FCPS School Board Meeting 5-9-2019

001e e e [Music] e e e e e e this May 9th 2019 regular meeting of the Fairfax County School Board will now come to order please rise for the Pledge of Allegiance a moment of silence and a performance of The National anth by the Glascow Middle School chorus under the direction of Miranda Lansbury can you see by the dawn's early light [Music] rocket the BS bursting in through [Music] [Applause] in in order to comply with Section 2.2 3712 D of the code of Virginia it is necessary for the board to certify that since the Fairfax County School Board convened a close meeting on May 9th 2019 and to the best of each member's knowledge only public business matters lawfully Exempted from the open meeting requirements and only such public business matters as were identified

002in the motion convening the Clos meeting were heard discussed or considered by the board during the Clos meeting I have a motion motion made by Mr Moon seconded by Miss Strauss all those in favor and that motion is unanimous oh I'm sorry I I apologize so that's Miss Hines Mr Wilson Mr mline Miss Daren at kofax Mr Moon Miss mlin Miss Keys gamar Miss Evans Miss Schultz Miss Strauss those Nays abstaining abstaining by Miss PCH that motion passes a few other announcements before we begin tonight's meeting Mr tigner is absent this evening we will miss him I would also like to recognize former student representative Niar vaka who is in the audience this me this evening we also have some Boy Scouts in the the audience they include Chris yansen the scout master Bobby King

003else tillan Joshua Jansen and David Allen another scout master thank you for being here if you would like to review a copy of the agenda and any agenda item that is being discussed tonight that information is on the table by the auditorium entrance tonight's agenda is available by going to Schoolboard on the FCPS home page selecting board docs under upcoming Schoolboard meetings the meeting is also being streamed live online select Schoolboard from the full menu then click on the watch live button on the Schoolboard meetings web page please turn off or silence your cell phone I now call on Mr moon for a brief announcement thank you Madame chair I have couple uh recognitions uh but before I do that I would like to take a personal privilege to announce that I would be leaving

004the meeting a little early today I have a son graduating from graduate school tomorrow morning so I'll be taking a late night flight 10:00 and then go up to Indianapolis first and drive two hours even further up and hopefully be able to get his graduation before before too late tomorrow morning uh with that let me read Teacher Appreciation Week May 6 through 10 every day the teachers of Fes County Public Schools demonstrate their personal and professional dedication to providing an excellent education for the children in our community our teachers are committed to ensuring that all children develop their full potentials for academic achievement teachers are influential in fostering their students both heal both healthy self-concepts and a sense of a civic responsibility Fest County Public Schools value the skills creativity and professionalism that characterize our

005teachers and we welcome this opportunity to command our teachers and to recognize the energy dedication and vision that they contribute to our school system do we have a teach teachers in audience if there is please stand thank you so much for all you do each and every day for our students next I have a food allergy Awareness Week May 12 through 18 2019 created in 1998 a by the food allergy research and Education Inc food allergy Awareness Week shines a spotlight on seriousness of food allergies and helps to improve public understanding of this potentially lifethreatening medical condition by increasing awareness we can encourage respect promote safety and improve the quality of quality of life of all those affected by food allergies and anap anaphylaxis F allergies of f up to 15 million Americans including nearly

0066 million children roughly two in every every classroom the only 30% of children with food allergies are allergic to more than one food every 3 minutes of food allergy reactions and summon to the emergency room in the US you can learn more about food allergies and Anis by visiting the food allergy research and education website at www. foodallergy.org do we have employees working in the Food Services in the audience please stand if you here we'll give you Applause anyway thank you madam chair thank you Vice chair Moon I now call on Miss McGloin for the recognition of the internal audit Awareness Month thank you as chairman of the audit committee um I'm very pleased to be reading this evening's recognition in order to raise awareness and recognize our office of the auditor general May has

007been designated as the internal audit Awareness Month internal Auditors have a very important Purpose with complex organizations through the variety of roles and responsibilities these include provide insight and assess controls through their expertise knowledge and Broad perspective of an organization internal Auditors can evaluate efficiency and Effectiveness and provide management and the board with assurance that the adequate controls are in place to respond to the risks that may threaten an organization they evaluate the risks risks can be everywhere reputational damage inefficient operations fraud lawsuits policy violations Regulatory Compliance theft Etc in internal Auditors assess the significance of the organization's many risks and the effectiveness of the risk management efforts they communicate this to management and the board and develop recommendations to improve risk management they help to improve operations with a solid understanding of the organization's

008objectives internal Auditors can examine operations to determine whether they are efficient and effective they promote ethics professional internal Auditors abide by a code of ethics that upholds the principles of Integrity objectivity confidentiality and competency they raise red flags when they discover improper conduct reviewing processes and procedures internal Auditors review operations closely and assess whether existing processes are welld designed to help the organization achieve its goals monitoring compliance internal Auditors assess the organization's compliance with applicable laws regulations and contracts to ensure that management is addressed these requirements adequately they also offer insight into the impact that non-compliance would have on an organization and inform Senior Management and the board of non-compliance they also evaluate safeguards the organization's tangible property human resources and intellectual property are valuable and must be guarded against potential damage internal Auditors evaluate

009the procedures used to safeguard these assets and they bring deficiencies to light and make recommendations to enhance protection the investigate fraud because fraud can affect any level of an organization the internal auditor is provided access to all records as well as the authority to conduct Audits and investigate possible fraudulent Behavior throughout the organization and finally they communicate results after conducting thorough audits the internal Auditors report their findings and recommend appropriate courses of action to strengthen organization's success at this time I would like to invite our auditor general Esther Co to join the board at the the day for a [Applause] photo I I I absolutely would like to see the entire team join us along with family members and supporters I was only given the words of the auditor my apologies e e e I

010now call on Miss Al for a recognition of the Oakton boys swim and dive team this evening the Fairfax County School Board is pleased to congratulate the Oak High School boys swim and dive team as the 2019 Virginia High School league class six state champions following their perfect season and winning the con Encore District Championship the team continued their dominating performance in the postseason by winning both the northern region and class six state championships the team success was a combination of individual and group efforts Daniel jennis and Anthony Grim set new 68 State records in their individual events earning All-American designations Nick Heyman earned the All-American designation in his individual breaststroke event while Joseph pero received the recognition for his diving event the All-American designation is awarded to athletes who equal or beat the national

011inter Scholastic swimming coaches association 201819 time and parameters for vhsl swim and dive events the Oak and cougar boys swim and dive team is considered one of the strongest in the Commonwealth the members and coaches are dedicated to excellence and willingly put forth the effort and commitment to achieve the highest level We wish all of you the best in your future athletic and academic Endeavors at this time I would like to invite principal Jamie Lane and her family coaches Parker ramell Stephanie HCK and Gabby galves and members and family of the class 6 state champion Oakton High School Boy swim and dive team to join us at the diet for a photo with the board [Applause] congratulations e e e I love it Oak boys I just want to say thank you again for coming

012out I think this is the large just turnout we've had of a whole team coming for this honor it was wonderful for you and your families to be here for this incredible state championship celebration I now call on Mr Wilson for a recognition of national adult and continuing education month thank you madam chair the adult and Community Education Ace Program of Fairfax County Public Schools began with an action by the school board in 1955 and in the over 60 years of the program's existence thousands of adults have learned essential skills in addition the Fairfax County adult high school has given adults the opportunity to earn a high school diploma or certification of high school equivalency through the GED program through the years the Ace Program has provided adult students with the opportunity to learn English

013learn new languages acquire job skills transition to new careers and grow as workers citizens and parents the Fairfax County Community has looked to Ace to help develop our Workforce provide solutions to community problems through education and create a culture of lifelong learning for residents of all ages adult Community Education and the Fairfax County adult high school program have made major contributions to the school system as a laboratory of innovation for the piloting of new programs and services in support of prek through2 Education through High School completion family literacy summer programs extended day programs enrichment courses and driver's education through creative programming and targeted advocacy for the adult learner as well as providing enrichment opportunities for youth beyond the school day Ace and the Fairfax County adult high school programs have helped to create a dynamic

014Learning Community for all generations in Fairfax County at this time I would like to invite staff from the educ from the instructional Services Department to please join me at the Das with my other board members for a photo the board e e e the next order of business business is citizen participation tonight eight citizens have signed up to address the board and we also have two video pres testimonies speakers are requested to limit their remarks to no more than three minutes the school board will not hear statements involving issues that have been scheduled for public hearings such as capital Improvement program budget and boundaries complaints regarding individual students or school-based employees should be directed to the appropriate School principal or other school official speakers should refrain from using personally identifiable information in connection with an

015individual student speakers are expected to deliver their comments with the decorum and respect appropriate to the conduct of the Public's business please be mindful that there are often young children in attendance at these meetings or watching at home so language should be appropriate for all age levels thank you for your cooperation and thanks to those who have come to speak to us tonight I'm going to call the first three speakers Amber Basler Lynn schmouder and Tina Williams good evening uh my name is Amber Beer and um I'm a resident of hearen uh hearnen Virginia and I just wanted to thank uh uh those in the board in support of lgbtq inclusive fle program around you know it's been about a year or so and so far the gender binary hasn't broken down so I think

016we're pretty safe at this point but really it's it seems like such a small thing to just add sexual orientation gender identity and changing the the language around a a signed up birth but for someone who grew up not knowing anyone else who was like myself it is very important to see that in the school system one of the big challenges for being lgbtq is that you may very well be the only person in your family in both sides of my family I'm one of three and out of two I'm the and only two of us are trans and I didn't know about the other one until I came out because they had been ostracized from one side of the family and so we have to find our elders we have to find our examples

017and for many of us we don't the we don't meet people like us until we are out and able to really explore and so I the first time I met someone who was someone else who was trans was three years ago and just having that example of in schools to have that kind of language now it's very different with social media and with the internet and being able to connect but still it's seeing that the school and that the system and the instit tion is recognizing that we exist and because we do because you know there are more and more families es not just in Fairfax County but in all across the world and so seeing now that the institution and and the uh programs are catching up to where Society has been for a

018very long time is very reassuring and to a point where me coming here to thank you for that will be a thing of the past and that really it'll just be something people don't even think about anymore and so once again thank you so much for your support and continue to uh thank you and continue to support the lgbtq community thank you Lynn Schauer Tina Williams good evening school board members and happy Teacher Appreciation Week thank you for this opportunity to speak on behalf of my members I'm Tina Williams president of Fairfax County Federation of teachers during a national educator shortage our education professionals are leaving this County or profession entirely excessive workload surmounting class sizes and constant work demands outside of contract hours staff pay does not keep Pace with the market or cost

019to live let alone how we should be valuing education professionals IA pay and treatment on the job dishonors their contribution and professionalism special education retention is a red flag with dramatic burnout rates the district hears these same stories just as we do these critical issues are constantly reported on work environment and they are not new issues we don't need more data we need action to address the retention crisis fcft is advocating for increased Staffing in high impact areas member tell us that workloads are directly tied to underst Staffing stagnant Staffing ratios have not kept pace with increasing special education needs and elll populations expanding class sizes and students requiring more add add individual attention fcft supports increasing the number of IAS Behavior Specialists and nurses to adequately support all students and teachers we must pay

020IAS a fair and livable wage the IIA compression scales a few years ago created a significant inequity that must be addressed par professionals cannot survive on the single income rate that they have even as we we ask them to educate and support our children with the most needs poverty wages are not caring culture thank you to Karen Corbett Sanders for your advocacy to move the Ia scales to at least 50% of teacher salaries and board members supporting this including Dalia Sandy and Megan to retain the best and brightest several policy implementation practices must change installing a truly Anonymous umds practice where employees can report work site issues without the fear of reprisal just as parents can is essential professional Educators especially IAS need more professional development and career Mobility student discipline must be equally and

021equitably enforced and audited in all schools we look forward to working with you on these your decisions reflect how you value FCPS educational staff not just in your words but in funding the budget request does not fully reflect the needs on the ground we can no longer put off addressing these needs stronger staff equals stronger students thank you Trisha Ramen followed by Linda woo hello my name is Trisha Raman and I'm a student at FCPS I'm grateful to have the opportunity to address the FCPS School school board about a problem I've noticed in my school and other schools that I know if fixed will lead to a more environmentally informed student body the lack of recycling personally I went to middle school where recycling was highly enforced and I knew from my peers that seeing

022recycling as executed in schools influenced kids to recycle at home however at my high school many classrooms do not have recycling bins in class and during lunch we mainly trash our food including recyclable items including plastic bottles high schools throughout FCPS face an epidemic of a lack of recycling but there are also large disparities amongst the high school according to the FCPS get to Green website West bomic High School recycled 9.09% of their waste while McLean High School recycled 30.5 3% if one school can recycle nearly onethird of their waste all other schools can and should be able to do the same we need to work on implementation especially since the infrastructure has already been developed in regulation 8541 our goal should be to standardize our approach to recycling where all schools are equally conscientious

023and conduct the same practices furthermore we need to reduce our paper consumption in schools I have seen students printing unnecessary amounts of paper and I've also seen tons of them using only single-sided printing further wasting paper I propose that we Implement a new rule that students pay 10 cents per page for black and white printing we want students to realize that every time they print something they are using precious natural resources a cur a concern of this program could be the potential harm inflicted upon students on free or reduced lunch but because of the minimal cost for printing and the move towards electronic learning I'm confident that the program is achievable I have firsthand knowledge about how easy and effective this program was in another scps high school and how it allowed students to behave

024in a more Environmental mentally conscious manner by charging for printing we can create an exponential decrease in paper use and also provide economic benefits to FCPS by further enforcing Recycling and implementing the paid printing program in all FCPS schools we are advocating for students success in a future world and creating a generation that is both knowledgeable and informed about how their actions directly impact the environment thank you [Applause] Linda woo followed by Mary Matthew hi okay my name is Linda woo and I'm a junior at witson high school and thank you guys for letting me speak today 10 years ago our nation's capital implemented a 5cent tax on plastic bags just last January DC banned the usage of plastic straws in restaurants and businesses our nation's capital the center of our government less than 20

025mil away is enacting these legislative reforms so why isn't Virginia the answer is because we're a Dylan's law state we need Richmond to give us permission to even touch outdated legislation so if the general assembly won't let let us protect our Earth and my for my f generation and my children's generation then we have to do it ourselves and that starts where we have the jurisdiction in our school system China One of the biggest buyers of recycled material has announced its national sword plan to cut off importation of recycled material by 2020 why one reason is because too much recycled material has been contaminated I see this when I'm collecting recycled material for my science National Honor Society I see half finished coffee cups toss carelessly into recycling bins and it's not their fault that

026they aren't aware of what can and cannot be recycled it's our fault part of the goal one is that our system school system make sure that students graduate as active participants of their local and Global Community one of the propositions that I have for you today is to increase student and faculty awareness of what can and cannot be recycled things like takeout food containers plastic bags and stym foam among other things cannot be put into the recycling bin this is something that me myself was not aware of and until I did further research last June Fairfax spent over 55 ,000 collecting and processing recycled material part of that cost was to take out what couldn't re- recycled from what could so let's work together to encourage Recycling and make sure that it isn't a financial

027burden on our community Mary Matthew followed by Norm Hall hi again I'm Mary Matthew and I teach English at West pomac High School I'm here tonight also to thank you for adopting the current more inclusive fle curriculum so instead of a call to action since we don't need it anymore let me read you a poem that I found on the Amnesty International curriculum page it's called decked by Victoria Rell tell me it's wrong the Scarlet Nails my son's sports or the toy store Rings he clusters four jewels to each finger he's bed decked I see the other mothers looking at the star choker The Rhinestone strand he fastens over a sock sometimes I help him find Sparkle clipons when he says sticker earrings look too fake tell me should teach him it's wrong to love

