001THE NOVEMBER 19, 2018 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 PERFORMANCE OF NATIONAL ANTHEM BY KILMER MIDDLE SCHOOL UNDER THE DIRECTION OF KEVIN SAPP. [PLEDGE OF ALLEGIANCE] O SAY CAN YOU SEE BY THE DAWN'S EARLY LIGHT WHAT SO PROUDLY WE HAIL AT THE TWILIGHT'S LAST GLEAMING WHOSE BROUGHT BRIGHT STARS THROUGH THE PERIL US THUS FAR AND THE ROCKETS RED GLARE THE BOMBS BURSTING IN AIR GAVE PROOF THROUGH THE NIGHT THAT OUR FLAG WAS STILL THERE O SAY DOES THAT STAY BANGLED BANNER EVER YET WAVE FOR THE LAND OF THE FREE AND THE HOME OF THE BRAVE [APPLAUSE] THANK YOU SO MUCH KILMER MIDDLE SCHOOL, YOU ARE ALL ARE FANTASTIC. IN ORDER TO COMPLY WITH SECTION 2.2-37-12D FOR
002THE CODE OF VIRGINIA, IT'S NECESSARY FOR THE BOARD TO CERTIFY SINCE THE FAIRFAX SCHOOL BOARD CONDUCTED A CLOSED MEETING TO THE BEST OF EACH'S KNOWLEDGE ONLY THE MATTERS IN OPEN MEETING MATTERS AND ONLY MATTERS IDENTIFIED IN THE MOTION WERE HEARD, CONSIDERED BY THE BOARD IN THE CLOSED MEETING. DO I HAVE A MOTION? MOTION MADE BY MR. MOON AND SECONDED BY MRS. STRAUSS. ALL IN FAVOR... THOSE OPPOSED... THOSE ABSTAINING. MR. WILSON. SO A FEW ANNOUNCEMENTS BEFORE WE BEGIN TONIGHT'S MEETING. ACTION ON STRATEGIC PLAN GOAL 4, RESEARCH STEWARDSHIP HAS BEEN REMOVED FROM THE AGENDA AND CONSIDERED AT A FUTURE MEETING AND GOVERNANCE COMMITTEE PROPOSED REVISIONS HAS BEEN REMOVED FROM THE AGENDA AND WILL BE PRESENTED ON THE DECEMBER 20 REGULAR MEETING. IF YOU WOULD LIKE TO VIEW THE ITEMS TONIGHT AND TONIGHT'S AGENDA IS ON THE FCPS
003HOME PAGE. AND THE MEETING IS STREAMED LIVE ONLINE, SELECT SCHOOL BOARD FROM THE FULL MENU AND CLICK LIVE MEETING ON THE WEB PAGE. PLEASE TURN OFF OR SILENCE YOUR CELLPHONE. I NOW CALL ON MR. MCELVEEN FOR A RESOLUTION. OKAY, I AM EXCITED TO READ THE RESOLUTION FOR NATIONAL INCLUSIVE WEEKS. WHEREAS, SINCE ITS INCEPTION IN 2001, NATIONAL INCLUSIVE SCHOOLS WEEK HAS CELEBRATED THE PROGRESS THAT SCHOOLS HAVE MADE IN PROVIDING A SUPPORTIVE AND QUALITY EDUCATION TO AN INCREASINGLY DIVERSE STUDENT POPULATION, INCLUDING STUDENTS WHO ARE MARGINALIZED DUE TO DISABILITY, GENDER, SOCIO-ECONOMIC STATUS, CULTURAL HERITAGE, LANGUAGE PREFERENCE, AND OTHER FACTORS; AND WHEREAS, INCLUSIVE SCHOOLS WEEK IS AN ANNUAL EVENT SPONSORED BY THE INCLUSIVE SCHOOLS NETWORK (ISN) AND IS HELD DURING THE FIRST FULL WEEK OF DECEMBER; AND WHEREAS, THIS YEAR’S THEME IS “KALEIDOSCOPE OF FRIENDS". A KALEIDOSCOPE IS AN
004INFINITE ARRAY OF PATTERNS OF BRILLIANT LIGHT CREATED BY REPEATED REFLECTION. THE WORD KALEIDOSCOPE MEANS BEAUTIFUL SHAPE AND INDEED, EDUCATION TAKES ON A BEAUTIFUL SHAPE WHEN ALL CHILDREN BELONG AND ARE VALUED AS CONTRIBUTING MEMBERS OF THE SCHOOL COMMUNITY. THE VISION OF INCLUSIVE EDUCATION IS TO DRIVE DECISIONS, ACTIONS, AND CORE BELIEFS. REPEATED REFLECTION HELPS SHAPE EFFECTIVE PRACTICES TO MEET THE NEEDS OF ALL STUDENTS. WHEREAS, BY ADDING THE WORD "FRIENDS", THE RESULT IS A MYRIAD OF RELATIONSHIPS THAT PROVIDE OPPORTUNITIES FOR THE SUPPORT AND GROWTH OF ALL CHILDREN. WHEREAS, THE WEEK ALSO PROVIDES AN IMPORTANT OPPORTUNITY FOR EDUCATORS, STUDENTS, AND PARENTS TO DISCUSS WHAT ELSE NEEDS TO BE DONE IN ORDER TO ENSURE THAT THEIR SCHOOLS CONTINUE TO IMPROVE THEIR ABILITY TO SUCCESSFULLY EDUCATE ALL CHILDREN. NOW, THEREFORE BE IT RESOLVED, THAT THE FAIRFAX COUNTY SCHOOL BOARD REMINDS THE
005ENTIRE FCPS COMMUNITY THAT EDUCATION TAKES ON A BEAUTIFUL SHAPE WHEN ALL CHILDREN ARE INCLUDED. I SO MOVE. IS THERE A SECOND? SECOND. SECONDED BY MR. MOON. MR. MCELVEEN YOU WOULD LIKE TO SPEAK TO YOUR RESOLUTION. WE ARE VERY PROUD TO CELEBRATE NATIONAL INCLUSIVE WEEK THE FIRST WEEK IN DECEMBER. OBVIOUSLY WE WON'T HAVE A BOARD MEETING BEFORE THEN AND IMPORTANT TO RECOGNIZE NOW AND THANK ALL THE MEMBERS OF THE COMMUNITY THAT CAME TO CELEBRATE WITH US. MR. MOON, SPEAK TO YOUR SECOND? WOULD ANY OTHER BOARD MEMBERS LIKE TO SPEAK. MRS. MCLAUGHLIN. THERE IS ALL ALWAYS THE DANGER TO TRIGGER THE OTHER 10 SCHOOL BOARD MEMBERS TO SPEAK TO THIS, AND I SEE THE ADVOCATES IN THE AUDIENCE FROM SEFTA AND THAT YOU ARE HERE TO HELP US RECOGNIZE NATIONAL INCLUSION WEEK AND TO RECOGNIZE THE IMPORTANCE
006OF INCLUSIVITY FROM ALL BACKGROUNDS AND THIS IS A SPECIAL OCCASION TO CELEBRATE AND THROUGH OUR COMMUNITY ENGAGEMENT HELP US KNOW HOW TO CONTINUE ON THIS WORK FOR FCPS. OKAY, PLEASE JOIN ME IN WELCOMING DIANE COOPER RAUL, PRESIDENT OF SEPTA AND PARENTS AND AUDIENCE TO THE DAIS FOR A PICTURE WITH THE BOARD. I NOW CALL ON MRS. DERENAK-KAUFAX HONORING THE ANNIVERSARY OF HAYFIELD SECONDARY SCHOOL. THANK YOU, MADAM CHAIR, I AM PLEASED TO OFFER THIS RESOLUTION, 50 YEARS, HAYFIELD, CONGRATULATIONS. WHEREAS, HAYFIELD SECONDARY SCHOOL, THE FIRST PUBLIC SECONDARY SCHOOL TO OPEN IN FAIRFAX COUNTY, VIRGINIA, WILL PROUDLY CELEBRATE ITS 50TH ANNIVERSARY, AND ITS REPUTATION FOR PROVIDING GENERATIONS OF STUDENTS FROM A RICHLY DIVERSE COMMUNITY WITH AN EXCELLENT ACADEMIC FOUNDATION; AND WHEREAS, HAYFIELD IS A HIGH PERFORMING SECONDARY SCHOOL DEDICATED TO PROVIDING A STRONG INSTRUCTIONAL PROGRAM IN AN INVITING
007SCHOOL ENVIRONMENT FOR ITS STUDENTS, WHO REPRESENT OVER 71 COUNTRIES AND SPEAK 38 DIFFERENT LANGUAGES, AND HAS ENRICHED STUDENTS THROUGH ITS ENGLISH LEARNER, SPECIAL EDUCATION, ADVANCED ACADEMICS PROGRAMS, ALONG WITH YOUNG SCHOLARS, CAREER AND TECHNICAL EDUCATION CERTIFICATIONS, FINE AND PERFORMING ARTS EXPERIENCES, CAREING MENTORS, STUDENT 2 STUDENT AMBASSADOR PROGRAM, AVID AND COLLEGE PARTNERSHIP PROGRAMS; AND WHEREAS, THE SCHOOL HAS CONTINUED TO PROVIDE THE BEST EDUCATIONAL TOOLS AND LEARNING OPPORTUNITIES FOR ITS STUDENTS BY EMBRACING NEW INITIATIVES, IMPLEMENTING, RECOGNIZING THE IMPORTANCE OF ARTS AND CAREER AND TECHNICAL EDUCATION IN DEVELOPING CREATIVE MINDS AND PROVIDING ALTERNATIVE AVENUES FOR LEARNING, RENOVATING ITS FACILITIES AND EQUIPPING CLASSROOMS WITH THE LATEST EDUCATIONAL TECHNOLOGY, AND IMPLEMENTING 1:1 COMPUTER ACCESS FOR ALL STUDENTS; AND WHEREAS, THE FACULTY, PARENTS AND COMMUNITY OF HAYFIELD ARE COMMITTED TO INCREASING THE EMOTIONAL WELL-BEING AND ACADEMIC ACHIEVEMENT OF ALL STUDENTS THROUGH INCREASED
008ACCESS TO RIGOR IN ADDITION TO ACADEMIC AND SOCIO-EMOTIONAL SUPPORTS, WHILE VIEWING ITS DIVERSITY AS A UNIQUE OPPORTUNITY AND STRENGTH THAT ENRICHES AND BROADENS THE EDUCATIONAL EXPERIENCES OF ALL STUDENTS AND PREPARES THEM TO BE 21ST CENTURY LEARNERS; AND WHEREAS, THOUSANDS OF STUDENTS HAVE PASSED THROUGH THE DOORS AT HAYFIELD SECONDARY AND BENEFITTED FROM A COMPREHENSIVE EDUCATION AND THE EFFORTS OF DEDICATED AND CARING TEACHERS AND STAFF WHOSE VISION IT IS THAT ALL STUDENTS GRADUATE AS CARING CITIZENS, CRITICAL THINKERS, AND CREATIVE COLLABORATORS. NOW, THEREFORE, BE IT RESOLVED THAT THE FAIRFAX COUNTY SCHOOL BOARD HONORS HAYFIELD SECONDARY SCHOOL ON THE OCCASION OF ITS 50TH ANNIVERSARY, COMMENDS THE SCHOOL ON ITS HISTORY OF PROVIDING EDUCATIONAL EXCELLENCE AND ENRICHMENT OPPORTUNITIES TO THE STUDENTS AND COMMUNITY, AND CONVEYS ITS MOST HEARTFELT BEST WISHES FOR A SUCCESSFUL ANNIVERSARY CELEBRATION. I SO MOVE. IS THERE
009A SECOND? SECONDED BY MRS. PALCHIK. MRS. DERENAK-KAUFAX, WOULD YOU LIKE TO SPEAK TO YOUR RESOLUTION. JUST BRIEFLY, I AM SO HONORED TO REPRESENT THE FAMILIES ATTENDING HAYFIELD SECONDARY AND I AM INSPIRED BY THE ADMINISTRATORS AND STAFF AND LOVE YOUR HAWK SPIRIT. AND I WELCOME THOSE FACULTY, AND TEACHER ROXANNE SEPTIS THAT HAS SERVED THE HAYFIELD COMMUNITY FOR 43 YEARS. [APPLAUSE] I CALL ON MRS. CORBETT SANDERS FOR THE RESOLUTION. WHEREAS, THE COMMONWEALTH HAS NO MORE PRECIOUS RESOURCES THAN ITS CHILDREN, AND PUBLIC SCHOOLS REPRESENT THE BEST PUBLIC MEANS TO HELP VIRGINIA CHILDREN LIVE RICH AND FULFILLING LIVES; AND WHEREAS, VIRGINIA’S PER PUPIL FUNDING FOR K-12 EDUCATION REMAINS BELOW 2008-2009 LEVELS WHEN ADJUSTED FOR INFLATION; AND WHEREAS, TEACHERS IN VIRGINIA EARN AN AVERAGE OF $9,218 UNDER THE NATIONAL AVERAGE, RANKING THE COMMONWEALTH 34TH IN THE NATION FOR AVERAGE TEACHER
010SALARY; AND WHEREAS, VIRGINIA AS A NATIONAL LEADER IN PUBLIC EDUCATION, COMMERCE, AND CIVIC HEALTH MUST ACT IMMEDIATELY TO INCREASE INVESTMENTS IN OUR SCHOOLS; AND WHEREAS, EDUCATORS AND PUBLIC EDUCATION SUPPORTERS AROUND THE COUNTRY HAVE CHOSEN THE COLOR RED AND THE SLOGAN #RED4ED TO CALL ATTENTION TO THE INADEQUACY OF CURRENT SCHOOL FUNDING AND THE HARM IT DOES TO CHILDREN; NOW THEREFORE, BE IT RESOLVED THAT THE FAIRFAX COUNTY SCHOOL BOARD HONORS THE WORK OF THE “RED4ED” MOVEMENT TO ENRICH CHILDREN’S LIVES BY ADVOCATING FOR INCREASED RESOURCES FOR K-12 SCHOOLS. I SO MOVE. IS THERE A SECOND? SECOND BY MRS. MCELVEEN. MRS. CORBETT SANDERS YOU WANT TO SPEAK TO YOUR RESOLUTION. YES, MR. MOON I AM HAPPY TO SPEAK TO THIS RESOLUTION THAT RECOGNIZES THE IMPORTANT ROLE THAT OUR PUBLIC SCHOOL TEACHERS PLAY THAT ENSURE THAT EVERY CHILD IN THE
011STATE OF VIRGINIA ARE ABLE TO ACHIEVE THAT POTENTIAL. AND TO BE ABLE TO ACHIEVE THAT POTENTIAL WE NEED THE BEST AND BRIGHTEST. AND HERE IN FAIRFAX COUNTY I BELIEVE THAT WE HAVE THE BEST AND BRIGHTEST EDUCATORS OF ANYWHERE IN THE WORLD, NOT JUST THE STATE OR THE COUNTRY. BUT TO BE ABLE TO CONTINUE TO ATTRACT AND RETAIN OUR BEST EDUCATORS WE NEED A COMMITMENT AT THE LOCAL, STATE AND FEDERAL LEVEL TO ENSURE THAT WE FUND OUR PUBLIC EDUCATORS. IT'S MY PLEASURE TO SUPPORT THIS RESOLUTION. THANK YOU, MR. MCELVEEN. AS PART OF THIS BOARD I KNOW THAT WE ARE PROUD TO BE JOINING IN THIS STATE-WIDE EFFORT TO WORK ON THIS RED4ED MOVEMENT. AND TO PASS THIS RESOLUTION HERE TONIGHT. I WOULD ALSO SAY THAT IT'S VERY APPROPRIATE FOR US TO BE PASSING THIS ON THE
012SAME NIGHT THAT WE PASS OUR LEGISLATIVE PROGRAM, FOUR OF PRIORITIES WHICH DO RELATE TO FUNDING. THIS IS AN ISSUE ABOUT WHICH ALL OF US ARE VERY PASSIONATE AND WE WILL STAND WITH YOU AT THE STATE LEVEL ALONG WITH OUR LOBBYISTS. AND I WOULD LIKE TO ADD THERE ARE COMPETING COLORS UP HERE TONIGHT, SOME OF US ARE WEARING BLUE AND RED, IT DOESN'T SHOW A PREFERENCE FOR ONE OVER THE OTHER. BUT I KNOW THAT ALL OF US HAVE RED IN OUR HEARTS, SO WE ARE WITH YOU AND LOVE THE WORK YOU ARE DOING, THANK YOU. [APPLAUSE] ANY OTHER BOARD MEMBER THAT WANTS TO SPEAK? MRS. PALCHIK. YES, I WANT TO ADD AND PLEASED TO SEE THOSE SUPPORTING OUR KIDS AND ADVOCATES AND WE HAVE LOCAL AND TEACHER AND STATE REPRESENTATIVES AND RETIREES AND UNION MEMBERS TO
013SUPPORT OUR KIDS, AND 86% OF OUR FUNDING GOES TO OUR PROGRAM AND THAT MEANS IT'S ABOUT OUR EMPLOYEES SUPPORTING OUR KIDS. AS ONE GRADUATE OF PUBLIC SCHOOLS IN VIRGINIA I AM VERY DISAPPOINTED TO SEE THE DECREASED INVESTMENT AT THE STATE LEVEL OF OUR SCHOOLS. AND I HOPE THAT WE CONTINUE TO SEE AN INCREASE. THERE IS A SLIGHT INCREASE WE HAVE A LONG, LONG WAY TO GO. AND WE NO LONGER CAN BALANCE OUR BUDGET ON THE BACKS OF OUR KIDS AND COMMUNITY. AND I HOPE THAT WE ADVOCATE TOGETHER. I SPENT THIS MORNING FROM HEARING FROM ADVOCATES IN RICHMOND FROM PRE-K AND HEALTHCARE AND SO MANY NEEDS FOR OUR KIDS AND WE CAN NO LONGER STAND ON THE SIDE LINES. I AM HAPPY TO SUPPORT THIS AND IN VIRGINIA FUNDING IS PROVIDED LOCALLY BY THE STATE AND
014VERY LITTLE BY THE FEDERAL GOVERNMENT, AND WE MUST CONTINUE TO BE ADVOCATES FOR OUR KIDS. MRS. MCLAUGHLIN. I WANT TO TAKE A MOMENT TO SEE YOUR ADVOCACY TONIGHT TO DRAW ATTENTION TO THE FACT THAT ONE OF THE MOST ECONOMICALLY SUCCESSFUL STATES IN ALL OF THE UNITED STATES AND YET TO BE RANKED 34th IS UNACCEPTABLE. THAT THE FUNDING HAS NOT BEEN MATCHED AFTER A 10-YEAR RECESSION AND NOW WE ARE FINDING OURSELVES WITH FUNDING THAT IS STILL NOT BROUGHT US TO WHERE THE ECONOMIC ENGINE HAS RESTORED MUCH THE REVENUE THAT THE COMMONWEALTH AND TO HELP IN RICHMOND AND AS MR. MCELVEEN MENTIONED SOME ARE WEARING BLUE AND RED AND WHEN YOU PUT THEM TOGETHER YOU GET PURPLE. MR. TIGNOR. I TOO AM WEARING PURPLE. SUPPORT FOR BOTH. I WANT TO SAY FROM THE STUDENT PERSPECTIVE HOW IMPORTANT
015TEACHERS ARE TO US. AND SOMETIMES THE TEACHER CAN MAKE OR BREAK THE CLASS AND WITH A DIFFICULT CLASS AND THAT MOTIVATE MY DAY. AND TO KEEP UP THAT FUNDING AND STATE INTEREST AND ATTRACT THOSE TEACHERS AND KEEP THEM WHERE THEY ARE AND STAY IN THE COUNTY MAKES A BIG IMPACT ON THE LIFE OF OUR STUDENTS. ANY OTHER BOARD MEMBER? MRS. DERENAK-KAUFAX. THANK YOU, I WANT TO THANK YOU ALL FOR BEING HERE TONIGHT AND TO BE CONTINUAL ADVOCATES FOR WHAT WE NEED. YOU'RE IN OUR RESOLUTION HERE, WE TALKED ABOUT BEING, RANKING THE COMMONWEALTH 34th IN THE NATION IN TEACHER SALARY AND LOWER IN THE K-12 FUNDING OR SOMEWHERE IN THE HIGH 40s. THINK OF ALL THE GOOD WE ARE DOING WITH LACK OF FUNDING, IMAGINE HOW MAGNIFICENT WE CAN BE IF WE MOVE THAT NEEDLE FORWARD.
016WE KNOW THAT WE HAVE CHILDREN WITH NEEDS AND WE HAVE AMAZING TEACHERS LEADING THE PROFESSION BECAUSE THEY CAN'T AFFORD TO BE A TEACHER ANY LONGER. AND WE WANT TO STAND TOGETHER WITH YOU CONTINUALLY AS IN THE PAST, TO CONTINUE TO ADVOCATE AND GET MORE FUNDING. YOU TEACHERS AS MR. TIGNOR SAID, A TEACHER IS WHAT MAKES OUR SCHOOL SYSTEM, YOU'RE EVERYTHING. YOU'RE THE CORE OF WHAT WE NEED AND HOW TO MOVE THE KIDS FORWARD AND WE THANK YOU FOR BEING HERE TONIGHT. WE LOOK FORWARD TO WORKING TOGETHER IN ADVOCACY. ANY OTHER BOARD MEMBER? IF NOT, NOTING THAT MY BLOOD IS RED, LET ME CALL FOR THE VOTE. ALL IN FAVOR RAISE YOUR HAND. THE VOTE IS UNANIMOUS WITH MRS. SCHULTZ ABSENT FROM THE TABLE, THE RESOLUTION PASSES. [APPLAUSE] AT THIS TIME I WOULD LIKE TO INVITE
017KEVIN HICKERSON, PRESIDENT OF THE FAIRFAX ASSOCIATION AND ALL THOSE HERE FOR RED4ED TO JOIN ME AT THE DAIS FOR THE PHOTO WITH THE BOARD. BOARD MEMBERS IF I CAN ASK YOU TO RETURN TO THE DAIS. THE NEXT ORDER OF BUSINESS IS CITIZEN PARTICIPATION. TONIGHT SIX CITIZENS HAVE SIGNED UP TO ADDRESS THE BOARD AND WE ALSO HAVE ONE VIDEO TESTIMONY. SPEAKERS ARE REQUESTED TO LIMIT THEIR REMARKS TO NOT MORE THAN THREE MINUTES. THE SCHOOL BOARD WILL NOT HEAR ITEMS PROGRAMMED. COMMENTS TO SCHOOL EMPLOYEES SHOULD BE DIRECTED TO THE SCHOOL PRINCIPAL OR OTHER OFFICIAL. SPEAKERS SHOULD REFRAIN FROM USING PERSONALLY IDENTIFIABLE INFORMATION IN CONNECTION WITH AN INDIVIDUAL STUDENT. SPEAKERS ARE EXPECTED TO DELIVER THEIR COMMENTS WITH THE DECORUM AND RESPECT APPROPRIATE TO THE CONDUCT OF PUBLIC'S BUSINESS. BE MINDFUL THAT ARE OFTEN YOUNG CHILDREN AT THE MEETINGS
018OR WATCHING AT HOME, SO LANGUAGE SHOULD BE APPROPRIATE FOR ALL AGE LEVELS. THANK YOU FOR YOUR COOPERATION AND THANKS TO THOSE THAT HAVE COME TO SPEAK TO US TONIGHT. I HAVE KEVIN HICKERSON FROM THE FEA. FOLLOWED BY AMY HAYWOOD. GOOD EVENING CHAIRWOMAN CORBETT SANDERS, SCHOOL BOARD MEMBERS, I AM KEVIN HICKERSON AND HERE TO SPEAK ON RED4ED RESOLUTION. FAIRFAX IS SEEN AS THE LEADER IN PUBLIC EDUCATION. I WANT TO THANK YOU FOR PASSING THE RESOLUTION TONIGHT THAT SIGNALS TO THE REST OF THE COMMONWEALTH THAT WE NEED TO CALL ON THE GENERAL ASSEMBLY TO FUND FOR STATE OF VIRGINIA. THE RED4ED MOVEMENT HAS TRAVELED ACROSS OTHER STATES AS A MOVEMENT THAT STANDS IN SO DAR -- SOLIDARITY WITH THE COMMUNITIES THEY SERVE. AND WE HAVE DECIDED TO PUT OUR COLLECTIVE FOOT DOWN. PUBLIC SCHOOL EMPLOYEE, NOT GOING
019TO SIT IDEALLY BY AS THE QUALITY OF EDUCATION WITHERS IN FRONT OF OUR EYES. AND WE'RE NOT GOING TO LET OUR TALENTED I.E. FOOD SERVICE WORKERS AND CUSTODIANS AND STAFF TO LEAVE THE SCHOOL THEY LOVE. AND WE ARE NOT GO TO HAVE TRAILERS THAT ARE DETERIORATING AND DESOLATE. THIS IS ALL HAPPENING IN VIRGINIA AND WE NEED TO FIND A WAY TO MAKE IT STOP. THE VIRGINIA RESPONSIBILITY IN ARTICLE 8-SECTION 1 IT STATES NOT ONLY FREE PUBLIC EDUCATION BUT THE GENERAL ASSEMBLY SHALL SEEK THAT AN EDUCATIONAL PROGRAM OF HIGH QUALITY IS ESTABLISHED AND MAINTAINED. THEY ARE DERELICT IN THEIR DUTY THAT NOT HIGH QUALITY IN VIRGINIA AND ARE WORSE OVER TIME. THE SOLUTIONS ARE RIGHT THERE IN FRONT OF US. HERE ARE A FEW WE CAN DO RIGHT NOW. WE NEED TO LIFT THE SOQ CAPS
020IN PLACE SINCE 2008. WE NEED TO STOP OPERATING IN CRISIS MODE IN THE PAST AND FUND OUR SCHOOLS AT A PROPER LEVEL. WE NEED TO HAVE THE LOTTERY FUNDS TO ADDRESS THE INFRASTRUCTURE NEEDS AND INCREASE FUNDING TO OUR MOST AT-RISK STUDENTS NOT TO FALL IN THE BUREAUCRATIC CRACKS WITHIN THE SYSTEM. EACH AND EVERY PERSON HERE TONIGHT AND SCHOOLS AND COMMUNITY CAN WEAR RED ON WEDNESDAY AND SHARE WHY YOU ARE DOING SO. AND I WANT TO INVITE YOU TO A RALLY HELD AT VEA AT NOON AT THE BELL TOWER IN RICHMOND TO TELL THE GOVERNOR AND THE ASSEMBLY WE ARE SERIOUS ABOUT FUNDING IN VIRGINIA. THANK YOU VERY MUCH AND HAVE A GOOD EVENING. AMY HAYWOOD. GOOD EVENING, THANKS FOR THE OPPORTUNITY TO SPEAK ABOUT THE INCLUSIVE SCHOOLS WEEK. AS YOU KNOW THIS SCHOOL BOARD HAS
021STRUGGLED TO IMPLEMENT POLICIES THAT VIEW ALL VIEWPOINTS AND GLAD THAT YOU ARE TAKING STEPS TO INCLUDE THIS PROBLEM. AND YOUR RESOLUTION SAYS TO DISCUSSION OTHER THINGS TO BE DONE. I WANT TO GIVE YOU A STARTING POINT. MY FAMILY MOVED HERE THIS SUMMER AND NEIGHBORS TOLD ME THAT FAIRFAX HAD A GREAT SCHOOL DISTRICT AND I SAID THAT IT'S GREAT WHO YOU ARE TALKING TO. AND I REVIEWED SCHOOL BOARD VIDEOS AND TO SEE THAT COMMENT THAT IS SEX IS ASSIGNED AT BIRTH AND I REVIEW THE LESSONS AND SOME ARE GOOD AND I REVIEWED THE 7th AND 8th LESSON ON INDIVIDUAL IDENTITY AND TEACHERS SAY THAT INDIVIDUAL IDENTITY HAS FOUR PARTS. FIRST I'M WONDERING WHERE YOU GOT THIS INFORMATION AND HOW YOU CAN JUSTIFY USING THIS DEFINITION TO REPLACE WHAT PROVEN SCIENCE TEACH US ABOUT BIOLOGICAL SEX, BUT
022SECONDARY OPINIONS ARE NOT GOOD ENOUGH AND SHOW US PRIMARY RESEARCH TO SUPPORT THIS IMPORTANT RESOLUTION AND WHO DISCOVERED THIS AND AT WHAT DATE. AND AS KIDS REACH NINTH GRADE THAT THE SEX OF A CHILD IS AT THE POINT OF CONCEPTION, THIS IS WHAT WE NEED TO TEACH BECAUSE IT'S SCIENCE. YOUR DEFINITION IS INFLUENCED BY IDEOLOGY, YOU CAN CHOOSE TO BELIEVE IT'S TRUE BUT THAT CHILDREN KNOW IT'S NOT SCIENCE. AND RELIGIOUS PEOPLE KNOW THAT PUSHING GOD IS NOT ALLOWED. WE WOULD NOT ALLOW A PERSON FROM RELIGION TO PUSH ON OUR STUDENTS AND WHEN SPOKE ABOUT GAS LIGHTING AND YOU RUSHED TO CHANGE THE CURRICULUM. I DO NOT FEEL MY FAMILY IS WELCOMED IN THIS SCHOOL DISTRICT, BECAUSE WE BELIEVE IN SCIENCE. AND WE HAVE CHOSEN PRIVATE SCHOOL, WE REALLY CAN'T AFFORD PRIVATE SCHOOL BUT CAN'T AFFORD
