'all were saying you want a board member to work with you i'm right i'm ready to do that but in all seriousness um and i know i've spoken with uh miss eddie and dr march and others before about this too um but the last question i have is what we're doing to meet families where they're at whether that be language poverty ability access technology you know these kinds of things if you can speak to that with our outreach strategy um what steps we're going to take thank you yeah and so leona i'd like to invite you to talk about the work of the family engagement um specialist but i've got all kinds of ideas about um that group of highly talented folks um but leona would you mind starting
073out sure absolutely so if you look back to what we said about the um internal group that is the purpose of that group is to talk through exactly what you just said making sure we reduce barriers for access to engagement just like we have barriers for access to everyday school there are barriers and so we will be in working with our language services department working with our family engagement team we have representation so we have family engagement reps um who work with every single region and actually they are often our conduits to our non-profit organizations they're the ones that have the stories on the ground we have wonderful parent liaisons and we also have other positions within family and school partnerships that will support that of course we all are challenged of covid right now
074like how do we have this in virtual settings we know even um you know mr mesh you come to our tpack meetings right and and in some ways they are more attended now that they're virtual and in some ways there's more barriers and so that is going to be part of that group's purpose is to think through the design process to reduce barriers to being involved in this so having different ways to add your voice in our family engagement team when they were working on the family engagement policy last year um did a variety of different things so they went two groups but then there were also open sessions sometimes you have to go to people and sometimes you have to have it open to everyone so those are some of the things we're thinking
075through as well as technology access as well as language barriers that's a huge concern in general um which actually should be a big part of this work is all the different barriers we put up including language needs within our division my time's up thank you thank you mr meish uh up next uh miss mclaughlin great thank you uh building on what my colleagues have said uh there's no doubt of our commitment and and um desire to do this well um but i'm concerned as a governance committee member we specifically asked to bring to the full board the scope and the cost of this work and um before i ask them questions i just want to make the board aware that miss bakarski and i as representatives to the skit we were made aware that the
076county chairman jeff mckay already had an equity task force that he engaged in this work this past fall carla bruce jesse ellis um oversaw that work and so um when i think about how we'd be effective and efficient with our efforts um one i think we need to get as much information on how did they do that work to inform ours number two i do appreciate what ms um seismo heiser said about fifty thousand dollars i absolutely wanna invest um effectively and efficiently our funds um but fifty thousand dollars funds up for a teacher a first year teacher um for us and we have a lot of positions that we need there is so much talent ms leona smith just said it specifically we have these family engagement specialists reps for every region there is
077so much that we already fund at central office that i would like to understand who the vendor is why the slides don't say anything about the 50 000 and what's the scope of work that we're going to pay the vendor for because frankly county government can use their highly talented people to do this engagement work we should be doing that as well and finally i absolutely think we we benefit from at least maximizing our community engagement time and energy by bringing draft policies from school divisions around the country who've already done this great work what do their policies look like the board should be seeing that and we should then say yes let's bring this out to our stakeholders so we maximize getting their input about their lived experience in the system and then also
078what they think about these policies so they're not talking in a vacuum so i dr williams i i know you come with immense expertise um but i do think that there's a lack of information as a board that we're going to need before i i could support saying let's just spend fifty thousand dollars on a vendor so i know i rattled off a lot of fast questions um well certainly um what song you want to start and then i'll add some thoughts based on what we'll share yeah no absolutely just just a few things um that i would say remember the um the 50 000 is the rfp mark we're not committing 50 000 to do this work it will be under that but we're in contractual negotiations to get the best price um to
079do the work so so we haven't solidified that yet um the funds will come from existing money that has been budgeted to support the development of curriculum work within the instructional services department and our equity development work and we do have some cost savings as a result of covet in that work this year because of some activities that we haven't been able to conduct because teachers are focused on other return to school efforts so we do have a little bit of money available for this we do think we can make it work um and if that money not spent on this it would be repurposed um not for staffing positions because these are logistical dollars it would be repurposed other for other logistical supports within um this fiscal year so hopefully that helps a little
080bit obviously once we get the final price would certainly you know make that available to the board the scope of you know the vendor dr williams and others can speak to that more a little bit but there is an awful lot of work that's involved with standing up these meetings scheduling these meetings facilitating the group dialogue synthesizing the information in a way that is actionable and accessible to the team and to the board and you're 100 right we want to be efficient we want to be looking at other division policies i mean the team has been doing that they've been doing a lot of research on existing policies um in other parts of the country there were three uh divisions that we referenced here about you know close contacts we've had with those three divisions
081montgomery county albemarle and piedmont unified but those are just three we're looking at others as well so we are trying to be efficient with that work and certainly we can you know share those additional drafts and policies from other divisions that the board would like to look at some of those as well dr williams uh city i just want to first catch you while i have my time on what you just said um first of all you know i don't i've asked the superintendent to stop giving us power points we need um information like these policies you've all identified they're just cited there it should have been an appendix at a minimum secondly i didn't hear an answer to why does the county government do exactly the work you described for this vendor and they