028the glitter that a boy is only a boy who'd love a truck with a remote that revs batteries slamming into corners or Hot Wheels Loop to looping off tracks into the tub then tell me it's fine really maybe even a good thing a boy who's got some girl to him and I'm right for the days he wears a pink shirt on the Seesaw in the park tell me what you need to tell me but keep far away from my son who still loves a beautiful thing not for what it means this way or that but for the way facets set off prisms and prisms spin up everywhere and from his own jeweled body he's casting rainbows made every shining color true now try to tell me man or woman your heart was ever once that

029brave thank you for being brave thank you for embracing the rainbow that is all our children Mr Hall followed by Dominic St straine good evening let me start by reading how students with disabilities appear in tonight's strategic plan report one furthermore the students with disability student subgroup actually performed higher on the reading so test 50% and on progress reports 47% continued efforts are needed to ensure all students have the appropriate instructional supports to reach grade level reading expectations two AAP students in the English learner and students with disability groups were the two exceptions with both these student groups showing improvements in past Advanced so performance three similarly the percentage of students who earned the passing final Mark for one or more honors or apib course held steady for most student groups but declined for the

030black English and student with disability student groups in both metrics four data appendix reading and Mathematics summary the following table provides disaggregated school year results for students with disability subgroup so one this means that a 50% pass rate whether on the reading test or and course work merits no further conversation there are references in our twice exceptional students within AAP classes at the primary level two and then honors ibap classes 3 without any context about all the struggles this class of students faces and then we have four a disaggregate data dump with disability type but not presented in such a way as to support analysis of educational settings as in placement and self-contained team taugh or specialized programs I can't offer constructive criticism I'm going to move on where are students in the disabilities in

031the Strategic Focus report seriously I'm asking because no matter how busy the pages of this report are there is zero strategic Focus devoted with students with disabilities in my opinion this is how CPS gets into trouble with the community it's not that you go off in a bad Direction rather signs of trouble are Mis ignored or put off rather than met head on and whenever report suggest looking at return on investment I wonder about the lack of strategic Investments being made or even contemplated in the name of special education damage control is what make your headlines these days so look while I've stood before you more often as the advocacy Sheriff sepa than any other SEPTA representative I am not its face nor are the other members who make presentations if you attended our award

032ceremony last Saturday that is where you would have seen the face and heard the voice of SEPTA it was in the smile singing and dancing of children who are celebrating the differences being made to help them fulfill their goals these are differences being made by fellow students teachers instructional assistants and yes the administrators and Community Partners who understand that what puts the special in the special education is the loving kindness and concern for the individuals who are sometimes bereft of individuality during meetings ironically during meetings that are abbreviated only in name as individual education plans if you were there last Saturday I would not have to tell you to visualize and hear whose future is at stake with true strategic planning my job is to help you draw the connections between their genuine inclusive participation

033One Fairfax versus the frustration and limitations in the FCPS strategic planning thank you thank you Mr h Dominic hello chair Sanders and the board thank you very much for allowing me to to to speak before you tonight my name is Dominic straine and I'm a senior at George Mason University studying Environmental Policy I have a strong passion for the environment and sustainability and I'm looking to improve the the curriculum surrounding sustainability and environmental Affairs within FCPS the portrait of of a graduate as outlined in goal one of Student Success is is designed to give students the tools necessary to become critical thinkers and problem solvers within their communities with issues in sustainability become more prevalent as more politicians begin to include more information on their platforms companies include more sustainability techniques for growth educational institutions

034are incorporating these changes into their curriculum to prepare their students for careers in policy business and Science and everything in between the inclusion of ideas and practices in sustainability like the sustainable development goals put forth by the United Nations and the portrait of a graduate Capstone projects will effectively prepare students for Life by giving them the tools to become problem solvers and critical thinkers by working in collaborative environments that work to address a problem within their Community the sustainable development goals themselves focused on improving social Equity ensuring economic growth and advocating for environmental sustainability I can speak to the effectiveness of these programs with the understanding that students must have the sufficient background knowledge on environmental Affairs and this can be done by addressing the meaningful learning goals uh set forth with with within the

035goal one uh specifically I can speak to the to the effectiveness of programs like these uh because I have taken Dr Dan Claro's class on sustainability and action at George Mason University this uh it's it's a class for it it's the Capstone class for for those involved in my major of environmental and sustainability studies I am now prepared as a result of this class to apply my knowledge and experiences gained uh while being at Mason this class calls for the immersion in the SGS by allowing students to tackle Community issues I addressed gold to of no hunger by addressing food waste and food recovery by creating Partnerships between student groups at Mason and area of food and homeless shelters beginning public awareness campaigns and assisting in food recovery efforts uh in order to to take

036on these these issues maybe consider a partnership between the faculty uh of of FCPS and the faculty of George Mason University where these things are are being actively engaged sustainability is the future and FCPS must be able to prepare students for the changing world that is moving more towards sustainable techniques of growth and management thank you very much for your time we now have two video testimonies these photos were posted by School staff to Twitter I have edited these pictures to obscure the faces but on Twitter the faces are clear and other information is sometimes included such as student name and personal details these pictures are publicly available for anyone to see even without a Twitter account parents did not give permission to the school to share these pictures and you may be surprised that

037this does not violate school policy but it worries me it does not feel right it is not best practice I'll take a break here to show you the photos posted by Sac there are no photos because the sac policy is to not share student photos unless given explicit permission many other Public School Systems private schools and child care facilities require permission to share photos many have password protected sites for sharing in and policies against posting on public sites such as Twitter why don't FCPS students have this protection there is an option to opt out but when I talk to other parents they are not even aware that their children's pictures are being posted to social media let alone that they can opt out in addition it is difficult for teachers and administrators to respect parents'

038wishes when they opt out with hundreds of students and do of Faculty it is just unrealistic for every teacher to keep track of who has opted out I did opt out my son and even then his picture was tweeted the current policy puts students and FCPS at risk since there is no monitoring of social media posts or even a complete list of all accounts that are posting I believe the teachers and staff had good intentions but are not considering the risks of the public postings photos on Twitter do not benefit the education of our students so why are we taking these risks I am trying to teach my son to be careful about social media and especially photos and he is getting the opposite message at school the policy should be changed good evening Schoolboard

039members Dr brabrand and Senior staff my name is Robert rby Jr I've been teaching in FC C PS for 20 years and am the President of Fairfax County Public Schools Pride FCPS pride is a social welfare organization which envisions a public school system in Fairfax which is welcoming respectful and safe for each person regardless of gender identity gender expression or sexual orientation I want to thank you for retaining the portions of our family life education program which teach about sexual orientation gender identity and lgbtq people its development and implementation are part of an ongoing process of growing respect and support for all members of our community that I have seen in my two decades teaching in Fairfax County I want to thank the school board but also the senior staff who have passed created and

040implemented these programs they make make more of a difference than you know they make a difference in their own right of course but also by creating an atmosphere in our school system in which lgbtq students lgbtq employees and lgbtq family members can feel that they are welcomed as full and equal members of the larger Community you know that I am not reticent about telling you when I disagree with you but I want to take this opportunity just to say thanks for so many things only one of which is an inclusive family life education curriculum thank you for listening since Mr tigner is await this evening we will go on to the fiscal year 20 approved budget presentation by Dr Bray brand good evening chairman Corbett Sanders and members of the school board thank you for

041giving me the opportunity to uh kind of give you an update on where we are with the school budget many of you know that the Board of Supervisors actually approved their budget just earlier this week a unanimous vote that included fully funding our school's requests for the second year in in in a row and I want to thank um the entire Board of Supervisors and County Executive Brian Hill for making that a reality and I hope uh two years down and many many many more years to come with a similar uh outcome I do want you to know uh tonight just kind of updating you and the public and everyone on where we are with our fy20 um budget it's changed very little from five months ago when you approved it in February uh and

042I want to just go over a couple of things uh since then some small changes and tweaks for you to be aware of first of all on the revenue side you did approve at the third quarter budget adjustment a set aside to fund a revision of the FY 20 teacher salary scale you know we finally worked on getting that ba Lanes piece straight and we restored those Lanes um so a million dollars will be added to the fy20 beginning balance um that is onetime dollars that will have to build into the the base for next year but we did make that change at the third quarter adjustment I also wanted you to know that when we had first come to you in January with the the state aid we were looking at the governor's proposed

043budget and of course the general assembly finished its work uh really in late March um and in the final negotiations there was a slight decline in state aid uh really across the board in the common wealth but to FCPS it was $3.7 Million they changed the 5% compensation timeline they they changed the month at with at which that would happen and then there was also a change to the counselor student ratios which funded less counselors so all of that added up to about $3.7 million loss in in state aid I want you to know though how we're working uh and have worked to successfully address those issues again on the expenditure side now we are are recognizing the ba Lanes um and again that will let us provide uh 23 steps with no grandfathering and

044no elimination of that ba plus 30 Lane um the second item we've been able to find Health Care savings we looked at the analysis of changes to healthc care elections that happens every year and we've seen that a number of employees are moving to a more modest health care plan um this is saving our uh operating fund um by 3.1 million and a lot of that is premium driven it's a premium for our employees and they're moving to a lower premium uh plan um it's also come to our attention that the bus radio replacement project that we've been working on really for some time has been delayed we had in this budget 1.2 million to pay for system maintenance and support not the purchase of the radios but the support structure uh around once those

045radios would be operational um it is likely it is the case now with the delay that we'll only need support uh for six months in the year next year and that will be a savings of $600,000 so we will be able to deal with the cut in state aid uh by those following changes I want to just show you a few other things that you already know you've seen these charts before but just as a reminder of we have a $3 billion School operating fund and it represents a 4% increase um those are rounded numbers um and uh this is a budget that continues to focus on instructional programs 80% of our budget is allocated to instructional programs um we've talked about it before if you looked at the budget in terms of total dollars

04690% of our budget is around employee compensation just as a reminder this budget is a budget where we took those first steps to begin to align our budget to the Strategic plan uh and you can see all of the goal areas Student Success caring culture Premier Workforce and resource stewardship all of those are there and broken out by those categories I'm not going to go through each one of them at the moment but I wanted to remind you of those um and I will quickly just show you the slides around each of those goals Student Success you can see all the instructional programs we talked about giving additional support for um we also have as you well know this board the Staffing initiative placeholder we have about $6 million in that um and we have

047amendments and follow on motions that we've been talking about at our budget work sessions and we have budget work sessions actually scheduled for next Monday and Thursday so that we can really finalize what will go into that placeholder we had the Staffing uh initiatives for Staffing Reserve replenishment at 4.3 million and as you recall we had the decrease in enrollment and the adjustment for that for goto caring culture you can see the bre breakouts there around mental health safety and health care creating that equity and positive support Behavior position and we look forward um to also talking to you um in June when we're going to bring the results of our discipline report and study along with consultant uh insights and reports at your June work session and then finally there was a small amount

048uh as a result of skip recommendations for initiatives with play groups finally with or not finally but go three with from your Workforce we really got to make the focus of our budget this year getting our pay right especially for our teachers we did our teacher salary scale enhancement to get them back to Market competitive that included a 1% MSA this was a budget that included step increases uh that were on uh average 2.6% plus the um 1% MSA for our non-teachers we made the changes to the ba Lane salary scale we did bonuses for those at the top of the scale and I know I know many board members are still one of the Amendments out there for you to look at is um doing something other than the bonuses we talked about parently

049asons and put that in for those between 20 and 24 hours giving full benefits we address the living wage and I recognize there's some additional uh review of that that you all are doing and we recognize base savings we talked about employer retirement uh contributions small changes to that and support for equity and employee relations to really make sure that we're honoring our commitment to a workplace that is free from bullying and harassment and making sure that we're giving timely responses in our schools and offices to those who come forward with concerns in goal four resource stewardship we talked to you about some contractual uh service increases that we needed to deal with some utility increases that we needed to deal with and a small slight savings to the school construction fund when we look

050at our revenue and that again those were the breakdown of our additional uh dollars we asked for by goal our Revenue summary we talked about how important that county Support is it makes up uh over 71% of our uh budget the state revenue to FCPS is nearly 24% of our budget and as many of you know while that is an increase and we're we're uh pleased this year that we got more money from the state that's still half almost of the average from other divisions that they get in state aid so we uh want to continue to work and I'm going to continue to work to do everything I can working with this board to extend our influence in Richmond um around supporting uh funding for our schools the revenue overview again just for a

051quick reminder that for this year the beginning balance was a little over a million the County transfer request is there the state revenue additional is there now um the a little bit of additional money in federal aid but not much and we've talked already as we presented the special education annual plan to you a little earlier in the Mandate it's really one of the biggest unfunded unfunded mandates that we have um and uh then a slight increase to other Revenue which is mostly around Fairfax city tuition um finally I just want to remind you all as part of the budget timeline we have opportunities for um the community to come forward to you all as the school board and give final uh feedback we're going to have a budget work session on Monday we've been

052able to add in a little bit more time so there can be more discussion and then public hearings are scheduled for Tuesday May 14th and perhaps the 15th depending on how many folks we have out on the 14th we'll also have a budget work session then next Thursday on the 16th um and then finally we'll have adoption of the budget on May 23rd and we have that timeline up there available I'll be glad to take any questions but I thought this was an important update just for you and the board and for the public knowing that the Board of Supervisors has completed their budget work we are really poised to finish and be in the last phase of doing these work sessions and closing in on an approved budget for Fairfax County Public Schools thank

053you Dr Bray brand for uh giving us the context for some robust discussion next week on uh the budget as you mentioned we will be continuing our discussions uh next week and we will be having public hearings next week as well uh with May 23rd being the date that we will adopt that is scheduled for adopting the budget um with that I do have a couple of questions from my colleagues Miss Schultz please so thank you Dr Bray Brown for giving us that overview um can we go back um a couple of points that you said uh you said that the state is funding now counselors at a lower rate can you give us any insight to that do you is it a lower per pupil is it high school is it all levels yeah

054I'm probably going to have to go back I think it was an overall Staffing ratio um Teresa do you remember off the top of your head I'll go back and get those numbers they they they did do a final change to yeah I'll go back and get that information put in the next bre brand briefing I I I would like that because that's very disappointing to hear um especially since I thought we were going in the right direction on that okay actually maybe we do have the answer Lee do you have the the update from the state on that with the counselors yes well I can tell you that the uh Governor's proposed budget stepped out with a uh pretty significant reduction to the counsel ratios at elementary middle and high school and uh and

055and appropriate funding that that went with that of course and that was a CH that was a proposed change to the standards of quality ratios um but the general assembly when they um did their deliberations and decided to increase it slightly so the ratios are still going down from what's currently in the S soq they're just not going down as much as the governor uh wanted them to so I'm sorry are you saying that the Virginia State Board of Education reduced the counselor ratio in their s soqs now no remember that re reducing the ratio increases the number of counselors well I meant reduce the number of of counselors to students therefore increasing the ratio no reduce the increase that the governor proposed okay so it wasn't as much as we thought it was going

056to be exactly okay all right okay that's that's a little that's a little convoluted so so this is you know words matter so it's not that the C it's not that the governor cut counselors It's that we didn't increase it as much as we had that's correct okay so that's a very crucial I mean this is like when we talk about budget cuts um and you know I know it's not popular to say but we don't our budget is not basically ever cut it just doesn't grow as much as we want so I I I think it's important because that was a little bit of a shocker for me to hear because I hadn't heard anything about that but not growing as much as we had hop a little different um and then you also