023THIS INDOCTRINATION. REGINALD PICKETT. HOW YOU GUYS DOING, THANKS FOR TAKING YOUR TIME AND ENERGY TO LISTEN TO SOME OF OUR STATEMENTS AND ANSWER QUESTIONS. BEST WAY I CAN START THIS OFF IS BY ASKING A QUESTION. WHAT ARE WE GOING TO DO WITH THE KNOWLEDGE OF HISTORY ONCE WE LEARN IT? OTHER THAN LEARNING NEVER TO REPEAT HISTORY, AND ALL THE GREAT THINGS THAT PEOPLE DID AND SHOULDN'T HAVE DID. WE SHOULD GRASP THE REGION OF WHAT WE DO WITH KNOWLEDGE ONCE WE HAVE IT. AND WHEN YOU STUDY HISTORY YOU STUDY THE PROBLEM. I WANT TO RECOGNIZE ALEX HALEY'S MINI-SERIES ROOTS, AND IT HAS 37 PRIME-TIME EMMY AWARDS AND SHOWS TO BE THE MOST WATCHED SHOW FOR BLACK AND WHITE. AND IT HAS LESSON PLAN THAT IS CONVENIENT FOR HISTORY TEACHERS. AND I REQUEST THAT FAIRFAX COUNTY SCHOOL
024BOARD MAKE MANDATORY VIEWING. I WATCHED IN 11th GRADE AND MY DAUGHTER HAS NEVER SEEN IT AND IT'S ABOUT RACE. AND ALEX HALEY TRACED BACK HIS GENEALOGY TO AFRICA AND FOUND THAT A PLANTATION WHERE HIS ANCESTORS WERE AT AND TRACED BACK TO THE CHILDREN AND GRANDCHILDREN AND REVOLUTIONARY WAR, AND MINI-SERIES GOES OVER THESE THINGS. AND WE ARE CLEAR ABOUT ABORIGINAL AND THE ROOTS GIVES CHILDREN OF COLOR HOW TO FEEL AND DISCUSSES RACIAL ISSUES AND IT'S NOT OF AN EXCUSE AND SOME GOT THEIR JOBS ON PLANTATIONS. SO IT HAS RESEARCH AND HISTORICAL ACCURACY ABOUT THE UNITED STATES. SO WHAT WILL OUR CHILDREN DO WITH THE KNOWLEDGE ONCE THEY HAVE IT? I THINK THAT THE MINI-SERIES WILL HELP CHILDREN AND FAMILIES TO SPEAK ABOUT RACE IN A MORE METHODICAL MANNER. I AM ASKING THE SCHOOL BOARD TO TAKE
025CONSIDERATION TO PUT THE MINI-SERIES IN THE HIGH SCHOOL CURRICULUM SPECIFICALLY FOR THE AMERICAN HISTORY CLASS, THANK YOU. [APPLAUSE] AMANDA CAMPBELL. GOOD EVENING, MY NAME IS AMANDA CAMPBELL, I AM SPEAKING TONIGHT AS AN INDIVIDUAL. WE ARE HERE TO CELEBRATE INCLUSIVE SCHOOL WEEK BUT WHAT DOES THE WORD INCLUSION MEAN? THE LAW SAID DOES, QUOTE TO THE MAXIMUM EXTENT APPROPRIATE CHILDREN WITH DISABILITIES MUST BE EDUCATED WITH CHILDREN THAT ARE NOT DISABLED AND REMOVAL OF CHILDREN WITH DISABILITIES FROM THE REGULAR EDUCATIONAL ENVIRONMENT MAY ONLY OCCUR WHEN THE NATURE OR SEVERITY OF THE CHILD IS SUCH THAT THE EDUCATIONAL CLASSES AND WITH THE USE OF SUPPLEMENTARY AIDES AND SERVICES NOT ACHIEVED. AND IMAGINE THAT A PSL THAT QUOTE A ONE-TO-ONE AIDE IN A GENERAL CLASSROOM IS MORE [INAUDIBLE] SELF-CONTAINED. THERE IS NO WAY THAT SELF-CONTAINED IS LESS RESTRICTIVE THAN HAVING
026SUPPORTS AND SERVICES IN GENERAL EDUCATION CLASSROOM. THAT SAID, A ONE TO ONE AIDE COULD HAVE DRAWBACKS AND I UNDERSTAND THAT. I DON'T BRING THIS UP TO SINGLE ANYONE OUT. I HEARD THIS ACROSS THE COUNTY. I BRING IT UP BECAUSE IT'S THAT MOMENT IN THE MEETING THAT SET THE TONE ACROSS THE BOARD. AND CAMELOT ELEMENTARY HAS A FANTASTIC ACCEPTANCE TEAM TO GIVE THE STUDENTS TOOLS TO ACCEPT ONE ANOTHER IN AND OUT OF SCHOOL. AND FOREST ELEMENTARY HAS AN INCLUSIVE WALK IN MY SHOES PROGRAM TO RAISE AWARENESS IN THE POPULATION. AND ROGERS PARTNER DEVELOPS MEANINGFUL RELATIONSHIPS WITH CHILDREN AND CHILDREN WITH DISABILITIES. AS FANTASTIC THESE ARE, THEY ARE OUTLIERS AND NOT THE NORM. WHAT DOES INCLUSION LOOK LIKE? INCLUSION IS HAVING A SEAT IN THE GENERAL EDUCATION CLASSROOM LIKE EVERYONE ELSE AND JOINING THEM DAILY FOR ACADEMIC
027TIME AS APPROPRIATE. INCLUSION IS HAVING THE MUSIC TEACHER AND SPECIAL EDUCATION TEACHER COMING TO YOU TO ASK HOW TO INCLUDE YOUR NONVERBAL CHILD AND THAT SHE HAS ACCESS TO HER FAVORITE INSTRUMENTS IN THE PERFORMANCE. INCLUSION IS FOR YOUR PRINCIPAL TO FIGHT FOR YOUR CHILD BECAUSE THEY KNOW THAT THEIR SCHOOL IS THE BEST PLACE FOR YOUR CHILD. AND WHEN YOU HEAR ABOUT THE CAMELOT TEAM AND FIRST IMPULSE IS TO CALL. I AM PROUD THAT MY CHILD'S SCHOOL IS INCLUSIVE AND THAT WE NEED TO BE SURE THAT THIS IS FOSTERED EVERY DAY IN ALL CLASSROOMS. THANK YOU. CHERYL BINKLEY. HELLO, AND I WANT TO FIRST SAY THANK YOU FOR THE RED4ED RESOLUTION. I'M HAVING TO ABANDON WHAT I HAD PLANNED TO SAY BECAUSE YOU GUYS ARE TOO WELL READ. ALL THE STATS AND ALL THE DETAILS THAT
028I WAS GOING TO MAKE, THE ARGUMENT FOR WHY THIS IS AN IMPORTANT MOVEMENT. YOU AND KEVIN HAVE ALREADY SHARED SO I DON'T NEED TO DO THAT. WHAT I DO WANT TO DO, I WANT TO THANK THE STAFF, I WANT TO THANK YOU GUYS FOR EVERY DAY THAT YOU WORK FOR OUR SCHOOLS AND STUDENTS BECAUSE I KNOW THE THANKLESS TASK. THE STATE'S FAILURE TO FUND OUR SCHOOLS AND FAILURE TO FULFILL THEIR CONSTITUTIONAL DUTY TO OUR STUDENTS HAS MADE YOUR JOB SO MUCH HARDER. EVERY YEAR WE LIVE THROUGH THE BUDGET CYCLE OF HUNGER GAMES, CAN WE AFFORD TO KEEP THIS OR NOT CHARGE FOR THAT, CAN WE AFFORD WHAT WE NEED FOR OUR SCHOOLS. SO I WANT TO INVITE YOU ALL, EVERYONE HERE, WE ARE GOING TO NOT JUST BE RALLYING AS TEACHERS. WE ARE GOING TO
029BE RALLYING ALL THE STAKEHOLDERS IN THE STATE. AND WE WILL START AT 11 O'CLOCK TO MARCH FROM MONROE PARK TO THE 12 O'CLOCK RALLY ON THE CAPITOL GROUNDS AND WE WILL HAVE THE CAPITOL GROUNDS FOR THE AFTERNOON TO CELEBRATE OUR PUBLIC SCHOOLS AND WHAT THEY HAVE DONE. WHAT I WANT TO INVITE YOU NOT JUST TO DO A RESOLUTION BUT COME WITH US TO RICHMOND, JANUARY 28, 2019. IT'S THE PTA'S RALLY AND LOBBY DAY AND DEA'S LOBBY DAY. AND COME WITH THE PARENTS, COME WITH THE TEACHERS AND SCHOOL BOARDS AND SUPERINTENDENTS AND LET US ALL LET THE LEGISLATURE KNOW THAT VIRGINIA IS A PLACE OF LEARNING AND EDUCATION DESTINATION FOR THE NATION. THANK YOU. DIANE COOPER BULL. SCHOOL. IT DEFINES OUR YOUTH. SECOND ONLY TO OUR FAMILIES IN SHAPING WHO WE ARE AS INDIVIDUALS AND WHERE
030WE STAND WITHIN OUR COMMUNITY. SCHOOL FORMS THE TRAJECTORY OF OUR FUTURES. I AM SURE THAT EVERYONE KNOWS THE IMPORTANCE OF OUR SCHOOL OR WE WOULD NOT BE HERE ON MONDAY NIGHT BECAUSE WE HAVE BATHROOMS TO CLEAN AND TURKEYS TO DRESS, I DIGRESS. PICTURE YOUR SCHOOL MEMORIES AND WHERE DO YOU SEE YOURSELF, IN A CLASSROOM OR LUNCH ROOM OR DANCE OR FOOTBALL GAME. OR LAUGHING TO YOURSELF IN THE HALL OR BUSES OR BLEACHERS. DO YOU THINK OF ONLY ACADEMICS OR IMMERSIVE LIFE? DO YOU PICTURE YOURSELF ALONE ON THE SIDE LINES WATCHING PEOPLE TAKE PART IN ACTIVITIES THAT YOU ARE DENIED ACCESS. STUDIES SHOW THAT STUDENTS ISOLATED ARE HIGH RISK OF DEPRESSION AND STUDIES SHOW THEY ARE MORE LIKELY TO BE NOT INCLUDED. AND MEANING INCLUSION IS NOT ONLY ACADEMIC IT'S EVERY STUDENT REGARDLESS OF ABILITY TO
031BE A WELCOMED PART OF THE SCHOOL COMMUNITY. ACADEMIC, SOCIAL AND EXTRACURRICULAR. DURING OUR INCLUSION SCHOOL NIGHT TO LOOK AT FCPS AND ROBINSON PARTNER PROGRAM AND UNIFIED SPECIAL OLYMPICS AND CAMELOT PROGRAMS AND ARE FOR ONLY AVAILABLE FOR A HANDFUL. AND THERE IS ZERO WIDE SUPPORT OF PROGRAMS, THEIR EXISTENCE IS DEPENDENT ON THE INITIATIVE AND SUPPORT OF DEDICATED STAFF AND FAMILY MEMBERS. A CHILD BEING PART OF AN INCLUSIVE ENVIRONMENT SHOULD NOT BE THE LUCK OF THE NEIGHBORHOOD WHERE THEY WERE BORN. INCLUSION SHOULD BE THE RULE AND NOT EXCEPTION. AND THESE HAVE TO HAVE TEACHER SUPPORT AND FUNDING. IT'S TIME FOR THE FCPS SCHOOL BOARD TO LEAD FROM THE TOP AND INSIST THAT ALL SCHOOLS HAVE INCLUSIVE PROGRAMS AND NOT JUST IN THE CLASSROOMS BUT THE INBETWEEN SPACES. THERE MUST BE CONCRETE PLANS TO ENSURE THAT THIS IS
032WOVEN IN THE FABRIC OF OUR COMMUNITY. THANK YOU. AND WEAR RED. [APPLAUSE] WE NOW HAVE A VIDEO. GOOD EVENING MADAM CHAIR, SCHOOL BOARD MEMBERS, DR. BRABRAND AND SENIOR STAFF. MY NAME IS ROBERT RIGBY I AM ADVOCATING FOR LGBQT STUDENTS AND PARENTS FOR MY TWO DECADES AS EMPLOYEE OF FAIRFAX PUBLIC SCHOOL. I HAVE SEEN MUCH PROGRESS MADE IN THIS SCHOOL SYSTEM IN ACCEPTANCE AND INCLUSION OF LGBTQ PEOPLE, SOME OF THAT PROGRESS HAS BEEN BROUGHT FORWARD BY THE CURRENT LEADERSHIP AND THE MEMBERS OF THE CURRENT BOARD. FOR THAT I WANT TO THANK YOU ON MY OWN BEHALF AND ON BEHALF OF THE MEMBERS OF FCPS PRIDE. TONIGHT AS NEW BUSINESS YOU ARE PROPOSING A PROCESS FOR THE WRITING AND SIGNING OF ADVOCACY LETTERS BY MEMBERS OF THE SCHOOL BOARD. TO ME IT LOOKS LIKE A FAIR AND
033WELCOMED PROPOSITION. GIVEN THAT YOU ARE CONSIDERING ADVOCACY LETTERS I ASK THAT YOU OR SOME OF YOU CONSIDER AN ADVOCACY LETTER ON BEHALF OF TRANSGENDER AND NONBINARY AND GENDER NONCONFORMING MEMBERS OF THE COMMUNITY. UNITED STATES GOVERNMENT IS CONSIDERING A DEFINITION OF GENDER THAT ERASES TRANS, AND NONBINARY PEOPLE FROM PUBLIC LIFE IN THIS COUNTRY. AND COULD ASK OUR REGISTRATION PROCEDURES. IN DEFINITION OF THE DECLARATION BY THE FEDERAL GOVERNMENT THAT SOME PEOPLE ARE NOT REAL AND WITHOUT VALUE AS HUMAN BEINGS WOULD DRAMATICALLY AFFECT INCLUSION AND ACCEPTANCE OF TRANS, NONBINARY AND INTERSEX MEMBERS OF OUR COMMUNITY. OUR COMMUNITY IS REELING FROM THIS PROPOSAL. A DECLARATION FROM MEMBERS OF THE FAIRFAX SCHOOL BOARD WOULD [INAUDIBLE]. AND IN ADDITION MAY CHANGE THE FEDERAL GOVERNMENT FROM THE HORRIFYING PATH THEY ARE GOING. AND ALREADY TAKEN THE FIRST STEPS DOWN THAT PATH AND
034MY COMMUNITY IS TERRIFIED. PLEASE CONSIDER WRITING SUCH LETTERS, THANK YOU. [APPLAUSE] I NOW CALL ON MR. TIGNOR FOR STUDENT REPRESENTATIVE MATTERS. THANK YOU, MADAM CHAIR, I WOULD LIKE TO SHARE IN MY TIME WITH A QUICK STORY. IN MY FRESHMAN YEAR I WAS DIAGNOSED WITH ADHD, AND I TRIED DIFFERENT MEDICATIONS AND NONE OF THEM REALLY WORKED. I GOT A WHOLE NEW SHARE OF SIDE EFFECTS EACH TIME A NEW ONE. AND I REALIZED AFTER A WHILE SOMETIMES THE SOLUTION TO YOUR MOST PERSONAL PROBLEMS ARE PERSONAL, THEY LIE WITHIN YOU. AND I DECIDED TO GO AND TEST SOMETHING OUT AND FOR ME THAT SOLUTION WAS RUNNING. AND IT'S INTERESTING BECAUSE RUNNING TAKES OR THAT SOLUTION TAKES A DIFFERENT FORM FOR EACH PERSON. IT MIGHT BE MEDITATION OR READING A BOOK OR SPENDING TIME WITH YOUR FRIENDS, AS SIMPLE
035AS THAT. AS I BEGAN RUNNING AND FOR A COUPLE OF MONTHS RAN EVERY DAY TO GET OVER THAT HUMP. AND IT RAISED QUESTIONS, DO YOU LISTEN TO MUSIC OR NOT. SHOULD YOU RUN FLAT OR TAKE THE HILLS OR CHALLENGE YOURSELF. WHAT BREATHING RHYTHM DO YOU USE, PACE YOURSELF OR PUSH YOURSELF. WHAT HAPPENS IF SOMEONE ELSE PASSES YOU WHILE YOU ARE RUNNING? DOES THAT DEMOTIVATE YOU PUSH YOU ON. DO YOU CUT ACROSS THE DIRT OR STAY ON THE PAVEMENT OR GO THE LONG ROUTE. WHAT HAPPENS IF YOU GET A CRAMP OR HIT A WALL, DO YOU PUSH HARDER OR TAKE A BREAK. AND QUICKLY RUNNING BECAME A METAPHOR FOR ME FOR SUCCESS. AND SORT OF MY GAME IN LIFE. AND I FEEL THAT IT'S A VERY IMPORTANT THING TO RECOGNIZE THAT SOMETIMES THE SMALLEST THINGS AROUND
036YOU, YOU CAN LEARN THE BIGGEST LESSONS FROM. AND HOPEFULLY I PLEA EVERYONE TO FIND THEIR RUNNING OR SOLUTION FOR THE BIGGEST PROBLEM THEY FACE. AND ON A MORE FORMAL SIDE I ATTENDED THE VIRGINIA BOARD OF REPRESENTATIVES AND WE SHARED GREAT IDEAS AND GENERALLY CAME TOGETHER ON THE VOICES WE HOLD AS STUDENTS. AND YOUR 2018 HAS BEEN A BIG YEAR FOR THE STUDENT VOICE AND GREAT TO GET OUT AND HEAR WHAT THEY HAD TO SAY. TWO DAYS AGO I WENT TO THE VIRGINIA COUNCIL ASSOCIATION IN ORANGE COUNTY AND WE HAVE A MEETING FOR A GOOD AMOUNT OF HIGH SCHOOLS IN VIRGINIA AND COMING TOGETHER TO CREATE A STATE CONVENTION IN THE SPRING. IF YOUR STUDENTS ARE INVOLVED IN COUNCIL, LET THEM KNOW ABOUT THAT. AND TODAY WE HAD ETHICS DAY, A DAY THAT STUDENTS GO OUT
037AND LEARN ABOUT DIFFERENT ETHICAL DECISIONS THEY MAY ENCOUNTER IN STUDENT LIFE AND PRACTICE AND SPARK THAT ETHICAL CONVERSATION AMONG EACH OTHER. AND THERE WAS AN INTERESTING ACTIVITY IN THE UNCONSCIOUS BIAS ROOM. AND THERE IS A LINE AT THE FRONT OF THE ROOM AND THE SPEAKER MAKE A STATEMENT. MAYBE SUCH AS WHAT IS YOUR FAVORITE FLAVOR OF ICE CREAM AND IF YOU BELIEVE THAT AND CROSS THAT LINE. AND THEN TOOK A PERSONAL TURN, DO YOU FEEL YOUR PARENTS ARE PROUD OF YOU AND 75% CROSSED THAT LINE AND LEFT 25% ON THE OTHER SIDE. THAT SHOWS A REPRESENTATION OF STUDENTS AND IF THEY FEEL SUPPORTED BY AS CLOSE AS THEIR PARENTS. AND THERE IS A GOOD THING TO SAY IT'S NEVER TOO LATE TO HELP AND SUPPORT YOUR CHILD. AND LET THEM KNOW THAT YOU ARE PROUD
038OF A GOOD GRADE AND REMIND THEM YOU ARE PROUD OF THEM. AND ON THIS TOPIC I WOULD LIKE TO THANK MY PARENTS, MOM AND DAD AND MY SISTER, ANNA TO COME OUT AND SHOW THEIR SUPPORT. I WANT TO TIE THAT IN AND THANK YOU GUYS AND YOU CAN DO THE SAME WITH ANYONE, DOESN'T HAVE TO BE A CHILD OR TEACHER, BUT SOMEONE ELSE IN YOUR COMMUNITY. TO BE SUPPORTED AND VALIDATED IS IMPORTANT IN OUR SOCIAL SOCIETY. THAT'S ALL I HAVE AND HAPPY THANKSGIVING AND ENJOY YOUR HOLIDAYS. [APPLAUSE] ITEM 5.01, CONFIRMATION OF ACTION TAKEN IN CLOSED MEETING. THIS IS THE PORTION OF THE MEETING THAT THE BOARD WILL CONFIRM ISSUES DISCUSSED IN THE CLOSED MEETING, MAY INCLUDE STUDENT DISCIPLINARY ITEMS. THE BOARD MEMBERS HAVE DISCUSSED EACH INDIVIDUAL CASE AND AT THIS TIME MAKE SEVERAL MOTIONS TO
039CONFIRM THE RECOMMENDED ACTION. I CALL ON MRS. STRAUSS FOR A MOTION. THANK YOU, MADAM CHAIR, I MOVE TO DENY THAT SCHOOL REASSIGNMENT APPEAL FOR A STUDENT THAT ASSAULTED ANOTHER STUDENT AT SCHOOL AND TO ENFORCE THE SUPERINTENDENT. SECOND. ALL THOSE IN FAVOR? [CALLING NAMES] THOSE OPPOSED. THOSE ABSTAINING. THAT MOTION PASSES. I CALL ON MRS. DERENAK-KAUFAX FOR A MOTION. I MOVE TO DENY THE SCHOOL REASSIGNMENT APPEAL OF A STUDENT THAT ASSAULTED AND ROBBED ANOTHER STUDENT AT SCHOOL AND TO AFFIRM THE DISCIPLINARY DECISION OF THE SCHOOL SUPERINTENDENT. SECOND. ALL THOSE IN FAVOR... THOSE OPPOSED... THOSE ABSTAINING... THAT MOTION PASSES. ITEM 5.02, STRATEGIC PLAN GOAL 4 RESOURCE STEWARDSHIP. THIS ITEM HAS BEEN REMOVED FROM THE AGENDA AND WILL BE CONSIDERED AT A FUTURE MEETING. ITEM 5.03, FAIRFAX COUNTY SCHOOL BOARD STATE AND LEGISLATIVE PROGRAM, I CALL ON MR. MCELVEEN
040FOR THE MOTION. THANK YOU, I MOVE THAT THE BOARD ADOPT THE 2019 STATE AND FEDERAL LEGISLATIVE PROGRAM. SECOND? SECONDED BY MRS. MCLAUGHLIN. MR. MCELVEEN WOULD YOU LIKE TO SPEAK TO YOUR MOTION. SURE, TONIGHT OUR BOARD WILL CONSIDER THE LEGISLATIVE PROGRAM, 27 PAGES OF READING AND ALONG WITH OUR PRIORITIES DOCUMENT THAT ALSO LAYS OUT THE ISSUES OF GREATEST PRIORITY TO THIS BOARD IN UPCOMING GENERAL ASSEMBLY SESSION AND WE WILL SHARE ALL OF THOSE DOCUMENTS ONCE PASSED WITH OUR LEGISLATORS NEXT WEEK, WHEN WE MEET WITH THEM. YOU WILL NOTE THAT IN OUR LEGISLATIVE -- WE HAVE A NUMBER OF AMENDMENTS TO OUR LEGISLATIVE PROGRAM TONIGHT, WHICH I THINK REFLECT THE PASSION AND INTEREST IN ADVOCACY OF ALL MEMBERS OF THIS BOARD. AND ALSO OUR TRUE INTEREST IN IMPROVING THE LIVES OF OUR STUDENTS AND EMPLOYEES AND COMMUNITY
041MEMBERS. I LOOK FORWARD TO THE DISCUSSION. AND I AM GRATEFUL FOR THE SUPPORT OF MY COLLEAGUES IN BRINGING THIS FORWARD. ALONG WITH THE MASTERFUL WORK OF MICHAEL MOLLOY THAT REMAINS OUR STEADY HAND IN RICHMOND AND THE MAN WHO HAS TO IMPLEMENT THE MAGIC DOWN THERE. THANK YOU ALL AND I LOOK FORWARD TO YOUR SUPPORT. MRS. MCLAUGHLIN WOULD YOU LIKE TO SPEAK TO YOUR SECOND. YES, I WANT TO ECHO WHAT MR. MCELVEEN HAD TO SAY ABOUT THE PASSION OF MY COLLEAGUES AND ALL OF US THIS LEGISLATE OF PROGRAM FOR BOTH STATE AND FEDERAL. AND MR. McELVEEN IS THE LIAISON FOR THE STATE, I WILL BE SERVING AS FEDERAL LIAISON. ONE OF THE THINGS TO MENTION TO COLLEAGUES IN THE COURSE OF OUR DISCUSSION, I THINK WE NEED MORE DETAILED INFORMATION HELPFUL TO OUR LEGISLATORS AND TO
042THE PUBLIC TO UNDERSTAND WHY SOME ISSUES ARE INCREDIBLY IMPORTANT. AND I WANT TO PREFACE BY SAYING THAT THE BOARD SPENT ALMOST TWO HOURS AT ITS WORK SESSION REVIEWING THESE LEGISLATIVE PRIORITIES THE REASON YOU ARE SEEING SO MANY AMENDMENTS AND THIS IS A RECORD FROM YEARS PAST WE RECOGNIZE THE LARGEST JURISDICTION IN THE COMMON WEALTH AND THE SECOND LARGEST IN THE UNITED STATES, WE ARE A MASSIVE SCHOOL DIVISION AND HAVE AN OPPORTUNITY TO LEAD NOT JUST THE CHILDREN IN FAIRFAX COUNTY BUT THE CHILDREN OF COMMONWEALTH OF VIRGINIA AND WE ARE NOT GIVEN THE TIME TO REALLY REVIEW THIS LEGISLATIVE PACKET. I HOPE WHAT WE COME AWAY WITH TONIGHT IS WHAT WE NEED TO DO IN FUTURE EFFORTS IS TO DEDICATE A LOT MORE TIME THAN JUST TWO HOURS ONCE A YEAR AT A WORK SESSION. WE
043NEED PROBABLY AT LEAST TWO BITES AT THE APPLE AND HAVE A BETTER SENSE OF HOW WE ARE WORKING WITH OUR SUPERINTENDENT AND HIS TEAM FOR IDENTIFYING WHAT ARE OUR MISSION-CRITICAL AREAS THAT WE WANT TO FOCUS OUR PRIORITIES ON FOR THE COMING LEGISLATIVE SESSION. I SAY THAT NOT TO BE ANYTHING OTHER THAN CONSTRUCTIVE AND SUPPORTIVE OF THE FACT THAT THIS BOARD CARES SO DEEPLY ABOUT BRINGING A STRONG VOICE TO RICHMOND AND TO OUR UNITED STATES GOVERNMENT. I CALL ON MRS. HYNES FOR AN AMENDMENT. THANK YOU, I MOVE TO AMEND THE MAIN MOTION BY ADDING THE FOLLOWING TO THE LEGISLATIVE PROGRAM AS A STAND-ALONE POSITION UNDER THE TITLE OF ENVIRONMENTAL SUSTAINABILITY/RENEWABLE ENERGY: THE FAIRFAX COUNTY SCHOOL BOARD SUPPORTS TO REDUCE THE COUNTY'S GREENHOUSE GAS EMISSIONS AND OPERATIONAL DEMAND FOR ENERGY THROUGH EFFICIENCY, CONSERVATION, RENEWABLE ENERGY AND EDUCATION.
044IS THERE A SECOND. MRS. PALCHIK. MRS. HYNES WOULD YOU LIKE TO SPEAK TO YOUR AMENDMENT. I WOULD AND THANK YOU MR. MOLLOY AND TO GO WITH HIM TO RICHMOND AND WHEN THINGS MOVE IN LIGHTNING SPEED AND TURN TO THIS DOCUMENT THAT IS LENGTHY AND DETAILED AND SEE WHAT OUR POLICY STATEMENTS ARE AND RESPOND QUICKLY TO ISSUES AND CHALLENGES AS THEY ARISE. AND AT THE SAME TIME WE HOPE TO PUT OUR URGENT PRIORITIES IN THERE AS WELL. AND THIS IS ONE, THIS PRIORITY HAS URGENCY FOR THIS BOARD. IT WAS JUST A MONTH AGO THAT WE PASSED OUR ENVIRONMENTAL SUSTAINABILITY RESOLUTION. AND I WANT TO THANK AGAIN SCHOOL BOARD MEMBERS TO SUPPORT THAT. WE PLEDGED TO ADVOCATE FOR CHANGE AT THE STATE AND FEDERAL LEVEL FOR LEGISLATION THAT WILL SUPPORT AND ENCOURAGE OUR TRANSITION TO SUSTAINABLE ENERGY.