082do it with their existing employees and you we i didn't hear from miss smith but we already have people who do this type of engagement work i just don't hear an understanding of why we have to pay for a vendor to do the work that we have staff able to do it the county government did it this way and we've got to be spending our dollars there's a lot mr mclaughlin do you want the answer that question was answered previously but i will go ahead and let dr williams answer it again well so i'm sorry i'm sorry um mr frisch my answer was not an answer sorry i said uh dr persidio was explaining hot he didn't answer my question which is how come we have to pay to get this work done but the
083county government uses their own staff to get this very work done i didn't hear a response to that when ms leona smith says she's got family engagement specialists in all the regions i would like to know why we have to go outside to pay people to do this and as i said dr williams addressed the question of why this is a preferable path uh in her answer previously so i will let them answer your question and then we'll move on to miss darenette kofax and and so i i hear the question and um certainly i'd invite the team to share in this but i need to offer up something that's going to be a less than satisfactory response to your question um but this is one issue among many that will come down to decisions
084around choices as it relates to equity and access and i think that you know a lot of what we do to move equity forward feels like it's in contradiction to things that we could we could just do another way and what i would submit is i can't speak to the process that the county used um and who what vendors they use etc etc but i do know that if we have equity professionals who worked across the country who do this professionally who have helped other organizations develop a policy process what we know is that they have the cultural competency what we know is that they have the experience in the track record where we don't have to ask um you know have you had this training what is your understanding of bias what is your
085understanding of awareness which in many respects as an organization we are still building the foundation to ensure capacity across the group so the the idea that we have people who could go out and do this work is absolutely true the the question of have we trained all of those people to the level um of cultural competency where we would look at the information and know that they apply that lens uniformly i'm new to the organization that is a part of my unpacking process so i think that what we actually do outside of all the other things that i just outlined is we get people who we know have competency in that framing to gather the information and give us recommendations so that we don't don't end up with something that actually doesn't speak to in
086the long term what the organization needs to do that might be miss mclaughlin very hard um and quite frankly require those kinds of conversations that are really soul-searching because they have deep import and i think that that is what working with this organization or any other organization that has this background that's what it affords us that using staff internally may or may not provide but again leona if you want to add something additional well that first of all very eloquently said thank you for that other understanding of like the the need to invest in this i i do i appreciate ms mclaughlin's point that we have really great people on staff who are always willing to share their content expertise and engage and one of the things i'm still connecting back to is this idea
087of trust and and also time um a lot of our family and school partnership staff just as a reminder to the board our hourly staff um our family engagement reference reps are the only ones that actually are not but the bulk of our parent liaisons are hourly so we think about um ensuring that the amount of time and tensionality to really listen we have this moment of time to really listen um i do hope that we you know leverage whatever we can to really pause and listen in unbiased ways that we ourselves can get in our own head because we have a perspective of how things are going um i i have been in fcps for a long time and i love fcps and i'm sure i have my own biases around what i think
088we do well because i live and breathe this work every day so that's just another consideration but i do think we have great people who will also support this work we will still leverage them and i do believe that um we could clarify the scope of the team i think that was a question you had miss mclaughlin it was on one of the slides so um designing the process and identifying stakeholders and all that that's our work to do we're the ones with the relationships we're the ones that understand fcps we're looking for this external group to help us with that data collection and providing that safe third party um perspective of analyzing and facilitating the groups so that so we have minimized their role the the rest of the world the rest of the
089work we will leverage all the great sorry all of the great people of fcps uh before we move on to miss uh darren at cofax dr williams suffice to say you all have no problem with checking in with the county to to learn whatever insights they might be able to share of course mr fresh can we just make sure that the board's provided with the actual rfp once it's completed and the dates of when it's going to be issued uh dr presidio is that a problem might i jump in here please um sure and because of the cost of this particular proposal it does not require us to go through an rfp process since it is under fifty thousand dollars um we did uh vet this vendor against i think it was three other vendors
090and they came out with the best price as well as met the the goals of the proposal um that we had set so it does not go through rfp but we could share with you the proposal from the leadership academy great thank you miss darren at kofax um thank you i i want to thank you all for uh update on this very important work um i i do appreciate it um i'll just follow this line of questioning about the vendor i want to say up front that for the reasons you stated um and ms williams i believe that an outside vendor is important um i i see this process it's a whole it's a wholly different topic of course but i see the process very similar to a porch of a graduate when we discussed
091that we had an outside vendor we worked there were over i will caution you on the size the stakeholder group is beautiful and big but we had over 75 or 80 participants and portrait of a graduate i was the school board rep on there it's a tough group to manage obviously i think that's an additional reason to have the outside expertise on something like that i think it's important so um yeah but i would appreciate as soon as you can get us information on um the the leadership academy group that um you have um looked at i think that will ease some of the fears but um so the one thing i also i wanted to ask when you talked to carl bruce um from the county um you know obviously she was a member
092of skipped and skipped also you know um they were established basically um to see to look at the county and see our deficiencies and and they were based first on basically child care issues and early learning issues but of course they branched out and we got the one fairfax policy from them so i i and just because you're new i just want to share this newer not completely but but have you talked to miss bruce about that and how that all worked in the beginning and how we branched out from one mission to a greater mission so um miss bruce is very generous she is my um campaign we check in weekly um and i've attended a skift did i say right i've attended one meeting okay so i am getting all of that background