057said um that the funding um for the state for the return and I mean we get like 17 cents on the dollar back from from the state just overall so what can you go through again what that ratio difference is for us versus other divisions you said we we get less than half of now is that as a percent I want to say it's like roughly a represents 45% of most School budgets again I'm I'm I'm talking off my memory and ours is about 23 24% that's not quite half but so I I would love I would love um if if it's possible if it's not too difficult um I think a table I mean I think there are 138 um School divisions in in Virginia and to just show the percentage cuz we know

058we're going to be like the most impacted okay um so I think that that would be helpful for a lot of reasons and then the last question I have for for tonight um I had previously asked and I thought we were including um and I did not see it tonight that I think that when we report our budget I think we should State the unfunded Federal amount um and I I thought we had gotten to an agreement um and I was happy and then now it's gone again okay so I would like I would like that to come back I think it is important important to show um the amount that is not actually being funded for um for various students including you know military connected youth um that is unfunded uh by the federal

059government that that should because that's a that's really a budget Gap yeah sorry about it's like the 7% for idea instead of 40% that's what you're looking for right but I think that that should be presented that we're having to make up that Gap and I I think okay I mean again I thought we had agreed that it would be a part of these presentation I would like that because that's a a part of a public narrative that is important for because the uh Fairfax County residents are having to pick up the difference I'll be glad to address that sorry we didn't include it in here thank you yes Keys gamar thank you Dr Bray brand I I really just want to clarify um and and you've said this but I'm really want to say

060it for the public I see 81 million for employee compensation I know last year we also had a significant um investment to try to bring our um salaries up to Market so I think was it about 40 million last year I believe okay and so this year it's another 40 million is it this it's not this whole 81 million no it was about 55 million this year okay but we believe taken together with last year that we've really taken the final step in restoring our teacher salary scales to Market competitive scales okay so we're about halfway through our efforts right now so if we no no no this budget would allow us to complete the catchup to Market competitive salaries what yes what I'm clarifying is the checks that are staff H get today is

061only about half of what we're going going to do yes correct and then with the the approval of this budget that will be the other right part that we believe brings it up to Market and and and Miss Keys gar that's just such an excellent point last year the average raise for the teacher the average raise was over 6% again working to do that catch up we will do another raise with this budget that you pass in the next week again an over 6% increase we have not had back-to- back weight wage increases like that for teachers in decades in decades correct so part of the reason I mean I'm hearing the buzz in the community still that you know we're still behind Arlington to your knowledge and other districts Arlington was the only one

062I saw mentioned recently um will this put us kind where would this put us in relation to some of the surrounding now we once this is implemented we we think we will be in that sweet spot of being Market competitive between 95 and 105% it's true right because everybody's going through this process that When the Smoke Clears we need to take another fine eye and see where we then are reset to the market but that's our best understanding with the best information we have and we promise I commit to you that we're going to continue to do that market monitoring and make sure we never fall behind again in Fairfax County Public Schools but I just wanted to make that clear because there's so much chatter uh in the Community right now that there is

063going to be about another 51 million investment yes 55.2 55.2 yes ma'am thank you Miss hins yeah and I don't want to be repetitive but that has also come up you know it's on social media now in the last few days in particular that um a story of a teacher a Fairfax County teacher who is leaving Fairfax County to make $112,000 more a year in Arlington and that's the actual figure that was was given and last time I looked we didn't have any point on the pay scale where we are $112,000 behind Arlington I that's a specific question we may not have an answer to right now but that sounds larger to me than the reality I'll certainly be glad to look into that we we are very very aware the whole purpose of this

064multi-year plan is to to end that narrative the best pay for salary and for total compensation over a career is going to be in Fairfax County Public School that is the goal that's what we've been working toward and uh I really think this is going to be the last step but frankly it's kind of like we were just saying this is still this this year was still halfway through finishing what next year we won't have I I hope those kind of stories and I and and I'm not ready to claim that what's being shared on social media is 100% accurate in terms of that spread between us and any other jurisdiction yeah and I'll just close cuz I can tell you you know I teach in Arlington right and so I'm watching the scale pretty

065closely right good we want you back in Fairfax where I am you know sort of in the middle I'm a 12th or 13th year teacher and it's pretty comparable right now that's my personal experience so and Miss Hines we actually have the supplemental retirement that Arlington doesn't okay with that Dr brayan we look forward to a robust discussion next week thank you on the budget thank you all very much for your support and I look forward to continuing to collaborate next week and it's really been another great budget year and I really appreciate your leadership and working with the administration to make that happen so thank you all very much so Dr Bray before you leave um are you going to introduce Dr precidio for the uh goal one Student Success report well yes I

066would be glad to do that you know it is uh it is exciting when we talk about the budget that we make sure we're getting a chance to talk about things that the budget uh funds and the most important thing the pillar of our strategic plan of Student Success and you're going to get tonight one of the medi best presentations that I think this board has ever seen around Student Success and it is my high honor and privilege to introduce to you Dr Sloan Presidio our assistant superintendent for instructional Services all right well thank you very much Dr Bray bran I appreciate the introduction and you set a very high bar um which I also appreciate though thank you very much um so I would like to start out um this evening just uh first

067uh recognizing all the folks that have worked so hard to contribute to this particular report starting with the staff and instructional Services uh members of the leadership team members of The Office office of research and strategic Improvement and I'd uh also like um to acknowledge really the work of this board to actually streamline and focus the Strategic plan um I think the focus that you've created is providing more clarity on the goals and the outcomes that matter most in our strategic plan especially as they pertain to Student Success and personally I I say all the time that in Fairfax County I believe that we can do anything um we just can't do everything um so the effort of this board to provide greater strategic Focus to our work is greatly appreciated so I wanted you

068to know that but even with those efforts of course there's a lot to report on in goal one um goal one actually makes up 50% of the entire strategic plan and contains 22 board approved performance metrics uh the full narrative for goal one is over 60 Pages this year and contains detailed information on each of those board approved 22 metrics so there is a lot of information here no no doubt um but I'm very excited by the new report format that was established by the office of research and strategic Improvement this year because I do think it will help the public um better understand our division student achievement results within the context of our continuous Improvement efforts and I know that that's something that members of this board have been striving towards for a long

069time um is that idea of data analysis within context so the full report is posted on board dos and I will reference it in this evening's presentation uh but the presentation will focus mostly on the three outcomes in the 22 metrics but before looking at the specific board approved metrics um I would like to share a few high level successes related to goal one as you can see here uh FCPS high schools continue to be ranked among the most rigorous schools in the nation and our students continue to score significantly higher than State averages and National averages on the Act and the SAT for example our student score 164 points higher um on the SAT than National averages at the same time our graduation rates are high and more than 92% of our graduates do

070report work-based learning experience as well in high school Additionally you can see that 96% of our schools exceeded the federal Benchmark for English language learner growth and our prek program was recently recognized as a national Exemplar program also um for those students who don't have the opportunity to participate in prek we've initiated a new bridge Decay program that's serving a growing number of students and those students are achieving exceptional growth um finally all of our schools now have teachers who've been trained in inquiry based education um and instructional methods like Project based learning which are better going to be able to support our students in making portrait of a graduate growth so we really have a lot to be proud of as a school system and there's no doubt though that we continue to face

071challenges as they pertain to Student Success in particular gaps and opportunity access and achievement for all of our students so before we dig into examining um those results I'd like to just remind uh folks about how our demographics in Fairfax County compare to uh the state as a whole and divisions around the state so as you know we educate almost 15% of the students in the entire State um but more importantly we serve a growing number of students who are economically disadvantaged it might be English language Learners or they might have multiple risk factors so as you can see on the chart we actually serve almost onethird of all of the English language Learners in the state of Virginia and I think it's important to keep some of these statistics in mind as they pertain

072to our student demographics as we start to look at our performance data in more detail so first what I would like to do is just kind of Orient you to how the presentation is going to be organized um essentially I've organized the presentation around each of the three desired outcomes in the Strategic plan first that we will eliminate gaps in Opportunity access and achievement for all students second that all families will access highquality Early Learning experiences and third that all of our students will continuously progress in their development of portrait of a graduate attributes also I'd like to note that you see that there are 20 board approved metrics associated with closing gaps so the majority of this presentation will be focused on those particular metrics aimed at that outcome and additionally since we have

07320 metrics uh associated with closing gaps I've organized the various metrics into categories and the first category that we're going to look at contain the metrics that are related to reading and math so this slide summarizes some of the key takeaways associated with those metrics um and first and foremost it's important to point out that um unfortunately our reading and math so Pass rates did not make progress um towards the board's performance Target in this reporting period and additionally as you will see we have a um persistent achievement gaps which are uh prevalent among many of our student groups as well but I do want to point out that there's also good news here because we're seeing gains in the percentage of third grade students who are reading at or above grade level so this

074is the first of many charts that we're going to look at and there's an awful lot of information here so what I'd like to do is just take a minute to kind of walk you um and the public through how you actually would want to read these charts and the first chart we're looking at is reading so performance across the division in grades 3 through 12 and the first thing that you'll note on the bottom of the table is the Baseline information so these charts are going to compare our current performance to our Baseline performance and the Baseline is calculated really as the average of the prior 3 years of performance and you can see those bars associated with the Baseline performance for each of those student groups and that bar is always going to

075be dark blue to indicate the Baseline performance also it's important to remember that we're looking at school year 1718 performance data so the table also indicates the performance data for each of our subgroups groups for school year 1718 and you'll also notice that for the first time we've established specific targets for performance and the progress towards meeting these performance targets is going to be shown on the graph with the colored bars and there are three different possibilities with respect to current performance the first if you see a yellow bar as we do for all of our student groups on this particular chart the yellow bar is going to mean that progress was not met toward the established performance Target for that particular student group some of the charts you'll see the light teal colored bar

076and that's going to indicate that progress for that particular student group was made and a dark teal bar is going to indicate that the performance um Target was actually met and then finally you'll see that there's an overall performance indicator and here you can see with respect to reading performance overall were ranked as yellow and no progress being met on this particular performance indicator so to look at the particular data on this chart in a little bit more detail again we're looking at reading so Pass rates in grades 3 through 12 and we see again that the overall performance indicator was progress was not made during the per uh reporting period and in fact when you look at the chart you'll notice that the Pass rates declined for most of our student groups and the

077most striking declines were for the English learner group Hispanic students and economically disadvantaged student groups and I want to point out that one of the major factors with respect to uh these results was the state's removal of the Virginia grade level alternative assessment or the VG so the vgaa was removed by the state in 1718 and it had been used in the prior year by over 2100 of our English language Learners as a substitute test for the so so we can see that English learner performance was clearly impacted by the removal of that assessment additionally of those over 2100 English Learners 75% of those students were also in the Hispanic student group and 84% of those students who had accessed the vgaa were in the economically disadvantaged group so you can see the disproportionate impact

078that the state's removal of the vcla had on those three particular student groups but as I said um we still have some positive news as it relates to reading and you see that as you look at this uh next metric which is looking at reading performance of third grade students as reported by their teachers that are reading above or at excuse me at or above grade level and when you look at this uh metric I think it's actually a better performance indicator perhaps than the so because this metric is actually based on multiple assessment points over the course of the Year where students have to demonstrate their reading Mastery and performance-based situations with their teachers and here you can see that all of our student groups actually made progress in 1718 on this metric this

079chart reports the Pass rates for math s sols in grades 3 through 12 so again similar to the reading chart um overall progress towards the performance Target was not made um and we do see that mass scores decline slightly for most of our student groups and this trend uh is similar we see similar declines at the state level and we see similar declines in Reading performance at the state level um but I would say that the math trend is more concerning because actually during school year 1819 this school year our students are going to be assessed on revised state so which are actually more rigorous so we've really focused as a leadership team in working with schools on math strategies math supports for our students to ensure that our students can be successful on the

080new more rigorous standards which they're going to be assessed on this school year now this metric um as you can see is under development and this metric is going to report the percent of English Learners who become proficient in English within 5 years and it's under development because it's relying on data um that is being developed by the Virginia Department of Education is one of their new progress monitoring measures so as soon as we receive the information from vooe we can complete this calculation and provide the board with the information but even though we don't have data on this particular metric I did want to share that we do have um annual progress measures for our English Learners under Federal benchmarks and as I mentioned at the beginning of the report using that measure 96%

081of our schools exceeded the federal targets for English language learner growth in 178 so we move to the next set of metrics which are focused on College and Career Readiness and key takeaways here that I would point out is that we have made progress in closing gaps for ontime graduation for seniors uh with a plan for College and Career after graduation as well however we did not make progress in closing gaps for the percent of students passing a college level exam or earning an industry certification before graduation so here we see um our on time graduation performance and you'll note that FCPS made progress overall in closing gaps for on-time graduation in fact our Asian student subgroup and our white student subgroup have already reached the performance Target that was established for the 1920 school

082year however what stands out on this chart is our Hispanic student performance um graduation rates actually declined from 77 to 74% during this reporting period and we do see large gaps among some of our student groups so I would just again call your attention to this metric as being one of the most important metrics I think that we're going to look at um this evening because we all know how closely correlated High School graduation is with future economic success so this is an area when we look at graduation rates where we really need to focus our attention and our resources moving forward as a school system this metric is reporting the percentage of students who have plans for college or career um as reported on the senior survey and overall here you see that progress

083was made towards the performance Target with most of our student groups actually nearing um the aspirational target of 100% so the news is good um but again I would like us to consider this particular me metric um which expresses students uh self-reported aspirations in relation to the next metric we're going to look at which reports students either passing a college level exam like the AP or the IB exam or earning an industry credential so here you can see that there's still a lot of work for us to do if we're going to be able to ensure that all of our students are prepared to achieve their aspirational goals so while we saw just a minute ago that all of the students almost all of our students report having plans for college or careers less than

08440% of most of the student groups here um actually are earning a passing score on a college level exam or an industry certification which would be key indicators that they are on track um to to reach their aspirational goals so we'll move now to another set of metrics related at ated to access and digital access in particular and the key takeaway here is that we did increase technology access for high school students during the reporting period um through expansion of our e-learning backpack program and we are currently on track to provide one to one access for all high schools by the end of school year 1920 and you can see the specific performance increases for student groups with respect to technology access here and I would just point out that the 27o gain for economically

085disadvantaged students in digital access is perhaps the most important data point here U because this is really creating opportunities uh for students who didn't have them previously moving to the next set of metrics which are related to closing gaps in advanced academics um the biggest takeaway here I think is that um we did make progress toward increasing more Equitable participation in our AA level four programs as you'll see in just a second so this metric is reporting the percent of students who participate in AAP level four programs in grades 3 through 8 and again you can see here that progress was achieved for this metric overall and among all student groups for example participation rates increased by 4% for black students and 2% for Hispanic and 2% for economically disadvantaged student groups nevertheless you do

086see that large gaps still do remain among our subgroups so this continues to be an area of focus for us here you see that we also made progress in increasing the number of schools that offer local level four instruction and you'll note that 60 out of 112 of our non Center Elementary Schools so any of our elementary schools that are not a level four AAP Center there are 112 of those schools 60 out of 112 schools now offer local level four programs and you see the growth from 52 to 60 during this reporting period And this is another new metric that we're looking at as part of the revised strategic plan which reports on the number of schools that offer the Young Scholars Program and currently um 88 out of 141 of our elementary schools