045WE HAVE A GREAT OPPORTUNITY HERE AT FAIRFAX COUNTY PUBLIC SCHOOLS WITH A FOOTPRINT FOUR TIMES THE SIZE OF THE PENTAGON, ALL OF THOSE FLAT, SUNNY ROOFTOPS WE HAVEN'T TAKEN ADVANTAGE OF AND WE WANT TO DO THAT. AND A BARRIER IS THAT VIRGINIA IS NOT LEADING AND HONESTLY THE UNITED STATES IS NOT LEADING IN THIS AREA. WE ARE NOT GETTING THE SUPPORT WE NEED AS A LOCAL GOVERNMENT TO DO WHAT WE WANT TO DO WITH OUR OWN PROPERTY AND FUTURE. IF WE THINK WHAT WE ARE LEAVING TO THE CHILDREN WE SERVE, THERE IS NO URGENT POLICY MATTER THAN SUSTAINABLE CLIMATE. I HOPE THAT MY FELLOW BOARD MEMBERS WILL SUPPORT THIS ADDITION TO OUR LEGISLATIVE PROGRAM SO THAT MR. MOLLOY WHEN IN RICHMOND CAN LET ALL OF OUR DELEGATION KNOW HOW IMPORTANT THIS IS TO FAIRFAX COUNTY
046SCHOOLS AND SCHOOL BOARD. MRS. PALCHIK, SPEAK TO YOUR SECOND. YES, AND I WANT TO THANK MRS. HYNES FOR HER ADVOCACY AND CHALLENGING ATMOSPHERE. AFTER SPOKEN EXTENSIVELY WITH A FRIEND THAT HAS DONE THIS AT THE NATIONAL LEVEL, I HEAR THAT VIRGINIA IS THE HARDEST STATE TO DO THIS WORK IN. I HOPE WE ARE ABLE TO WORK AND ADVOCATE AND HAVING NOT JUST IMPROVEMENT BUT ALLOWING US, THE COUNTY AND ENSURING THAT THE STATE HAS STRATEGIC GOALS. I APPRECIATE YOU ADDING THAT LANGUAGE. I THINK HEARING FROM COMMUNITY MEMBERS IT'S GOOD TO SAY WHAT WE WANT TO DO BUT ALSO NEED TO HAVE BOLD AND STRATEGIC GOALS AND A WAY TO GET THERE. I WANT TO THANK OUR COLLEAGUES FOR JOINING US ON THIS WORK AND THOSE IN THE COMMUNITY, AND ESPECIALLY OUR STUDENTS THAT CONTINUE TO REMIND US
047THAT WE NEED TO LEAVE YOU A HEALTHIER AND BETTER FUTURE. I AM HAPPY TO SECOND THIS MOTION. MRS. MCLAUGHLIN. TO ADD MY APPRECIATION TO MRS. HYNES FOR BRINGING THIS FORWARD TO OUR LEGISLATIVE PACKAGE. AS MANY KNOW I AM A NATIVE OF NORTHERN CALIFORNIA AND FOR THE SECOND YEAR IN A ROW LOOKING AT DEADLY WILDFIRES AND THAT TOUCHED MY FAMILY LAST YEAR AND MORE HORRIFYING THIS YEAR. IF WE DO NOT TAKE THIS OPPORTUNITY AS ELECTED OFFICIALS AND PARTNERING WITH OUR BOARD OF SUPERVISORS THAT I UNDERSTAND ARE WANTING TO TAKE A LEAD ON THIS AREA. THEN WE ARE MISSING AN OPPORTUNITY TO NOT ONLY CONTINUE A FOCUS ON HOW WE CAN HAVE ONE OF THE LARGEST SCHOOL DIVISIONS WITH THE CARBON FOOTPRINT WE HAVE BEING ABLE TO MAKE A DIFFERENCE. THEN WE ARE MISSING I THINK A
048VITAL OPPORTUNITY TO ROLE MODEL FOR THE VERY CHILDREN THAT WE ARE WANTING TO ENSURE BECOMING THOSE GLOBAL AND ETHICAL CITIZENS. SO THANK YOU MRS. HYNES VERY MUCH FOR BRINGING THIS FORWARD, I THINK WITHOUT QUESTION THIS IS A LEGISLATIVE PRIORITY AND VERY PROUD TO SUPPORT IT. MR. TIGNOR. THANK YOU, MADAM CHAIR, YEAH, IT'S DEFINITELY A PRIORITY FOR ALL OF US. I BRING IT UP WHEN I TALK TO A SCHOOL WHAT THEY THINK ABOUT CLIMATE CHANGE AND WHERE WE SHOULD GO. AND I GET ONE OR TWO RESPONSES AND ONE IS AWESOME AND ONE LIKE WE NEED TO MAKE RECOGNITION GET OUT AND I AM HAPPY ABOUT THIS AND SOME WILL BE MOTIVATED AND ABOUT THE PATHS THEY ARE TAKING. AND OTHER SCHOOLS AND STUDENTS SPECIFICALLY HAVEN'T TAKEN MUCH OF A STANCE ON IT. AND I THINK AS
049THE FUTURE IN A WAY WE DO INHERIT, IT'S VERY IMPORTANT THAT WE TAKE RESPONSIBILITY FOR IT AND WE DO OUR BEST TO PUSH FOR CHANGE ON IT. AND WHY HERE I AM COMMENDING YOU GUYS FOR MIRRORING THAT VIEW FOR US. AND I WANT TO COMMEND OUR ENTIRE COUNTY AT FCPA AND WE WON THE SCHOOL CHALLENGE THAT IS 10,000 AND UP, WHICH IS COOL, ONLY THREE IN THE STATE AND HOPE TO CONTINUE THAT LEADERSHIP THROUGH THE STATE AND NATION. MRS. SCHULTZ. THIS IS ONE OF THOSE THAT I FEEL THERE IS A CHALLENGE. BECAUSE WE ARE ASKING OTHER PEOPLE TO DO SOMETHING AND I DON'T THINK WE HAVE DONE THE MOST WE CAN ON OUR OWN. WE HAVE THE ABILITY I THINK TO HAVE, AND I REMEMBER HAVING SOME EXTENDED CONVERSATIONS WITH SOME UNIVERSITY STUDENTS EARLIER THIS
050YEAR WHO ARE ADVOCATING THE USE AND INSTALLATION OF SOLAR PANELS ON THEIR BUILDINGS. AND ONE OF THE THINGS I SAID TO THEM IS THE THING THAT FAIRFAX COUNTY PUBLIC SCHOOLS DOES THAT HAS THE GREATEST IMPACT TO THE ENVIRONMENT IS PUT THE LARGEST SCHOOL BUS FLEET IN AMERICA, THAT IS LARGER THAN GREYHOUND BY 25% ON THE ROADWAYS DOING 18.5 MILLION MILES A WEEK. AND IF WE LOOK AT THINGS LIKE PROPANE BUSES THAT ARE QUIETER AND CLEANER AND CERTAINLY A BETTER ALTERNATIVE WE COULD MAKE AN IMMEDIATE IMPACT RIGHT NOW. INSTEAD OF LOOKING AT SOMEONE ELSE TO MAKE AN ADVOCACY POSITION. POSITIONS LIKE THIS I STRUGGLE. IF WE ARE NOT LEADING THE WAY, WHO WE ARE WAITING TO DO THE LEADING? WE'RE IN CHARGE. SO WE COULD SIT DOWN, I THINK I'VE SAID THIS PROBABLY ABOUT FIVE SUCCESSIVE
051YEARS NOW AND HAVE A CONVERSATION WHAT WE DO WITH OUR VEHICLES. HOW WE PLAN OUR BUS ROUTES. HOW LONG CHILDREN ARE ON SCHOOL BUSES IN THE NATION'S WORSE TRAFFIC. AND COULD WE HAVE A GREATER ENVIRONMENTAL IMPACT BY DOING SOME IMMEDIACY WITHIN OUR OWN HOUSE FIRST. SO THOSE ARE THE THINGS I WOULD LIKE MY COLLEAGUES TO THINK ABOUT. IT'S PRETTY EASY TO LOOK AT OTHERS TO MAKE A POSITION AND SEND A MESSAGE, QUOTE UNQUOTE. IT'S HARDER TO IN-HOUSE DECIDE THAT WE'RE GOING TO ENDEAVOR TO MAKE SOME CHANGES RIGHT NOW. OR PLAN ON MAKING THOSE CHANGES WITH BEING MORE STRATEGIC WITH THE WAY WE SPEND OVER $3 BILLION OF TAXPAYER MONEY IN FAIRFAX COUNTY. BEFORE I TURN IT OVER TO MRS. HYNES TO RESPOND, I WANT TO ASK A QUICK QUESTION. I FULLY SUPPORT THE SENTIMENT IN
052THIS AMENDMENT. I DO WONDER IF WE DO NEED TO CLARIFY THAT WHAT WE'RE ASKING FOR IS, YOU KNOW WE REAFFIRM OUR COMMITMENT TO THE EFFORTS THAT WE'RE DOING IN THE COUNTY. TO REDUCE GREENHOUSE GAS EMISSIONS AND OPERATIONAL DEMAND FOR ENERGY THROUGH EFFICIENCY AND CONSERVATION, RENEWABLE ENERGY AND EDUCATION. AND THIS IS WHERE WE ARE HAVING THE ASK FOR THE STATE LEVEL. I WONDER IF WE NEED TO PUT, AS WELL AS AND INSERT THE WORD STATE INCENTIVES AND OPPORTUNITIES AND TARGETED GOALS FOR THE EXPANSION OF RENEWABLE ENERGY AND ENERGY EFFICIENCY IN THE COMMONWEALTH. BECAUSE THIS IS OUR STATE PACKAGE, AND WE'RE ASKING THE STATE TO DO SOMETHING, DO WE NEED TO CLARIFY THAT'S WHAT WE ARE DOING? AS WRITTEN IT LOOKS LIKE WE ARE ONLY FOCUSING WITHIN THE COUNTY. I'M ASKING MR. MOLLOY WHAT HE THINKS. I'M
053A LITTLE WORRIED ABOUT PUTTING STATE IN THERE AND WE COULD BE TALKING ABOUT STATE INITIATIVES AND WE WANT OUR OWN TARGETED GOALS AND WE WANT STATE FOR TARGETED GOALS. AND -- SO FOR EXAMPLE RENEWABLE TAX CREDITS OR SOME SORT OF CREDITS FOR INVESTMENTS THAT WE MAKE OR INCENTIVES. AND THAT'S WHY I AM WONDERING IF WE NEED STATE POLICY FOR THAT? BECAUSE THIS IS GOING TO THE STATE LEGISLATORS. RIGHT AND MY UNDERSTANDING AND MR. MOLLOY TELL ME IF YOU READ IT THIS WAY, FOR EXAMPLE, THERE IS LEGISLATION PENDING, WILL BE IN THE VIRGINIA GENERAL ASSEMBLY CALLED THE SOLAR FREEDOM BILL, THAT'S FOR EXAMPLE, A COMPREHENSIVE BILL THAT WILL PROVIDE A LOT OF THOSE INCENTIVES AND OPPORTUNITIES AND KNOCK DOWN SOME BARRIERS THAT WE HAVE NOW. THAT PEOPLE IN OTHER STATES DON'T HAVE, TO INSTALLING ALTERNATIVE RENEWABLE
054ENERGY SOURCES. IN A WAY THAT IS COST EFFECTIVE FOR US NOW. WHICH OF COURSE EVERYTHING WE DO HAS TO BE COST EFFECTIVE FROM DAY 1. SO DO YOU READ THIS POLICY STATEMENT TO SUPPORT YOUR ADVOCACY WITH OUR STATE DELEGATION TO PUSH FOR SOMETHING LIKE THE SOLAR FREEDOM BILL? I WOULD SAY BY ADDING IT TO THE LEGISLATIVE PROGRAM BY IMPLICATION YOU ARE ASKING THE STATE TO ACT. IF YOU WANT TO MAKE IT CRYSTAL CLEAR, YOU COULD ADD THE WORD STATE BY IMPLICATION YOU ARE ASKING THE STATE TO DO SOMETHING. THAT'S WHAT I THOUGHT, BECAUSE IT'S GOING IN OUR STATE LEGISLATIVE PROGRAM THAT WE ARE ASKING THE STATE TO PROVIDE INCENTIVES AND TARGETED GOALS. I MEAN -- IF YOU FEEL MORE COMFORTABLE WITH THE WORD STATE IN THERE, AND I DON'T KNOW IF IT CONFUSES IT AND
055HAPPY IF YOU SUGGEST THAT AMENDMENT. THERE IS NO FRIENDLY AMENDMENT AND YOU CAN SUGGEST AND ADD THAT IN THERE. I THINK IT ADDS CLARITY AND APOLOGIZE FOR NOT HAVING READ IT UNTIL SITTING HERE, WELL, I READ IT EARLIER AND SKIMMED IT AND WHEN I STARTED TO DISSECT IT I REALIZED THAT WE DON'T ASK SPECIFICALLY FOR A GIVEN BODY FOR THOSE INCENTIVES. WHY I WOULD INTRODUCE A FRIENDLY AMENDMENT THAT WOULD JUST SAY, IF YOU WOULD BE WILLING TO ACCEPT AFTER AN EDUCATION; AS WELL AS STATE OPPORTUNITIES AND TARGETED GOALS. I DON'T THINK I CAN DO THAT, IF YOU ASK MR. MOON, OUR PARLIAMENTARIAN AND ASK FOR THE AMENDMENT. YOU CAN AMEND YOUR OWN AMENDMENT. I THOUGHT WE WERE NOT ALLOWED. THE MAKER CAN. WELL THEN IF I CAN JUST OFFER AS AMENDMENT AND NOT GO INTO
056IN GREAT DETAIL. OFFER THAT. SECONDED BY MRS. PALCHIK. ALL OF THOSE IN FAVOR... THOSE AGAINST. THOSE ABSTAINING... THAT AMENDMENT PASSES AND NOW TO THE MAIN MOTION. IF I CAN HAVE A GO BACK, THANK YOU, CORBETT SANDERS. ON THE QUESTION WHETHER WE'RE ASKING SOMEONE ELSE TO TAKE RESPONSIBILITY FOR SOMETHING WE ARE NOT DOING ENOUGH OF. I THINK IT'S TRUE, OUR FLEET OF BUSES IS RIDICULOUSLY LARGE AND WE SHOULD DO MORE TO REDUCE THE BUSES AND WE SHOULD TRY. BUT EVERY TIME WE TURN AROUND WE NEED MORE BUSES AND MORE KIDS. AND THAT'S A CHALLENGE. OUR ENVIRONMENTAL SUSTAINABILITY RESOLUTION THAT WE PASSED LAST MONTH, IN FACT INCLUDES THE GOAL OF CLEANER FUEL FOR OUR BUSES AS WELL. SO I THINK THAT'S SOMETHING THAT WE ARE TRYING TO WORK ON. AND YOU KNOW WE CAN PROBABLY TALK ABOUT
057MORE. BUT AS FAR AS WHETHER OR NOT WE ARE DOING ENOUGH, WE ARE ALREADY THE MOST EFFICIENT SCHOOL SYSTEM IN THE COUNTRY, WITH THE MOST STARR-RATED BUILDINGS IN THE UNITED STATES, AND WE ARE DOING THE MOST WITH FOSSIL FUELS AND WE HAVE ADVOCATES IN FAIRFAX COUNTY THAT SEVERAL OF US HAVE WORKED WITH CLOSELY OVER THE LAST YEARS TRYING TO DO MORE. AND IT'S BECOME CLEAR TO ME THAT WE ARE POISED TO DO MORE HERE. WHEN THE LEGISLATION MAKES IT POSSIBLE FOR US TO DO IT. IN A COST EFFECTIVE WAY. WE CANNOT SPEND AN EXTRA DOLLAR OF TAXPAYER MONEY ON GAS IS NOT THE CLASSROOM. WE KNOW THAT. WHAT WHAT WE DO TO MAKE A SHIFT HAS TO BE AT WORSE COST-NEUTRAL AT BEGINNING. AND BECAUSE THE VIRGINIA GENERAL ASSEMBLY AND THE DOMINION POWER, VIRGINIA IS
058WAY BEHIND IN PROVIDING THESE OPPORTUNITIES FOR LOCAL GOVERNMENTS. WE HAVE TRIED AND WE CONTINUE TO TRY, BUT WITHOUT CHANGES IN RICHMOND -- LET ME PUT IT THIS WAY. WHEN WE HAVE CHANGES IN RICHMOND WE WILL BE ABLE TO HIT THE GROUND RUNNING, THAT'S WHAT WE NEED. MRS. SCHULTZ DO YOU HAVE YOUR LIGHT ON? OKAY. SO WITH THAT I'LL CALL FOR THE VOTE. ALL THOSE IN FAVOR... THOSE OPPOSED... THOSE ABSTAINING... THAT MOTION PASSES. CALL ON MRS. HYNES FOR AN AMENDMENT. THANK YOU, AND THIS IS WHERE WE GET TO WHAT USED TO BE A ONE-PAGER OF THE PROGRAM AND NOW LOOKING AT TWO PAGES. BUT WE STILL -- I THINK IT IS IMPORTANT TO HAVE SOMETHING RELATIVELY BRIEF TO PUT TO THE COMMUNITY AND TAKE WITH US WHEN WE TALK TO OUR LEGISLATORS ABOUT WHAT OUR PRIORITIES
059ARE, BECAUSE THEY WANT TO KNOW. I DO WANT TO READ THAT BEFORE I START TALKING ABOUT. I AM SO SORRY. YOU ARE SO EXCITED. SORRY, I MOVE TO AMEND THE MAIN MOTION BY ADDING LANGUAGE THAT READS, QUOTE, ENVIRONMENTAL SUSTAINABILITY SUPPORTING EFFORTS FOR INCENTIVES, OPPORTUNITIES AND TARGETED GOALS FOR THE EXPANSION OF THE RENEWABLE ENERGY AND ENERGY EFFICIENCY. SECOND. MRS. HYNES. THIS IS AN EFFORT NOW IN THE BODY OF OUR PROGRAM AND PUT UP FRONT ON OUR PRIORITY PAGE SO THAT OUR DELEGATES IN RICHMOND KNOW IT'S NOT BURIED IN THE DOCUMENT BUT HIGH PRIORITY FOR THE BOARD. THANK YOU, MRS. PALCHIK WOULD YOU LIKE TO SPEAK TO YOUR SECOND. NO, THANK YOU, SIMILAR TO MY LAST COMMENTS. SO I'LL CALL FOR THE VOTE. ALL THOSE IN FAVOR... I'M SORRY -- YES WOULD YOU LIKE TO SPEAK, I
060DIDN'T SEE YOUR LIGHT. SORRY. WHILE I SUPPORTED THE PREVIOUS MOTION I HAVE BEEN A LONG STANDING ADVOCATE THAT WE HAVE FEWER PRIORITIES AND I WOULD LIKE US TO HAVE TWO OR THREE AT THE MOST LEGISLATIVE PRIORITIES AND PUT THE GUSTO INTO GETTING SOME WINS. IT'S NOT -- WHATEVER IT WAS I WOULDN'T WANT TO ADD TO, I RATHER THAT WE STRIP AWAY AND HAVE GREATER CLARITY ON A FEW THINGS. I AM NOT GOING TO SUPPORT THIS THOUGH I SUPPORT THE CHANGE. I WANT TO TAKE THE OPPORTUNITY TO THANK MRS. HYNES TO BRING THE ISSUES OF ENVIRONMENTAL SUSTAINABILITY AND TO PUT THAT BEFORE THE BOARD, THANK YOU VERY MUCH AND I FULLY SUPPORT THESE EFFORTS, THANK YOU. MR. MCELVEEN. I JUST WANTED TO ASK THE MAKER OF THIS MOTION IF THERE IS A WAY WE COULD INCORPORATE
061THIS INTO THE HEADER OF THE DOCUMENT AS OPPOSED TO MAKING IT A STAND-ALONE PRIORITY? I THINK WHAT WE HAVE HERE IS A MOVE TO AMEND THE MAIN MOTION ADDING THE FOLLOWING LANGUAGE UNDER THE FUNDING HEADER. I THINK THAT DURING OUR WORK SESSION WE ASKED MR. MOLLOY TO REORGANIZE THAT PAGE, WHAT ARE YOU SUGGESTING MR. MCELVEEN. I THOUGHT DURING THE WORK SESSION WE DISCUSSED TO MAKE THIS PART OF THE HEADER LANGUAGE AS OPPOSED TO STAND-ALONE PRIORITY. SORRY I PUT YOU ON THE SPOT, I SAW WHAT YOU WROTE AND MADE SENSE, IT MAY BE A STYLE THING, YOU WANT TO SPEAK TO THIS. THE REASON THAT WE'RE RECOMMENDING PUTTING IT AS A STAND ALONE AS WHEN YOU LOOK AT THE FIRST TWO PARAGRAPHS. THE FIRST PARAGRAPH FOCUSES ON THE ISSUE OF FUNDING AND THE SECOND FOCUSES ON
062LOCAL FLEXIBILITY BUT NEITHER ONE GETS TO ACTUAL POLICY POSITIONS. IT'S NOT UNTIL YOU GET TO THE BULLETED LIST AND GET TO THE POLICY POSITIONS AND THIS DIDN'T FIT WITH THE STYLE OF EITHER ONE OF THOSE. AND IT'S SOMETHING THAT YOU CAN REVISIT, HOWEVER IT DIDN'T FIT WITH THE STYLE OF THE EXISTING OPENING TWO PARAGRAPHS. JUST A SPECIFIC POLICY STATEMENT DIDN'T WORK WITHIN EITHER ONE OF THOSE TWO PARAGRAPHS. YEAH, I REMEMBER AT THE WORK SESSION TRYING TO FIGURE OUT HOW TO WORDSMITH THAT INTO ONE OF THOSE PARAGRAPHS AND THAT'S WHY I LEFT IT TO MR. MOLLOY BECAUSE THERE DIDN'T SEEM TO BE AN ARTFUL WAY TO DO IT, DOES THAT HELP MR. MCELVEEN. I HAVE TO AGREE WITH MRS. SCHULTZ, MY PREFERENCE IS NOT TO ADD TO THE PRIORITIES. OBVIOUSLY IT'S AN ISSUE OF GREAT IMPORTANCE,
063BUT I DON'T KNOW WHAT TO DO -- MRS. MCLAUGHLIN. I NOW WOULD LIKE A LITTLE EXTRA CLARITY MR. MOLLOY, AS I REMEMBER FROM THE WORK SESSION. IF FI -- I'M LOOKING AT PAGE 1, THE NARRATIVE, THREE PARAGRAPHS CORRECT. AND THEN THE BOARD'S STRONG SUPPORT AND THE BULLETED. AND RECALL THAT WE TALKED THAT THE BULLETS WOULD BE CAPTURED INTO THE BUCKETS OF FUNDING AND ANOTHER ONE WAS LOCAL CONTROL. SO I THOUGHT THAT MRS. HYNES' SECOND AMENDMENT HERE WAS JUST A MATTER OF WHERE HER BULLET WOULD GO. IT WASN'T THAT IT WOULD BE AS PART OF THE NARRATIVE. SO IS THIS JUST A MATTER THAT WE ARE HAVING A LITTLE BIT OF CONFUSION ON WHERE EXACTLY THIS IS BEING PLACED? WELL, IF I MAY, THE POSITION WHERE THIS WOULD BE ADDED IN WOULD BE IN THIS BULLETED
064LIST. SO IT WOULD BE UNDER THE FLEXIBILITY HEADER. SO YOU WOULD HAVE THE HEADER FOR SCHOOL CALENDAR AND HEADER ASSESSMENT REFORMS AND A THIRD HEADER AND IT WOULD BE A THIRD FLEXIBILITY POSITION. YES, MR. MOON SHOWED ME THE REVISED DOCUMENT. HERE'S WHAT I WOULD SAY TO THIS, I SUPPORT IT. AND GIVEN THERE ARE 12 OF US THERE IS DIVERSITY OF PERSPECTIVE AND I WOULD LIKE TO GIVE A COUNTERPOINT TO WHAT MR. MCELVEEN AND MRS. SCHULTZ SHARED, WE HAVE A VERY LARGE GENERAL ASSEMBLY WITH HUNDREDS OF ELECTED DELEGATES WHO ARE VARIOUS PRIORITIES AND THINGS AND TOPICS OF INTEREST THAT THEY FILE HUNDREDS OF BILLS. SO IF WE WERE JUST TO SAY ONE OR TWO PRIORITIES OR EVEN THESE BULLET POINTS. IT MIGHT NOT SPEAK TO ANY ONE OF THOSE HUNDREDS OF LEGISLATORS WHO ARE SAYING WHAT
065IS THE LARGEST SCHOOL DIVISION IN THE COMMONWEALTH THINKING ABOUT? I ACTUALLY BELIEVE THAT HAVING THIS PARTICULAR ITEM AS A BULLET POINT AT THE TOP SPEAKS TO THE MACRO ISSUE ARE WE SERIOUS ABOUT ENVIRONMENTAL STEWARDSHIP AND SUSTAINABILITY. I HOPE THAT PEOPLE WILL SUPPORT THE LANGUAGE THAT MRS. HYNES IS SAYING, NOT JUST EMBEDDED IN BUT SOMETHING THAT WE NEED TO AND WANT TO LEAD ON AS A PRIORITY. THANK YOU, MRS. MCLAUGHLIN. MR. MCELVEEN YOU WANT TO SPEAK AGAIN. YES, MY CONCERN EMANATES FROM THE FACT THIS IS UNDER THE FLEXIBILITY HEADER. AND I'M STRUGGLING TO UNDERSTAND HOW THIS RELATES TO FLEXIBILITY. IF THE MAKER OF THE MOTION COULD EXPLAIN. THAT'S MY ONE CONCERN. IN TERMS OF THE GROUPINGS WE HAVE FUNDING AND FLEXIBILITY. I DON'T THINK IT FITS NECESSARILY UNDER EITHER. WELL, SO HERE'S MY ANSWER TO THAT.
066I THINK ONE OF THE REASONS THAT WE HAVE SUCH A CHALLENGE IN VIRGINIA TO DO WHAT WE WANT TO DO LOCALLY ON SO MANY WAYS AND DEFINITELY IN THIS AREA. WE ARE A DILLON RULE STATE AND WE HAVE TO ASK PERMISSION OF RICHMOND TO DO A LOT OF THINGS THAT LOCAL GOVERNMENTS IN OTHER STATES HAVE THE AUTHORITY TO DO. WE ARE STYMIED BY RICHMOND ON THIS ISSUE AND WE DON'T HAVE THE FLEXIBILITY THAT WE WOULD HAVE IN NORTH CAROLINA OR NEW JERSEY, AND THAT'S WHAT THE GENERAL ASSEMBLY WHEN YOU LOOK AT THE LEGISLATION PROPOSED IT'S ABOUT GIVING LOCAL GOVERNMENTS AND LOCAL GOVERNMENT ENTITIES CONTROL AND FLEXIBILITY TO DO THINGS THAT WE CANNOT NOT DO. IT'S ALL ABOUT, I THINK MR. MOLLOY, IS THAT RIGHT? YEAH, YOUR ASSESSMENT IS CORRECT, WHY IT FITS BETTER UNDER THE
067FLEXIBILITY POSITION AND IT DOES MIRROR WHAT THE COUNTY BOARD OF SUPERVISORS HAS AND GOING TO RICHMOND AND ASKING PERMISSION TO DO PARTICULAR THINGS IN ENERGY EFFICIENCY AND INSTALLING SOLAR PANELS AND OTHER ITEMS. MRS. PALCHIK. IT'S A BRIEF QUESTION YOU MAY HAVE ANSWERED IT JUST NOW MR. MOLLOY. I GUESS SITTING HERE AND WHY THAT SECTION FLEXIBILITY AND COULD WE HEAD IT LOCAL CONTROL OR SOMETHING THAT ADDRESSES THE NEEDS TO HAVE LOCAL CONTROL. THERE IS NOTHING MAGIC ABOUT THE TERM FLEXIBILITY, YOU COULD CHANGE THAT. WE ARE SAYING THE SAME THING. LOCAL CONTROL AND FLEXIBILITY IS MORE BROAD I GUESS. IN TERMS OF HOW THIS IS STRUCTURE THIS PARALLELS THE STRUCTURE YOU HAD FOR A FEW YEARS AND YOU CHUNKED YOUR PRIORITIES IN TWO AREAS. AND ONE IS FUNDING, THAT'S THE EASIER ONE TO IDENTIFY. AND THEN FLEXIBILITY
068IS THE IDEA OF AS YOU SAID LOCAL CONTROL. THE IDEA THAT THIS BOARD SHOULD HAVE THE ABILITY TO MAKE DECISIONS THAT IN ACCORDANCE WITH THE COMMUNITY. AND HOW DOES THE COUNTY BOARD OF SUPERVISORS STATE THAT? THEY DON'T HAVE A PARALLEL PRIORITY LISTING. THIS IS JUST PART OF THE BODY OF THEIR LEGISLATIVE PROGRAM. THE FIRST AMENDMENT THAT YOU REFER TO IS THE MORE DIRECT PARALLEL TO HOW THE COUNTY HAS IT HANDLED. SORRY REPEAT THAT. THE FIRST AMENDMENT, THE AMENDMENT THAT YOU JUST ADOPTED THAT PLACED IT INSIDE THE BODY OF THE TEXT, THAT'S THE PARALLEL TO HOW THE COUNTY HAS IT DONE. THE COUNTY DOESN'T HAVE A SIMILAR PRIORITIZATION AS YOU ALL DO. OKAY, THANK YOU. SO WITH THAT I WILL CALL FOR THE VOTE. ALL THOSE IN FAVOR... THOSE OPPOSED... AWAY FROM THE TABLE IS MRS.