093yes okay good because i do think there's definitely and i saw the uh stakeholder group there are obviously overlaps in between skipped but i think that would be maybe checking in with miss bruce to see if there's any missed stakeholders from the skipped committee that should be a part of this to help inform this because i think that's really that'll be really important and because that's established and that and part of their mission um it became what we're looking for a small part you know by by establishing the social and racial equity policy um that we developed i think the process was similar so um if if not whole list wholly the same topic you know i realized that so i think that's a great reference point and then i do i have i have
094questions and i don't know if i know we talked about this in an earlier presentation but the student equity um advocates said that the leaders i i have questions about how to be chosen how they'll be trained and how many per school because i think that's going to be a great point in all of this yes yeah miss danica fox i'm happy to and and i'm happy to share as a follow-up a one-page summary of the group so every every high school has two of them we allow the high schools to choose and they engage in four sessions with our equity um central office team to build their capacity but i have to tell you i would love for any of you to meet them they are just amazing this is our future they are
095on fire and so they have been so engaging that we have now begun to offer monthly office hours for them and they just want a space to come and talk to us and they have so many wonderful ideas at the site level as well at the division level which is why we thought this was a perfect group to to lean in on their leadership and their advocacy and empower them especially after we heard the stories of all memorial county and how their work resulted in uva creating an action a youth action team even at uva how powerful their work was but we are happy to follow up with additional one pager of um students and and so that you can get to know them too and and miss smith i know um montgomery county um
096had an excellent program too that was kind of student-led so i saw them on your list in in if you engaged in them as well because their program's been long established i'm not sure if it's exactly the same as we're looking at it and miss their next that was your time so we'll get this answer and then we'll see if anybody else can yes we have engaged with montgomery county we've just begun those conversations one of one of our secret weapons is even miss hunter who's on the team miss alicia hunter was one of the equity and culture responsiveness specialists on my team and then she was recently promoted to the coordinator she actually worked in montgomery county and did a lot of this work there so we have connections and you're right there's great
097work in our neighbors that we are leaning and learning from so that we don't um so that we all are are resourceful with our time as well so thank you for mentioning that all right thank you thank you again thank you mr neckofax would anybody else who has not yet spoken like a go at this all right i will take my turn then um thank you everyone dr williams and everyone else for for sharing with us today and for your work on this and um speaking from the governance committee we look forward to continuing to partner on this and getting it done so that we can let it do the work that we're hoping it will um just to put a finer point on it when we talk about the need for an outside consultant
098um i think one of the things that that we're getting at here is it's not like previous school boards didn't have a commitment to to equity right that we didn't talk about the need for equity um and yet it's something that we come back to again and again and part of the idea behind an outside consultant and correct me if i'm wrong dr williams and team um is letting someone else ask the question because we are you know enmeshed in all of the inner workings of this school system and baggage comes along with that how we think about certain programs you know whether we think about it uh consciously or not right um and someone from the outside will think differently about asking the questions they will hear the answers significantly differently than somebody from
099the inside that's what we're getting at when we talk about the need for an outside set of ears and eyes on this right so the only thing i have to say that to that is what you just say that's that that's exactly the point that that i'm trying to lift up um and oh by the way what about when what needs to be said is i experience racist behavior and slurs every day i mean what if when the things that need to be said are really hard not just in the abstract and that's what we sort of need to understand there's no way for us to write a policy that is about anti-racism and anti-bias which has many manifestations right that that's longer than the time we have without our having some sense of what
100that looks like in the organization and so to have that unfiltered conversation where those things can be solicited uh solicited we can be really clear in the development of policy of operationally this is what we need what we mean because we can connect it with the feedback that was heard consistently across different groups so that was a very good summation well you know i i've met with lots of uh gsas across the fcps and one thing that i hear routinely is from students who say look i hear words said i i get i feel this way when a teacher doesn't stand up for me etc and i say well did you talk to your principal about it and they say no so that tells you that there is something in the way sometimes from having
101the frank conversations that are going to result in change right and i think everybody on this board knows that that conversation is happening around race and other issues too because you know we've seen the comments on social media from students uh over the last two years um and what you just said right that that was a a a easy pitch in many regards because sometimes what students will say is this has been happening and people knew it was happening and it was allowed to happen and so it to make sure that that gets in the report if that is the thing that is said the outside person similar to me who is still learning i can't connect those comments to anybody and say oh such-and-such is a good person they're well intended they don't have
102all of those things to explain away what might be said in those forums right well and i'll just underscore again that i appreciate all the work that's going into this um you've arrived at the perfect moment dr williams so uh we look forward to diving in on this with you and and with miss eddie and um with uh you know the rest of um uh leona and the rest of the team as well um in the months ahead um with that said if nobody else who has not yet spoken would like to speak we can go ahead and adjourn for the day just about 13 minutes over time which is not too bad for us all right with that we are adjourned thank you everyone thank you thanks everybody thank you dr williams have a
103good afternoon great job dr williams great job leona colleen thank you very much good afternoon great job you