087offer young scholars so this is another opportunity Gap um that we can continue to focus on as a school system now this metric is also under development and it is going to report on the percent of classrooms where students receive instructional experiences using AAP curriculum so this is a newly approved metric as of uh March 2019 when the board adopted the new plan and we had not collected data on this previously so this is a new metric um and we are in the process currently of collecting Baseline information that can be shared with the board next year and the final metric for advanced academics reports on the percent of AAP students who score at the P advanced level on either the reading or the math so so in 1718 we did see some slight performance

088decreases here for most student groups um but this is also a new metric that we had not formally tracked as part of the Strategic plan previously the next set of metrics is related to Advanced coursework and key takeaways that I would point out include that gains were made in the participation rates in AP IB and honors courses in additionally um we did see um or I should say we continue to see gaps in participation rates among students finishing Algebra 1 um by the end of the 8th grade and that is what is indicated on this slide and here you can see that we did not make progress overall with respect to the percent of students participating in Algebra 1 by 8th grade and you continue to see large student gaps across or large gaps across

089the student groups on this particular metric here we see that the students who actually do participate in Algebra 1 by the end of 8th grade they actually do quite well in the course so while um overall progress our overall progress Target was not met um most of our students are achieving at high rates if they actually participate in the course so the real challenge here for us or the first challenge I should say for us is to ensure that we can get the student participation and then to continue to provide the supports for them to be successful once they're enrolled in the course this metric reports the percent of students who participate in honors courses in grades 7 through 12 and you see that FCPS made overall progress on this access metric um but we

090do see gaps across the student groups here as well this metric reports um similar to the algebra metric that the students who actually participate in honors courses again continue to pass those courses at very high rates the next metric um reports on students that are participating in AP or IB courses by the end of high school and this metric is reporting on the percent of those students that are passing those courses and demonstrating Proficiency in AP or IB courses by the end of high school so again the trend is similar across all these metrics for the students who participate the performance in terms of course passage um is quite high so this is perhaps a more important and more detailed metric with respect to Advanced coursework and you can see that it's it's marked as

091underdevelopment um and the data for this particular metric actually just became available today so we haven't had time to complete all of the analysis but what we do have is the Baseline performance and the current year performance with respect to the percent of students who are earning a passing score on one or more AP or IB courses so again um we can talk about this in more detail um on Monday as well during the work session but this is perhaps a better indicator in terms of student performance in those particular Advanced courses so as you saw with the premier Workforce report um the annual strategic plan reports now include a section that calculates the return on investment or the ROI for the specific actions related to the desired outcomes in the plan so this slide

092summarizes the areas where the ROI was calculated for division actions related to closing gaps so you see the areas in Project momentum literacy initiatives fcpson um and efforts to address Equity gaps in advanced programs so you'll note that we've provided um on this Slide the amount of money that was invested on each of the associated activities for these items during 1718 as well as the impact of those activities on the associated performance metrics so for example you'll note that 6 $93,000 was spent on literacy professional development efforts which contributed to gains in the percentage of grade three students reading on or above grade level by the end of third grade so there's a lot of information here um there's a lot more detailed information on Roi and the full narrative report and this is perhaps

093an area that we might want to dig into more um during the work session on Monday as well I'd also like to just briefly highlights some of the work in progress so we just looked at a large set of metrics um and we saw some of those pressing gaps with respect to opportunity access and attainment um and a lot of work is currently underway to address those gaps um for example here you see information on our efforts to support reading and math performance which include implementation of new curriculum materials and resources um new programs for supporting English language Learners expansion of our project momentum supports to additional schools in the area of College and Career Readiness uh we're focusing on supporting students with the academic and career planning process we've increased work-based learning experiences for

094students um and as you know we've been in the process of expanding the AVID program um as Dr Bray brand just detailed that's one of the things that's included in the fy20 budget and then with respect to Advanced academics and advanced coursework um we're currently working to expand local level four programs and young scholars programs we've increased professional development vment and provided additional professional development for over a thousand teachers in using the AAP curriculum resources within the general education classrooms this year and um while it's not listed on this slide we're also in the process of initiating an external study um to look at the equity issues with respect to Advanced academic access and we've also or um additionally um increased human resource capacity to support our Equity efforts including a CAG program manager closing

095the achievement gap program program manager a multicultural study specialist an ombudsman region Equity specialist um and school Equity leads as well um I also would just draw your attention to the Box on the top right hand side of this chart which really talks about a big focus of our work for next year which is going to be around training and development for schools in monitoring school-based goals related to closing gaps so we have uh specifically revised School Improvement plan process this year to align the school Improvement plans to the division metrics um that we're looking at here tonight and a big focus of the work of the leadership team is going to be supporting schools with implementing strategies um to help them make progress towards achieving those performance targets so we can talk a lot

096about a lot more about this work on Monday as well so we're going to transition now out of uh the desired outcome on closing gaps to the next desired outcome in the plan which focuses on providing all FCPS future families with access to high quality learning experiences and with respect to this outcome it's important to note um that there is a board approved metric that's still under development but we have some substitute data that we can provide as well and like we've seen um in past reports we've uh provided information on early literacy skill assessments uh for our incoming kindergarten students and I'm going to share information updated information on participation rates across the county with respect to enrollment and pre- programs so this is the metric that I mentioned that's still under development with

097respect to kindergarten Readiness and it's going to focus on Executive functioning skills and it relies on a state assessment which is going to be given for the first time in the 1920 school year so we don't have data on this yet U but when it becomes available think it's going to be quite exciting because it's going to provide us with additional information on School Readiness like executive functioning skills and social emotional development so we don't have that data which is the board approved metric but we do have data that we've provided in previous um strategic plan reports as an indicator of kindergarten Readiness um which specifically are early literacy skills of our students so this chart provides information on the Pass rates on the I ready assessment which we've been giving um for two years

098now and you can see that overall 66% of our students are on track basically when they enter kindergarten so that means that a third of our students that are coming to us when they enter kindergarten are coming with gaps in early literacy skills um and it's I think more than anything that is a function of the lack of access to preschool that many of our students have so when you look at the next chart we've provided updated information on the percent of students in each of the high school pyramids who did not participate in preschool before enrolling in kindergarten so for example you can see the leap pyramid at 38% has the highest percentage of students entering kindergarten without preschool and I would submit that this is another one of the most pressing metrics um

099that we need to look at and one of the most uh important important challenges in terms of access gaps for us to address because when students as you know enter school already below Benchmark and gaps already exist it becomes incredibly difficult to close those gaps um over time so I wanted to share just a little bit of the work that's in progress with respect to our work in early childhood education um in the summer of 2017 um understanding that we have a lot of students coming to us that lack formal prek experiences um we expanded the implementation of the bridge Decay program in 25 schools and this is a program that focuses on school routines literacy and numeracy skills um and has a strong focus on family engagement and support as well and we had

100over 1100 students participate in the bridge Decay program and we saw very significant gains with respect to self-regulation and academic skills for the students that participated we've also been working very hard with um our community- based Early Childhood providers to provide them with support professional development and resources to make sure that the experiences that students might be getting in community- based programs um is as close as possible to the quality of experiences um that they would get if they participated in programs within the county and we've also been partnering um and collaborating with the County Office of Early Childhood um to focus on implementing the Equitable School Readiness plan um which focuses on ensuring that we really um collaborate and streamline and build a cohesive system of supports from both the office of Early Childhood

101programming and Fairfax County programming and as I said as we look ahead to next year we're going to be implementing the new state required measures um as part of the Virginia kindergarten Readiness program that will give us information on social emotional learning and self-regulation for students so we're going to turn now to the last of the three desired outcomes which is a focus on ensuring that all of our students develop portrait of a graduate attributes and a few things to note here um we are still working and developing the the one board approved metric uh that we have for measuring portrait of graduate skills which is our Capstone presentations of learning um but we do have 16 schools that are currently participating in a pilot with this metric um and they're partnering ING with instructional

102services staff to really help us understand what it will take to implement and scale that work over time so while this particular metric um is still under development um we've been working on portrait of a graduate now for 5 years and we've accomplished I think a lot as a system as you can see from this slide uh over 6,000 teachers have been trained in project-based learning and every school has at least one teacher who has been trained 77 of our school schools have explicit portrait of a graduate goals written into their school Improvement plans and over 150 teachers have partnered with instructional services to support scaling a portrait of a graduate in their schools in this spring uh over 77 schools actually were represented in exhibitions of learning that highlighted their accomplishments and shared their

103work with other schools that are engaged in this work around Project based learning and portrait of a graduate so this slide just demonstrates what this work looks like and the various different approaches that some of our schools are taking as as they um are working on their journey toward towards portrait of a graduate so you can see things here like initiatives like get to Green um we had a speaker this evening that was talking about environmental stewardship we have a very strong get to Green program steam program our Global classroom program which connects students around the world um to learn together about each other's cultures um all of these uh initiatives and programs support students Development A Portrait of graduate skills and again we will be measuring those more formally through the Capstone presentations of

104learning in the coming years so we're wrapping up here and in summary I just wanted to U point out a few of the most important points I think that I would want to call your attention to with respect to our current performance uh results and you can see here for example um on metrics associated with closing the gaps um that we've continued to um see gaps with respect to standardized testing but we did make progress in preparing all of our students to read on grade level by the third grade we've made progress in preparing most student groups to graduate on time and develop postsecondary plans and we've made progress addressing opportunity gaps in AAP through expansion of local level four but we know that we've got a lot more work to do and we need

105to expand our Young Scholars Program um and continue to make sure that all students have exposure to AAP curriculum in the general education program and we still need to do much more work to make sure that we've got opportunity uh for all of our students to participate as well as access for all of our students to participate in advanced math and then in the area of Early Childhood um we've seen that uh some very persistent gaps in terms of access to pre enrollment across the county um but those have been mitigated to some degree with our Bridge Decay program and then finally with respect to Portrait of graduate we've seen the integration of portrait of a graduate um into more classroom instruction and more of a schoolwide focus on those efforts during the uh 171

10618 school year so I just wanted to wrap up um by providing some considerations for the board to think about and you see things here with respect to funding and with respect to action that we believe could make a difference in helping us uh reach our performance targets so a few of the things you'll actually notice here and I won't go through all of these in detail but a few of the things you'll notice actually have check marks by them and those are things that basically are already underway so expansion of High School Academy programs is something that we're working on with the board it's included in the fy20 budget um I mentioned earlier the external study of our Advanced academic programs was recently approved by the board and um that RFP is in process

107as well as um new language arts curriculum materials that were adopted by the board this year and then we need to continue our advocacy to the Virginia Department of Education and legislature on flexibility for our English Learners related um to performance on our standards of accreditation indicators and I think the removal of the vcl and the impact that it had on English Learners is a great example um of why we need to continue those efforts so there is one thing um that's not listed here that I would just like to mention in closing though and that is the one Fairfax policy um we've looked at 20 different metrics um related to closing gaps and um we've seen some successes and we've seen a lot of challenges and and I would submit to the board that

108while what we do in our classrooms every day is incredibly important um it will not be enough to eliminate these gaps on its own um we have staff in our schools working very very hard giving um their best every single day um and we have too many of our families that continue to come to school um and bring issues into the uh the school where they face economic and social issues and those things come into our schools on a daily basis and until as a county we're able to ensure that all of our students can come to school ready to learn every day without um concerns about Hunger or housing or health care I don't believe that we're actually going to be able to close all of these gaps so I would say one of

109the things that we need to focus on more as a community is looking at the one Fairfax policy and talking about what that would look like in practice and what that would look like in reality U because it is is going to take a community effort to um accomplish the performance aspirations that we've set as a school system so again there's a awful lot of information here I know that and we'll have a lot of time well we'll have several hours at least on Monday during the work session to dig into this in more detail um but I'd be happy to address any questions that you might have uh at this time as well thank you Dr precidio and I especially appreciate your um non-scripted comment at the end uh I do have a number

110of people on on Deck to speak starting with d Miss Dar Kovac thank you Dr Presidio uh what you've done here today is um you've shown where we've made progress and where we need to grow um again your comment at the end says it all um I have seen many years some of the things like we're talking about Bridge Decay um probably 10 years ago I sat on um the childcare advisory Council and when we in when we start initiated this it's a very simple program it's something that we can continue to do um but again and when you see that that chart on page 36 and how impactful that is and you know some of the advocacy efforts out there why people don't appreciate one high school over another and you can see the

111direct impact of this correlation between those simple things that brull and Miss Hines and I we we uh ran on that platform nine years ago and we're still not where we need to do to be and I think it's extremely important that you said it's a county school partnership schools cannot do this alone and I think you see the the Behemoth efforts that we're having and what we're doing but it's kind of like a finger in the Dyke in some reason in some ways because of the needs that are coming into our system and what we need in wraparound services and and and Beyond um but I do have a couple questions um refresh my memory about vgl vgla and why that was removed and what are we working toward right now and I know

112I knew this but I just can't remember it right now like like the legis the the the state the Virginia Board of Education removed it why and when and what are they doing to so the state removed uh the vcla in school year 1718 so that's the data that we're looking at in this report um and as I mentioned in school year 16117 we actually in uh Fairfax had over 2100 students who accessed the VGA as a substitute test for the so um and when that was taken away you can see the Gap and in terms of how that depressed uh the Pass rates in um uh the reading so for English learners but also as I said for Hispanic students and economically disadvantaged students because there are a lot of English Learners in those

113particular student subgroups as well okay so we're just using the so now right and but wasn't there talk of because I guess this was the Baseline year or whatever it it was their talk of showing of using the but if it showed growth even if you didn't pass it what where is that talk in and and I'm trying to remember um conversations you know with the former Secretary of Education and what she talked about and when she was here visiting some of my schools and we talked about the need to show growth um even if you didn't pass how is that working so that's a really good question and the data that we're looking at here is unadjusted Pass rates okay so there are some adjustments um and there are still some substitute tests that

114students can take in certain situations work keys is one of those tests that students can take at at the high school work keys is another substitute test at the high school um that students can take um there are a number of other substitute tests uh apib tests that could substitute um as well um so what we're looking at here are the unadjusted Pass rates when we look at standards of accreditation that's when the state applies some of those other adjustments so there is consideration for accreditation purposes with respect to Performance but the problem I think is not just one of accreditation it's one of how the students actually perceive their own success right right so we had previously looking at these unadjusted Pass rates a number of students who were passing through demonstration of their

115performance through work-based um learning samples performance-based assessments um with more time and a little uh bit of additional work we're able to demonstrate um that they had mastered state standards and in a very authentic assessment setting you take that opportunity away for them and they're left with a standardized multiple choice tests in a language that they're not yet proficient in and that sends a signal to them um that maybe is discouraging to them and maybe doesn't continue to um you know keep them engaged and keep them working hardly and and I hear that from some of my counselors and some of the schools that have challenges with their graduation rates I hear that all the time from them right okay thank you um and these may be questions for Monday um but I just want

116to give them to you now um on the uh slide 14 um that we're on track for the onetoone devices by the end of this year and you had a totality in the budget um I'm trying to remember if you can break that down how many years we have invested and how much we've invested over the years um in FCPS on yes I'd have to do that for you on Monday I'd be happy to do that I don't have um the specific figures here um the ROI information was with respect to what was spent in 1718 okay to ensure that all of the e-learning backpack schools all of the students in those schools had devices so that expenditure was like $570,000 uh to be able to continue to do that because um the backpack Grant