069KEYS-GAMARRA. THAT MOTION PASSES. AND MR. WILSON HAS HAD TO LEAVE FOR THE EVENING, HE WAS NOT FEELING WELL. WE WILL CONTINUE ON WITHOUT HIM UNFORTUNATELY. I CALL ON MRS. PALCHIK FOR AN AMENDMENT. YES, THANK YOU, I MOVE TO AMEND THE MAIN MOTION BY ADDING THE FOLLOWING LANGUAGE UNDER THE FUNDING HEADER IN THE BOARD'S 2019 STATE PRIORITY POSITIONS IN THE LEGISLATIVE PROGRAM THAT READS: PreK FUNDING INCREASING STATE PER-PUPIL FUNDING FOR PRE-K PROGRAMMING AND FOR RELATED CAPITAL FACILITIES. SECOND. MRS. PALCHIK WOULD LIKE TO SPEAK TO YOUR AMENDMENT. JUST BRIEFLY AND TO CLARIFY UNLIKE THE PREVIOUS AMENDMENT THIS IS IN OUR LEGISLATIVE PACKAGE, IN THE LARGER PACKAGE AND MY INITIAL GOAL AS WE SAT IN OUR WORK SESSION. WAS TO FIND WAYS MR. MCELVEEN TO INCORPORATE IN OUR EXISTING BULLET. BECAUSE PreK FUNDING IS AN AREA WHY WE
070ARE ASKING TO LEAVE FUNDING AT THE TABLE AND TO CLARIFY THAT WE PUT IN FUNDING AND 25% THAT WE RECEIVE PER PUPIL FUNDING AND THE EXPERIENCE OF HAVING THE FACILITY. THE GOAL HERE AND THE RECOMMENDATION FROM MR. MOLLOY AND I AGREE WE DON'T WANT TO ENLARGE OUR LIST AND DID NOT FIT IN EXISTING BULLETS AND THE COMMUNITY AND THE COUNTY AGREES THAT EXPANDING PreK FUNDING IS CRITICAL. AND I WANTED TO BE SURE THAT WE ADDED TO THE LIST OF PRIORITIES AND TO SEND A MESSAGE TO OUR GENERAL ASSEMBLY AND OTHERS IN RICHMOND, THIS IS A PRIORITY FOR OUR BOARD AND COMMUNITY. MRS. DERENAK-KAUFAX WOULD YOU LIKE TO SPEAK TO YOUR SECOND. SURE. I THINK WHEN I INITIALLY ADDED THAT BULLET 3 THERE, WE ARE TALKING ABOUT HOW WE NEEDED FUNDING FOR TARGET SCHOOLS OF HIGH
071CONCENTRATIONS OF CHILDREN THIS POVERTY AND ENGLISH-LANGUAGE LEARNERS. AND THAT WAS IN TRYING TO, AND MR. MOLLOY HELPED ME CRAFT THAT LANGUAGE, BECAUSE WE REALIZED BECAUSE OUR COMPOSITE INDEX DOESN'T ADDRESS THESE POPULATIONS. I WANTED TO PUT THAT IN SEVERAL YEARS AGO AND WE DID. AND NOW ADDING FOR EMPHASIS TO INCREASE STATE FUNDING FOR FACILITIES IS A GOOD THING. AS YOU KNOW WE ARE THROUGH THE VIRGINIA PRESCHOOL INITIATIVE WE DO HAVE MONIES THAT SOMETIMES ARE LEFT ON THE TABLE BECAUSE WE CAN'T AFFORD ALL THE MATCHING FUNDS OR DON'T HAVE THE FACILITIES AND I LIKE THAT YOU PUT CAPITAL FACILITIES IN THERE, I THINK THAT'S IMPORTANT. AND ALSO THINK THAT THE FUNDING, THE TARGETED SCHOOLS ARE THE ONES THAT OFTENTIMES WITH A HIGH CONCENTRATION OF SIGNIFICANT SCHOOLS IN POVERTY NEED THE PreK PROGRAMS THE MOST. AND I WANT
072TO SPEAK TO CONTINUED ADVOCACY AND A HANDFUL OF STATES THAT OFFER TRUE UNIVERSAL PreK THAT IS FREE FOR ALL. AND OUR MATCHING FUNDS, WHAT ARE THEY MR. MOLLOY. 50/50 WITH THE STATE AND ONLY OVER $6,000 PER STUDENT. RIGHT AND IN ACTUALITY. WE GET $3,000 FROM THE STATE PER PUPIL. RIGHT AND OUR COST IS SIGNIFICANTLY HIGHER, WHEN THE FIRST YEAR THAT WE HAVE TO ADD FACILITIES AND BUILDINGS AND THINGS LIKE THAT. I THINK IT'S GOOD AND I UNDERSTAND THAT YOU AND I HADN'T BEEN ABLE TO TALK TO THIS PRIOR TO AND I UNDERSTAND WHY WE PUT IT IN THERE AND I'M HAPPY TO HAVE THAT IN THERE. I JUST AGAIN HAVE TO SAY, I THINK THE FACT THAT WE ARE STILL SEVEN YEARS IN AND WHEN MRS. HYNES AND I STARTED THIS BANGING THE DRUM, WE
073ARE NOT ANY FURTHER. THE A LOT OF PreK PROGRAMS PUT HERE IN THIS COUNTY ARE FUNDED BY OUR DOLLARS HERE AT THE SCHOOL SYSTEM. AND YOU KNOW, I UNDERSTAND IT'S A COMPLICATED FORMULA. BUT FOR EMPHASIS I APPRECIATE THE ADD. CAN I MAKE A POINT AND CLARIFY A QUESTION. I AM HEARING YOU SAY WHAT I THINK MY INITIAL REQUEST WAS TO INCORPORATE WITH IT SPECIAL NEEDS BUT I BELIEVE THAT THE RECOMMENDATION FROM MR. MOLLOY IS TO KEEP THEM SEPARATE, THEY ARE SEPARATE ISSUES. SO IT'S NOT BULLET 3 ANYMORE, THAT'S THE LAST ONE I HAD. IS IT A BRAND-NEW BULLET, MR. MOLLOY. IT'S SET UP AS A SEPARATE BULLET FOR THE REASON THAT YOU MENTIONED, MRS. DERENAK-KAUFAX, BECAUSE IT IS A VERY DIFFERENT ISSUE THAN THE ONE THAT THE PRIORITY IS GETTING TO. RIGHT, RIGHT. THE WAY
074THAT THE STATE FUNDS SPECIAL NEEDS THEY LOOK AT DIVISION-WIDE POPULATIONS AND THAT TENDS TO MASK EITHER INDIVIDUAL SCHOOLS THAT HAVE A HIGH PERCENTAGE OF SPECIAL NEEDS OR SCHOOLS THAT HAVE HIGH NUMBERS OF SPECIAL NEEDS BECAUSE THEIR POPULATION IS A LOW PERCENTAGE. AND IT'S BULLET 4 IN THAT SAME SECTION. OKAY, WE'RE STILL UNDER 10. I KNOW AND THAT'S FINE. I WOULD JUST ASK, YOU KNOW, STAFF COLLECTIVELY IF WE COULD HAVE A FINAL RED-LINE VERSION BEFORE US, I AM KIND OF OPERATING ON DIFFERENT E-MAILS AND THE WAY IT READS ON THE AMENDMENT, IT'S A LITTLE HARD TO FIND. SO YEAH -- YEAH, I APPRECIATE THAT BUT IT'S A SEPARATE BULLET. THAT'S WHY I SAID ALL OF THAT STUFF FOR CLARITY. THANK YOU FOR LETTING ME KNOW THAT, IT'S BULLET 3 UNDER THAT SAME AREA, ALL RIGHT, THANK
075YOU. BULLET 4. BULLET 4, SORRY. MRS. SCHULTZ. ACTUALLY I'M TRYING TO DO THE SAME THING AND TRYING TO FOLLOW THIS IN THE DOCUMENT VERSION. TO THE MAKER OF THE MOTION, DID WE HAVE THIS IN THE BASE LANGUAGE BEFORE AND IT'S PULLED OUT? OR IT'S A NEW PRIORITY -- I'M TRYING, I CAN'T FOLLOW IT IN OUR DOCUMENTS. SO THIS WAS PULLING IT OUT, IT SITS, IT HAS BEEN SITTING. I DID NOT ADD IT TO OUR FULL PRIORITIES. I DON'T KNOW IF YOU HAVE THE PAGE, MR. MOLLOY, I DON'T HAVE IT FRONT OF ME HERE. I USED TO HAVE IT. IS IT IN THE CHANGES TABLE? WHERE IS IT MR. MOLLOY. THERE IS AN EXISTING EARLY CHILDHOOD POSITION IN THE BODY OF THE PROGRAM THAT HASN'T CHANGED. THIS LANGUAGE WAS NOT ADD THE TO THE PRIORITY POSITION,
076THE PRIORITY POSITION POSTED DOES NOT INCLUDE THIS LANGUAGE BECAUSE IT WAS CONSIDERED TO BE A SEPARATE AMENDMENT. SO IT DOESN'T SHOW UP AS A RED-LINE ADDITION. THIS IS NOW AN AMENDMENT ON TOP OF THE POSTED PRIORITIES STATE DOCUMENT. SO THIS LANGUAGE WAS NOT PREVIOUSLY A STATED POSITION. I SEE THE OTHER EARLY CHILDHOOD POSITION. YES, WHICH IS ALREADY IN THE BOARD'S MAIN BODY. WHAT MRS. PALCHIK IS TRYING TO DO, PULL OUT A COMPONENT OF IT AND ADD IT TO PRIORITY POSITIONS. WHAT IS IN THERE DOESN'T SAY ABOUT THE FUND. IT DOES. IT'S REALLY DIFFERENT. HONESTLY I THINK IT'S BETTER WHAT IS IN THERE. ACTUALLY THE EARLY CHILDHOOD LANGUAGE DOES REFERENCE INCREASE IN PER PUPIL FUNDING AND DOES MENTION -- OR STATE FUNDING FOR CAPITAL NEEDS AS WELL. IT'S A LONGER POSITION, THREE OR FOUR BULLETS THAT
077GOES ALONG WITH THE POSITION THAT THE BOARD HAS CURRENTLY. IT'S PAGE 7 OR 8. MAYBE THAT'S WHY IT'S BETTER, BECAUSE IT'S MAYBE A LITTLE MORE CRISP, A LITTLE MORE CLARITY. I WISH THIS WAS THE POSITION THAT WAS IN -- BEHIND. BECAUSE THIS IS JUST MUCH MORE CLEAR, THAT WE NEED MORE PreK FUNDING AND WE NEED IT FOR CAPITAL. I AM GOING TO FLIP ON MY EARLIER POSITION, JUST BECAUSE THIS IS DIFFERENT LANGUAGE AND SO I ACTUALLY THINK IT'S BETTER THAN WHAT WE HAVE IN THE LEGISLATIVE PACKAGE. I RATHER THIS BE IN THE LEGISLATE PACKAGE AND BECAUSE IT'S NEW LANGUAGE OR BETTER LANGUAGE I'M ACTUALLY GOING TO SUPPORT THIS. I DON'T KNOW THAT WE HAVE THE STATISTICS ON THE NUMBER OF PreK STUDENTS AROUND THE COMMONWEALTH VERSUS OUR PERCENTAGE AND I HAVE DONE CALCULATIONS BEFORE. I
078DON'T KNOW BUT I BET YOU IT'S DISPROPORTIONATE TO THE PreK STUDENTS AROUND THE STATE. AND I DON'T KNOW HOW MANY BUDGET AMENDMENTS OVER THE YEARS TO DIVERT AND LOOK IF THEY ARE 4, THEY WILL BE ON OUR DOOR STEP NEXT YEAR ANYWAY. WE MIGHT AS WELL FUND THE PreK AND TONIGHT -- DON'T GET AROUND TO IT AND THIS HIGHLIGHTS IT AND ADDING ANOTHER PRIORITY -- THAT I DON'T LIKE, IT'S BETTER? WITH THAT LET'S TAKE THE VOTE. ALL THOSE IN FAVOR... IT'S UNANIMOUS WITH MR. WILSON AWAY FROM THE TABLE. THANK YOU. I CALL ON MR. MOON FOR AN AMENDMENT. THANK YOU, MADAM CHAIR, HOPEFULLY THAT MY AMENDMENT GOES QUICKLY. I MOVE TO AMEND THE MAIN MOTION BY ADDING THE FOLLOWING LANGUAGE UNDER SECTION U, STATE EDUCATION FUNDING, THE FAIRFAX COUNTY SCHOOL BOARD SUPPORTS STATE FUNDING TO
079HELP ADDRESS THE LOCAL EDUCATION RELATE IMPACTS ASSOCIATED WITH MAJOR REGIONAL CORPORATE RELOCATIONS SUCH AS INCREASES IN K-12 ENROLLMENTS. SECOND. SPEAK TO YOUR AMENDMENT. AND LAST YEAR [INAUDIBLE] NEW YORK TO LOCATE SECOND HEADQUARTERS WAS A PLEASANT NEWS TO US AND NOT SURPRISED BUT IT WAS A CLEAR INDICATION THAT OUR AREA SEEN BY AMAZON AS A PLACE OF A HIGHLY SKILLED WORKFORCE AND TO CONDUCT BUSINESS. WHATEVER FOR FAMILIES OUR AREA HAS THE AREA FOR BEST SCHOOLS IN THE COUNTRY AND CLINTON PLACE TO RAISE CHILDREN. THE SECOND HEADQUARTERS WILL NOT ONLY CREATE 25,000 HIGH-PAYING JOBS AT AMAZON AND BRING BUSINESS TO THIS AREA AND PROVIDE MORE EMPLOYMENT OPPORTUNITIES FOR PEOPLE LIVING HERE AND THOSE OTHERS WILLING TO MOVE HERE. I AM HEARING THAT APPLE MAY COME TO FAIRFAX AS WELL. AND WANT TO THANK GENERAL ASSEMBLY AND THOSE
080THAT MADE AMAZON DECISIONS A REALITY. AND OF COURSE AMAZON HEADQUARTER SYSTEM NOT HERE AND NOT 25,000 EMPLOYEES WILL COME IN THE FIRST YEAR EITHER. THERE IS WORK TO BE DONE AND THEY HAVE TO BE DONE WITH THE CAREFUL APPROPRIATION. WHAT WE NEED TO DO IS MAKE SURE THAT OUR SCHOOLS ARE ABLE TO DEAL WITH THE ANTICIPATED INCREASES IN ENROLLMENTS. I EXPECT MANY NEW AMAZON EMPLOYEES WILL LIVE IN FAIRFAX COUNTY AND GO TO THE FAIRFAX COUNTY PUBLIC SCHOOLS. AND NOT ONLY PROVIDE OPERATING FUNDS TO EDUCATE THESE NEW STUDENTS AND TO PROVIDE ADEQUATE FACILITIES TO EDUCATE THESE STUDENTS. THIS IS WHERE WE NEED MORE ASSISTANCE FROM OUR GOVERNOR AND GENERAL ASSEMBLY. AND COMPANIES LIKE AMAZON COME TO VIRGINIA AND WITH LOCALITIES AND THE PUBLIC SCHOOL SYSTEMS WILL FEEL THE GREATEST IMPACT ON THE INFRASTRUCTURES NEED ADDITIONAL ASSISTANCE
081FROM RICHMOND TO DEAL WITH THEM. THAT'S WHY I BELIEVE THAT MY PROPOSED AMENDMENT SHOULD BE INCLUDED IN OUR LEGISLATIVE PROGRAM TO START WORK WITH OUR DELEGATION AND THE GOVERNOR, I'M SEEKING MY COLLEAGUES SUPPORT. THANK YOU, MR. MOON. MR. MCELVEEN WOULD YOU LIKE TO SPEAK TO YOUR SECOND. YES, I AM GRATEFUL TO MR. MOON FOR RAISING THIS AMENDMENT IN THE LAST HOURS OF OUR PROCESS, I THINK IT'S AN IMPORTANT ONE. AND I WILL SAY THAT I'M ACTUALLY QUITE SURPRISED THAT OUR SYSTEM HAS NOT YET RELEASED A STATEMENT OR AT LEAST BEGUN PREPARATIONS AT THE BOARD LEVEL ON THIS, YOU SEE ORGANIZATIONS THROUGHOUT THE COUNTY AND NORTHERN VIRGINIA HAS RELEASED STATEMENTS AND WE HAVE NOT. I THINK WE ARE BEHIND THE BALL AND THIS IS A GOOD START TO THE CONVERSATION. MRS. SCHULTZ. SO I AGREE WITH
082MR. MCELVEEN AND MR. MOON, WE ARE BEHIND IN FORMULATING A STATEMENT ON THIS. SOMEHOW THE COMMONWEALTH OF VIRGINIA SAW FIT TO GIVE AWAY $776 MILLION OF OUR MONEY AND FRANKLY, I MEAN ALMOST COMES ACROSS AS TONGUE IN CHEEK, HEY, LISTEN GIVE US OUR MONEY BACK, FOR EVERY DOLLAR TO RICHMOND 13 CENTS COMES BACK AND WE ARE FUNDING THE REST OF THE COMMONWEALTH. AND IT'S CLEAR THIS IS NOT ONLY THE HQ2 DECISION AND THIS IS TYSONS AND EVERYTHING ELSE. PEOPLE ARE MAKING DECISIONS TO RELOCATE HERE. I'M GRATEFUL FOR THAT, BUT WE'RE GIVING AWAY MONEY THAN GETTING MONEY. AND NATION'S WORSE TRAFFIC. WE HAVE A TALENT POOL THAT IS OFF THE HOOK, CERTAINLY WE LOOK FORWARD TO PROVIDING MUCH OF THAT TALENT IN THE FUTURE. BUT ON A CAPITAL INFRASTRUCTURE SHOE STRING BUDGET, WE'RE 25,000 EMPLOYEES, CHILDREN
083GOING TO GO TO SCHOOLS? THEY ARE NOT GOING TO SCHOOL IN ARLINGTON COUNTY. THAT IS A FRACTION IN SIZE OF FAIRFAX COUNTY. ALL WELL AND GOOD THAT'S WHERE THEY LOCATED BUT ANTICIPATION THERE IS A SIGNIFICANT IMPACT TO OUR SCHOOLS, OUR ROADS, AND WHEN YOU HAVE 1.5 MILLION SQUARE FOOT OF LEARNING COTTAGES OF INFRASTRUCTURE THAT IS TEMPORARY AND NOT MEETING THE NEEDS THAT EXIST. AND CLOSING IN ON A BILLION DOLLARS NOT MET ALREADY AND MORE COMING. I THINK IT'S PERFECTLY REASONABLE TO MAKE THIS STATEMENT. I'M NOT SURE THAT WE GOT THE BEST END OF THE DEAL. CERTAINLY LOOKING FORWARD TO HIGH-PAYING JOBS TO COME HERE AND FILL THE STATE COFFERS TO FILL THE TAX MONEY AND SOME NEEDS TO COME BACK TO FILL THE DISPROPORTIONATE IMPACT ON THE STATE. MRS. MCLAUGHLIN. I APPRECIATE THIS TO BE
084BROUGHT IN AND WHEN YOU LISTEN TO THE NEWS REPORTS AND NOT DISCLOSED WHAT VIRGINIA PROMISED AS PART OF BUSINESS INCENTIVES FOR AMAZON TO COME. IT WAS SUBSTANTIAL AND IF THE GOVERNOR RECOGNIZES THIS IS GOOD FOR THE COMMONWEALTH AND CERTAINLY IT WILL BENEFIT THE LOCAL JURISDICTIONS IN TERMS OF PEOPLE COMING AND USING SOME OF OUR RETAIL SHOPS AND OTHER BUSINESS ORGANIZATIONS BUT THE BOTTOM LINE IS THAT EVERYONE CHRONICLED THIS WILL IMPACT ON OUR ROADS AND SCHOOLS. AND IT'S ESSENTIAL THAT WE MAKE A PUBLIC STATEMENT AND REMIND THE GOVERNOR THIS CAN'T BE DONE IN A VACUUM. AND WE VERY MUCH WOULD APPRECIATE A COLLABORATIVE THINKING ON THIS. ABOUT THE IMPACT IT'S GOING ON HAVE FOR ARLINGTON AND FAIRFAX AND ANY OTHER NEIGHBORING JURISDICTIONS WHERE A VAST NUMBER OF EMPLOYEES AND THEIR FAMILIES WILL BE COMING. AND VERY
085LARGE NUMBER. SO THANK YOU, MR. MOON FOR DOING THAT AND I WILL SUPPORT IT. MRS. HYNES. YEAH, THANK YOU MR. MOON, I HAVE BEEN SORT OF FRUSTRATED ABOUT THIS AND I THINK I HAVE BEEN RAILING ON FACEBOOK ABOUT IT, NOT SURE. BUT THIS IDEA IN LOCAL COMMUNITIES WE ARE SORT OF SITTING DUCKS. OUR TAX DOLLARS ARE PAYING VERY PROFITABLE CORPORATION TO MOVE ITS HEADQUARTERS HERE AND THEN OUR TAX DOLLARS PAY TO PROVIDE THE SERVICES FOR THAT PROFITABLE EMPLOYEES. I HAVE A COUPLE OF QUESTIONS ABOUT IT THOUGH. ARE YOU -- IS THERE ANY SPECIFICITY IN YOUR AMENDMENT THAT I'M MISSING? ARE YOU THINKING THAT WE'RE ASKING FOR CAPITAL, FOR SUPPORT FOR CAPITAL. FOR SUPPORT FOR ANYTHING? NO -- BOTH, OPERATING AND CAPITAL, AND ALSO POTENTIALLY HOUSING RELATED FOR OUR EMPLOYEES. ADDITIONAL EMPLOYEES. ANY AND ALL ASSISTANCE
086THAT WE CAN GET FROM THE GENERAL ASSEMBLY AND GOVERNOR. WE HAVEN'T HAD TIME TO DISCUSS SPECIFICITY OF MY PROPOSAL BECAUSE ANNOUNCEMENT DID NOT COME UNTIL AFTER WE HAD OUR WORK SESSION ON MONDAY. RIGHT, SO WE DON'T KNOW -- MY OTHER QUESTION WE MAY NOT BE ABLE TO ANSWER IT TONIGHT. WHAT WOULD BE THE MECHANISM FOR THIS? WHAT IS AVAILABLE IN STATE LAW TO -- ARE YOU SUGGESTING THAT TAXES PAID BY AMAZON, FOR EXAMPLE, THAT GOES -- GO TO THE STATE BE EARMARKED TO COME BACK? I HAVEN'T HAD A CHANCE TO THINK THROUGH THE DETAILS BUT THE MAIN INTENT BEHIND MY PROPOSAL IS TO BRING THIS TO THE ATTENTION OF THE NORTHERN VIRGINIA DELEGATION AND GOVERNOR. MRS. STRAUSS. THANK YOU, MR. MOON FOR BRINGING THIS UP. ON THE ONE HAND I CERTAINLY WELCOME JOB GROWTH AND
087A BOOST TO THE ECONOMY. IN THIS COUNTY WE CERTAINLY ARE VERY INTERESTED IN STEM OR I.T. BASED OR WHATEVER AMAZON IS GOING TO BRING TO US, AND HOPEFULLY THE PROMISE OF DECENT-PAYING JOBS. ON THE ONE HAND THIS IS EXCITING. BUT IN VIRGINIA THE ABILITY OF THOSE OF US IN THE LOCALES TO PROVIDE THE RESOURCES WE ARE CHALLENGED. AND THIS SPEAKS TO IT. PARTICULARLY SCHOOLS BECAUSE WE TEND TO FOLLOW DEVELOPMENT RATHER THAN ABLE TO BUILD IT IN ADVANCE OF THE NEED. AND WE KNOW THAT THE NEED WILL COME. AND WE ARE ALSO CONSTRAINED IN HOW WE CAN RAISE MONEY LOCALLY. SO OUR -- WE MUST PROVIDE THE SCHOOLS BUT WE ARE CONSTRAINED IN HOW WE ARE GOING TO DO THAT. AND MR. MOON BY PUTTING THIS IN IT, ACKNOWLEDGES NOT ONLY FAIRFAX COUNTY BUT ARLINGTON, AND
088FALLS CHURCH AND ALEXANDRIA AND TO PROVIDE THE MOST LOCAL INFRASTRUCTURE. AND IT'S ALWAYS A CHALLENGE FOR US AND I THINK THAT THE STATE NEEDS TO THINK ABOUT IN AND OUR LEGISLATORS NEED FIGURE OUT HOW WE ARE GOING TO STAY CURRENT WITH THE NEEDS RATHER THAN CONTINUOUSLY BEING BEHIND, THANK YOU. PERMITTING COMMUNICATION BETWEEN LAW ENFORCEMENT AND SCHOOLS WHEN A STUDENT HAS DIED OR WHEN NEEDING TO PROVIDE SUPPORT TO STUDENTS. WE ARE TRYING TO HELP STUDENTS WHO HAVE EXPERIENCED OR WITNESSED TRAUMA OF VARIOUS KINDS. THE P.T.A. HAS CREATED A TRAUMA INFORMED ADVOCACY. ONE OF THE PROGRAMS THAT I'VE LEARNED ABOUT RECENTLY IS CALLED HANDLE WITH CARE. I DON'T REFERENCE IT HERE BECAUSE THERE ARE OTHER PROGRAMS SIMILAR TO THIS OR WITH A DIFFERENT TAKE. WHEN A LAW ENFORCEMENT OFFICER ENCOUNTERS A CHILD, THEY WILL ALERT THE SCHOOL