117did not provide devices for all of our students um in all grade levels in all of those backpack schools six of we could have that on Monday and then I guess another question and again this goes to bridge Decay which I mentioned a minute ago um and and you might not even be able to have this for Monday but one thing because of I think the Simplicity of the program is what I would like to eventually know um is what would what would the cost be to expand this bridge Toc program particularly in those High School pyramids so that every Elementary School in these pyramids say with I don't know I'm looking at it 20% or or more where the kids you know are are not do not come to school ready to learn in

118those pyramids um what would that cost be so I'd like that cost to allocate at some point and I realized Monday that may not happen but I think that's something that because you've shown that how impactful that program is and so we can expand that in some ways and um that may be something where we talk about not being able to do it alone and talk about that as a county initiative and extra funding to be allocated to that and I think that's it right now all right thank you very much Miss Schultz yeah we're going to have a work session on it but there's certain things that I'm hoping that we can um discuss um can you go to slide 11 please um in in the past oh it's probably well this is okay

119this will work um in the past we've had a presentation and I don't know if it's included for the Monday work session but I didn't see it um we had a slide on the number um the number of students who graduate who go on to a four-year college or university and if I recall that number is about I don't know 65 68% does that sound about right that's right yeah and then there's the additional which is the number who finish um which is a little bit of a shocking number it's not anywhere near what we would think right I think it's like 65% in six years is that about right I think it's about right I need to verify that to be sure so if that isn't planned to be included I'm like pre-launching my

120next step request um you know I think this report is the time to include that if that hasn't been regularly I mean because it's it's sort of like an adjunct slide to this slide is kind of my point is what what's next because if we're if we're preparing them for college and then career work Readiness and then kind of life skills the question is is what's happening to students that they're not able to finish college um is it Financial is it grit is it you know what is it um I I don't think 35% or whatever that number is not finishing in six years that's not all Financial so what what is it um and can we make better choices I mean I think um at five years requesting a uh University Round Table um

121with colleges and universities to have discussions about the kind of life cycle of where're graduating students to go to college um and what they're looking for in our graduates and frankly their graduating students who come back and work here what what what is it that we would like to see not only in education um graduates but otherwise and so that's kind of a life cycle of education and if we're creating lifelong Learners I'm still requesting that um and then I specifically here um you highlighted the Hispanic graduation rate reduced and my question is um and I know we have a lot of much better disaggregation than we've had in the past in this report and it's we're going to take a little while to go through all of it but one of my questions is

122um do we have a way to present or track and I I I make up a term I don't know if it's the right term but non-traditionally aged to grade students we do so and what how that may be reflected in these in these statistics because um if you have a student who is you know 21 and they're still in our school system and yes we educate students till their 23d birthday if if they're not graduating that's a different story than a a student who has been with us you know K through or six through or whatever 12 and isn't graduating on time so the question is who isn't graduating on time are they our students who have been with us throughout their educational career are they new arrival students are they you know are

123they interrupted schooling students I mean I I think that that it's I mean it may be hard but I'm sort of asking that especially for difficult um statistics where you were indicating look there are some things that we're just not going to be able to do I mean we cannot solve all the problems for you know every student that crosses a transom but I think it's fair for us to to identify look we're not hitting the mark in some of these areas um would that be possible I I can actually tell you a little bit of information on that now and and we can talk in more detail on Monday as well um um so in respect to your specific question we had 501 of the 1,31 dropouts in the class of 2018 um came

124to us at age 16 to 22 at the time of Entry so I can just can you just repeat that because I think that's a very interesting yeah so I mean I've got a lot of a lot of additional statistics on um each of these subgroups here but 501 of the 1,31 so about 50% of the students um that were dropouts in the class of 2018 um were students when they came to us in Fairfax and enrolled were somewhere between the age of 16 to 22 because we that's how we've set that parameter um in terms of you know the older age students that are enrolling um in fairfa County so that's one of the statistics the other thing that we looked at when we um investigated the Hispanic drop out rate was the number

125of level one and level two students right so the English Learners that are level one and level two and when you look at this chart you'll see that we actually made progress for our English learners but this particular chart includes former English Learners in the English learner subgroup student group most of the other metrics don't do that most of them are English Learners this particular um graph is indicating also former English Learners and former English Learners are graduating above the division average so their graduation rates are higher than the division average so that's inflating the English learner group but in the Hispanic group um most of the students that were dropouts were level one and level two English Learners okay um so yes so that's the kind of information that sort of that makes it

126that takes it from 2D to 3D and that becomes very important if if we say that 50 basically 50% of our high school dropouts were aged 16 and above when they came to us you know 16 to 22 how you know and we don't have a graduation waiver for ontime graduation so I'm we're supposed to graduate somebody within four years who you know has no English you know may maybe not not be literate or numerate in their own language may have interrupted schooling may have trauma I mean you know all kinds of things and so that's that's a very that's it this this this is the kind of statistic this is data in context that I've been trying to get so I'm I'm Kudos on that um I will say I am disappointed um I

127think that um about 7 years ago um I saw a bar like the little silver dots that are at the gray dots that are at the top of this um when a former superintendent was here and I I got pretty hot I'm going to be a little less hot now because I I let off the Steam on the side on a sidebar with Dr Bray brand I just don't like seeing um um targets that are different for children based on the color of their skin I just I it I just don't like it I I think it is I'm like look let's drive to the same goal for all children regardless um and uh you know track the achievement but not have different goals I I just that that deeply deeply troubles me so um

128I'll leave that I'm sure some other people will have some uh comments on that um I do have a question on side 19 um do we do you um track the progress the student progress of um students in local level fours versus not local level fours yeah we do okay so we can talk about that on Monday okay and then um so these are really good heads up if there are particular data sets that you would want to talk about on Monday you don't have to tell me now um and I can't even guarantee that I would have all of them of course um by Monday um but definitely an email would be helpful um because that is information that we um definitely do track we do have that available um and just one other

129thing if I could I apologize um I probably should have done a better job kind of explaining that we're only in this report reporting on those 22 board approved metrics so some of the metrics that we had in previous strategic plans are not included here so I didn't include that information it doesn't mean that we're not tracking it anymore that we couldn't get it or provide it to the board we just didn't provide it in this particular and that's what I sort of you know sometimes I ask well often I ask questions I know the answer to but it I'm just articulating it for the public I I do think it's good good to have that dimensional discussion about what student performance looks like especially because we keep expanding local level four and sometimes a

130little bit of the question is why um is that making a difference and are we looking at the achievements so I do think we ought to have that uh discussion I have just two other quick ones um uh slide 25 um so this so this is part participate but you said pass but it doesn't say pass it says participate you do mean pass right so I might have misspoken on that this is the percent of students who participate in honors courses the next slide if we go to the next slide whoops yep is the percent of students who pass one or more honors courses okay so I um if we want to because we add things to our plate if we want to take things off our plate the number of kids who take a

131class who cares I honestly I think it's a useless statistic you know that you take it so what do you pass it you know it's it's the T you know take a reservation versus hold a reservation um issue um I I just hope we're not taking time to gather stuff that doesn't really provide meaning and the last question I have is on slide 35 um this is actually a pretty significant slide um how is the I ready going um I I'm very happy to hear that we're going to be doing uh executive function uh testing I mean that was a you know a baby that I hatched with the acsd um and they took two years of of committee time and really dug into that and the whole reason that I wrote that as a

132as a um a charter Endeavor for them for two years it first it was one and then it moved to two was because um executive function doesn't just help students with this disabilities if we got it right and helped students with disabilities that really flows over because all students would benefit by increased um executive function but the question is has the I ready um started to identify those students who need Services um because this was the tool that we put in to identify language-based issues and dyslexia and is this helping because in the beginning I heard a lot of sort of bumps you know by from the staff and then down at the bottom um it talks about a the weeda access placement test I didn't realize that they do weeda is that kindergarten level

133and isn't that another that I I don't know why that's here I was I was confused because I thought one of the other big barriers that I didn't hear you talk about was the highle bar of the weda exam where we have students passing Wells but not able to clear the bar on weda and why is it that you know so they stay in elll or esol classes because they don't pass the weed up but they've passed their so so just those the two things kind of like on the I ready executive function and then on the where we are on the weda so um I would say kind of working backwards the waeda here is just referring to the data definition um so there's not weda access placement testing information included in this chart

134um the definition is just saying that the L's here include all of the students who were eligible for kindergarten Services based on weda testing right so weda testing the weda access placement testing tells us what level of English language learner you are and we use that to determine whether or not you're considered within the English language learner C but you're doing that in kindergarten yes oh yeah okay so that's just part of the data definition um your question about I ready um again you had several really good um components to that question the first is just a reminder for everybody that um 1718 was the first full year of I testing we piloted it um the previous year in a pretty large subset of schools so essentially um we had two years of information that

135we were looking at the data here is just for 1718 um the main reasons that we implemented the I ready test um first was to make sure that we were uh had a screener in place um as recommended by evidence-based best practice to ensure that we're looking multiple times a year to ensure that students are on track particularly in literacy and math and in literacy we knew that we had some concerns identifying students that might be demonstrating markers for dyslexia and not identifying those students soon enough so those were the main reasons that we adopted ir and for those purposes um it's actually working very well we've been able to identify students that our data using the other data indicators that we would have relied on prior to IR would have missed students right so

136it's helping us make sure that we're really screening more effectively for risk so in that respect it's been good um but definitely it's a new assessment um it's very time consuming for students to complete the assessment um so we definitely do get feedback um from principles and teachers that we wish that this assessment could be administered more quickly and more efficiently um so we continue to work with the vendor to see if that's something that um we can do um so I would say for the testing purposes it's working well but for the implementation purposes there's still some challenges that we need to address super I really appreciate that the only um SCH hold on the last comment I have is I would just separate um the economic disadvantage elll and and students with disabilities

137I would put some kind of separator because that's a subset they're subsets of each other so those are not whole groups thank you m Schultz and now we're going to go on to miss Hines thank you um and unfortunately because my fifth graders will be taking an so test on Monday I may not make it to this part of the work session so I have a few questions I'll try to be quick um on uh AAP and Equity you I'm glad to see the uh the new metric that's under um construction that's great um I that I was very happy to see that in there one of the questions that I had on that uh the only question I'll ask tonight is um the external study I heard you say that the RFP is out

138and I so I'm wondering has this has the school board seen the RFP and I missed it do we know what the scope of the study will be yet so let me um Let me clarify that comment the RFP is in process we're working with the procurement office I don't believe that it's yet been released um the board saw the uh scope of study remember remember we had uh two work sessions where we discussed the scope of study and then um it was reviewed in chairs and it was circulated in the I believe in the bray brand briefing to all board members and I'm happy to follow up with any board members that have um any questions about specific components of the scope of the study okay thank you I'll have to go back and

139read the bray briefing because I don't think I did that and I'm happy to send it to you directly as well thank you all right thank you I'm sorry um slide 33 um about prek I'm so glad to see this uh really detailed look at prek because it is incredibly important as we all know um I wonder if we are um tagging kids in a way and taking a look at them longitudinally so in other words if we have programs that we have the kids in when they're you know before kindergarten um are we just measuring them at the kindergarten door to see if they're ready or are we somehow then following them through you know till third grade for reading readiness or you know grade level that sort of thing are we able to

140do that yeah that's a great question um we actually are part of a longitudinal study with the University of Virginia um and we've talked about that with the board but it's probably been like two years so um I'm sure nobody really remembers any of the details on that particular study so that could be something that um we could talk about in more detail um we'd be happy to do that in the work session on Monday um or I'd be happy to follow up with you individually um if you're not able to make the work session on Monday but um we've been working directly with them um and each year we get information on the cohort of students that they started studying as they matriculate up to the next grade level that's great maybe I would

141just ask our chair at some point it' be great to have a work session f a report on how that study's going you know so we don't have to spend a lot of time on Monday on it yeah and we're on the same path I have a question ilar okay and we'd be happy to do that the the dean is actually um the lead investigator on that particular study and um he definitely would he came up once to speak with the board I'm sure he'd be happy to do so again okay great because I mean I just just a side note I was at the rest and opportunity neighborhood meeting last night and they're doing such good work supporting families of young children and um like anything else that takes resources from the community and

142people want to see results you know they want to see dat so that they continue to make those investments in programs and it so I think it would be great if we could somehow just put a tag on kids and see you know how they do down the road to see if we're working you know um thank you so other question I had on portrait of a graduate metric with the projects I think that's great um I wonder and maybe you've already answered this at another time and I'm sorry if you have but have we considered um sampling uh you know results just to cut down on the workload because I imagine eventually after this pilot rolls out and we've got every fifth grader or every eighth grader doing a project um who is going

143to you know the way the way we do so data it's every kid every year so we're we're collecting all that data is there a way to to sample the projects just to cut down on the workload so that is such a great question um over the years of standardized testing several times I've I've actually testified to state legislator and um suggested that perhaps we sample standardized testing results for the the same reason I've never been very persuasive or successful in that and usually the counterargument is well we need a score on every kid right every parent wants a score on every kid um and I'm going to use that same response now is that for reporting purposes I think we could do that but we want to ensure that those experiences are happening for

144every student um and these presentations of learning are really more about the students reflecting on their own growth on the portrait of a graduate attributes and setting goals for next steps so that's how we've kind of constructed the Capstone portrait of a graduate it's less about accountability and it's more about student reflection and growth that's great and I completely agree with you I don't think any kid should be left out of the project it's more I know that there's work between the classroom and your office right to uh sort of assemble everything I mean I've just done the um you know Arlington has a um performance assessment for writing in fifth grade and that's a tremendous amount of work we have to assess every single child to send results on and I don't know that

145that's always necessary um I agree yeah um and then finally um the the summary uh I think it's slide 43 I just want to say hallelujah because since I've been on the board we have all been talking about how measures and results based on so data are just not good enough for our kids and what we see here I think is the result of those many conversations about how we want a balanced look you know we want to balance assessment framework we want to look at kids from a lot of different angles and um I I just feel like when I look at that you know it's complicated but that's because it should be and we're there so thank you so much for all your work thank you thank you Miss Hines Miss Keys gamar

146followed by Miss mlin thank you Dr Sloan um I I actually think uh there's really good information in here I'm I'm just going to ask two qu two I'll Focus I won't call it two questions an attorney should never say that but two areas um and then we'll see where that goes um I will start with um the ROI page and we heard a question from uh one of our uh citizens tonight about how our strategic plan is specifically addressing the special education Community or how we aren't and um I didn't notice when I looked at the Roa that's not the page I don't think uh the ROI page that there was anything specific to special education um so is there something coming down the pike because I know the community is looking for that

147but um well I think it's a good question so the ROI a few things about the ROI calculations um first there's really nothing specific to any subgroup in particular with respect to Roi um the ROI calculations um are really looking at a particular metric level not a particular subgroup so it's really looking at the metric level um Additionally the ROI calculations that were done this year you have to remember that we're um actually reporting on 1718 data using metrics from the board adopted plan in 2019 March of 2019 so we didn't actually plan some of these activities with respect to some of these metrics so some of the things that I think in the future can be reported on with respect to Roi we really couldn't do these were things that we had been focused

148on um that we were able to calculate the ROI on and the office of research and strategic Improvement um worked really hard to try to get the information from us about what specific actions had we planned with respect to specific metrics in the plan that they could then evaluate so there is a disconnect in this first year because the metrics don't necessarily match up to the actions because they occurred in two different points in time um so that's one thing and then the other thing again is the ROI is really calculated at the metric level not the student group level um and I do think those comments um were very important important to consider and additionally I would say there's a lot of things that we're doing with respect um to students with disabilities that

149wouldn't be in this report because this isn't a report talking about all of our work this is a report talking about our performance metrics our specific performance metrics it doesn't mean that we can't include more information about the work I think what the citizen was looking for was to make sure that those metrics were also applying to the to that Community right um uh the other one had to do I Miss Hines talked a little bit about uh the the slides About Preschool and that uh kind of a heat map you gave us of where the varying percentages of kids who are receiving preschool for example some areas as low as 4% some areas as high as at 38% and I think there's a direct connection between um the achievement of even high schools and

150middle schools that that carry through um and so can you give us an overall I I understand that FCPS may not be have be the only player in this game um but it seems to me that preschool is so critical um and we can see that throughout the different levels of FCPS so can you give us so the public understands how broad this problem is what would need to happen for us to be able to address uh that 38% those areas where we have such high numbers of students who are not able to attend um preschool yeah I think that's that's a really important question and I would say I'll answer a few things briefly and we might want to bring that up during the work session on Monday because um Mora Burke the director

151of early childhood education will be with us and she can talk more about the work that she's doing um but your question I think really is the focus of the counties um the office for children at the county level the Equitable School Readiness Plan um that they developed and that we've been partnering with them on is to say that you know the county programs on their own aren't going to be able to address this issue Fairfax Public Schools can't address this issue on their own Community providers are not enough we've got a figure really a more joint and coordinated effort and that's the whole point of that plan um and more I could talk to you in more detail about some of the specific goals um and actions that are in that plan and that

152might even be a great topic to dig into um even beyond the work session on Monday maybe for a future work session it it would also be great to have more detail with respect to where we have and this map is is great but where the services are who's getting them and that sort of thing and and um where we also have the bridge to k um I don't I don't know where it is it seems to be a great program where kids aren't getting preschool but where is it to what extent how many students are we serving so um yeah so we can we can go into that in more detail as well so for right now though I could say we had 25 schools about 1100 students in Bridge Decay um we worked

153really hard to locate those programs where we have the largest percentages of students coming to us without preschool experience um so that was the General um way that we organized that program and again it's a three-week program um but we've seen really good gains within that three-week period of time particularly as we focus on that family engagement component because those are things that carry over after the students enroll in k Garden we've already built that relationship with the family so we can continue to partner with them on supports I will say this and then I have one more comment I heard the county executive say publicly that he felt that there was a definite will on the part of the county to make sure we bring forth a preschool for all of our students um

154I'm going to remind him of that but I I also think that FCPS we can alert our Community as to what is necessary to make this happen and that's part of the reason I asked the question today rather than Monday no that's great I appreciate it um the last thing I want to say is I do agree with my uh colleague I um did not feel comfortable as you may realize with some of these uh metrics we had with respect to closing the achievement Gap um there is something inherently dist tasteful about having different standards for different groups of people um and so I just think that we may want to put our thinking caps on as to how to address that I understand the thinking behind it to say well the Gap is so

155big and we can't possibly close it all at one time but I also never want to send a message to the community that we expect less you know I I think that's a really important point and we can talk about that more as well um it makes me realize I forgot to mention one of the key elements of those data charts though are the aspirational targets that the board set with respect to each of those metrics and those aspirational targets are Equitable and consistent across all student groups um so I apologize for not mentioning that sooner but nevertheless that might be a a good future conversation right I I I don't think that makes any difference I I believe that we are in the midst of trying to address um some of the cultural perspectives

156and um those types of differentiations don't assist us in doing that sure if if I could just to share because I know it's been brought up and I do want to say we spent a lot of time we spent a lot of time as a leadership team talking about this and and sharing this with the board and we're open for continued conversation we clearly wanted to say aspirational 100% across one of the things and we can continue to work with you this this this plan can evolve we want to hold ourselves accountable so we developed Baseline data which was threeyear pass data to say where we are and how do we hold ourselves for making progress so we could we could talk about not we could talk about taking out that mid- Target but we

157want to be able to communicate whether we're making progress or not we weren't really and I'm just saying we weren't even giving ourselves targets to say I mean part of the equity lens we got to say to ourselves we need to try to push as much as we can and give Clarity to the community even for resource discussions for you all as a board for policy discussions with the Board of Supervisors but also to our own Personnel really what are the markers oh my gosh it is crystal clear through these data charts where we're doing well and where where we really have room to go and we're aligning our school Improvement plan with the same stuff that you're seeing now our school teams are seeing so I think that's a move but we're not attempting

158and we want to and we will listen to this board about making sure that we're not trying to send a message that we want lower standards for certain groups of kids so uh I appreciate both of your board members com uh comments and and unifying around that and we can figure out ways to make those appropriate adjustments Miss mlin so uh I wanted to just point out some things to my colleagues uh Tammy or um Sandy Evans and I are the meeting managers and so uh we really do want to encourage you to read the report um that accompanies this PowerPoint uh and also one of the things we talked about with Sloan is really look at the metrics because we need to be bringing to Dr Bray brand and and the leadership team which

159metrics are meaningful and which ones maybe we want to change and adjust and I'm going to give you an example there are three metrics in here that have to do with um algebra passing algebra by the eth grade and so there is the Baseline of plans for College and Career and then there was the one on passing one or more honors courses do you know what the Baseline metrics are they're all somewhere between 90 and 99% and what I said to to um Sloan is I don't find those to be some of the more strategic focused metrics because um it's some of them we're we literally at 92 to 98% already at at passing an honors course one or more we're at 97 to 100 across everyone so to me that's a really good feel

160good thing but if this is supposed to be a a strategic uh goal report then what I'm kind of sharing with Dr Bray brand as well is um this board should say thank you that's good so now we're going to task you with all you know we have the objectives um at the very high level but we're needing to get more robust metrics so that we're looking at a more strategic um focus on on closing these gaps um the other thing that we captured from the meeting manager I shared with Sloan is right now if Sloan I recall if there were two or more areas where progress wasn't made in the subgroups then it was an absolute no progress was made but we wouldn't even do that to children so why should we do that

161to staff or to the division we can say limited progress moderate progress but I didn't like the All or nothing I mean that's to me it it doesn't tell the accurate story there so I think that's something to look at for a future report um and then the other thing that surprised me was we present in the report that there's only one defin metric for Early Education and yet as you peel away even just looking at this the slide presentation uh we do have as many of my colleagues are noting in this uh slide in front of us you know the percent of students entering um kindergarten without preschool I mean that's actually a metric and that's a very meaningful metric um Dr Bray brand I mean that's to me turn that into a metric

162um and that's for the public to appreciate we have a metric however I would say say to my colleagues I hope you'll consider this for Monday when we suggest metrics to the team the number of classrooms in prek that we have added that's a metric the number of kids who are on the wait list who've moved off that's a metric but we don't have this in this report so that to me is easy data but it's a way that we help ourselves as a division and communicate to the Board of Supervisors and the public where we're going with that and then I'll just make one more note um because I was trying to be mindful of time as well the the idea that we've got every subgroup in a singular subgroup bucket but many of

163our children actually uh cross over multiple buckets and we know that that there when we tie on English with second language and with poverty um and then you know some of the other gaps that are there you can end up seeing that how you approach some of the solutions to close gaps you've got to make sure you've got the right supports in place education level of a parent and poverty are two of the greatest determinants of how a student is going to um find success and when we do some of those cross crossovers then I think it also gets to what my colleague Miss ke Kamar has also said what happens when there just ends up being um the concern that take all those other mitigating factors out and you still have gaps then are

164there you is there the cultural component that that we've got to Target but uh I think providing that kind of more um and Miss Schultz said it that kind of threedimensional context to our students that I think will also help uh people to appreciate that we might very well have plenty of students in different subgroups being highly successful because they actually aren't dealing with poverty their parents do have graduate degrees and um supports and they're doing great but the subgroup you know labels the subgroup differently so that's and then finally I I think Dr Bray brand to what you said I would absolutely get rid of the target I think the goal is to see movement to close gaps so aspirational is we want everybody to to hit the target and then each year you're

165just reporting on where the progress was but I don't think you need to have a a defined it's going to because that's just a lot of times it feels a little bit arbitrary like we're going to move it by 3% based on what so that would be something to consider if I if I could just provide one response um you made the point about students that might be represented in multiple demographic categories and um I did want to just call everybody's attention to the fact that um we've provided some of that information in the report in the data appendix so you'll see for example like on page 50 of the data appendix to the report economically disadvantaged students that might also be English Learners economically disadvantaged students that might also be students with disabilities so

166we've done that on some of the key indicators we haven't done that on all of the indicators because it's not part of the metrics that are in the Strategic plan and it does take a lot of time to pull that information that way um but we had a similar conver ation last year about this and so I wanted to provide the board with some of the additional data analysis that you'd requested last year as well thank you I'm just going to put my marker down to everybody I think that's a way to enhance the report for next year and because I want to see it front and center not buried in appendix thank you very much Miss Strauss followed by Miss Evans thank you and thank you very much for the report um and for

167your presentation it really helps to explain going through all of the charts so I I really do appreciate that um and I know that as we are looking at each one of the metrics we are looking at a point in time um based on on student output um and it would be interesting I remember many many years ago uh we were able to take a look at individual student progress over time and I know that that can be hard to do because you have to have the student students who are with you over time but it would show that um when children are with us from the beginning the gaps narrow over time and I don't know if that's something that we can do because Mobility has huge impact on that um but one would

168hope that as our children are with us and they are in a stable School environment there may be other challenges in their lives but if they're in a stable School environment that um many of the challenges would be overcome and many of the gaps would be closed I don't know if that's ever something that we can actually um take a look at with some of these reports well we could certainly um have that as a next step to investigate I'd have to collaborate with folks uh in the information technology department as well as some other departments uh to be able to investigate how much time and effort it would take to do that I know I know that's but I think it's a really important point so we'd be happy to take a look at

169it because when you can do that it shows that the because children children grow over time and and we hope that um the efforts of our teachers and the resources that we're putting in um build on themselves every year uh so that you would hope that and I the the one metric that we do see which certainly does show dramatic progress is uh our Esau students um once they have gone particularly to level I suppose five six seven eight when they when are truly bilingual they academically are graduating at a higher level and actually doing better than everybody else and which I suppose on the one part does um show uh people who are bilingual probably um have additional talents once you get to that point whether or not it's cognitive flexibility or just the

170the discipline of of getting to that point in life because they do do better yeah it's interesting when we look at our former English uh learner performance in most of these metrics um they outperform the division averages consistently whether it's reading s sols math s sols graduation rates so they do and that shows the persistence and the investment over time and the hard work of the children that's right um and that is the one I think that does that does show uh that um and I I will look forward to the appendix for show some of the other uh um situations where children have several different areas of challenge but I would presume again that the poverty tends to be um and that has been poverty tends to be the the um consistent predictor of

171challenge I shouldn't say of lack of success but of challenge um across I I know years ago we were able to look at that across all subgroups of kids but different time different place and different kinds of concerns so at any rate um I also remember years ago under with different technology systems we did code kids who were going through our Head Start Head Start programs our own Head Start programs and we could see that the kids who had been through those programs were again making significant progress in doing better on the third grade SOS now it didn't predict that there was unusual carryover all the way through if the only support they received was Head Start obviously there's more to that but that was another metric that we did look at and you could

172see the year-by-year progress paying off and and we do have that data the University of Virginia study that I mentioned um is a little bit more holistic because it's not just looking at things like so performance or course uh performance um they're actually doing interviews classroom observations so it's a much more robust study that they're doing in terms of the impact of uh early childhood education and the lasting impact of those experiences great I was going to say I I do like the scatter the uh uh the heat map that shows the um um uh pre kindergarten experience and um part of our challenge but I also know that we have there is also a difference in fam's Comfort with sending children outside your extended family group um for more formal instructional activity and that

173is sometimes where some of the county services are important at least you know suggest activities but that that also um is is a change and sometimes that doesn't necessarily have to do with uh with income but it is rather a traditional approach to how you care for your very young children that's right great thank you very much thank you thank you Miss stuss Miss Evans uh yes thank you uh Dr Presidio for uh an excellent report U both the presentation and the The Narrative it's very thorough and and I appreciate um all the excellent data um I am not going to ask all my questions tonight but I want to give you a bit of a heads up on on some of the things and make a couple of comments um I think a couple

174of the the major things that have been highlighted and I'll continue to highlighted and it's perfect that this is this map is up on the screen um certainly that tells a very important story that that map about uh where we really need to to put extra efforts with uh by coordinating with the county and and with private providers and and our own work so um I'm I'm glad you highlighted that um clearly there's uh an area that we we really need to be focusing on um as well as our English language Learners so I I'll follow up on some of the comments that have been made because I I do think that and I I did go to that page I appreciate the disaggregation or maybe it's aggregation maybe that's the word for it uh

175looking at the combined totals for uh for example graduation rates if I'm reading this properly on page 50 59 um a student who is both Hispanic and an English language learner the ontime graduation rate is 29% is that correct I I'm looking at the narrative and and the appendix if you don't have the answer now that's that's all right we can talk about it on Monday but uh one of the things that I was trying to get at here is because we do have um so many uh newcomer students who aren't just English language learners but who come to us with uh very little of any literacy in their own language very little of any numeracy and that has been an increasing number for us uh so I do wonder if we turn this around

176and and took a look if you were if you are a Hispanic student who is not an English language learner what is your graduation rate I don't think I don't think it's here but perhaps it's here and I just haven't found it yet but I I just think that that might um put that number into a little bit more perspective because so many um of our new well you know so many of our newcomers are are uh are both students with interrupted formal education and uh English language Learners and economically disadvantaged so um might give a and the the number that you gave us certainly is instructive uh that nearly half of the students that don't graduate are level one and level two and I certainly think that needs to inform our continued advocacy at

177the state level in terms of uh graduation rates and uh how we assess how well we are doing or how well a school is doing uh certainly having a student come to us at the age of 17 with no language and no literacy is a is a high bar you know that's a very you know high high bar to to get over so I do think we need to continue our advocacy at the at the state level on uh helping them understand what that looks like um and perhaps um give a little bit more dispensation to us I mean I know they give us it's six years correct six years uh for somebody who's an English language learner they have six years to graduate is that correct correct to be to be counted as part

178of the the ontime graduation cohort well the data that we're looking here is the fouryear ontime graduation cohort there is information in the appendix I also ran the five and the six-year graduation data in the appendix and included that in the appendix but what we looked on the slides was the four-year graduation on-time graduation cohort but doesn't this when we we look at accreditation and an ontime graduation don't we get more time with the English language Learners that's yes yes but again this is not focused on standards of accreditation correct right my my point here being that that if we're going to use some of this data for our state advocacy I see okay that was that was my point there um I I would like to go a little bit more into the capson

179projects which are I think it's it's marvelous that we're making progress there I I would be interested know to know at the high school level how that or even I guess at the middle school level how that um coordinates with IB programs um since that's very project or IB is also very project oriented uh is that done in conjunction with IB IB projects is that done is it a whole separate thing um so I would be interested in knowing more about that I do see on um I ready uh the the new screener the the mixed results uh for uh how well it's doing and I realize it's it's it's early but um I do think that's something we need to watch uh that's an area did we take off any assessments when we added

180the I ready assessment um we we did reduce the Dr assessment the kmra assessment um we reduced um in some instances our uh internal Horizon assessments and we look at our assessment policy um kind of holistically um every year to review workload Associated workload issues as well so we did take off some assessments the issue with the I ready that I was mentioning is the amount of time that it takes for a particular student to complete the assessment yes is longer than we would um that we would hope right and I and I think be you know if if we're seeing uh what what you refer to as mixed results that's something for us to to take in I want to clarify that comment because what I was saying um was with respect to forign