089THIS CHILD HAS BEEN INVOLVED IN A TRAUMA, WITHOUT SPECIFIES DETAILS. THAT ENABLING THE SCHOOL TO SUPPORT THAT CHILD. OUR STAFF PEOPLE HAVE LOOKED INTO CREATING A PROGRAM OF THIS KIND, THEY HAVE RUN INTO A BARRIER WITH OUR CURRENT STATE LAW. THE INTERPRETATION OF THE CURRENT STATE LAW IS THIS SORT OF COMMUNICATION IS NOT ALLOWED, THE WAY THE LAW HAS BEEN WRITTEN AND INTERPRETED. THIS WOULD CALL UPON THE STATE TO ENABLE US TO CREATE A MECHANISM SO THE SCHOOL KNOWS THERE IS A CHILD IN NEED OF EXTRA SUPPORT WHEN THEY HAVE ENDURED TRAUMA. I HOPE MY COLLEAGUES CAN SUPPORT THIS AND STAND READY TO ANSWER ANY QUESTIONS. MS. KEYES-GAMARRA, WOULD YOU LIKE TO SPEAK TO YOUR SECOND? YES. JUST BRIEFLY. I'M SUPPORTING THIS LANGUAGE BECAUSE WE CANNOT EDUCATE OUR KIDS IN A VACUUM. WHEN A CHILD
090IS HUNGRY, IT MAKES THEM DIFFICULT TO LEARN. IF A CHILD IS HURT PHYSICALLY, EMOTIONALLY, IN ANY OTHER WAY, IT IMPACTS THEIR ABILITY TO BE AVAILABLE TO LEARN. WE NEED TO BE MORE EDUCATED IN THE WHOLE CHILD. THIS LANGUAGE IS SUPPORTIVE OF UNDERSTANDING THAT WE ARE DEALING WITH A PERSON, A WHOLE PERSON WHO HAS EMOTIONS THAT IS IMPACTED BY THE THINGS THAT CAN OCCUR IN THEIR LIVES. IT ALLOWS US TO BE READY FOR THAT CHILD, TO BE TRAINED FOR THAT CHILD AND I THINK THAT OUR LANGUAGE AND OUR LEGISLATIVE LANGUAGE NEEDS TO COME UP TO DATE WITH THE CHILDREN WE ARE DEALING WITH ON A DAILY BASIS. MS. PALCHIK. YES, THANK YOU. I DO SUPPORT THIS AMENDMENT. I HAVE A CLARIFYING QUESTION OR COMMUNICATE THE WAY IT IS WRITTEN. MY UNDERSTANDING IS THAT THIS IS WHEN
091LAW ENFORCEMENT HAS INFORMATION, THEY WILL BE ABLE TO SHARE IT WITH OUR SCHOOLS, TO SUPPORT KIDS. IS THAT CORRECT, MS. EVANS? THIS WOULD ENABLE THEM TO SHARE VERY BASIC INFORMATION. WE HAVE HAD SITUATIONS WHERE UNFORTUNATELY A CHILD HAS DIED AND WE'VE KNOWN THAT BUT WE HAVE NOT BEEN ABLE TO DETERMINE WHO IT IS SO WE CAN SEND THE SUPPORTS INTO THAT SCHOOL. BECAUSE OF THIS INABILITY TO COMMUNICATE. I SUPPORT THAT. MY ONLY HESITATION IS PERMITTING COMMUNICATION BETWEEN LAW ENFORCEMENT AND SCHOOLS COULD BE READ BOTH WAYS. A SCHOOL PROVIDE INFORMATION TO LAW ENFORCEMENT WHEN A STUDENT HAS BEEN EXPOSED TO VIOLENCE OR TRAUMA. CONSIDERING OUR VULNERABLE KIDS AND FAMILIES AND KIDS CONCERNED ABOUT THEIR IMMIGRATION STATUS AND FEEL CONCERNED TO GO TO SCHOOL THAT WILL BE COMMUNICATED. I'M A LITTLE BIT CONCERN THAT THE LANGUAGE BE
092CLEAR THIS IS NOT SCHOOLS NOW ASKING TO BE ABLE TO COMMUNICATE MORE INFORMATION AROUND ANY VIOLENCE OR TRAUMA WITH LAW ENFORCEMENT. THAT WASN'T THE INTENTION. IT IS BASICALLY SO THE SCHOOLS COULD KNOW THE NEED FOR SUPPORT. I KNOW MS. CORBETT SANDERS IS BETTER THAN THIS. I DON'T KNOW MS. JOHNSON, IF YOU HAVE INPUT. I CAN UNDERSTAND, I ADPREE THAT IS NOT THE INTENTION. I CAN SEE HOW THAT COULD BE READ THAT WAY. WE CAN COMMUNICATE THAT. MR. MALOY? YES. JUST TO CLARIFY, THE FAIRFAX COUNTY SCHOOL BOARD PERMITS FROM LAW ENFORCEMENT TO SCHOOLS WHEN A STUDENT HAS DIED THAT WAY YOU ARE CRYSTAL CLEAR ABOUT THE DIRECTIONALITY OF THE COMMUNICATION. I WOULD ACCEPT THAT AMENDMENT. I WILL OFFER THAT AMENDMENT TO THE MOTION TO KEEP IT SIMPLE. SO THE AMENDMENT OFFERED BY MS. PALCHIK IS TO
093READ SUPPORTS PERMITTING COMMUNICATION FROM LAW ENFORCEMENT TO SCHOOLS WHEN A STUDENT HAS DIED OR WHEN NEEDED TO PROVIDE SUPPORT. DO WE HAVE A SECOND. JUST TO ENSURE, THAT DOES NOT LIMIT WHAT WE WOULD LIKE TO DO. I SEE MS. KEYES-GAMARRA HAS A DESIRE TO SPEAK. [ OFF MIC ] I DON'T OBJECT TO THE LANGUAGE. I'M THINKING THERE ARE ALREADY REPORTING REQUIREMENTS FOR THE SCHOOLS AND I THINK IT WOULD BE PROBLEMATIC FOR US TO GO OUTSIDE OF THAT. I DON'T THINK THAT THIS LANGUAGE OR THIS SUGGESTION CAN CHANGE THE WAY THAT SCHOOLS ARE ALREADY REQUIRED TO MAKE REPORTS. IF A CHILD IS HARMED OR IF THE SCHOOL HAS KNOWLEDGE WITH RESPECT TO HARM FOR A CHILD, THE SCHOOL MEMBERS ARE MANDATORY REPORTERS WITHIN A SPECIFIC CONTEXT. SO I'M STRUGGLING A LITTLE BIT TO SEE HOW THIS
094LANGUAGE WOULD SUPERSEDE CURRENT LEGISLATIVE LANGUAGE WHEN THE SCHOOL IS ALREADY PROVIDED GUIDANCE WITH RESPECT TO REPORTING INCIDENTS IMPACTING FROM A CHILD. SURE. BUT WE ARE NOT REQUIRED TO INCREASE OUR COMMUNICATION BEYOND THAT. CORRECT? I DON'T WANT TO SAY WE WILL NOW DO MORE THAN IS ALREADY REARED. I THINK THAT WOULD -- MR. FOSTER, IF YOU WANT TO WEIGH IN -- DO YOU UNDERSTAND WHAT I'M TRYING TO SAY HERE? YES, I DO. MY CONCERN IS -- AND I UNDERSTAND WHAT YOU ARE SAYING, BUT I WAS LESS CONCERNED ABOUT THAT BECAUSE SCHOOLS ARE ALREADY DIRECTED ON HOW WE CAN MAKE A REPORT WITH RESPECT TO CHILDREN SPECIFICALLY. DID YOU WANT TO SPEAK TO THAT AT ALL MR. FOSTER. I AGREE WITH YOU, MS. KEYES-GAMARRA, OUR SCHOOL IS MANDATORY REPORTERS. THERE IS SIGNIFICANT TO FAIL TO REPORT. THIS
095IS NOT GOING FROM THE SCHOOL SYSTEM FROM SCHOOL TO CHILD PROTECTIVE SERVICES OR LAW ENFORCEMENT. THIS IS COMING FROM THE LAW ENFORCEMENT TO THE SCHOOLS. IF I'M READING THAT CORRECTLY, THAT ADDRESSES MY CONCERN ABOUT THE MANDATORY REPORTER ISSUE YOU RAISE. SO YOU SUPPORT CHANGING THAT LANGUAGE TO HAVING IT BE ADDING THE ONE DIRECTIONAL LAW ENFORCEMENT TO SCHOOLS? RIGHT. OKAY. ALL RIGHT. I UNDERSTAND THE CONCERN AS LONG AS WE ARE OKAY WITH THAT. IT IS NOT GOING AGAINST ANY EXISTING OR NEED, I ONCE AGAIN BRING UP THE MOTION TO CHANGE THE LANGUAGE, I DON'T KNOW IF IT IS WRITTEN FROM LAW ENFORCEMENT TO SCHOOLS EXACTLY. MS. SCHULTZ. I DON'T KNOW. THIS IS LIKE WATCHING A HOTDOG GET MADE. I'M NOT EXACTLY SURE WHAT I'M SPEAKING TO AT THIS POINT. YEAH, WELL, IT DOESN'T MATTER. IT IS
096GERMANE TO THE AMENDED LANGUAGE AND THE AMENDED LANGUAGE. I DON'T RECALL -- AND WITH ALL DUE DEFERENCE, MS. EVANS, I KNOW YOU MENTIONED SOMETHING ABOUT THE WORK SESSION. I DON'T KNOW IF WE HAVE HAD A DISCUSSION ABOUT THIS. I DON'T KNOW WHAT THE STATE REQUIREMENTS ARE. I DON'T KNOW WHAT IS CURRENTLY HAPPENING. I DON'T KNOW WHAT ISN'T WORKING ABOUT WHAT IS CURRENTLY HAPPENING. I DON'T KNOW WHAT SHOULD -- HOW WE IMPROVE THAT AND I DON'T KNOW THAT THIS LANGUAGE, WHETHER THIS IS THE LANGUAGE NECESSARY TO GET US THERE. FOR EXAMPLE, IT SAYS, YOU KNOW, BETWEEN LAW ENFORCEMENT AND SCHOOLS WHEN A STUDENT HAS DIED. IF THE STUDENT IS DEAD, WHO ARE WE SUPPORTING? I DON'T UNDERSTAND THAT. IS IT OUR DUTY TO SUPPORT THE EMPLOYEES OR THE OTHER STUDENTS? THE THING I'M PLISZING FROM ALL
097OF THIS, WHERE ARE THE PARENTS' RIGHTS? THE PARENTS' RIGHTS SHOULD BE PARAMOUNT. IF A PARENT DOESN'T WANT INFORMATION COMMUNICATED ABOUT THE LOSS OF A CHILD AND BELIEVE ME, WE HAVE HAD PARENTS WHO DID NOT WANT TO -- ARE SUFFERING SIGNIFICANT TRAUMA THEMSELVES WITHIN A FAMILY AND THEY DON'T WANT TO DISCUSS IT WITH US. THIS COULD BE DEATH BY SUICIDE, DEATH BY A TRAGIC, TRAGIC ACCIDENT. I HAVE HAD ALL OF THAT AT MY SCHOOLS. AND SO I FEEL ILL-INFORMED TO TALK ABOUT THIS. I FEEL EVEN MORE ILL-INFORMED TO VOTE ABOUT THIS. I DON'T KNOW WE ARE NECESSARILY ADDRESSING THE UNDERLYING PROBLEM BECAUSE I'M NOT EXACTLY SURE WHERE THE GAP IS BETWEEN WHAT IS CURRENTLY HAPPENING AND WHAT WE ARE TRYING TO ACHIEVEMENT. I FEEL IT IS GOOD. ABSENT ACTUAL FACTS, I DON'T KNOW WHICH LANGUAGE IS
098BETTER. I'M NOT ENTIRELY SURE FROM WHERE MR. FOSTER WAS HEADED, I'M NOT ENTIRELY SURE THAT -- I DON'T KNOW, MAYBE YOU CAN SAY I'M VERY, VERY COMFORTABLE WITH THIS. I'M NOT. I WISH WE HAD A FURTHER CONVERSATION BEFORE PUTTING THIS IN A LEGISLATIVE PACKAGE ON A NIGHT THAT GROWS COLD BEFORE WE GET THROUGH ONE ITEM. I DON'T KNOW IF I CAN SUPPORT THIS BECAUSE MOSTLY IT ISN'T PARENT CENTERIC FIRST. OKAY. SO SHOULD WE VOTE ON THE AMENDMENT AND BACK TO THE MAIN MOTION AND I KNOW MR. MOON WOULD LIKE TO SPEAK TO THE MAIN MOTION. SO ALL THOSE IN FAVOR OF THE CHANGE TO THE MAIN MOTION SO IT READS FROM LAW ENFORCEMENT TO SCHOOLS, ALL THOSE IN FAVOR. SO MS. STRAUSS, MS. EVANS, MS. KEYES-GAMARRA MR. MOON, MS. DERENAK KAUFAX MR. McELVEEN, MS. PALCHIK
099AND MS. HINES. THOSE AGAINST. ABSTAINING, MS. SCHULTZ, MS. McLAUGHLIN. THAT MOTION PASSES. NOW MR. MOON, WOULD YOU LIKE TO SPEAK TO THE MAIN MOTION. THANK YOU, MADAM CHAIRMAN. MS. EVANS AND I HAD SOME LONG CONVERSATION THIS AFTERNOON BECAUSE I HAVE SIMILAR CONCERNS AND QUESTIONS SHARED BY MRS. SCHULTZ THAT WHEN YOU TALK ABOUT THE BARRIER, IS THAT THE BARRIER GETTING PARENTS CONSENT? NOT ABLE TO GET PARENTS CONSENT IN A TIMELY MANNER? IS THAT THE BARRIER? AT THIS POINT THE WAY STATE LAW READS, WITHOUT AFFIRMATIVE CONSENT BY THE PARENT -- OKAY. LAW ENFORCEMENT CAN'T REVEAL ANYTHING TO THE PUBLIC. IT HAS BEEN MR. MILLOY, YOU MIGHT WANT TO ADD, THAT HAS BEEN INTERPRETED AS SAYING THEY CAN'T SHARE IT WITH THE SCHOOL SYSTEM. RIGHT. I INTERPRET THAT THE SAME WAY. THAT IS EXACTLY WHERE MY QUESTIONS AND
100CONCERNS LIE. PARENTS FOR GOOD REASONS MIGHT NOT WANT TO REVEAL, MIGHT NOT WANT TO DISCLOSE WHAT HAPPENED IN THE FAMILY. MIGHT WANT TO DELAY DISCLOSE R DEATH OF A CHILD TO A SCHOOL. WHY DO WE WANT TO GET AROUND THAT WITHOUT GETTING PARENTS CONSENT. IF PARENTS DON'T WANT THAT TO BE REVEALED. I'M TRYING TO WEIGH THAT BETWEEN THE NEEDS TO PROVIDE THE SUPPORT TO STUDENTS AT THE SCHOOL WHO MAY BE MISSING A CLASSMATE SUDDENLY OR MIGHT HAVE HEARD FROM SOCIAL MEDIA THAT SOMETHING HAPPENED TO THE CLASSMATE AND MIGHT NEED SOME MENTOR SUPPORT FROM A SPECIALIST TO COME FROM OUTSIDE THE SCHOOLS TO HELP THEM OUT. I DO UNDERSTAND THAT. AT THE SAME TIME, I HAVE TO WEIGH THAT AGAINST FAMILY'S PRIVACY RIGHT AND HONORING THEIR DESIRE NOT TO REVEAL CERTAIN INFORMATION IN A CERTAIN MANNER.
101THAT IS THE FIRST PART ABOUT WHEN A STUDENT DIED. THE SECOND PART GIVES ME MORE CONCERN, STUDENTS HAVE BEEN EXPOSED TO VIOLENCE. SAY A PARTICULAR STUDENT'S FAMILY MEMBER DIED IN A TRAGIC WAY AND THE FAMILY MAY NOT WANT TO DISCLOSE THAT TO PUBLIC AT ALL. BUT THIS WILL -- I MEAN, IF THIS PASSES AND THERE IS A NEW LAW ALLOWING THIS, WITHOUT FAMILY'S CONSENT, WITHOUT THE PARENTS' CONSENT POLICE WILL COMMUNICATE WITH THE SCHOOL AND THE COMMUNITY MAY KNOW WHICH THE FAMILY DO NOT WANT TO BE REVEALED. SO IN MY CONVERSATIONS WITH STAFF ONE OF THE THINGS WE HAVE TALKED ABOUT IS IF THIS IS ALLOWED BY STATE LAW, IT HAS BEEN USED SUCCESSFULLY IN OTHER PLACES. THE STATE OF MARYLAND IS USING THIS SUCCESSFULLY, FOR EXAMPLE. I JUST READ ABOUT THE HANDLE WITH CARE WHERE
102THE ONLY THING THAT THE SCHOOL SYSTEM HEARS IS HANDLE WITH CARE, LITERALLY. IT DOESN'T SAY WHAT THE TRAUMA WAS TO THE CHILD, BUT THERE HAS BEEN A TRAUMA IN THE CHILD'S LIFE. I AGREE WITH THE NEED TO RESPECT PRIVACY. AT THE SAME TIME, WITH THE SCHOOL UNDERSTANDING THIS IS A CHILD THAT HAS A PARTICULAR SITUATION THAT NEEDS TO BE RECOGNIZED. AND BASICALLY ALLOWED TO HAVE SOME SUPPORTS THERE FOR A CHILD THAT NEEDS IT WITHOUT GOING INTO ANY OF THE DETAILS ABOUT WHAT IN PARTICULAR HAPPENED. SO THOSE ARE DETAILS THAT WOULD HAVE TO BE WORKED OUT DOWN THE ROAD WHERE WE WOULD -- RIGHT NOW WE CAN'T EN PURSUE THIS. RIGHT NOW WE CAN'T EVEN TRY TO CREATE A PROGRAM THAT BALANCES ALL OF THESE NEEDS BECAUSE WE ARE JUST TOLD -- CURRENT INTERPRETATION OF CURRENT
103LAW DOESN'T ALLOW. I UNDERSTAND. I AM GOING TO ASSUME PARENTS DO CARE ABOUT THEIR CHILDREN TO HAVE THE BEST INTEREST OF THEIR CHILDREN ON THEIR MIND. IF THE PARENT FOR SOME REASONS DO NOT -- DECIDE NOT TO DISCLOSE CERTAIN FACTS TO THE SCHOOL, THAT RIGHT VERSUS SCHOOLS DESIRE TO PROVIDE MORAL SUPPORT TO THE PARTICULAR STUDENTS I'M GOING HAVE TO WEIGH THOSE POSSIBLY CONFLICTING INTERESTS. SO I THINK I TOLD YOU SOME AFTERNOON I WAS GOING TO GIVE SOME THOUGHT ABOUT IT. I'M STILL GIVING THOUGHT ABOUT IT. I'M NOT SURE I CAN SUPPORT IT. THAT IS WHERE I AM. MS. SCHULTZ, MS. McLAUGHLIN AND MS. KEYES-GAMARRA. I WANT TO GAME THEORY THIS OUT. THIS IS WHY IT IS DANGEROUS, I THINK, TO HAVE TOO BIG OF A LEGISLATIVE PACKAGE. THIS IS ONE OF THEM. SAY A WELL-MEANING
104LEGISLATURE LOOKS AT THIS AND IT STRIKES A CHORD AND SOMEBODY ADVOCATES AND THEY PUT IN A BILL AND SOMEBODY DOESN'T ASK THE RIGHT QUESTIONS AND WE DO THIS. NOW YOU ARE SUBSTITUTING THE WILL OF THE GOVERNMENT, WE ARE THE GOVERNMENT, THE WILL OF THE GOVERNMENT TO TAKE CARE OF OTHER FAMILIES' CHILDREN OVER THE RIGHT OF A PARENT TO TAKE CARE OF THEIR OWN FAMILY. AND THERE'S NO CIRCUMSTANCE WHERE THAT'S A GOOD IDEA, WHERE A CHILD WHO HAS BEEN SUBJECTED TO, AS YOU HAD INDICATED, POTENTIALLY A TRAGIC OR TRAUMATIC DEATH OF A PARENT OR OF IS SIBLING, IN A TRAUMATIC CAR ACCIDENT, BY SUICIDE, YOU KNOW, THAT SOMEHOW WE ARE NOW SUBSTITUTING WHAT WE THINK OTHER FRIENDS AT SCHOOL MAY NEED THAN A GREATER NEED OF THE FAMILY TO TAKE CARE OF AND RESOLVE THAT HEALING.
105IF IT IS THE WILL OF THE FAMILY TO SEEK THE HELP OF THEIR SCHOOL SYSTEM, THAT IS ONE THING. WE ARE TALKING ABOUT INJECTING OURSELVES WITHOUT THE CONSENT OF THE PARENTS. WHEN IT COMES TO FAMILY LIFE EDUCATION, THEY HAVE TO AFFIRM AND OPT OUT. THIS IS WE CAN ASSERT OURSELVES INTO AND USURP A PARENT'S RIGHTS AND THEY SOMEHOW DON'T HAVE A ROLE IN THIS. THE UNINTENDED POTENTIAL CONSEQUENCES OF SOMETHING LIKE THIS ARE SIGNIFICANT. WE HAVE TO THINK ABOUT WHO IS IN TRAUMA HERE? IT IS THE CHILD. IT IS THE FAMILY. IT IS OTHER CHILDREN WHO ARE MISSING THEIR FRIEND. WHO HAS THE GREATER TRAUMA? THE FAMILY OR THE KIDS WHO ARE MISSING THEIR FRIEND? I DON'T THINK THERE IS ANYTHING, I MEAN, MS. JOHNSON, YOU WOULD HAVE TO TELL ME, IF A CHILD IS KNOWN
106TO HAVE DIED AND STUDENTS AT SCHOOL ARE IN DISTRESS, WE PROVIDE SUPPORT. I MEAN, WE HAVE PSYCHOLOGICAL SUPPORT, GUIDANCE COUNCILOR SUPPORT, DO WE NOT? WE DO. WHAT WE HAVE EXPERIENCED SINCE THE CHANGE IN THE VIRGINIA CODE HAS BEEN THE CHALLENGE FOR US TO FIND WAYS TO PROVIDE THAT SUPPORT MORE IMMEDIATE BECAUSE WE ARE GETTING OUR INFORMATION FROM SOCIAL MEDIA AND THAT HAS BEEN EXTREMELY CHALLENGING FOR US. OUR GOAL IS TO PROVIDE THE CRISIS SERVICE IN A TIMELY MANNER. AND TO THE FAMILY AS WELL. WE REACH OUT TO THE FAMILY TO OFFER ANY SUPPORT WE CAN GIVE TO THE FAMILY. IT IS INTERESTING YOU SAY SOCIAL MEDIA. THE ESSENCE HERE IS THE RIGHT TO PRIVACY. IN AN ERA WHERE I DON'T THINK WE ARE EDUCATING CHILDREN WHAT THEIR RIGHTS ARE SO THEY GROW UP TO JEALOUSLY
107PROTECT THEIR RIGHTS. THE LAST THING IS WE SHOULD LOOK TO DO IS UNDERMINE PERSONAL PRIVACY RIGHTS. I'M FOR STRENGTHENING UNDERSTANDING PEOPLE'S UNDERSTANDING OF THEIR PERSONAL PRIVACY RIGHTS. I SEE THIS AS A POTENTIAL -- EVEN THOUGH MAYBE WELL INTENDED TO TAKE CARE OF PEOPLE, THERE IS A REASON THAT LAW GOT PASSED IN THE FIRST PLACE. IF THERE ARE THINGS ABOUT THAT LAW MAKING IT DIFFICULT FOR US TO DO OUR JOB, I THINK IT IS GOING TO TAKE US TIME TO FIGURE OUT HOW TO DO IT WELL. IF WE WANT TO MAKE SUGGESTIONS TO THAT LAW, THAT IS OKAY. I DON'T THINK THIS IS THE WAY TO GO ABOUT IT AND THE POTENTIAL IMPACT TO PERSONAL PRIVACY IS SIGNIFICANT SO I CANNOT SUPPORT THIS. MS. KEYES-GAMARRA. MS. HINES AND MS. DERENAK KAUFAX. I WANT TO ASK A
108QUESTION. I'M THINKING OF LAWS IN EXISTENCE. GOING BACK TO MY DISCUSSION WITH MS. PALCHIK. ISN'T THE FERPA LAW PROTECT THE PRIVACY OF THE FAMILY AND THE STUDENT IS MY BASIC UNDERSTANDING. AND SO EVEN IF WE PASSED THIS, WE DO NOT HAVE THE AUTHORITY TO OVERCOME THAT LAW. I MEAN, CAN YOU SPEAK TO THAT, PLEASE. YOU ARE ABSOLUTELY RIGHT. I MEAN, EVEN IF THIS STATE LAW CHANGE IS MADE THERE IS STILL THE FEDERAL FERPA LAW. WHAT IT APPLIES TO. SO IT COVERS STUDENT RECORDS. THIS IS RECORDS THAT ARE CREATED BY THE SCHOOL SYSTEM AND RELATE TO THE STUDENT. MY UNDERSTANDING IS THIS CHANGE IS DIRECTED MORE TOWARDS STUDENTS IN OUR SYSTEM WHO PASS AWAY, NOT AT SCHOOL, BUT AT HOME. SO IT IS AN INTERESTING QUESTION. IN THAT SCENARIO IS INFORMATION ABOUT THAT STUDENT DEATH THAT
109OCCURRED OUTSIDE OF SCHOOL A STUDENT RECORD? THIS MAY BE SOMETHING I DON'T KNOW WE CAN RESOLVE BY THE ISSUES GENERATED BY THIS TONIGHT. THEY ARE INTERESTING LEGAL ISSUES AND MIGHT WARRANT A DEEPER DIVE THAN AN EXCHANGE THIS EVENING. TO JUST KIND OF FINISH THE POINT, I DON'T THINK THAT LAW ENFORCEMENT SHARING INFORMATION ABOUT THE SCHOOL SYSTEM ABOUT A STUDENT DYING PRESENTS AN IMMEDIATE FERPA PROBLEM. FERPA IS WHEN THE SCHOOL SYSTEM IS DISSEMINATING INFORMATION REGARDING A SCHOOL RECORD. MY SENSE WITH THIS IS IT IS DIRECTED TOWARDS -- MS. JOHNSON SPOKE ABOUT THIS EARLIER, GIVING THE SCHOOL SYSTEM ENOUGH INFORMATION TO HELP OTHER KIDS WITHIN THE SCHOOL WHO MAY NEED SUPPORTS BECAUSE THEIR FRIEND AND CLASSMATE IS DEAD. RIGHT? AND SO I DON'T EVEN THINK THEY NECESSARILY WOULD NEED TO REVEAL THE IDENTITY OF THE DECEASED STUDENT.