181using the assessment for instructional purposes of identifying students um that would be at risk with early literacy skill deficits it's been successful in terms of the implementation challenges around the amount of time that it takes for students to complete the assessment and the additional um logistical um concerns that many teachers and principles have raised that's the mix it's not a mixed result on the instructional uh student achievement side it's that the implementation an important distinction it's that the implementation of a new assessment um comes with challenges I see all right and then there just one other comment comment and I I know this might seem like a small point but with the onetoone laptop program which we've rolled out at the high school level I've talked to to enough students and enough teachers who talk

182about again going back to the newcomer students some of whom uh it's not just a matter of giving them the laptop some of these students have not used a laptop and so um I I do think it's important to not just um to understand that for some students it's not just access to the laptop but but having the basic skill set as well MH Absol thank you and I look forward to further conversation thank you thank you Miss Evans um in light of the hour which is now 10 o'clock and we have quite a bit more to do tonight before we uh are done I'm going to be very brief um I will just give you a heads up that on Monday I'm going to really want to dive into um where do we go

183from here because this is an excellent snapshot in time and I know that we are trying to move to our new accountability standards that we've laid out in our strategic plan that the board adopted each of these metrics um however I do think that it is important when we look at this report and we see where there are areas that we say you know more needs to be done your wonderful summary chart as well as the um heat map on prek I would like us to talk a bit more about what's the strategy of getting to where we need to be because that's really what what we need to focus on and it's not only the strategy of individual buildings but it's the strategy of how we um apply our limited resources to ensure that

184we um achieve these goals um and so that's really where my focus will be and um in that along those lines I'm going to be looking at um the prek piece the um access to math piece to um Dr Presidio you know that's one of my passions is access to um accelerated math in all of our elementary schools because that's really how you address the access at the uh Middle School level and then finally um really taking a deeper dive on how we ensure access to Opportunities and um success for our exceptional students with disabilities and so I look forward to um that broader discussion on Monday in which both Miss mlin and Miss Evans will be managing that work session I will remind everybody to please read that report and now I'm going to

185go on to the rest of the meeting so thank you very much Dr pidia we appreciate all you do for us thank you very much Miss mlin I'm going to call on you for a motion I move that the $150,000 currently in the office of equity budget allocated in May 2018 as a placeholder for a hearings officer position be converted to a 1.0 Ombudsman special education specialist position is there a second second seconded by Miss Evans Miss mlin would you like to speak to your motion uh I'd be happy to and given the late hour I hope uh people will forgive me for trying to be brief uh but essentially this is something that I'm very excited that uh superintendent Bray bran has brought to the board for support and I could not be more

186enthusiastic about it uh someone who has believed strongly for years that this will enhance the way that our division serves our families and I'm so excited with how well-received our Ombudsman has been in this very first year of operations uh uh special thanks to Armando Perry our Ombudsman uh it's my understanding that over 300 uh families have reached out to that office and 94 four of those were um special education related and so in an effort for FCPS to continuously improve its services uh to our students and families uh and in particularly this area I I'm thrilled to bring forward this proposal for the board's consideration this evening thank you Miss mlin Miss Evans yes I I do want to um first of all thank Dr Bray brand for starting the ombudsman's office this was

187something that um I had wanted to see us do for many years and you got this done and I think it's a a marvelous addition to our school system I I try to tell everybody I can think of about it and advertise it in newsletters because um they they do wonderful work and particularly um Mr Perry I know he's been out in the community quite a bit um letting people know that they have uh brochures in many languages I think it's eight or nine languages to uh to let everybody know and uh how to reach them um so this what we're doing tonight is is another great addition to the ombudsman's office the um the biggest area that they have had in the first year is for uh special education questions uh people calling the

188ombudsman's office asking for help either on a specific situation or simply trying to get information so I think it it will help us a great deal it will help families a great deal to to have somebody with a specialty in this area so I strongly support uh this addition and hope um all of the uh all of my colleagues will support it as well thank you Miss Evans Mr movine I'm also very pleased to to support this additional uh position in that office I think um you know the the way this board has talked about the utsman position in the past um perhaps differs with how it's currently conceived but as far as I can tell it's working um and it's certainly taking um uh T it's uh assuming responsibility for things that would otherwise

189have to be handled by the Schoolboard office or other folks throughout the system and frankly it's it's one and a half or one two people right now and so um the more we can bolster that office I think the the the more pressure it relieves from the rest of the system and it helps people get answers quicker than Poss than they currently do so um uh we know that special education is one of those areas that is um is hard to navigate and I think this is a position that is appropriately um going to be put in this office thank you Mr mline I don't have anybody else showing uh a wish to speak so I'm going to take the chair's privilege before we uh before I call for the vote I too want to

190um thank Dr Bray brand and more importantly I want to thank the community because this is a recommendation that came to us from the exceptional students with disabilities community and that is one where listening to our parents and our families to hear what they want and what they feel they need is uh what a caring culture does so I'm very appreciative that of this and I'm very supportive of it I do want to urge the um superintendent as we are restructuring ing that Ombudsman office with this vote where we are I'm especially pleased because this is money that was originally going towards a hearings officer if I remember correctly and we're reusing it for um directly supporting families I think this is a great use of uh of funding um but I will urge the

191superintendent to work with the equity office and perhaps um realigning that UD man uh position that we already have to create a um a place where our teachers and professional Educators can come um and get support because it was very clear tonight and I've heard from others the importance of having a um a support system for for those Educators as well um so with that I will call for the vote all those in favor of moving $150,000 currently in the office of equity budget allocated in May 2018 as a placeholder for a hearings office position be converted to a om one Ombudsman special education specialist position all those in favor and that is unanimous with Miss Schultz away from the table Mr moon has left for the evening as has Miss pal so that motion

192passes uh yes Miss mlon yes just briefly I did want to add uh that at the board's work session it was uh raised by the community and many of us appreciated uh this added portion of the discussion which is that right now FCPS has procedural support Liaisons that uh work with our families um particularly in ensuring that the I AP uh process goes well and I I just wanted the public to understand that while we are very pleased to support this new specialist position uh we did have the conversation with Dr Bray bran about ways in which um our division could continue continue in its efforts to strengthen the procedural support liaison role in helping our families and so we certainly want to encourage the public who are engaged in this work to continue to

193let us now how we can work cooperatively in um enhancing our services to families thank you Miss mlin I now call on Miss darak kofax for a motion I move that6 million to add safety stopping devices for movable walls be allocated in fy19 using the school board flexibility Reserve is there a second second second seconded by Mr mine Mr darac kofax would you like to speak to your motion yes briefly um as we discussed in our work session last week uh both Mr plattenburg and Miss Burton indicated that accessing our flexibility reserves will allow for a more expedited sensor procurement process and as the lead time for the sensors is approximately 3 to four weeks providing this early funding at this time moves us further to our goal of retrofitting the folding partition doors with

194the new sensor and then they'll be able to be fitted during summer vacation time so I look forward to your support on this motion Mr Moon as we know had to leave early but he wanted to let me know that he expressed his support for this motion thank you Miss kofax Mr mine would you like to speak to your second yes I wanted to thank Miss daret kofax for her um pioneering of this effort uh you know as soon as this came this issue came to to light um she was um immediately looking for Solutions and I'm grateful to um Jeff plattenburg and his team for um bringing to the board um a reasoned approach to to deal with the issue at hand um I know that uh the the governor and other folks will

195be um signing a bill on this issue um in the coming weeks in our community and I'm I'm glad that um they're moving forward at this at the state level as well um however um it it should be noted that this board did uh find a way to make this move forward as soon as uh conceivably possible and um I'm grateful to Mr darat kofx for that Miss Schultz so while I am going to be supporting the motion I do want to um because last time we had a little hiccup in Robert's Rules when we had our third quarter budget review and we didn't actually to get a chance to speak to the motion I did um get a little time yielded back to explain my no vote and this is part of this is

196one of the reasons not this specifically but this in the generic sense that um you know staff frankly brought forward a third quarter budget review that basically shoved all the extra money into um Staffing and um and beginning balance and now we're digging into a flexibility Reserve that has already had money pulled out for for legal and for um the renaming of Jeb Stewart to Justice and and and to me it is the cautious watching of these quarter budget reviews that that's the time for us to do these instead of pulling from a flexibility Reserve so I feel like um uh Mr D kofax you've sort of become goalie on this and I don't think it should be up to the board to have to play the goalie to find the money at the end

197from you know the last ditch um this is this is what those quarterly budget reviews are for and um I'm I'm a little bit nervous because I understand I I've spent um the last several weeks in in in my schools almost daily and the concern that we're 55 % burned on our our staffing Reserve already and that um maybe with some of the numbers not right I think we're going to be in a pinch and so you know um I wish we had done it earlier is basically what I'm saying I I appreciate the effort that you made to do it now um but I do think that we as a board have to be more mindful when those uh quarterly budget reviews um come that if something needs to be done we do it

198then we don't wait um if especially on something as important um as this is uh we we need to take the leap or push staff to help us make the leap earlier so I appreciate you doing it thank you Miss Schultz I too will support this motion I welcome uh the motion and I think that that is what the flexibility Reserve is actually designed to address emergency situations and situations of UN expected cost this is certainly an area where um none of us would ever want to have this cost be unexpected because the cause was so tragic and uh it is with that that we are all very sensitive to um not only um retrofitting the doors but ensuring that we have a safe um safe measures in place for all of our schools so

199um once again thank you very much Miss Dar kofax for your leadership in this area and with that I will call for the vote all those in favor of moving 6 million to add safety stopping devices for movable walls be allocated in the fiscal year 19 using the Schoolboard flexibility reserve and that is unanimous with uh both Mr Moon and Miss PCH having left for the evening our adopted rules of parliamentary procedure Robert rules provides for a consent a agenda listing several items for approval of the board by a single motion many items listed have gone through the Board review and documentation has been provided to all board members and the public in advance items may be reviewed removed from the consent agenda that at the request of any board member prior to the meeting

2006.01 adopt the attached resolution requesting the Board of Supervisors to approve and to take all necessary an appropriate action to place on the ballot for the November 2019 general election a school bond referendum in the amount of $360 million is there any objection to approving the consent agenda hearing and seeing no objection the consent agenda is approved new business the following are new business agenda items there will not be a vote tonight on these items but action is scheduled at a future meeting 7. 01 approve the fiscal year 20 budget as detailed in the agenda item 7.02 award a contract for the chanelli high school science room modification project to the lowest responsive and responsible bidder and authorize the division superintendent or the assistant superintendent of facilities and transportation services to execute deliver and administer

201the contract on behalf of the school board 7.03 award a contract for the mlan high school school science lab conversion project to the lowest responsive and responsible bidder and authorize the division superintendent or the assistant superintendent of facilities and transportation services to execute deliver and administer the contract on behalf of the school board 7.04 award a contract for the South Lakes High School softball field number two lighting replacement project to the lowest responsive and responsible bidder and authorize the division superintendent or the assistant super intendent of facilities and transportation services to execute deliver and administer the contract on behalf of the school board 7.05 approve recommended media and lesson objectives as detailed in the agenda item and as reviewed and recommended by the Family Life education curriculum advisory committee 7.06 approve the Strategic plan goal

202one Student Success report as detailed in the agenda item item eight superintendent matters next on the agenda is the superintendent matters I call on Dr Bray brand thank you uh chairman Corbett Sanders just briefly uh we have had teacher appreciation week and it's been a wonderful time uh the week of May 5th through the 11th to go out and see all the things great teachers are doing I want to join many others across the school district who've already recognized and appreciated the commitment and dedication of all of our FCPS teachers um we know the impact they have every day and I want to continue to work with this school board and leadership team to do everything we can to model and uplift um the caring culture that lets these teachers know that they are appreciated

203for all they do I want to mention just one teacher um Heather Jones has taught family consumer Sciences at Carl Samberg Middle School since 2012 and she was named a 2019 National family and consumer Sciences teacher of the year by aafcs she was recognized for her use of Cutting Edge methods techniques and activities to provide stimulus and visibility to family and consumer Sciences she's also the department chair uh for Career and Technical education um so really really just proud of her and everything uh that she has done and um we have so many amazing teachers in Fairfax and I want to just say thank thank them again for all that they do and U thank this board for really supporting through the budget each year the kind of resources and supports that our teachers need

204to be successful and really finishing the work that I know you've done long before I arrived here to recognize that we were behind on teacher pay and made a multi-year commitment to get it done we are catching up we will catch up and now we will start to move ahead um and really make sure that we're uh attracting and retaining the best and brightest teachers across the country here in Fairfax County so thank you thank you Dr Bray brand um next on the agenda is board reports and I call on Miss Hines for an update on the joint environmental task force okay yes thank you so the joint environmental task force or the jet um was approved by both boards at our last joint meeting which I want to say was early April um and

205basically what the two boards decided to do was to create a task force of four board members all together two supervisors and two school board members um to uh begin to work on how the school board and the Board of Supervisors the school system and the County government can work together on sustainable energy and climate action um so the four board members are um Miss Miss Corbett Sanders and I for the school board um and supervis Penny gross and Dan stor for the Board of Supervisors we had our first meeting on uh April 30th and it was just a logistics meeting we had um our superintendent Bray brand and County Executive uh Brian Hill were there as well and uh our next meeting will be on May 28th and at that meeting we will uh

206begin to discuss the proposed mission of the of the joint economic task force and the membership of the task force the meeting meetings are public uh they will be posted and minutes taken and posted um good news that we learned at the first meeting is that the Board of Supervisors uh just a couple weeks ago adopted a comprehensive climate action plan the CCAP which is CommunityWide energy and climate action plan um and the foundational question uh for the joint economic task force is how the school board and FCPS can support that comprehensive work that is so important for this community we will definitely keep the board and the community up to date thank you Miss Hines now we have uh board matters and I call on Mrs Strauss uh and I do want to um

207congratulate and uh wish well all of our wonderful teachers in FX County Public Schools as teacher appreciation week and you spoke very well Dr Bray bran thank you and I know um there were many activities in our local schools cele ating our teachers I would like to take a moment to congratulate The Rising Phoenix um uh robotics team who won the design award at the 12th annual Vex robotics World Championship in Louisville they were competing against 418 middle school teams from 40 Nations and the team was made up of Samantha Lee of Spring Hill Elementary School Daniel woo of Churchill Road Elementary School Cynthia woo David Han and Sophie Lee of Cooper middle school and Prav Anam anamanda of H Long Fellow Middle School um this has been a distinguished team and this is the

208third time that uh a local team has won the Virginia state championship title hardworking children and wonderful support from their families and other engineers in the communities so congratulations to the Rising Phoenix 99a team thank thanks thank you Miss Schultz yes and I would like to thank the West Springfield Elementary PTA for inviting me I joined them um I spent uh a great time was it just today I can't even I can't even keep my day straight um with uh Jay Pearson our interim region for assistant superintendent and uh my colleague Miss mclin uh with Daniel Smith our new Lake bradock um principal had wonderful couple hours with him White Oaks uh principal Richardson and principal at uh White Oaks and a principal um mukai at West Springfield um I do want to um highlight