110I DON'T THINK THE SCHOOL SYSTEM NEEDS TO REVEAL THE IDENTITY OF THE DECEASED STUDENT IN ORDER TO PUT THE COUNSELING IN PLACE WHILE HONORING THE ANONYMITY OF THE STUDENT. MY SENSE IS THAT IS HOW WE HANDLE IT IF WE NEED TO. THAT IS CORRECT. WE TYPICALLY WHEN A TRAGEDY LIKE THAT HAPPENS WE COMMUNICATE WITH THE PARENTS AND ASK WHAT INFORMATION THEY WOULD LIKE SHARED. WE GET PARENT PERMISSION HOW THEY WANT IT SHARED, HOW MUCH THEY WANT TO SHARE, WE WORK WITH CCR. IT IS NOT ONE PERSON MAKING A DECISION. IT IS A TEAM. SO I HAVE MS. McLAUGHLIN, MS. HINES AND MS. DERENAK KAUFAX. MS. DERENAK KAUFAX TURNED OFF HER LIGHT. SO, I HAVE KNOWN SANDY A LONG TIME. I KNOW YOUR HEART IS AS BIG AS THIS ROOM. SO THIS IS ALL WELL INTENTIONED,
111BUT THIS ONE IS A CHALLENGING ONE. AS A SOCIAL WORKER, I KNOW THE MORE INFORMATION WE HAVE THE MORE WE CAN TAILOR SUPPORT TO STAFF AND STUDENTS. BUT AS SEVERAL OF MY COLLEAGUES HAVE NOTED, TO LOSE A CHILD IS CONSIDERED ONE OF THE GREATEST PSYCHOLOGICAL TRAGEDIES THAT A HUMAN BEING CAN EXPERIENCE. TO THINK THAT WE MIGHT THEN AS A SOCIETY COMPEL OR TAKE THAT INFORMATION THAT PARENTS DON'T WANT TO SHARE AND SHARE IT BECAUSE WITH GOOD INTENTIONS WE WANT TO SOMEHOW DELIVER MORE TAILORED SERVICES, THAT IS A REALLY TOUGH ONE TO SAY WHERE DO YOU FALL ON PUTTING THE PRIORITY ON. IN THE END, WHERE I COME DOWN ON THIS ONE IS THE SCHOOLS ARE TYPICALLY NOTIFIED THAT THERE HAS BEEN THE DEATH OF A STUDENT. AND EVEN THOUGH THEY MAY NOT KNOW WHAT THE
112CAUSE OF DEATH IS, WELL, MS. EVANS, IF THERE IS A STUDENT IN THE SCHOOL AND SUDDENLY THE STUDENT IS NO LONGER IN THE SCHOOL BECAUSE THE STUDENT IS DECEASED VERSUS MOVED AWAY, BUT THE OTHER STUDENTS IN THE SCHOOL ARE AWARE IN SOME CAPACITY AND ARE FEELING TRAUMA BY IT, IN THIS WORLD OF COMMUNICATION AND SOCIAL MEDIA, SOMEONE IN THE BUILDING, IF THE STUDENTS ARE TRAUMATIZED BECAUSE THEY HAVE LOST A CLASSMATE IN SOME CAPACITY, THEY ARE GOING TO KNOW ABOUT IT IN SOME WAY AND TALK TO A SCHOOL OFFICIAL IN SOME WAY. BUT IT IS NOT CAUSING THE GOVERNMENT TO COMPEL FAMILIES TO DIVULGE INFORMATION THEY DON'T WANT TO. IT WON'T -- IF THERE IS A CHILD THAT HAS DIED IN A SCHOOL COMMUNITY, IT WON'T REMAIN A SECRET. EVEN FROM MY OWN FAMILY'S EXPERIENCE, WE
113LOST SIX YOUNG MEN IN THREE YEARS. AND IT DID NOT TAKE THE SCHOOL DIVISION ANNOUNCING THROUGH WHETHER OR NOT THESE STUDENTS HAD TAKEN THEIR LIVES BY SUICIDE, IT WAS THROUGH SOCIAL MEDIA. MUCH FASTER THAN WE AS BOARD MEMBERS WERE MADE AWARE PRIOR TO THE CHANGE IN THE LAW. I GUESS WHAT I WOULD SAY IS I'M OF THE BELIEF AS MANY COLLEAGUES HAVE SHARED TONIGHT, THIS ONE IS A FAR MORE COMPLICATED ONE I WOULD FEEL COMFORTABLE SUPPORTING TONIGHT. I THINK WE END UP NEEDING A MUCH BROADER DISCUSSION WITH OUR BOARD OF SUPERVISORS AND THE POLICE DEPARTMENT TO UNDERSTAND HOW IS THIS AFFECTING OUR STUDENTS IN OUR SCHOOLS? WE COULD EVEN HAVE THE SUPERINTENDENT AND STAFF WITH MS. JOHNSON AS ASSISTANT SUPERINTENDENT NOTIFYING US, HEY, AS A SCHOOL DIVISION WE CAN'T MEET THE NEEDS OF OUR STUDENTS
114AND WE NEED YOU TO FIX IT. AS IT STANDS IT DIDN'T COME TO ME BY THE WAY OF OUR WORK SESSION THAT THE STAFF IS CONCERNED WITH OUR EXISTING LAWS. I'M NOT COMFORTABLE TONIGHT PUTTING THIS ONE IN BUT I WANT TO THANK YOU FOR YOUR VERY POSITIVE INTENTIONS. MS. HINES. THANK YOU, MS. EVANS. I THINK I CAN SUPPORT THIS. WHAT I'M HEARING IS IT A RESPONSE TO A REAL LIFE PROBLEM THAT HAS BEEN COMING UP. THAT SCHOOLS NEED QUICK, RELIABLE, OFFICIAL INFORMATION WHEN SOMETHING HAPPENS. s AS A TEACHER, I HAD A STUDENT ON MY CLASS ROLL AT THE BEGINNING OF THE SCHOOL YEAR. THE CHILD NEVER SHOWED UP. I NEVER KNEW WHY UNTIL FOUR WEEKS INTO THE SCHOOL YEAR WE GOT NOTICE THE FAMILY MOVED. I WOULD HAVE HAD NO WAY OF KNOWING IF SOME
115TRAUMA HAPPENED TO THAT CHILD. I DON'T THINK THE INFORMATION MOVES AS -- IT MAY MOVE QUICKLY THROUGH SOCIAL MEDIA, BUT I'M NOT SURE IT IS RELIABLE. THAT IS WHAT WE NEED TO SUPPORT KIDS. MY SENSE IS WHAT WE DO WITH OUR LEGISLATIVE PACKAGE IS HERE IS A NEED WE HAVE IDENTIFIED. IT HAS TOO DO WITH STATE LAW. WE NEED OUR LEGISLATORS TO HELP US IMPROVE THIS FUNCTION. THIS IS WHAT WE ARE ASKING THEM TO MAKE EASIER RIGHT NOW. TO ME, IT IS A REASONABLE REQUEST BASED ON A REAL-WORLD PROBLEM WE WANT TO SOLVE. SO I WILL SUPPORT THIS AND I THANK YOU FOR PUTTING IT TOGETHER. SO BOARD MEMBERS, CAN I ASK YOU TO TURN OFF YOUR LIGHTS IF YOU DON'T HAVE A QUESTION. THAT MEANS WE HAVE ALL OF THE LIGHTS OFF. I THANK
116YOU, MS. EVANS, TO BRINGING THIS TO LIGHT. I KNOW THERE ARE CONCERNS ABOUT THE TRAUMA CHILDREN EXPERIENCE IN THEIR HOMES OR IN THEIR COMMUNITIES OR IN SOME CASES IT RESULTS IN A FORM OF PTSD AND SECONDARY PTSD. BECAUSE IT IS NOT ONLY THE STUDENT'S EXPERIENCING DIRECT TRAUMA, BUT ALSO EXPERIENCING PEOPLE IN THEIR COMMUNITY FACING TRAUMA. AND I KNOW THAT WE HAVE -- AND I LOOK FORWARD TO MORE INFORMATION ON IT, BUT WE HAVE RECENTLY PARTNERED WITH THE BOARD OF SUPERVISORS IN THE STEP UP FOR KIDS INITIATIVE, WHICH I UNDERSTAND IS FOCUSED ON STUDENTS WHO EXPERIENCE DOMESTIC VIOLENCE, EITHER THEMSELVES OR HAVE OBSERVED IT. THAT IS AN AREA WHERE THERE IS SOME COLLABORATION AND INFORMATION SHARING AND MAKING SURE THAT OUR KIDS GET THE WRAP AROUND SERVICES THEY NEED. SO IS IT YOUR INTENT TO BEYOND
117DOMESTIC VIOLENCE TO INCLUDE OTHER FORMS OF VIOLENCE EITHER IN THEIR OWN HOMES OR IN THEIR COMMUNITY? IT WOULD BE ANY KIND OF TRAUMA. THE SCHOOL WOULDN'T NECESSARILY KNOW WHAT THE TRAUMA WAS. THEY MIGHT SIMPLY GET THE HANDLE WITH CARE. THAT IS THE WAY IT IS HANDLED IN SOME PLACES WHERE THE POLICE DEPARTMENT SIMPLY SAYS THIS IS A CHILD THAT NEEDS HANDLE WITH CARE. AND THAT WOULDN'T NECESSARILY HAVE ANY OTHER INFORMATION BUT JUST THIS CHILD NEEDS MORE SUPPORT. SO CONCEPTUALLY, I COULD SUPPORT THAT. WHAT I AM CONCERNED ABOUT IS THE SPECIFIC INFORMATION THAT IS SHARED. WHAT I WOULD LOVE TO HAVE US DO IS HAVE US FLESH THIS OUT A LITTLE MORE AND PERHAPS ADD IT TO NEXT YEAR'S -- THIS IS A SHORT SESSION, EITHER TO NEXT YEAR'S LEGISLATION -- THIS IS GOING TO COME
118UP IN THIS SESSION? WE KNOW FOR A FACT THIS WILL COME UP IN THE SESSION? SO I GUESS THIS PRESENTS A BIT OF A CHALLENGE TO THIS BOARD. MR. MILLOY, WHAT DO WE DO WHEN THINGS COME UP IN A SESSION THAT WE HAVE NOT ADDRESSED? DO WE HAVE A MECHANISM TO COME BACK TO THE BOARD AND SHARE WITH THE BOARD WHAT IS BEING PROPOSED AND THEN BE ABLE TO REACT TO IT OR RESPOND? THE BOARD HAS HANDLED THAT IN A COUPLE OF DIFFERENT WAYS. PRIMARILY THE COMMUNICATION IS BETWEEN MYSELF AND THE LEGISLATIVE LIAISONS AND/OR THE CHAIR TO DISCUSS KIND OF ISSUES THAT ARE NOVEL OR NOT NECESSARILY COVED UNDER THE LEGISLATIVE PROGRAM. IT REALLY IS AT YOUR ALL'S DISCRETION IN TERMS OF HOW THE BOARD FORMALLY OR INFORMALLY RESPONDS. THE BOARD HAS DONE RESOLUTIONS DURING
119THE SESSION OR IMMEDIATELY PRIOR TO THE SESSION. IT IS KIND OF AT THE BOARD AND CHAIR'S DISCRETION HOW YOU RESPOND OUTSIDE OF THE LEGISLATIVE PROGRAM. DO WE KNOW IF THERE IS ANY DRAFT LANGUAGE OUT THERE ON THIS SUBJECT ALREADY ON THE STATE LEVEL? I'M SORRY. IS IT ALREADY -- DO WE KNOW IF -- WE KNOW THIS IS BEING DISCUSSED AT THE LEGISLATIVE LEVEL AND THERE ARE PEOPLE OFFERING AMENDMENTS FOR THIS. BUT DO WE KNOW THE SPECIFIC LANGUAGE THEY ARE PLANNING ON OFFER SOMETHING I DON'T. NO. YOU DON'T. OKAY. I'M TRYING TO FIGURE OUT HOW WE CAN GET TO A YES ON THIS. MS. KEYES-GAMARRA, ARE YOU ANSWERING MY QUESTION BECAUSE MS. DERENAK KAUFAX IS AHEAD OF YOU IN THE QUEUE. I'M SORRY. I DIDN'T REALIZE. ARE YOU ANSWERING MY QUESTION? WHY DON'T YOU GO AHEAD
120AND ANSWER MY QUESTION AS THE SECONDER OF THE MOTION AND WE'LL HAVE MS. DERENAK KAUFAX SPEAK. I WAS WONDERING PERHAPS A PHRASE CAN BE ADDED. IT SEEMS THE PRIMARY CONCERN BEING EXPRESSED IS PROTECTING THE PARENT'S RIGHT TO CHOOSE TO RELEASE INFORMATION WITH RESPECT TO CHAIR CHILD. IF THAT COVERS THE CONCERN, I'M JUST WONDERING IF THAT PHRASE COULD BE ADDED AFTER THE WORD COMMUNICATION SO IT WOULD STATE THE FAIRFAX COUNTY SCHOOL BOARD SUPPORTS PERMITTING COMMUNICATION FROM LAW ENFORCEMENT TO SCHOOLS BEFORE THE WORD COMMUNICATION, PERMITTING COMMUNICATION, THAT PROTECTS THE PARENTS' RIGHT TO RELEASE INFORMATION REGARDING THAT CHILD OR SOMETHING LIKE THAT. [ OFF MIC ] I'M SORRY. I HAVE A POINT OF ORDER. WE ARE OUT OF OUR ROBERTS RULES ON THIS. AND WE ARE LITERALLY LEGISLATING AS WE GO. WE HAVE GOT TO GET BACK INTO
121THE ROBERTS RULES HERE WELL, WHAT IS BEING OFFERED IS AN AMENDMENT BY ONE OF OUR BOARD MEMBERS TO TRY TO ADDRESS SOME CONCERNS AND SO THAT IS WHAT SHE IS TRYING TO DO. # WHILE YOU WORK ON YOUR LANGUAGE, MS. KEYES-GAMARRA, CAN I SUGGEST THAT MS. DERENAK KAUFAX SPEAK TO THE MOTION? MS. EVANS, WHEN I SPOKE TO YOU EARLIER TODAY I SAID I WOULD SUPPORT THIS. I PROBABLY WILL. BUT I APPRECIATE THE CONVERSATION ABOUT THE RELEASE OF INFORMATION CONCERNING A CHILD PARTICULARLY IF A CHILD HAS PASSED AWAY OR PARTICULARLY BY SUICIDE WHEN THE PARENTS DON'T NECESSARILY WANT THAT INFORMATION SHARED FOR WHATEVER REASON, THEY HAVE THAT RIGHT. AND MAYBE WE NEED TO SEPARATE THE TWO. BUT WHAT I'D LIKE TO SPEAK TO IS THE SECOND PART OF THE -- WHEN A CHILD HAS BEEN EXPOSED
122TO VIOLENCE OR TRAUMA. UNFORTUNATELY, I HAVE HAD SITUATIONS COME BEFORE ME WHERE I KNOW A CHILD WAS EXPOSED TO VIOLENCE OR TRAUMA, HEARING IT IN MY POSITION VIA COMMUNITY AVENUES, AND WHEN THAT CHILD IS EXPOSED. I DON'T KNOW HOW TO DO THIS BEST, BUT OFTEN IF THAT CHILD IS EXPOSED, SAY, AND THEY CHOOSE NOT TO REPORT IT OR THEIR PARENTS CHOOSE NOT TO REPORT IT, THEN THAT CHILD CONTINUES TO SUFFER. THAT CHILD COULD CONTINUE TO BE IN CLASS WITH THE PERSON. THAT CHILD COULD CONTINUE TO GO THROUGHOUT THE GRADES WITH A PERSON WHO MAY HAVE PUT THAT CHILD IN A TRAUMATIC POSITION BECAUSE THEY CHOSE, FOR A VARIETY OF REASONS, NOT TO REPORT. IF THIS IS OUT THERE AND IT CAN START CONVERSATIONS, I WOULD TEND TO SUPPORT THIS RIGHT NOW. I AM VERY SENSITIVE
123TO A PARENT'S RIGHTS, BUT I'M ALSO VERY SENSITIVE TO WHAT I KNOW WHEN A FAMILY CHOOSES NOT TO REPORT A VIOLENT ACT OR TRAUMA TO THEIR CHILD AND WE HAVE NO WAY OF HELPING THAT CHILD. AND SO IF THIS OPENS UP A CONVERSATION, THEN I'M FOR THAT. AND -- BUT I AM A LITTLE BIT TORN ABOUT THE PARENTS' RIGHTS AND WHAT IS DOES A PARENT WANT TO CHOOSE WHAT I WANT TO DO. BUT I THINK WE NEED A BROADER CONVERSATION. I WOULDN'T BE OPPOSED TO PUTTING THIS IN RIGHT NOW, BUT I'M HOPEFUL IT COULD BE A BROADER AND IT HAS TO BE A VERY COURAGEOUS CONVERSATION. A BROADER CONVERSATION ABOUT THE LANGUAGE? NO. ABOUT THE ISSUE. I HEAR YOU. MS. SCHULTZ. WE STARTED OFF TALKING ABOUT DEAD CHILDREN AND WE ARE TALKING ABOUT WHAT IS
124BEST FOR A CHILD. I LOST AN UNDERSTANDING OF WHAT WE ARE TALKING ABOUT AT A TABLE. IF IT WAS THE POLICE NEED TO COMMUNICATE WITH THE SCHOOL A CHILD HAS DIED SO THEN A SCHOOL CAN THEN PROVIDE EMOTIONAL SUPPORT TO THE CHILD'S FRIENDS, THE SCHOOL CAN DO THAT. WE ARE NOT PREVENTED FROM PROVIDING SCHOOL PSYCHOLOGISTS, SCHOOL COUNCILORS OR WHATEVER OTHER SERVICES UNLESS A PARENT OPTED THOSE OUT. IT IS CLEARLY EVIDENT WHEN A CHILD IS NOT RETURNING TO SCHOOL. PART TWO IS IF A CHILD HAS EXPERIENCED TRAUMA. WELL, THEN WE ARE TALKING ABOUT, OH, WELL, IF THE FAMILY WANTS TO REVEAL THAT SOMEBODY HAS DIED IN THE CHILD'S LIFE. AND NOW WE ARE TALKING ABOUT, WELL, IF THE CHILD IS SUFFERING DOMESTIC -- I DON'T KNOW WHAT YOU CALL IT, DOMESTIC VIOLENCE OR SOME KIND OF
125EXPOSURE TO TRAUMA AT HOME AND THE PARENTS DON'T WANT TO TELL US AND NOW WE'RE -- I DON'T KNOW. THE CONVERSATION HAS MORPHED ON THIS ONE AMENDMENT TO AN OVERALL LEGISLATIVE PACKAGE AND I DON'T EVEN UNDERSTAND WHAT WE ARE TALKING ABOUT ANYMORE. IT STARTED OFF AND THE LANGUAGE IS WHEN A STUDENT HAS DIED OR WHEN SUPPORT NEEDS TO BE THAT A STUDENT HAS BEEN EXPOSED TO VIOLENCE OR TRAUMA. CAN YOU HELP CLARIFY WHAT WE ARE EVEN TALKING ABOUT HERE? AND ARE WE TRYING TO MAKE A MOTION, AGAIN, I DON'T KNOW WHAT THE SCOPE OF THE PROBLEM IS. NOTHING HAS BEEN SCOPED FOR US. I DON'T KNOW HOW OFTEN THIS HAPPENS OUT OF 189,000 STUDENTS, HOW AUMPB IS THIS HAPPENING? WHAT THE FREQUENCY? HOW MANY TIMES ARE WE NOT -- WHAT IS THAT WE ARE TRYING
126TO ADDRESS HERE? I FEEL WE HAVE GOTTEN A BIT OFF THE RAILS. I'M GOING TO LET MS. EVANS ADDRESS AS THE MAKER OF THE MOTION WHAT SHE IS TRYING TO ADDRESS. I NEED INPUT FROM MS. KEYES-GAMARRA IF SHE IS INTRODUCING RED LANGUAGE OR SOMETHING ELSE WE WANT TO AMEND. SO WOULD YOU LIKE TO -- I'M SORRY, THE QUESTION WAS WITH THIS LANGUAGE -- I UNDERSTAND THAT. I'M SORRY. IT IS MY QUESTION. THE QUESTION IS THIS LANGUAGE WE ALREADY HAVE A LAW THAT PROTECTS A PARENT'S RIGHT. THAT IS THE REASON THEY PASSED THE LAW IN THE FIRST PLACE. IF THIS GETS RESEXUAL ABUSED -- -- IF THIS GETS REINTRODUCED. LET ME TRY THIS. FIRST OF ALL, MS. KEYES-GAMARRA IS NOT PURSUING THIS LANGUAGE. I JUST HAD A SIDE BAR WITH MS. KEYES-GAMARRA. SHE IS NOT GOING
127TO OFFER THAT. I HEAR A NUMBER OF QUESTIONS OBVIOUSLY ABOUT WHERE THIS IS GOING AND THE DETAILS. MR. MILLOY, IF WE WANTED TO WORK ON THIS A BIT MORE, I KNOW WE DON'T WANT TO POSTPONE PASSING OUR LEGISLATIVE PACKAGE, BUT IS THERE A POSSIBILITY WE COULD WORK ON THIS AND BRING IT BACK TO THE BOARD BEFORE THE CELEBRITYIVE SESSION AND THEN ADD IT IN THE WE CHOOSE TO. IS THAT A POSSIBILITY? I THINK THE BOARD HAS A NUMBER OF AVENUES TO DO THAT. I DIDN'T MENTION EARLIER, I DON'T REMEMBER HOW MANY YEARS, THE BOARD HELD A WORK SESSION IN THE GENERAL ASSEMBLY SESSION ON PIECES OF LEGISLATION YOU HAD A DISCUSSION ON. YOU WOULD BE ABLE TO DO THAT. IN ADDITION TO HAVING A CONVERSATION ABOUT IT. ESPECIALLY ONCE WE START SEEING ACTUAL LEGISLATIVE LANGUAGE
128TO BE ABLE TO REACT TO. THAT WOULD PROBABLY INFORM US AS WELL. SO WHEN DO ALL OF THE LEGISLATION HAVE TO BE IN? THE LEGISLATIVE PREFILING DEADLINE IS EARLY IN DECEMBER. IT IS ACTUALLY I THINK A WEEK AFTER YOUR LEGISLATIVE BRIEFING. HOWEVER LEGISLATORS HAVE THE ABILITY TO INTRODUCE LEGISLATION UP TO THE BEGINNING OF THE GENERAL SESSION. JANUARY 9. THEY STILL WOULD HAVE TIME -- THERE ARE LIMITATIONS ON THE NUMBER OF BILLS, BUT MEMBERS HAVE A NUMBER OF BILLS THEY CAN INTRODUCE UP TO THE GENERAL ASSEMBLY SESSION STARTS. OKAY. THAT IS WHAT I WOULD PROPOSE. I WORK WITH MY COLLEAGUES ON THIS, BRING IT BACK, GET WHATEVER INFORMATION PEOPLE NEED. SO WE CAN MOVE FORWARD AND I DO HOPE THAT WE CAN MOVE FORWARD WITH THIS. I DO THINK THERE IS A PROBLEM THAT WE ARE
129DEALING WITH. SO IF I MAY MOVE, THEN, TO POSTPONE CONSIDERATION OF THIS AMENDMENT UNTIL -- WHEN YOU WOULD NEED IT -- I DON'T THINK WE CAN POSTPONE CONSIDERATION OF THE AMENDMENT. WHAT WE CAN DO IS YOU CAN WITHDRAW THE AMENDMENT AND SUBJECT TO DISCUSSION OF DRAFT LANGUAGE IN RICHMOND THAT WE CAN ACTUALLY BRING IT TO THE WHOLE BOARD WITH YOUR PROPOSAL ON WHETHER WE SUPPORT IT OR WE WOULD WANT AMENDMENTS TO OR CHANGES TO ANY DRAFT LEGISLATION. SO SIMILAR TO THE PRECEDENT THAT HAS BEEN SET IN THE PAST, WHICH IS MID SESSION THAT WE COULD HAVE A DISCUSSION REGARDING ANY BILLS THAT WE FEEL ARE PERTINENT TO THE WORK OF THE SCHOOL BOARD THAT WE WOULD LIKE TO HAVE THE SCHOOL BOARD WEIGH IN ON. I THINK REALISTICALLY, WOULDN'T YOU NEED TO HAVE A POSITION
130ON THIS BEFORE THE SLUR STARTED MR. MILLOY? NOT NECESSARILY. THE LEGISLATIVE DISCUSSION GOES ON THROUGHOUT THE SESSION. YOU WOULD WANT IT EARLY ON IN THE PROCESS SO YOU COULD BE INVOLVED WHEN IT HITS SUBCOMMITTEE DISCUSSION. YOU CAN WORK WITH LEGISLATORS PRIOR TO THAT, HOWEVER, THE DEADLINE REALLY IS A LITTLE FLEXIBLE. ALL RIGHT. I GUESS WITH THAT, WHAT I WILL DO IS WITHDRAW THE AMENDMENT FOR NOW WITH THE UNDERSTANDING THAT I WILL PLAN TO BRING IT BACK AS A SEPARATE MOTION HOPEFULLY BY THE BEGINNING OF JANUARY BECAUSE I WOULDN'T WANT TO WAIT TOO LONG SO WE CAN ADVOCATE AND HELP OUR LEGISLATORS DOWN THERE. I WAS THINKING I COULD BRING IT BACK AT A SPECIFIC DATE. BUT WE PROBABLY DON'T NEED TO DO THAT. SO WITH THAT, I GUESS THE ONLY MOTION NOW IS FOR ME
131TO WITHDRAW IT WITH THE UNDERSTANDING I WILL BE BRINGING IT BACK. I WOULD LIKE A CONSENSUS FROM THE BOARD TO SUPPORT THE WITHDRAW. ONCE A MOTION IS MADE, SECONDED, IT BELONGS TO THE TABLE. SO THE MAKER OF THE MOTION DOES NOT HAVE A UNILATERAL RIGHT TO WITHDRAW. THAT REQUIRES CONSENT FROM THE REST OF THE BOARD. SO ALL THOSE IN FAVOR OF SUPPORTING THE WITHDRAW OF THIS AMENDMENT. AND THAT IS UNANIMOUS. MS. EVANS, I CALL ON YOU FOR ANOTHER AMENDMENT. THANK YOU. I MOVE TO AMEND THE MAIN MOTION BY ADDING THIS LANGUAGE UNDER SECTION F, STANDARDS OF ACCREDITATION AND STANDARDS OF LEARNING. THE FAIRFAX COUNTY COUNTY SCHOOL BOARD ARROWS SUBSTITUTION OF SKILLS BASED COURSES FOCUSED ON COLLEGE READINESS AND COLLEGE LEVEL SCHOOLS THE SAD VANCEMENT AVID ELECTION COURSE FOR OTHER GRADUATION STANDARD COURSE CREDITS SUCH AS
132CAREER AND TECHNICAL EDUCATION. C.T.E. I WILL SECOND THE MOTION. OKAY. MS. EVANS, WOULD YOU LIKE TO SPEAK TO THE MOTION? I WOULD. YES. THIS ISSUE WAS BROUGHT TO ME BY AVID TEACHERS. ONE OF THE THINGS THEY HAVE DEALT WITH IS SOMETIMES IT IS DIFFICULT FOR STUDENTS TO FIND ROOM IN THEIR SCHEDULE FOR AVID, WHICH IS AN EXCELLENT COURSE. IT PREPARES STUDENTS, NOT ONLY FOR COLLEGE, IT PREPARES THEM FOR THE WORKING WORLD. IT PREPARES THEM JUST FOR THE WORLD ITSELF. IT HELPS THEM GET ORGANIZED. IT TEACHES THEM, IT HELPS THEM LEARN HOW TO SEEK OUT THE COLLEGES THAT ARE BEST FOR THEM AND APPLY IT FOR THEM. SO RIGHT NOW AVID DOES COUNT AS AN ELECTIVE. BUT IT WOULD HELP IF STUDENTS COULD HAVE THIS AS ONE OF THEIR REQUIRED COURSES. I OFFERED THE IDEA IT
133COULD BE CAREER AND TECHNICAL EDUCATION. AND THAT IS BASICALLY THE IDEA BEHIND THAT TO ENABLE -- TO GIVE BASICALLY A LITTLE MORE FLEXIBILITY INTO OUR GRADUATION STANDARDS TO HELP STUDENTS TAKE AVID. MS. STRAUSS, WOULD YOU LIKE TO SPEAK TO THE SECOND? YES. I DO SUPPORT MAKING IT EASIER FOR STUDENTS TO TAKE AVID. IT IS AN IMPORTANT COURSE AND IT SHOULD BE CONSIDERED AS SATISFYING PART OF THE GRADUATION REQUIREMENTS. I FULLY SUPPORT MS. EVANS AMENDMENT HERE. SO WITH NO -- MS. SCHULTZ. SO DO WE HAVE ANY IDEA ON -- BECAUSE WE HAVE GONE THROUGH A LOT AND I'M NOT EXACTLY SURE, DR. PRESIDIO IS NOT HERE. YES, HE IS. OUT OF MY PERIPHERAL VISION, IN MY BLIND SPOT. WE HAVE GONE THROUGH A LOT OF WORK AS A BOARD OVER THE COURSE OF A COUPLE OF
134YEARS TRYING TO PUT TOGETHER A POSITION AND I DON'T KNOW WHEN WE ARE SUPPOSED TO BE VOTING ON IT ON SCALING BACK OUR HIGH SCHOOL GRADUATION REQUIREMENTS THAT EXCEED THE STATE REQUIREMENTS TO ALLOW FOR SOME ADDITIONAL ELECTIVES FOR STUDENTS. AGAIN, THIS IS ANOTHER -- I FEEL LIKE THIS IS ANOTHER CASE WHERE I'M NOT SURE WHAT THE IMPLICATIONS OF THIS ARE AND WHETHER -- HOW THIS PLAYS INTO THE GRADUATION REQUIREMENTS. I SUPPORT AVID BECAUSE IT DOES HELP, BUT HOW DOES THIS IMPACT THE GRADUATION REQUIREMENTS, THE ELECTIVES AND OUR EFFORTS TO SCALE THAT BACK AND IS THERE A REASON WE HAVEN'T DISCUSSED THIS MORE, DR. PRESIDIO? I WOULD SAY WE ARE GOING TO CONTINUE THE DISCUSSION THAT WE HAVE BEEN HAVING ON HIGH SCHOOL FLEXIBILITY FOR GRADUATION REQUIREMENTS. WE ARE GOING TO DISCUSS THE WORLD LANGUAGE REQUIREMENTS
135AT THE DECEMBER 10th SCHOOL BOARD WORK SESSION. BUT AS FAR AS THIS PARTICULAR COURSE, STUDENTS THAT ENTERED AS NINTH GRADERS THIS SCHOOL YEAR, ARE REQUIRED TO EARN TWO CREDITS IN WORLD LANGUAGE, FINE ARTS OR C.T.E. ONE OF THOSE CREDITS MUST BE IN C.T.E. SO IF THIS AMENDMENT WERE TO PASS, AND THE LEGISLATURE WAS TO APPROVE OUR ADVOCACY FOR THIS FLEXIBILITY, THEN STUDENTS WOULD BE ABLE TO SUBSTITUTE UP WITH OF THOSE GRADUATION REQUIREMENTS BEING MET WITH AVID, WHICH WOULD THEN CREATE ANOTHER OPPORTUNITY FOR THEM TO EXPLORE AN ADDITIONAL ELECTIVE OF THEIR CHOOSING. CAN YOU GIVE US A REAL WORLD EXAMPLE OF THAT? I'M TRYING TO IMAGINE -- CAN YOU GIVE US A SWAP OUT, LIKE, HOW THAT WOULD WORK WITH THE CURRENT STATE REQUIREMENTS, OUR REQUIREMENTS AND WHAT A SUBSTITUTION LIKE THIS WOULD LOOK LIKE? I
136THINK IT WOULD BE DIFFICULT TO TRY TO PIGEON HOLE WHAT THAT MIGHT LOOK LIKE IN THE ABSTRACT. BUT BASICALLY WHAT IT WOULD DO IN GENERAL TERMS WOULD BE PROVIDE STUDENTS WITH MORE CHOICE IN TERMS OF THEY WOULD HAVE ADDITIONAL FLEXIBILITY TO PURSUE MORE ELECTIVES OF THEIR CHOICE. THIS WOULD SATISFY ONE OF THE REQUIREMENTS UNDER THOSE TWO REQUIRED COURSES FOR WORLD LANGUAGE, FINE ARTS OR C.T.E. IT SAYS A SKILLS-BASED COURSE FOCUSED ON COLLEGE READINESS. SO THAT LANGUAGE IS IMPORTANT BECAUSE THERE ARE OTHER COURSES SIMILAR IN NATURE. STRATEGIES FOR SUCCESS COURSE THAT SOME OF OUR ENGLISH LANGUAGE LEARNERS ARE TAKEN. AND STUDENTS WITH DISABILITIES. AND STUDENTS WITH DISABILITIES. WE HAVE CAPSTONE COURSES AND A.P. AND I.B. THAT STUDENTS ARE TAKING. IF THOSE TYPE OF COURSES HAVE THE FLEXIBILITY TO COUNT FOR ONE OF THESE REQUIRED GRADUATION CREDITS,
137STUDENTS COULD PURSUE ADDITIONAL ELECTIVES, C.T.E., IN THE ARTS OR A CORE CONTENT AREA. WHICH IS WHY IT IS DIFFICULT TO COME UP WITH A SUBSTITUTION FOR ONE COURSE, BUT THEY WOULD HAVE MORE CHOICE IN COURSE TAKING PATTERN. I'M FOR CHOICE BUT NOT ROOTING THE BASE EDUCATION. SURE. THIS WOULD NOT WIND UP ERODING THE BASE EDUCATION OF A HIGH SCHOOL -- OF A PORTRAIT OF A GRADUATE? STUDENTS WOULD STILL BE REQUIRED IF THIS WERE APPROVED TO TAKE AT LEAST ONE C.T.E. CREDIT. IT IS NOT COMPLETELY ELIMINATING STUDENTS FROM THE C.T.E. REQUIREMENT. AND DR. BRABRAND HAS SOMETHING TO ADD TO THIS AS WELL. DR. PRESIDIO, YOU ARE SAYING THE NEW GRADUATION REQUIREMENT REQUIRES ONE C.T.E. COURSE, IS THAT CORRECT? CORRECT. AVID COULD BE THE C.T.E. COURSE? SOME HAVE AVID ONE, AVID TWO, AVID THREE, SOME HAVE AVID
138FOUR. THE C.T.E. WOULD HAVE BEEN THE AVID COURSE? THAT IS TRUE. THEY COULD GET FLEXIBILITY IN THAT CREDIT REQUIREMENT, DEPENDING ON HOW THIS WERE TO BE IMPLEMENTED. THEY MIGHT ALSO GET CREDIT IN THAT WORLD LANGUAGE/FINE ARTS/C.T.E. CATEGORY. THEY STILL HAVE ANOTHER CREDIT TO TAKE. AS A FORMER HIGH SCHOOL PRINCIPAL IN FAIRFAX COUNTY, KIDS WANT MORE CHOICES, MORE ELECTIVES AND MORE OPPORTUNITIES TO TAKE A COURSE AND STACK UP THE CREDITS. LIKE LANDING IN A SCRABBLE, YOU LAPD ON A CERTAIN NUMBER AND LETTER COUNTS FOR MORE POINTS. AVID WAS VERY POPULAR AT FAIRFAX COUNTY. WE HAD TO TURN KIDS AWAY. SOMETIMES KIDS HAD TO TRADEOFF, I'M LOSING THE OPPORTUNITY TO TAKE SOMETHING ELSE. I THINK THE MORE OPPORTUNITIES WE HAVE TO LET SOME OF THESE COURSES COUNT FOR MORE THAN ONE THING ATD ALLOWS KIDS TO OPEN
139UP MORE OPPORTUNITIES IN JUNIOR AND SENIOR YEAR. SOME KIDS TAKE AVID AS EHLY AS NINTH GRADE, CORRECT, DR. PRESIDIO? YES. THAT IS GETTING THE CORE REQUIREMENTS OUT OF THE WAY TO LEAVE MORE ROOM FOR THEM IN THE UPPER GRADES TO HAVE MORE ELECTIVE CHOICES. OVERALL, WE HAVE A HIGH SCHOOL STUDENT HERE, STUDENTS LIKE THAT FLEXIBILITY. IN THE WORK SESSION FROM THE FALL, THE STATE HAS GIVEN US THAT IN THE STANDARD DIPLOMA. THE NEXT STEP IS HOW DO WE OPEN THAT UP IN ADVANCE DIPLOMA AS WELL. THAT HELPS FRAME THE CONVERSATION BETTER. WE HADN'T HAD THAT AT THIS LEVEL. I HAVE BEEN SOMETHING I HAVE BEEN ADVOCATING. I WANT TO TAKE ONE MORE P.E. FOR ATHLETES. WE ARE NOT QUITE THERE YET. THINGS THAT CREATE MORE CHOICE I'M GOING TO BE IN SUPPORT OF. I DIDN'T
140WANT TO ERODE BASE FUNDAMENTALS. I'M TRYING TO MAKE SURE WE WEREN'T ERODING BASE FUNDAMENTALS. I'M NOT ENTIRELY SURE I HAVE THE ANSWER ON THAT, BUT I THINK OF IT THINK OF IT AS A MULTITUDE OF C.T.E. COURSES. THIS IS LIKE ADDING ANOTHER C.T.E. ON THE MENU KIDS CAN TAKE. I LOOK AT MORE OF AN EXPANSION THAN EROSION. THAT IS WHAT I WANTED TO HEAR. THAT IS THE RIGHT ANSWER. THE LAST POINT I HAVE IS WE DON'T HAVE AVID IN ALL OF OUR HIGH SCHOOLS. THAT IS MY BIG PROBLEM. MY SCHOOLS HAVE VERY, YOU WANT TO TALK ABOUT EQUITY OF ACCESS. AGAIN, THIS IS ABOUT -- IT IS ALL WELL AND GOOD THAT YOU HAVE AN ACADEMY OR AVID UNLESS YOUR BASE SCHOOL DOESN'T HAVE IT AND NOW WE HAVE AN ISSUE OF EQUITY OF ACCESS.