209a speaker um actually was the video earlier um the concerns about opt out for uh families we have a lot of families um of varying backgrounds in Fairfax County um a lot of different professionals diplomats uh people who work in the intelligence Community um who work in other kinds of um alphabet soup communities uh military um people in witness protection there are a lot of reasons why people seriously or just for the um trying to protect their children's um exposure on the internet um from uh you know child predators and so I do think that taking U um the privacy of fam's requests for opt out um needs to be taken very seriously by the division and I look forward to doing whatever I can um I myself opt my children out for and have

210for many years so um I have two other things I want to congratulate um and I wish I could have been with him um we have a very special member um of all of our employees on our staff Brian Hazard the um wrestling coach at Robinson has been inducted into the Virginia chapter for the national Hall of Fame for wrestling and joins his father um who was also an inductee to the National Wrestling Hall of Fame and um I am just so proud of him and having been a a coach for um for my son uh he is a a unique um educator and the last thing I would like to highlight is um I met with families um who have experienced sadly um there students experienced bullying in our schools and uh they're looking

211instead of just you know dwelling on the problem um I want to share with my colleagues uh they have formed a 501c3 and are publishing books and producing professional development for educators and working with a national speaker on bullying and he is actually coming um his name is uh um his name is Paul Coughlin he has written many books but free us from bullying real solutions Beyond being nice um um he is being brought by the organization um this is a um Fairfax County Parent um whose son experienced unfortunately severe bullying in one of our middle schools and had to um had to drop out um and was not performing particularly well in our middle school and now is three credits short of graduating from high school as a 15-year-old um the book is called

212bullying bullied broken and redeemed and they are bringing um uh this gentleman um piercing the darkness uh of adolescent bullying and just the devastation that this can have not just on the student but on the entire family and it's on uh Wednesday May 29th at 7 pm um people can get the information from bullied broken and redeemed um and I hope that we can continue to work with our families to um and our staff to end bullying um and what that does to students um how that changes the trajectory of their lives potentially miss Evans thank you madam chair uh at our last meeting we recognize law day and uh I want to report that the law Day event at anandale high school was absolutely fantastic uh the ABA president uh came in uh Bob

213Carlson and um several other ABA leaders from around the country as well as uh CNN reporter Jim aosta correspondent Jim aosta and uh it was a a a wonderful conversation and with a panel of uh student journalists from the awardwinning a blast newspaper and so I just want to congratulate and and Dale High School on on having that very successful event um I was thrilled to go to the special education PTA award ceremony dinner on Saturday night it was a very lovely and elegant event so congratulations to SEPTA for putting this on and to all the nominees and uh and award winners that night um it was very very inspiring uh to hear all of the work that's being done um and and uh just all all the uh tremendous stories that that were told

214that night so um so I was uh delighted to to hear um to hear about all of those efforts and um speaking of inspiring uh to I attended the Hispanic leadership Alliance excuse me scholarship award banquet this last week and uh Dr Bray brand did an excellent job of addressing the group in Spanish he even told a couple of jokes in Spanish I believe so uh that's that was very impressive as well and the the stories were extremely inspiring and I there this year the number of scholarships that the HLA gave out that night went to uh 20 uh was expanded to 20 scholarships for for their students and a special shout out to uh the five Justice high school students the the U most of any high school so I'm very proud of that

215um there were there were laughs there were tears um so it was a great event um and last but not least uh I I just want to thank all of the teachers out there we have so many who do um it they are they are everything to our students to our kids and to our famili so uh very much want to um recognize teacher appreciation week and last but not least happy Mother's Day to all the mothers out there miss mlof yes I want to add on to what my colleagues M my colleague Miss Evans said about the in Andale High School law day um I enjoyed uh being there with Miss Evans along with uh our other colleague Kon Keys gamar who joined us and I did also want to make note that Jim

216Acosta of CNN is actually an anandale High School alumnist uh he is shamefully youthful in his looks and when I found out he was not too much younger than I am by graduation years it was even more humbling um but he did a fantastic job of really talking to students about the First Amendment and uh the goal of this event is to try and help people understand that the law and getting a law degree is really a highly versatile uh opportunity for careers and so the American Bar Association that uh sponsored this just did tremendous job and uh Miss Evans and I will follow up with Dr Bray brand offline because unfortunately uh we did not hold up our um Promises to the community about um providing better media support and coverage for that and

217um that was unfortunate um I also did want to just share with uh Dr Bray brand and my colleagues that um in the last two weeks I visited nine of my schools schools and Dr braber I just want to um praise you for the incredible leadership that we have in the buildings um Miss Evans and I were at Po and annendale high school together I was at ravensworth elementary um Fairfax Villa Cardinal Forest Kean Mill and as Miss Schultz noted um we were at Lake bradic together today um the lake bradic uh Student Government Association and in um support of teacher appreciation day uh brought in Captain cookie and if you've never heard of Captain cookie it is a mobile food truck it brings in uh warm fresh baked cookies with ice cream in the

218middle for an ice cream sandwich and it is Heavenly and um it's uh incredible um definitely a sugar high comes out of that but that was for the staff and employees and just a wonderful reflection of the support that uh Lake bradic Community um of Educators were getting from students um I also uh wanted to just make note that uh Miss uh corporate Sanders and I did get a chance to meet with fcft uh members of their board as well as many uh veteran instructional assistants and uh Dr Bray bran they certainly um shared for us um how important it's going to be for us to uh look with great intentionality about uh Fair compensation they're all working 40 our weeks providing direct instruction and uh we we need to do some better benchmarking and

219I know you're committed to that work too and we did share that with them that um you recognize it's important and uh tomorrow I will be going to my own children's elementary school little Run Elementary so uh with that happy Mother's Day and uh to all of our teachers as the daughter of a teacher uh thank you for bringing your passion your energy and your joy to the classroom every day we will continue to do our work at the Schoolboard level to try and bring passion and joy back into your experiences in the classroom as well thank you Miss glin Miss daret kofax thank you uh this time of year is always a wonderful time to see all the Great accomplishments um at the end of the year of our students so I had the

220privilege of being able to uh see some of these things for the first time I went to something called fashion in motion and that's by our Fashion Academy at Fairfax High School this was a full-fledged fashion show where teach where where the the kids in fashion classes one and two um put put together um outfits they were amazing they had to do five different looks and um it was a full-fledged it was like we were sitting in Manhattan but it was a Fairfax High School and so if you've never been I encourage you to do that because um wonderful teacher there uh has has has passion in and the kids are just so excited um it's it's one of those things that we should be very proud of uh another thing is um Rose Hill

221Elementary School um their entire school is able to audition for something called Rose Hill players and they had kids from kindergarten through sixth grade at a uh musical called let the games begin it was fabulous and um there is a veteran teacher there um who has been doing this for over 20 years and he and his team are amazing so um thank you for inviting me and letting me share that afternoon I also went to see a fabulous production of Peter Pan at Mark Twain Middle School where they where Peter and Wendy and the whole crew flew so that was pretty amazing um I had uh the opportunity to look at the benchmarking um at the the student services advisory councils at both kayfield secondary and Edison um High School where they you know um

222their their Stu their advisory Council um had certain um you know levels that they wanted to attain and they talked about the successes there so that was wonderful to see um we many of us were at the retirement uh the ceremony so congratulations to all of our retirees as you begin that next chapter in life and thank you for all that you have contributed to our schools and to to our families here and um also I was able to um we have some amazing Partnerships um the Washington Redskins Foundation as well as the capito area Food Bank um partnered with um uh woodlon Elementary School and um they were no Mount Vernon Woods I'm sorry yes I'm sorry Mount Vernon Woods Elementary School and it was very exciting for the students and the teachers and

223fans like me to see both Ryan carrian players um Ryan carrian and Ryan Anderson there um you know providing um their services to share um uh the food market that that day and as my colleague said um happy Mother's Day to all the moms out there and teachers you are the ones that make the big difference in all of our students lives so thank for thank you for all that you do not just this week but every week in Fairfax County thank you Mr AR I kofax Mr mie um so I have a question for Miss McLaughlin uh why why did you not bring Captain cookie with you tonight um it's we definitely need that as we go back into Clos session um so I agree with Miss Dar that kofax about fashion motion I

224do believe it's the the best yet I think I've gone for the past um seven years seven or eight years and it was always an incredible event also had the pleasure to join um miss Karen Corbett Sanders at the um Holland Meadows Earth Day celebration they are um uh building their uh new uh garden and their renovated uh property so it's very very nice and there were free smoothies so I think we're noticing a theme here with uh food yes made by by a bicyclist um also had the privilege of going to the um Nawa uh uh teacher appr appreciation dinner with a number of my colleagues um Nawa is really doing a great job making making their their voices heard on the issue of curriculum internationalization and also um ethnic studies and making sure

225that our curriculum does incorporate the views of all of our our our um folks from different backgrounds um I did have the honor of appearing um in two Productions of uh Thomas Jefferson's 25th Annual putam County Spelling be um I unfortunately uh was dismissed very early in the spelling be uh but I promise in real life my spelling is better than what was portrayed uh this past weekend the SEPTA award ceremony was really a truly impressive event and I do want to congratulate colleague um Sandy Evans for being one of the nominees uh for um Community um advocacy so that was uh great to see um our our board represented on the stage uh and finally I do want to uh share a message on behalf of Mr Moon his plane was delayed because the

226captain's seat was broken um but they have repaired the captain's seat and he is now on his way and I hope he um gets to our banana Champagne by the time our close session ends good night Mr Wilson thank you madam chair um I too am looking forward to meeting Captain cookie I'm sure he will be a friend of mine uh given what Miss mlin described for us um I'm going to take a few moments here tonight um to do a little more than just say Happy Mother's Day um first and foremost thank you to all the mothers here at the Das uh and in the staff area um there is no more important person in any family and frankly to any person than their mother um there's a there's a saying that that um

227I heard that went something like this I'm not sure I've got it exactly right but basically the saying is God couldn't be everywhere so he created mothers uh uh because they they are the the person in each child's life who who takes care of all the details uh and makes themselves available at all times um I'm going to ask the Indulgence of the board for a minute to talk about my own mother she um was born uh in the middle of the Great Depression uh in the midwest uh was a young child during World War II she was a high school student in the 50s uh I have the pictures that show her uh wearing poodle dresses to prove it uh and um at that time she suffered a tragedy and she lost a leg

228to cancer um and that it was her senior year and she had been voted um most likely to succeed and um she did not disappoint her peers uh despite that tragic event uh as a young mother in the 60s uh she um she married my father and and they started their family in the 60s and went on to have seven children uh and now have 19 grandchildren and so during those period during those years when she was raising my brothers and sisters I'm the sixth of seven uh she got to see the 70s and my experience in the 80s uh and then uh I went off to college and then in the 90s uh she then uh took up a profession in real estate and became uh an agent for Remax and sold real estate

229in northern Virginia uh until her retirement um not too long ago um and so I think that it's worth talking a little bit about all of those things that moms do and and I'll have my own mother in mind as I talk about this because there is one word I think that could describe your mother best and that is the love that they give and you know they're there to encourage you when you have been disappointed they care for you when you feel alone they protect you when you're threatened advocate for you when you can't speak they nurture you they organize you they plan for you they push you to be a little bit better they create a home environment that I remember distinctly as a child and and and uh my mom cooking and

230um directing us all around to um to help out and through that teaching us that we all are part of that home community and all have to participate and give um and support of everyone else and through that um we learn about sacrifice and the giving and the sacrifice that we all um know is the best way to engage not just in our families but in our communities as well and of course a mom is the primary educator of her child um my own wife taught all of our kids to read uh you know and I she loved every minute of sitting with the books on the couch reading stories over and over to the kids um but Mom's also volunteer mom's Advocate I think as almost every mother here at the table uh has

231been a tremendous Advocate moms also pass on the faith to their children that they have and of course in this teacher appreciation we there's no doubt the moms are also our primary source of teachers in our schools and so they're teaching our children so there's nothing nothing so strong I think as a mother's gentleness and certainly nothing so Fierce as a mother's love and so Mom happy Mother's Day I love you and I look forward to being with you this Sunday Miss Hines yes um I wanted to thank the Vienna optimists Club uh last week they had their Helping Hands Awards where they recognize and celebrate um a sixth grader from each of the vien area elementary schools who's been nominated by their teachers for their Community Spirit um and it was just wonderful to

232meet all those wonderful kids and their families and to celebrate them uh yeah the national Arab American women's Association teacher appreciation dinner um I was also there last week uh that's a very effective advocacy organization that proves that our diversity makes us better and smarter and stronger um SEPTA awards were so much fun over the weekend it was it was great to be there another great advocacy organization that's um making our community better and our schools better um and the rest and opportunity neighborhood meeting last night those are always great opportunities to hear from the neighborhood ambassadors and this is a unque position in the opportunity neighborhood uh program where you have people who live in um housing complexes and basically serve as advocates and leaders and Liaisons to all of their neighbors in that

233um Comm in that housing project with all the Community Partners that are supporting the opportunity neighborhood program so um it's it it's always very inspiring um to to be at those meetings and finally as a teacher myself I want to thank all the parents and kids out there who are treating teachers this week um it's a it's a wonderful thing to get the little handwritten notes from the students and you know the coffee and donuts on Monday morning was much appreciated every thing you do it may seem small but it really makes a big difference to teachers at this time of year so thank you thank you Miss Hines um I I too would like to um thank our teachers this week during teacher appreciation week as well as there are two other appreciation weeks

234this week one is bus drivers so I do want to uh thank all of our bus drivers I had the opportunity to meet with a group of them this week and as I express to them I look at our bus drivers as our ambassadors that they're the first to greet our students in the morning and the last to say goodbye to them at the end of the day and so they play a very special role as do our School nurses and it is Nurses Appreciation Week so thank you to all of our professionals that do such an excellent job of really creating the caring culture that is FCPS um would also like to do a shout out to United communities formerly UCM which celebrated their 50th Anniversary this past Friday and they are an incredible

235organization a heart of the Community in Mount Vernon in Lee offering uh services and partnering with us in the community schools of Mount Vernon Woods and uh Walt whon also wanted to thank uh Airbus and United Way for their stem in the schoolyard event this past week um it was incredible and I too enjoyed the SEPTA event on Saturday evening and I was so glad to share that experience with so many of my colleagues and then again on Sunday with the northern Virginia Regional PTA where many of our um uh building leaders were also recognized there and then I did something fun with my Mom this past weekend I actually went to see Cinderella at West bomac and it was just wonderful my mom's in her 80s and uh taking her to the matina um

236I thought she was going to enjoy the show but I think she enjoyed all of the little girls in their princess dresses more than the show even though the show was fantastic um and also want to thank uh Dr Bray brand and soon Tobe Dr Dade for um the incredible evening last night with Ventures and Community where we began asset mapping between the requirements for our schools in the brout one quor uh their need for uh support from our um faith-based community and the faith-based community identifying areas where they can be supportive of each of the schools so that's a wonderful dialogue we started earlier this year and it continues uh also want to wish um the communities of trust happy anniversary they are celebrating their fifth anniversary this next week as well so happy

237Mother's Day everybody and with that we are going to go into close session again um and I will make the motion the board will now now make a motion to go into close meeting to one discuss and consider disciplinary and Other M matters concerning one or more students pursuant to section 2.2 3711 A2 of the code of Virginia and to actually we don't need to do that that's all we will be doing tonight so if I have somebody who will make the motion motion made by Miss Evans seconded by Miss Schultz all those in favor Miss Hines Mr Wilson Mr mline Miss daret kofax Miss Evans Miss Schultz Miss um Strauss Miss Corbett Sanders and everybody else is away from the table that motion passes we're enclosed for