141THIS IS MY EQUITY OF A DIFFERENT SORT, EQUITY BY A DIFFERENT NAME. WE HAVE TO ADDRESS. YOU CAN CREATE THE REQUIREMENT. ANYBODY CAN TAKE A RESERVATION, BUT YOU HAVE TO HOLD THE RESERVATION. YOU HAVE TO HAVE AVID IN ORDER TO ACCESS IT. OKAY. I DON'T HAVE ANY OTHER LIGHTS AT THE TABLE. SO WITH THAT, WE WILL VOTE ON THE MOTION. DO I NEED TO READ IT TO EVERYBODY? ALL THOSE IN FAVOR OF THIS AMENDMENT PLEASE -- THAT MOTION PASSES UNANIMOUSLY. WITH THAT, I WILL READ THE MOTION BEFORE US. I MOVE THAT THE BOARD ADOPT THE FAIRFAX COUNTY SCHOOL BOARD'S 2019 STATE AND FEDERAL LEGISLATIVE PROGRAM AS AMENDED. ALL THOSE IN FAVOR -- AH AH. I'M SORRY, MS. McLAUGHLIN. MAKE IT SHORT. WE HAVE MORE TO DO TONIGHT. THAT IS WHY I OPENED MY REMARKS SAYING
142WE TEND TO CRAM THIS UP AND HAVE TWO HOURS WORTH OF DELIBERATION TRYING TO SQUEEZE IN OUR INPUT. I WANTED TO THANK MR. MILLOY. HE AND I MET IN THE PREMEETING. YOU DID A PHENOMENAL JOB CREATING OUR INAUGURAL FEDERAL POSITIONS PAGE. WE TALKED ALL ABOUT THE STATE LEGISLATIVE PROGRAM TONIGHT, I DO WANT TO FOR THE PUBLIC AND FOR MY COLLEAGUES TO MAKE YOU AWARE MR. MILLOY WAS ABLE TO PULL TOGETHER A LOT OF THE DATA HE AND I DISCUSSED THAT I THOUGHT WOULD BE EXTREMELY IMPORTANT. YOU DIDN'T GET A CHANCE TO REVIEW IT. AGAIN, PLEASE NOTE SOMETHING TO THE EFFECT OF IN TERMS OF FULL FUNDING FOR I.D.E.A., IF WE WERE FULLY FUNDED WITH WHAT THE GOVERNMENT PROMISED, IT WOULD MEAN $82.9 MILLION ADDITION DOLLARS FOR FISCAL YEAR 2019. IF WE WERE FULLY FUNDED FOR
143IMPACT AID, THE MILITARY STUDENTS THAT WOULD HAVE BEEN AN ADDITIONAL $22 MILLION IN FWRAL -- FEDERAL AID. SO WHEN WE TALK ABOUT HOW WE CAN GET THE FUNDING WE NEED TO SERVE ALL OF OUR STUDENTS AND THE FOCUS IS OFTENTIMES ABOUT THE STATE BECAUSE THEY FUND US 22% AND THE FEDERAL GOVERNMENT IS I THINK 1% OR 2% OF OUR OVERALL BUDGET, BUT THESE ARE SIGNIFICANT DOLLARS AND PART OF THE REASON THAT THE FEDERAL PORTION OF FUNDING OUR PUBLIC SCHOOLS IS SO TINY IS BECAUSE THEY ARE NOT EVEN BRINGING THE MONEY TO THE TABLE THAT WE HAVE BEEN PROMISED WE WERE SUPPOSED TO GET. I KNOW MS. CORBETT SANDERS YOU HAVE WORKED ON THIS FOR YEARS. MS. DERENAK KAUFAX, I RECALL WE TALKED ABOUT THIS, MS. SCHULTZ. MANY OF US HAVE BEEN TALKING ABOUT THIS. THAT
144IS $100 MILLION RIGHT THEN AND THERE. I HOPE WE DON'T LOSE SIGHT OF THE FACT THAT WE AS A BOARD MAY NEED TO LOOK AT WAYS THAT WE CAN PUSH WITH SOMEHOW MORE COLLECTIVE WAYS FROM THE BOARD OF SUPERVISORS AND OUR STATE DELEGATIONS BECAUSE THIS JUST CAN'T KEEP GETTING IGNORED. ACTUALLY, THIS WAS ON THE BOARD OF SUPERVISORS' LEGISLATIVE AGENDA FOR THE PAST TWO YEARS AS WELL. WE BROUGHT IT TO THEM TWO YEARS AGO TO MAKE SURE THEY ADVOCATED FOR NOT ONLY I.D.E.A. BUT IMPACT AID BECAUSE THE COMBINATION OF THE TWO IS PRETTY SIGNIFICANT. THE L.C.I. FUNDING FORMULA IS BAD, BUT THE L.O.C. FOR THE FEDERAL LEVEL IS EVEN WORSE. I SUPPORT THAT. THANK YOU. THE BOTTOM LINE IS I THINK WE ARE GOING TO HAVE TO BE MORE MINDFUL THAT PUTTING THIS INTO OUR LEGISLATIVE
145PACKAGE IS JUST LIKE THE FIRST START. WE MIGHT WANT TO START LOOKING AT THE POWER OF THE NATIONAL SCHOOL BOARDS ASSOCIATION AND CERTAINLY THE WASHINGTON AREA METROPOLITAN SCHOOL BOARDS ASSOCIATION TO SAY, COME ON, EVERYBODY, WE NEED TO START PUTTING SOME PUBLIC AND VOCAL PRESSURE ON IT. WE CERTAINLY KNOW OUR NATIONAL FIGURES ON CAPITOL HILL, EVERY TIME THEY RUN, THIS IS NOT ABOUT VIRGINIA'S ELECTED OFFICIALS, THIS IS NATIONALLY, HOW PUBLIC EDUCATION IS SO CRITICAL. YET $100 TO OUR SCHOOL DIVISION ONLY GOES UNPAID BY THE FEDERAL GOVERNMENT. IT IS TIME TO ASK THEM TO SHOW ME THE MONEY. SHOW US THE MONEY. I THINK WE ALL APPRECIATE THAT. MS. PALCHIK. YES, THANK YOU, I APPRECIATE THAT. I WON'T TAKE MUCH OF YOUR TIME, BUT I DID, MS. McLAUGHLIN REMINDED ME OF SOMETHING WE NEED TO KEEP IN
146MIND NOT DIRECTLY ASSOCIATED WITH OUR LEGISLATIVE PROGRAM, BUT I DID SEND AN E-MAIL TO STAFF TO SEE WHAT OUR ROLE WOULD BE IN THE COUNT THE REGION PROGRAM, THE 2020 CENSUS BEING CRITICAL AND I BELIEVE IT IS ESTIMATED THAT FOR EVERY CHILD WE DO NOT COUNT, WE LOSE $2,000 PER 10 YEARS. HEARING THE FUNDING PROGRAMS LIKE OUR SCHOOL LUNCH PROGRAM OR TITLE I PROGRAMMING OR OUR S.N.A.P. PROGRAM, SPECIAL ED GRANTS, ARE VERY MUCH DIRECTED AND THE LITTLE FEDERAL FUNDING WE HAD DOES DEPEND ON US HAVING A FULL COUNT OF THE KIDS AND FAMILIES IN OUR COMMUNITY. I KNOW I SENT AN E-MAIL A WHILE AGO TO STAFF TO GET A BETTER SENSE OF WHAT OUR ROLE WILL BE IN THAT. I DO HOPE THAT WE HEAR MORE AND I'M HAPPY TO HAVE LONG R CONVERSATIONS
147ABOUT WHAT FCPS WILL BE DOING TO ENSURE OUR KIDS ARE COUNTED IN 2020 SO WE GET THAT LIMITED FUNDING. SO WITH THAT, I WILL CALL FOR THE VOTE. ALL THOSE IN FAVOR OF ADOPTING THE AMENDED 2019 STATE AND FEDERAL LEGISLATIVE PROGRAM PLEASE RAISE YOUR HANDS. AND THAT IS UNANIMOUS. I NOW CALL ON MS. McLAUGHLIN FOR A FOLLOW-ON MOTION. THANK YOU. BECAUSE STUDENTS NEED TRAINED HEALTH PROFESSIONALS, SCHOOL NURSES, TO HELP THEM EFFECTIVELY MANAGE THEIR HEALTH AND OPTIMIZE THEIR LEARNING OUTCOMES, THE BOARD DIRECTS THE SUPERINTENDENT AND STAFF TO WORK WITH COUNTY IN REVIEWING CURRENT PRACTICES AS WELL AS BEST PRACTICES FOR SCHOOL-BASED CLINICS. IN ORDER TO PROVIDE LEGISLATIVE RECOMMENDATIONS FOR THE 2020 STATE LEGISLATIVE PROGRAM. SECOND. MS. McLAUGHLIN, WOULD YOU LIKE TO SPEAK TO YOUR MOTION? I DO. I KNOW IT IS VERY LATE SO TO MY
148COLLEAGUES AND TO STAFF, I WILL BASICALLY EDIT DOWN MY REMARKS TO SIMPLY SAY THIS. I HOPE YOU WILL SUPPORT THIS. WHEN WE LOOK AT THE FACT THAT WE ARE COMMITTED TO EDUCATING THE WHOLE CHILD, WE ARE RECOGNIZING THAT OVER 25% OF FAIRFAX COUNTY PUBLIC SCHOOLS HAVE A HEALTH CONDITION, THAT 30% OF OUR -- ALMOST 30% OF OUR STUDENTS ARE NOW QUALIFYING FOR FREE AND REDUCED MEALS AND COMING FROM SOCIOECONOMIC CHALLENGES. SOMETIMES THEIR EASIEST ACCESS AND ONLY ACCESS TO HEALTH CARE IS THROUGH OUR CLINICS. AND YET AS OF NOW BECAUSE OF THE LIMITED STATE FUNDING AND SUPPORT WE HAVE ON THIS ISSUE, WE ONLY CURRENTLY HAVE 65 NURSES FOR 188,000 STUDENTS IN FAIRFAX COUNTY SCHOOLS WITH ANOTHER 200 CLINIC AIDES. BUT THE CLINIC AIDES ARE NOT HEALTH CARE TRAINED PROFESSIONALS. AND SO THIS I TRIED TO
149KEEP AS BROAD AS POSSIBLE. I WANTED TO MAKE SURE MY BRADDOCK SUPERVISOR JOHN COOK HAS RECEIVED INQUIRIES AND BRINGING THIS FORWARD AS A BOARD MATTER IN DECEMBER WITH A SHARED GOAL OUR STAFF WORK TOGETHER. I COULD EASILY SEE THIS REPORTING BACK THROUGH S.K.I.P. POTENTIALLY. I'M HOPING THIS BOARD PROVIDE DIRECTION TO THE SUPERINTENDENT AND STAFF ON SOMETHING VERY IMPORTANT AND POSITION US BETTER TO BEST MEET THE NEEDS OF OUR STUDENTS. MS. SCHULTZ, WOULD YOU LIKE TO SPEAK TO YOUR SECOND? YES. SO SOMETIMES PEOPLE SUPPORT SECONDS FOR DIFFERENT REASONS. WHO PAYS FOR THE SCHOOL NURSES? THE COUNTY PAYS FOR THEM. IF WE DON'T HAVE A SCHOOL NURSE IN THE BUILDING IT IS JUST A CLINIC AIDE. DO WE PAY THE CLINIC AIDE? NO. WE DON'T MAKE CLINIC AIDES. I'M MAKING A STATEMENT THROUGH THE PROFESSIONAL STAFF SO
150IT IS NOT ME SAYING IT. WE DON'T PAY FOR THE NURSES. WE DON'T PAY FOR THE CLINIC AIDES. SO WE ARE SORT OF SUBJECT TO THE BOARD OF SUPERVISORS AND I THINK IT IS IMPORTANT TO WORK WITH THE COUNTY AND FRANKLY THE STATE TO FIGURE OUT, WHAT IS THE BEST PRACTICE AND IF THE BEST PRACTICE IS SOMETHING DIFFERENT THAN WHAT IS HAPPENING RIGHT NOW, IF IT IS MORE EFFICIENT, MORE MONEY, LESS WHATEVER IT IS, THEN LET'S FIGURE OUT WHAT THE BEST PRACTICE IS AND ADVOCATE FOR THE BEST PRACTICE AND GET THAT HAPPENING. IF IT IS NOT HAPPENING, WHICH WE KNOW IT IS NOT, LET'S BE SMART ABOUT IT AND ADVOCATE FOR IT. SO FOR SLIGHTLY TANGENTIALLY DIFFERENT REASONS THAN MY COLLEAGUE, THIS IS SMART GOVERNING. THIS IS HOW YOU GOVERN WELL, HOW YOU GOVERN IN
151COLLABORATION, UNDERSTAND WHERE THE RESOURCES ARE AND WE NEED TO APPLY THE PRESSURE TO THOSE WHO HAVE THE RESOURCES AND ARE RESPONSIBLE FOR FUNDING THE RESOURCES TO DO IT IN ACCORDANCE WITH BEST PRACTICE. THIS IS A WISE CHOICE AND WE SHOULD QUICKLY PASS THIS SO WE CAN GET ON TO OUR NEXT AGENDA ITEM. SO I DON'T SEE ANYBODY ELSE WITH LIGHTS ON. SO WE WILL TAKE THE VOTE. ALL THOSE IN FAVOR OF MS. McLAUGHLIN'S FOLLOW ON MOTION PLEASE SHOW YOUR HANDS. THAT PASSES UNANIMOUSLY WITH MS. KEYES-GAMARRA AWAY FROM THE TABLE. MS. KEYES-GAMARRA DOES HAVE A MOTION. WHICH IS GOING TO BE SECONDED BY MS. McLAUGHLIN. IF I CAN ASK MS. McLAUGHLIN TO READ IT, WE WILL HAVE MS. KEYES-GAMARRA OFFER HER MOTION AS SHE SITS DOWN. RESEARCH SUGGESTS THERE IS A POSITIVE CORRELATION BETWEEN ACCESS TO
152MENSTRUAL SUPPLIES AND SCHOOL ATTENDANCE. SINCE THE STATE OF VIRGINIA HAS MADE IT CLEAR THAT SCHOOL ATTENDANCE IS LINKED TO A STUDENT'S ABILITY TO ACCESS THE PUBLIC EDUCATION PROCESS AND ACCESS TO MENSTRUAL PROTECTION IS ESSENTIAL TO THE PRODUCTIVE OF GIRLS IN SCHOOLS, FCPS SHOULD EVALUATE HOW TO SUPPORT OUR FEMALE POPULATION. SUCH AN EFFORT IS WARRANTED WHEN ALMOST 30% OF FAIRFAX COUNTY STUDENTS QUALIFY FOR FREE AND REDUCED MEALS AND THAT STUDENTS WHO DO NOT HAVE MENSTRUAL SUPPLIES AVOID SCHOOL ATTENDANCE. SINCE THIS INEQUITY PLACES A -- TO PROVIDE THE BOARD WITH A PLAN PROPROID MENSTRUAL SUPPLIES IN ALL MIDDLE SCHOOLS AND HIGH SCHOOLS. THE SUPERINTENDENT MAY DIRECT THE STAFF TO EXPLORE TO SUPPORT POPULATIONS WITH A HIGH F.R.M. POPULATION. THE SUPERINTENDENT IS DIRECTED TO PROVIDE COSTS TO SAID PROGRAM TO THE BOARD WITHIN THREE MONTHS OR ON A
153DATE CERTAIN. SO THAT MOTION IS BEING MADE BY MS. KEYES-GAMARRA. AND IT WILL BE SECONDED BY MS. McLAUGHLIN. SO MS. KEYES-GAMARRA, WOULD YOU LIKE TO SPEAK TO YOUR MOTION? YES. THANK YOU, MS. McLAUGHLIN. YOU READ THAT WELL. THIS IS REALLY ABOUT REMOVING BARRIERS TO EDUCATION. WE WANT TO MAKE SURE EVERY CHILD CAN TRULY ACCESS PUBLIC EDUCATION. IT IS MY UNDERSTANDING THAT THE LACK OF FEMININE PRODUCTS HAVE IMPACTED SOME GIRLS AND THEIR ABILITY TO ACCESS EDUCATION AND BE AVAILABLE. CURRENTLY PRODUCTS ARE AVAILABLE IN THE NURSE'S OFFICE. IN THOSE SITUATIONS WHERE STUDENTS LACK FINANCIAL RESOURCES SOME WAIT IT OUT AT HOME AND OTHERS ARE TOO EMBARRASSED TO GO TO THE NURSE'S OFFICE. THIS PROBLEM HAS BEEN ADDRESSED IN A NEARBY AREA, MANASSAS PARK, IT IS INTENDED, THIS QUESTION IS PRESENTED TO YOU TODAY TO ALLOW OUR STAFF
154TO EVALUATE HOW FAIRFAX COUNTY MIGHT MAKE EDUCATION MORE AVAILABLE FOR GIRLS WHO ARE IMPACTED BY THIS PROBLEM. I WANT TO THANK THAT ORGANIZATION WHO IS PROVIDING PRODUCTS TO GIRLS IN NEED AND I WANT TO ASK FOR YOUR SUPPORT. WOULD YOU LIKE TO SPEAK TO YOUR SECOND? I WAS VERY HAPPY TO SECOND TO MOTION. THERE WAS RECENT STAIS LEGISLATION ABOUT PROVIDING HYGIENE PRODUCTS TO FEMALE PRISONERS AT THE STATE LEVEL. I HAD ENVISIONED THIS IN TERMS OF ITS APPLICATION TO OUR STATE AS A FOLLOW ON MOTION, WE ARE LOOKING TO INCORPORATE THE STATE HAVING SOME SORT OF STAKE IN THIS EFFORT AND IT IS FOR THOSE REASONS THAT I WAS GOING TO SUPPORT THE FOLLOW ON MOTION IF WE ARE GOING TO BETTER UNDERSTAND WHAT THIS COST MIGHT BE AND THEN TO EDUCATE THE STATE IN UNDERSTANDING
155THAT PUBLIC SCHOOL ATTENDANCE IS COMPULSORY. STUDENTS NEED TO DO THAT. IF IT IS A MATTER OF WE MAY LOOK AT EITHER IT'S WHAT WE ARE PROVIDING IN OUR HEALTH CLINICINGS BUT MAKING THE STATE AWARE OF FUNDING TO HELP SUPPORT THAT, THERE CAN BE A BENEFIT. THANK YOU. MR. MOON. THANK YOU, MADAM CHAIRMAN. A POINT OF NFGTS FROM THE MAKE R OF THE MOTION. YOU ARE -- A POINT OF INFORMATION FROM THE MAKER OF THE MOTION. YOU ARE SEEKING A PLAN TO BE INVOLVED BY SUPERINTENDENT OR SOME OTHER OPTIONS FOR BOARD'S CONSIDERATION AND POTENTIAL ADOPTION LATER ON, CORRECT? WE ARE NOT ADOPTING -- WE ARE NOT APPROVING -- THAT IS CORRECT. BECAUSE WE DON'T KNOW HOW MUCH IT IS GOING TO COST. CORRECT. MY GOAL IS TO GET THE QUESTION BEFORE THE BOARD AND TO GIVE
156THE STAFF AN OPPORTUNITY TO LOOK AT WHAT THIS WOULD ENTAIL. I FOUND OUT TODAY A FEW OTHER BOARD MEMBERS HAVE BEEN LOOKING AT THIS. IT IS LIKE A BUDGET INQUIRY. CORRECT. MY GOAL IS TO MAKE SURE THIS ISSUE IS BEFORE THE BOARD. OKAY. THANK YOU. MM-HMM. MS. SCHULTZ. OKAY. SO THIS IS ANOTHER CASE WHERE WE HAVE NOT HAD THIS DISCUSSION AT ALL. THIS SHOWED UP, I MEAN, NOT THAT IT IS NOT WELL INTENDED, BUT IT SHOWED UP IN OUR BOX YESTERDAY OR TODAY, I DON'T EVEN KNOW. LITERALLY ZERO CONVERSATION ABOUT THIS. THERE IS NO UNDERSTANDING OF THE SCOPE OF THIS. THIS ACTUALLY ASKS FOR A PLAN TO GET IT DONE. IT DOESN'T SAY TO COME BACK AND GIVE US INFORMATION. ACTUALLY IT SAYS DIRECT THE SUPERINTENDENT TO PROVIDE THE BOARD WITH A PLAN TO PROVIDE
157MENSTRUAL SUPPLIES IN ALL MIDDLE AND HIGH SCHOOLS. THAT IS WHAT IT SAYS. DIRECTING THE SUPERINTENDENT TO DEVELOP THE PLAN TO PROVIDE THEM. AND SO THIS IS THE THING IS -- SHOULD WE ASK FOR A PLAN FOR PROVIDING SHOES TO MAKE SURE CHILDREN HAVE SHOES? BECAUSE SOME KIDS DO NOT HAVE ADEQUATE CLOTHING TO COME TO SCHOOL? SHOULD WE HAVE A PLAN FOR THAT, TOO? I DON'T UNDERSTAND HOW THIS IS IN OUR LANE. I REALLY -- THERE ARE SO MANY POSSIBILITIES FOR DISCUSSING THIS AHEAD OF TIME. WHAT FOUNDATIONS ARE OUT THERE? WHAT PARTNERSHIP CANS BE HAD WITH THE COMMUNITY? WHAT GRANTS CAN BE APPLIED FOR? TO GO STRAIGHT TO TAXPAYER FUNDED MENSTRUAL SUPPLIES FOR ALL MIDDLE SCHOOL AND HIGH SCHOOLS. THIS IS WHERE WE THEED TO BE, FRANKLY, FAR MORE PRODUCTIVE IN OUR GOVERNANCE AND HAVING CONVERSATIONS.
158I THINK THIS SHOULD HAVE BEEN A FORUM TOPIC. AND THIS IS WHERE OUR PRIORITY IS? IS THIS WHERE I WANT THE SUPERINTENDENT AND HIS PROFESSIONAL STAFF TO SPEND HIS TIME? WE ARE TALKING ABOUT ONE FASHS AND CHANGING PEOPLE'S BOUNDARIES AND HOW TO MEET COMPREHENSIVE DEVELOPMENT NEEDS AND KIDS ARE GOING TO SCHOOL IN TRAILERS AND WE HAVEN'T CLOSED THE MINORITY GAP FOR STUDENTS AND STUDENTS WITH DISABILITIES AND INCLUSION ISSUES AND ALL THESE DIFFERENT THINGS AND IS THIS WHERE I WANT THE SUPERINTENDENT AND HIS PROFESSIONAL STAFF TO SPEND HIS TIME. I DON'T THINK THIS IS A WISE WAY TO GOVERN HAVE AN 11th HOUR OUT OF THE BLUE TOPIC THIS BOARD HAD NOT HAD A SINGLE DISCUSSION ATTACHED TO A FOLLOW ON MOTION TO A LEGISLATIVE PACKAGE WE HAVE NOW BEEN DISCUSSING FOR HOURS. ON THAT, ON
159A NEED FOR US TO BE BETTER STEWARDS OF OUR OWN TIME, WHICH IS EFFECTIVELY STEWARDS OF PUBLIC RESOURCES, I'M GOING TO TAKE A PASS ON THIS. SO MS. PALCHIK. YES. THANK YOU, MS. KEYES-GAMARRA. WE DISCUSSED THIS INFORMATION THAT MR. McELVEEN AND I HAVE BEEN LOOKING INTO, DOING SOME RESEARCH AFTER MEETING WITH BRAS AND WITH MS. JOHNSON. I SUPPORT THIS. I WAS A LITTLE SURPRISED AND TRYING TO FIGURE OUT HOW THIS FIT INTO OUR LEGISLATIVE PACKAGE. I GUESS I HAVE SOME SIMILAR THOUGHTS AND QUESTIONS, BUT YOU KNOW WHAT? I THINK WE NEED TO MOVE FORWARD AND GET MORE INFORMATION. SO IF THE INTENT IS THIS, IT AH LITTLE LATE, WE HAVE BEEN WORD SMITHING ALL NIGHT F THE INTEND OF THIS IS TO HAVE STAFF CONTINUE TO LOOK AT THE POSSIBILITIES, I WOULD WANT THEM TO
160MEET WITH MANASSAS PARK CITY SCHOOLS AND UNDERSTAND HOW IT IS A PILOT PROJECT, THE FIRST YEAR THERE AND HELP US UNDERSTAND THE COST, THE COST OF NOT DOING THIS. I KNOW SOME OF THIS INFORMATION IS VERY DIFFICULT TO GATHER. BRAS HAS HAD A HARD TIME TO GATHER FEEDBACK AND SURVEYS. THAT BEING SAID, IF THE ASK HERE IS TO HELP US GATHER MORE INFORMATION AND COME UP WITH A PLAN OF HOW TO SUPPORT OUR KIDS IN SCHOOLS WITH MENSTRUAL SUPPLIES SO THEY ARE ABLE -- SOMETIMES IT IS NOT ALL DAY, I HAVE HAD STUDENTS WHO LEAVE CLASS OR WHO ARE EMBARRASSED AND DO NOT COME. I CAN SUPPORT THIS. I WOULD LOVE FOR US TO COMBINE OUR EFFORTS AND MEET TOGETHER AND CONTINUE THE WORK WITH MS. JOHNSON. I WILL BE SUPPORTING THIS. THANK YOU. SO
161MS. DERENAK KAUFAX FOLLOWED BY MS. EVANS. I, TOO, WILL BE SUPPORTING THIS, BUT I DO HAVE A QUESTION DO WE NOT ALREADY KNOW. SOME SCHOOLS ALREADY SUPPLY THEM. IT IS MY UNDERSTANDING -- I THINK MS. SCHULTZ WANTED TO ANSWER THE QUESTION. IT IS MY UNDERSTANDING THAT IS SUPPLIES ARE AVAILABLE IN THE NURSE'S OFFICE. ONLY IN THE NURSE'S OFFICE. THAT IS MY UNDERSTANDING. MS. JOHNSON, DID YOU WANT TO SPEAK TO THAT. THAT IS CORRECT. DEFINITELY IN THE CLINICS, THERE ARE SCHOOLS THAT HAVE THEM AVAILABLE IN COUNCILOR'S OFFICE OR SUB SCHOOL OFFICE DEPENDING ON WHAT ORGANIZATION YOUR SCHOOLS ARE. BUT THERE IS NONE AVAILABLE IN THE RESTROOMS? THERE ARE MACHINES AVAILABLE IN SOME SCHOOLS AND THERE HAVE BEEN CHALLENGES THAT HAVE BEEN REPORTED THROUGH FACILITIES. PRINCIPALS ARE CONCERNED, ONE, WITH THE STOCKING. THAT HAS BEEN A CHALLENGE.
162THERE HAVE BEEN A LOT OF VANDALISM WITH THE MACHINES. INCLUDING SET FIRES. THERE HAS BEEN A LOT OF THEFT. OKAY. I DO RECALL SEEING THE MACHINES IN THE RESTROOM FACILITIES. OKAY. ALL RIGHT. BUT THAT IS YOUR CONCERN. THAT IS THE CONCERN ABOUT HOW BEST TO ADDRESS THAT BECAUSE OF THOSE THINGS YOU SPOKE OF. OKAY. THANKS. MS. EVANS AND A GOC BACK FOR MS. McLAUGHLIN. THANK YOU, MS. KEYES-GAMARRA FOR PUTTING THIS TOGETHER. I SUPPORT THE INTENT BEHIND IT. I THINK WE DO NEED TO HELP OUR FEMALE STUDENTS IN THIS WAY. I HAVE TO SAY I DON'T SEE HOW THIS RELATES TO OUR LEGISLATIVE PROGRAM. CAN YOU TELL ME HOW THIS RELATES TO OUR LEGISLATIVE PROGRAM? MY GOAL WAS TO MAKE SURE -- THIS IS NOT A PART OF -- THIS IS A FOLLOW ON MOTION FOR
163-- YES. WELL, I THINK IT DOES NEED TO BE BROUGHT TO THE LARGER ISSUE, BUT IT ALLOWS US AS A BOARD TO CONSIDER THIS. I THINK HAVE A DUAL PURPOSE IN BEING ABLE TO PUT THIS ISSUE OUT THERE FOR THE LEGISLATIVE PURPOSE BUT FOR US TO LOOK AT IT FOR OUR OWN PURPOSES. ARE YOU ASKING THE STATE TO DO SOMETHING? NO. NOT AT THIS POINT. OKAY. I WOULD LOVE STATE FUNDING. I'M SORRY. IT IS TOO LATE. IT DID KIND OF STOP ME WHEN THE LANGUAGE THAT SAYS WE ARE GOING TO HAVE A PLAN TO PROVIDE THIS IN ALL OF OUR MIDDLE AND HIGH SCHOOLS. THAT DOES SUGGEST WE ARE COMMITTING TO THAT. AS OPPOSED TO GETTING INFORMATION ON THAT. I WOULD HAVE MORE COMFORT WITH THIS IF WE DIRECTED THE SUPERINTENDENT TO, EXPLORE A VARIETY
164OF OPTIONS PARTICULARLY WITH SCHOOLS WITH HIGH FRM OPERATIONS. IF YOU LOOK AT THE SECOND PART, IT SAYS IN THE ALTERNATIVE. DOES THAT ADDRESS YOUR CONCERN? IT DOES. I THINK THAT SAY APPROACH IS A BETTER APPROACH. YOU ARE SAYING TWO THINGS. I MEAN, I WOULD RECOMMEND THAT WE TAKE OUT THE FIRST PIECE OF THAT AND MAKE IT THE MORE GENERAL EXPLORING THE OPTIONS FOR SUPPORTING THIS POPULATION RATHER THAN COMMITTING US TO. YOU ARE OFFERING THAT AS A FRIENDLY AMENDMENT. MADAM CHAIR, POINT OF ORDER. MR. MOON. THAT IS EXACTLY WHY I DID ASK QUESTIONS FROM THE MAKER OF THE MOTION WHAT HER INTENT WAS. HER INTENT, AS I UNDERSTOOD, IS THAT GET THE PLAN OR OTHER OPTIONS AND COST INFORMATION FROM SUPERINTENDENT AND THEN BOARD LATER WOULD CONSIDER THAT. IT IS NOT THAT WE ARE COMMITTED TO
165DO THIS. IT WAS NOT MY INTENTION TO COMMIT THE BOARD. THAT IS WHAT I HEARD. RIGHT. THAT IS NOT MY INTENTION. IF THE LANGUAGE IS OF CONCERN I'M CERTAINLY OF OPEN TO HOW WE MIGHT FIX THAT. THAT IS WHAT I WOULD SUGGEST FOR CLARITY, IF NOTHING ELSE. IF WE GO SIMPLY TO DIRECTING THE SUPERINTENDENT TO EXPLORE OPTIONS FOR SUPPORTING THIS POPULATION, THAT IS MORE OPEN-ENDED AND HE CAN BRING US BACK. SUPPLIES FOR EVERYONE. OR A COMBINATION OF THE TWO. RIGHT NOW WE ARE SAYING EITHER -- OR. MS. EVANS, ARE YOU OFFERING AN AMENDMENT THAT SUGGESTS YOU DELETE THE LANGUAGE TO PROVIDE THE BOARD WITH A PLAN AND DELETE THAT LANGUAGE AND PICK IT UP DIRECT THE SUPERINTENDENT TO EXPLORE OPTIONS OF SUPPORTING -- THE BOARD DIRECTS THE SUPERINTENDENT TO -- UM, TO EXPLORE. RIGHT. TO
166EXPLORE. IS THAT ACCEPTABLE? YES. DIRECTS THE SUPERINTENDENT TO EXPLORE. EXACTLY. THAT IS WHAT I WOULD SUGGEST. WE DO. THAT WOULD ENABLE HIM TO BRING BACK SOMETHING ELSE. THAT IS -- I ACCEPT THAT AMENDMENT. SO I WILL MAKE THAT AMENDMENT. WHO IS SECONDING YOUR AMENDMENT? MS. McLAUGHLIN. ALL THOSE IN FAVOR OF AMENDING THE MOTION. # OKAY, THANK YOU. THAT MOTION HAS MS. STRAUSS, MS. EVANS, MS. KEYES-GAMARRA, MS. McLAUGHLIN, MS. DERENAK KAUFAX MR. McELVEEN, MS. PALCHIK, MS. HINES, MS. CORBETT SANDERS. THOSE OPPOSED. THOSE ABSTAINING. ABSTAINING IS MS. SCHULTZ. THAT MOTION PASSES. THANK YOU, WITH THAT, I CAN SUPPORT THIS. I WILL MAKE THE COMMENT THAT THIS WOULD HAVE BEEN A PERFECTLY FINE BUDGET AMENDMENT. I KNOW YOU WANT TO GET IT GOING. THIS SPEEDS IT UP. WE HAVE TO BE A LITTLE CAREFUL WITH THAT, BUT I
167WILL SUPPORT IT. THANK YOU. NOW WE HAVE MS. McLAUGHLIN. SO I HAD TOLD MS. KEYES-GAMARRA I WOULD BE HAPPY TO SUPPORT HER MOTION. WHERE I'M STRUGGLING A LITTLE BIT IS AGAIN JUST THE PROTOCOL OF HOW WE ARE DOING THIS. BECAUSE I KNOW WHILE THE GOAL HERE WHEN I FIRST READ IT WAS LOOKING THANK THE STAFF FOR THE HONEST DATA, AND IT ALLOWS US TO HAVE A TRANSPARENT CONVERSATION WITH THE COMMUNITY AND EACH OTHER ON HOW TO MOVE FORWARD WITH SOME OF THE AREAS WHERE WE NEED TO MAKE IMPROVEMENTS, AND I WOULD LIKE TO SUPPORT THIS DOCUMENT, I WOULD, BECAUSE SO MUCH WENT INTO IT, BUT I CAN'T BECAUSE OF ONE PAGE WHICH PROBABLY SOUNDS UNFAIR, BUT I'M GOING TO EXPLAIN IN JUST A MINUTE. BUT IF WE COULD GO TO PAGE 10, THE DOCUMENTS, CAN
168WE PUT THAT UP THERE? THAT'S THE CHART REQUEST PARTICIPATION RATES AND ADVANCED ACADEMIC PROGRAMS, AND IF YOU LOOK AT THE TOP LINE OF THAT CHART, IT GIVES US OUR THREE-YEAR BASE LINE, WHICH IS BASICALLY WHERE WE ARE NOW, RIGHT? AND YOUR REQUEST FOR THE CHART TO BE SHOWN, WE'RE STILL LOOKING FOR IT. SO WHERE YOU'RE TALKING ABOUT SOMETHING THAT'S NOT DISPLAYED. OKAY, THIS IS ONE OF THE ATTACHMENTS ON THE AGENDA. I'M SORRY TO DO THIS AT SUCH A LATE HOUR, BUT IT'S THE TARTS WORKSHEET. AND ANYWAY, IF WE COULD GET THAT PULLED UP. PAGE 10. OKAY, THANK YOU. AND IF YOU TAKE A LOOK AT THAT. IT BASICALLY IS THE PARTICIPATION RATES IN THE ADVANCED ACADEMIC PROGRAMS BY SUB GROUPS, AND IF YOU LOOK AT THE TOP ROW, IT'S THE THREE-YEAR BASELINE, WHICH SHOWS THAT
16920% OF ALL STUDENTS PARTICIPATE IN ADVANCED ACADEMIC PROGRAMS. 32% OF ASIAN STUDENTS PARTICIPATE IN ADVANCED ACADEMIC PROGRAMS. 10% OF BLACK STUDENTS PARTICIPATE. 7% OF HISPANIC STUDENTS PARTICIPATE. 23% OF WHITE STUDENTS PARTICIPATE. AND 4% OF ECONOMICALLY DISADVANTAGED STUDENTS PARTICIPATE. 1% OF ENGLISH LANGUAGE LEARNERS PARTICIPATE. AND 6% OF STUDENTS WITH REQUEST DISABILITIES PARTICIPATE. SO ITS SAYING THAT IF WE BELIEVE WE'RE MEASURING PROPERLY, WE'RE MEASURING INNATE CAPABILITY TO TAKE ON CHALLENGING CURRICULUM. SO WHAT WE'RE SAYING, IF WE STAND BY THIS, WHICH IS WHAT WE OUGHT TO BE DOING, WE'RE SAYING THAT BLACK STUDENTS ARE HALF AS LIKELY AS WHITE STUDENTS TO BENEFIT FROM CHALLENGING CURRICULUM. LET'S BE HONEST. AND HISPANIC STUDENTS ARE ONE FORTH AS LIKELY AS ASIAN STUDENTS, AND ONLY 6% OF OUR STUDENTS WITH DISABILITY ARE IN EXCEPTIONAL. AND NONE OF US THINKS THAT'S GOOD ENOUGH,
170AND THERE WE HAVE COMMON GROUND. THE SECOND ROW BLATHER WHICH IS THE SCHOOL'S TARGETS, SHOWS SIGNIFICANT CHANGE. BUT IT WILL STILL NOT BE ENOUGH, AND WE STILL ARE NOT GETTING TO THE POINT WHERE WE'RE MEASURING INNATE CAPABILITY AND MEETING THOSE NEEDS. AND WE DON'T KNOW HOW WE'RE GOING TO GET THERE. CERTAINLY NOT BY DOING WHAT WE HAVE BEEN DOING, FOR QUITE AWHILE. YOUNG SCHOLARS GOING TO GET US THERE. PRINCIPLES WITH MAKING LEVEL FOUR WORK AT THEIR SCHOOLS AT THE CURRENT RATE THEY'RE DOING THAT IS NOT GOING TO GET US THERE, AND WE HAVE TO RECOGNIZE AS A BOARD THAT WE'RE ASKING OUR PRINCIPLES TO SOLVE THIS VERY DIFFICULT AND POLITICAL PROBLEM IN THEIR SCHOOLS AND COMMUNITIES, WHEN REALLY THAT POLITICAL CONVERSATION IS OURS. I DON'T EVEN KNOW HOW WE GET TO THE SECOND ROW THERE,
171THE 18-20 TARGETS, AND THEN YOU GO DOWN TO THE THIRD ROW, THE ASPIRATIONAL GOALS, AND WE HAVE CHOSEN 32%, AND I ASSUME WE HAVE CHOSEN THAT BECAUSE IT'S THE HIGHEST PERCENTAGE OF ANY GROUP. AND IF THE GOAL IS EQUITY, THEN EVERYBODY HAS TO BE AT THE SAME PERCENT. SO FROM A VERY SIMPLE LOOK AT IT, WE COULD SAY, THAT'S EQUITY OF A KIND, ISN'T IT? IT'S NUMERIC EQUITY, BUT WHAT DOES IT HAVE TO DO WITH FITNESS? WITH MEASURING AND MEETING A KID'S INNATE ABILITY? DO WE HAVE ANY REASON TO THINK THAT 32% OF OUR KIDS ARE MORE LIKELY TO BENEFIT FROM CHALLENGING CURRICULUM THAN THE OTHER 68%, IF I DID THE MATH RIGHT OF OUR KIDS? DO WE HAVE ANY REASON TO THINK THAT WET A SCHOOL SYSTEM THAT'S SELF-CONTAINED 37% OF OUR KIDS IN
172CLASSROOMS TOGETHER FROM THIRD TO EIGHT GRADE, BECAUSE THEY HAVE SOMEHOW TESTED INTO THAT SELF OBTAINED CLASSROOM? BECAUSE THAT'S OUR MODEL NOW, SELF OBTAIN -- CONTAINING, AND EVEN IF WE GREED THAT 32% OF OUR KIDS SELF CONTAINED IN CLASSROOMS, IF THAT'S OUR GOAL, HOW IN THE WORLD ARE WE GOING TO GET THERE? CERTAINLY NOT WITH YOUNG SCHOLARS. IF WE BELIEVED IN THAT NUMBER, OR MAYBE A LARGER NUMBER, AND MAYBE WE BELIEVE THAT 100% OF OUR STUDENTS SHOULD HAVE ACCESS TO CHALLENGING CURRICULUM, WE CAN'T GET THERE ON THE ROAD WE'RE O SO -- HERE'S THE THING ABOUT AP THAT I DON'T WANT TO GET LOST. THIS HOW WE DO IT, HOW WE SORT AND SEPARATE KIDS IS JUST ONE PART OF A VERY GOOD CURRICULUM. OUR AP CURRICULUM IS VERY GOOD STUFF. I STARTED MY CAREER AS
173A TEACHER IN THE GP CENTER, SO I GOT ALL OF THE TRAINING, AND TWO YEARS LAYER, I TOOK IT INTO THE CLASSROOM, AND EVERYBODY WAS USED TO IT, AND IT WORKED VERY WELL. IT'S GOOD STUFF, BUT THE TROUBLING UNINTENDED CONSEQUENCES OF AAP ARE ALSO THINGS THAT WE ALL KNOW ABOUT. THE EFFECTS ON TRANSPORTATION AND FACILITIES. THE EFFECTS ON THE CULTURE OF THE SCHOOL. THE EFFECTS ON PT ACTUALLIES, AND THE MOST TROUBLING OF COURSE OF ALL IS EQUITY. THAT AFTER 40 YEARS, OUR CHILDREN ARE ASSESSED, SORTED AND SEPARATED ALL DAY EVERY DAY, THIRD THROUGH EIGHT GRADE INTO PARALLEL SCHOOL SYSTEMS, SEGREGATED BY RACE AND FAMILY INCOME. THAT'S WHAT THAT CHART IS TELLING US. THAT'S WHAT WE'RE DOING, AND THAT IS THE MOST PERNICIOUS UNINTENDED CONSEQUENCE OF AP AS WE DO IT. THIS IS NOT SELF CONTAINING
174KIDS THIRD THROUGH EIGHT GLADE, AND IT'S NOT A COMMON PRACTICE FOR MEETING ACADEMIC NEEDS. WE MUST DO BETTER, AND WE CAN. WE HAVE MODELS OF BEST PRACTICES ACROSS THE COUNTRY, AND HERE, MAKING IT WORK IN FAIRFAX COUNTY. HAD ADDRESSING OUR LEADERSHIP CONFERENCE TWO YEARS IN A ROW TO TALK ABOUT THE RESEARCH SUPPORTING EQUITABLE CURRICULUM. WE HAVE THE RESEARCH BABES AND THE KNOWLEDGE AND WANT BEST PRACTICE EXAMPLES OUT THERE. WE CAN DO BETTER, AND I BELIEVE WE WANT TO, BUT AFTER 25 YEARS AS A MOM, A TEACHER, AND NOW A SCHOOL BOARD MEMBER, AND SEVEN YEARS ON THIS BOARD AND FOUR SUPERMARKETS LATER, I DO FIND MYSELF FRUSTRATED AND DISCOURAGED THAT WE SEEM TO KEEP DOING THE SAME THINGS, KIND OF MESSING AT THE MARGINS, EXPECTING A DIFFERENT OUTCOME. WE CONTINUE TO TELL TEACHERS THAT THEY
175NEED US TO SORT AND SEPARATE KIDS BEFORE WE GIVE THEM TO THEM SO THEY CAN DO THEIR JOB. WE CONTINUE TO TELL PARENTS THAT THEIR KIDS NEED TO BE SOMEWHERE OTHER THAN THEIR NEIGHBORHOOD SCHOOL, WHEN WE KNOW IN FACT THAT WHAT WE WANT TO DO IS MEET EVERY CHILD'S NEEDS IN THEIR NEIGHBORHOOD SCHOOL. AND MOST DANGEROUSLY, WE CONTINUE TO TELL KIDS AT THE AGE OF EIGHT, WE CONTINUE TO LABEL THEM AS ADVANCED OR NOT SO ADVANCED. AND YOU KNOW, IT'S HIGH STAKE ASSESSMENTS THAT LABEL AND EXCLUDE. AND THAT'S NOT A COMMON OR BEST PRACTICE. SO WE NEED INDEPENDENT EXPERT HELP. I KNOW YOU HAVE A FOLLOW-ON MOTION, ARE YOU TALKING TO THAT OR THE PLAN ITSELF? NO I'M TALKING TONIGHT PLAN ITSELF. I LISTENED TO A LOT OF PEOPLE. JUST WONDERING, I KNOW THIS IS
176A LOT OF THIS IS IN THE FOLLOWONE MOTION. LI TRY NOT TO REPEAT MYSELF. SO I THINK THAT STAFF CAN COME UP WITH A PLAN THAT COULD WORK, AND I THINK THAT STAFF CAN DO BETTER. I SEE A LOT OF OUR PRINCIPALS OUT THERE. I THINK THAT WE NEED HELP AND RECOMMENDATIONS TO THE SCHOOL BOARD BECAUSE THEY HAVE TO SELL THIS TO THE COMMUNITY. AND WE NEED A PLAN THAT WE CAN GET BEHIND AND SELL TO THE COMMUNITY TO MAKE THIS CHANGE. SO THE GOOD NEWS ABOUT THIS DOCUMENT, WE'RE BEING HONEST. AND THE BALD NEWS ABOUT THIS PARTICULAR PART OF THIS DOCUMENT, ANYMORE, WE DON'T HAVE A STRATEGIC PLAN. THIS IS SUPPOSED TO BE ABOUT STRATEGIC PLANNING AND WE DON'T HAVE A WAY TO INTERVIEW. SO I WON'T RAISE MY HAND TO SUPPORT THIS DOCUMENT.
177THERE ARE FOLLOW-ON MOTIONS, AND THANK YOU FOR THE REMINDER, TO PUT THE SCHOOL AND THE SCHOOL BOARD ON A STRATEGIC BASED PATH TO REFORM, RIGHT? BECAUSE THEY'RE FOLLOW-ON, I'M NOT SURE WHAT'S GOING TO HAPPEN WITH THEM. SO I WANT TO MAKE A POINT NOW OF NOT SUPPORTING THIS DOCUMENT BECAUSE OF THIS. AND I JUST WANT TO MAKE THAT POINT. IT IS A POINT OF PRINCIPLE, AND I WILL FINISH, IN HONOR OF INCLUSIVE SCHOOLS WEEK, JUST A STORY FROM A 5th GRADE CLASS, WHICH BY THE WAY, HOW DO WE DO IT IN ARLINGTON? HOW DO WE MEET ALL NEEDS IN THE GENERAL EDUCATION CLASSROOM, AND NOT SORT AND SEPARATE KIDS? HOW DO WE DO THAT? YOU DO FORMATIVE ASSESSMENTS REGULARLY, AND YOU FLEX EVERY GROUP, AND YOU DO A LOT OF EXTENSIONS AND DIFFERENTIATION, AND YOU
178WORK WITH YOUR GIFTED COACH IN THE BUILDING TO MAKE SURE YOU DO ALL OF THAT. SO HERE'S A QUICK VIN YET FROM MY CLASSROOM. EVERY WEEK, I HAVE A WRITER'S CHAIR, AND ANY STUDENT CAN SIT IN THE TEACHER'S CHAIR AND READ SOMETHING THAT THEY HAVE WRITTEN. ONE OF MY STUDENTS HAD BEEN READING A BOOK ABOUT SLAVERY, AND HE WROTE A REFLECTION ABOUT IT, AND HE READ IT. AND SITTING IN FRONT OF HIM ON THE RUG WAS THE STUDENT IN THE CLASS THAT PROBABLY SCORES THE HIGHEST ON EVERY ASSESSMENT THAT YOU CAN TAKE, SO THIS IS A KID WHO WOULD NOT BE IN THE AP PROGRAM, AND SITTING IN FRONT OF THAT STUDENT, READING HIS REFLECTION FROM HIS JOURNAL, AND IT WAS A BEAUTIFUL, VERY FAIR, RHYTHMIC REFLECTION, AND THIS GIFTED CHILD SITTING IN FRONT OF
179HIM WAS RAPT. WATCHING HIM READ. AND WHEN I ASKED ANYBODY HAD SOMETHING TO SAY, SHE RAISED HER HAND AND SAID, THAT'S SO NICE, YOU WROTE A POEM, THAT'S SO GREAT. AND IMAGINE HOW IT MADE CHILD WITH SPECIAL NEEDS FEEL BECAUSE THEY ALL KNOW WHO IS THE SMARTEST. BUT THAT CHILD SITTING ON THE FLOOR AND LISTENING TO HIM READ AND SEEING THE GIFT THAT HE HAD, AND RECEIVING THE GIFT THAT HE WAS GIVING TO HER. THAT SCENE CANNOT HAPPEN IN MOST OF FAIRFAX COUNTY PUBLIC SCHOOLS, AND I THINK IT'S A GREAT LOSS. SO IN A LITTLE WHILE, I'LL BE SECONDING MISS POLICHECK'S FOLLOW ON MOTION. SO BEING PARTICULARLY MINDFUL OF OUR SUPERINTENDENT AND STAFF ESPECIALLY AT THIS LATE HOUR, I WILL JUST AT A VERY MACRO LEVEL SAY THAT WHILE I APPRECIATE THE EXTREMELY HARD WORK
180THAT HAS GONE INTO IN DOCUMENT TO DATE, AS I SHARED AT THE WORK SESSION, I DON'T BELIEVE WE SHOULD BE VOTING ON THIS FONT. I THINK THAT STAFF, THEY NEED TO TAKE LONGER TIME TO GET SOME OF THE MORE ADDITIONAL DATA POINTS IN HERE, WHERE ITS SAYING UNDERDEVELOPMENT, NOT A PROBLEM AT ALL. COMPLETELY UNDERSTAND, AND WE NEED TO GET THIS RIGHT AND NOT RUSH IT TO SOME UNKNOWN DEADLINE. STAFF WILL KEEP WORKING ON THIS, REGARDLESS OF IF WE VOTER LINE TONIGHT. BUT AS BOARD MEMBERS, WE'RE GOING TO OWN THE DOCUMENT IN FRONT OF US, AND I'M NOT COMFORTABLE WITH WHERE WE ARE TONIGHT WITH THE DOCUMENT AS IT IS. I WRESTLED WITH DO I VOTE NO OR DO I ABSTAIN? SO TO MY COLLEAGUES, AND DR. BRABRAND, I'M GOING TO ABSTAIN BECAUSE I'M NOT SAYING
181THAT I'M UNHAPPY WITH THE DOCUMENT, BUT ABSTENTIONS CAN HAPPEN WHEN YOU DON'T HAVE ENOUGH INFORMATION TO MAKE AN INFORMED DECISION ON THE STRATEGIC PLAN AND THE CURRENT STATE THAT ITS IN, AND I REALITY DO HOPE THAT THE BOARD WILL REFLECT ON HOW THE VOTES COME OUT TONIGHT. AND MAYBE IN THE FUTURE, WE NEED TO SET UP A TIMELINE, AND THIS IS TO YOU, MISS CORBETT SANDERS, I THINK THAT YOU'RE TRYING TO KEEP THE TRAINS RUNNING BUT I'M NOT COMFORTABLE WITH WHERE WE FOUND OURSELVES PUTTING THIS BEFORE THE VOTE. I WOULD BE COMFORTABLE SAYING, DR. BRABRAND, WHEN YOU PUT THIS TOGETHER, WE'LL BRING IT OUT INTO THE PUBLIC AND BE CONFIDENT ABOUT THE PRODUCT IN FRONT OF US, AND I CAN'T DO IT TONIGHT. MISS KEYS. I WANT TO BE BRIEF FIRST OF ALL, IT'S VERY
182LATE MUCH BUT I WANT TO SAY THANK YOU FOR ALL OF THE HARD WORK. I KNOW THIS REPRESENTS A GREAT DEAL OF THOUGHT AND HARD WORK, BUT I'M HAVING A PHILOSOPHICAL INTERNAL CONFLICT. BECAUSE I STRONGLY BELIEVE THAT THE EXPECTATIONS IN THIS DOCUMENT ARE TOO LOW. AND WHEN I LOOK AT, FOR EXAMPLE, A STUDENT'S SUCCESS, I THINK IT'S A TWO-YEAR -- AND I POINTED THIS OUT DURING THE WORK SESSION ABOUT HOW LITTLE IMPROVEMENT WE WERE EXPECTING, AND I'M UNCOMFORTABLE SAYING TO THE PUBLIC THAT MY EXPECTATIONS ARE THERE. I UNDERSTAND HOW YOU GOT THERE, AND I UNDERSTAND THE ANALYSIS AND ALL OF THAT, BUT I'M REALLY REALLY STRUGGLING WITH THAT. BECAUSE I'VE SPENT A GREAT DEAL OF MY LIFE, BASICALLY ADVOCATING FOR KIDS, AND IT'S NOT REFLECTED IN THIS DOCUMENT. I KNOW YOU GET IT, AND I
183KNOW IT'S HARD WORK, BUT I WANT THE BOARD TO KNOW THAT I'M STRUGGLING FOR THAT REASON. MISS SHULTZ? THERE'S AN AWFUL LOT OF STRUGGLING GOING ON AT THIS TABLE TONIGHT. WHICH IS WHY WE SHOULD NOT BE VOTING. I'VE HEARD COLLEAGUES SAY WELL, THERE ARE SOME FUNDAMENTAL ISSUES THAT I HAVE WITH THIS DOCUMENT. BUT I LIKE OTHER THINGS, SO WE'LL VOTE FOR IT, MAYBE. AND THEN I HEARD PEOPLE SAY, I LIKE MOST OF T. BUT I REALLY DON'T LIKE ONE THING, SO I'M NOT GOING TO VOTE FOR T AND OTHERWISE SAY, I'M GOING TO ABSTAIN BECAUSE I DON'T HAVE ENOUGH INFORMATION. THE FACT THAT THIS IS THE TYPE OF INFORMATION THAT WE'RE TALKING ABOUT AT THE TABLE IS INDICATIVE OF THE FACT THAT BE WE SHOULD NOT BE VOTING. BY THE TIME SOMETHING COMES TO OF
184THE TABLE, WE SHOULD HAVE A FINISHED WORK PRODUCT. IF THIS WERE AN ASSIGNMENT IN ONE OF OUR CLASSROOMS, AND ONE EVER OUR TEACHERS GOT THIS FROM A STUDENT AS THEIR TURNED IN DOCUMENT, WOULD THE TEACHER PASS THE STUDENT, OR WOULD THE TEACHER SAY, THIS IS AN INCOMPLETE DOCUMENT? PLEASE CONTINUE TO WORK ON IT, AND WE'LL GIVE YOU UNTIL THE END OF THE QUARTER IN ORDER TO GET IT DONE. THAT'S WHERE WE ARE. THERE'S NO REASON TO FORCE A VOTE ON THIS OTHER THAN OURSELVES, AND THERE ARE SIGNIFICANT CONCERNS. BUILDER IT OR NOT, I AGREE WITH MANY OF THE THINGS THAT MISS HYNES SAID. AND MR. KAUFMAN SAID TONIGHT. AND ACTUALLY, MANY OF THE THINGS THAT MISS KEITH MOORE SAID TOO. THE AP NUMBERS, I DISAGREE. I DON'T THINK THAT THIS IS MEASURING INAIN'T CAPABILITY. I
185THINK THERE ARE SOME ASPECTS OF A STUDENT'S LIFE OVER WHICH WE CANNOT EXERCISE CONTROL. BELIEVE IT, I THINK THERE ARE CULTURAL, FAMILIARIAL, RELIGIOUS, DEEPLY HELD CONVICTIONS OF HERITAGE AND OTHER THINGS THAT WE HAVE NO CONTROL OVER, AND EQUALLY ENFORCE A DESIRE FOR EQUAL PARTICIPATION FOR EVERY ETHNICITY, CULTURE, RELIGION, BACKGROUND, SOCIOECONOMIC, WHATEVER, JUST BECAUSE WE WANT IT. WE MAKE UP THESE RATIOS AS IF EVERYBODY WILL EXCEL AT EQUAL RATES, BECAUSE THE DESIRE IS NOT AN INNATE DESIRE OR INNATE CAPABILITY. BUT BECAUSE IT'S A VALUE SYSTEM TO ASPIRE, SPEND YOUR LIFE GOING TO SCHOOL ON SATURDAY. AND SCHOOL ON SUNDAY AFTERNOON, AND CRAM AND TUTORS, AND YOU KNOW WHAT? THAT MAY NOT BE, AND I'VE HAD SUNDAY MEN DISCUSSIONS WITH PEOPLE IN THE AP COMMUNITY. WHERE I MAY VALUE THE SKILLS THAT A STUDENT ACQUIRES FROM BECOMING
186A FOLD STAR SCOUT, AND THERE ARE LIFE SKILLS THAT ARE MORE IMPORTANT THAN 30, 40 HOURS ADDITIONAL OF HALLMARK A WEEK OR A MONTH IN ORDER TO ACHIEVE SOME BIG HOLES HERE, AND I HAVE WISH THAT MAYBE WE HAD GOTTEN SOME OF IT MORE THAN COMPLETE BEFORE WE WERE VOTING FOR IT. I DON'T PARTICULARLY APPRECIATE, FOR EXAMPLE, WE'RE ON IT, THE SECOND LINE ON THIS CHART, MATERIALIZED IN THE LAST COUPLE OF DAYS, BECAUSE WE'RE SUDDENLY GOING TO HAVE EQUAL PARTICIPATION AS AN ASPIRATION ACROSS ALL SUB GROUPS. THE MOTION, WHEN WE HAVE DONE AND STUDENTS WITH DISABILITIES, AND WE DON'T HAVE THIS AG GATED. ONE OF THE THINGS THAT I TALKED ABOUT REPEATEDLY. YOU HAVE SOME PROFOUND DISABILITIES AND MILD ONES, AND WE'RE GOING TO TAKE 32% OF OUR SUB GROUP THAT'S 14% OF OUR STUDENT
187POPULATION, AND SOME OF THAT REPRESENTS SEVERE AND PROFOUND AND ADVANCE ACADEMIC, I THINK IT'S A WHOLLY UNREALISTIC CONVERSATION TO HAVE, WHERE THE GOAL MATERIALIZED IN THE LAST TWO DAYS. I DON'T KNOW WHERE THAT CAME FROM. JUST KEEP IT ALL EVEN? I DON'T UNDERSTAND HOW THAT'S A LEGITIMATE SITE. CAN WE GO SLIDE 9, PLEASE? I KNOW IT'S LATE. BUT WE SPENT A LOT OF TIME TALKING ABOUT FREE TAMPONS AND OTHER STUFF TONIGHT. AND THIS IS WHERE WE SHOULD HAVE SPENT THE INVERSE PROPORTION OF OUR TIME. I KNOW IT'S LATE. WE HAVE ON HERE, ELIMINATE A GAP, ASPIRATIONAL STATEMENT, THAT ALL STUDENTS WILL HAVE ACCESS TO AN FCPS GOVERNMENT, AN INDIVIDUAL TABLET CONSISTENT WITH POLICY OF DIGITAL ACCESS TO ALL RESIDENTS. THERE'S A DIFFERENCE BETWEEN ACCESS AND THE GOVERNMENT PROVIDING. ONE THING IS CREATING THE OPPORTUNITY FOR
188ACCESS, WHICH IS WI-FI, AND THE OTHER THING IS YOU PAYING FOR A DEVICE FOR STUDENTS. I DON'T THINK THAT IT BELONGS, AND I DON'T THINK THAT THIS IS STRATEGIC AT ALL, OR IF THIS IS EVEN A GOAL THAT OUR COMMUNITY HOLDS THAT, THE GOVERNMENT SHOULD BE PAYING FOR AND PUTTING A DEVICE INTO THE HANDS OF CHILDREN ALL THE WAY DOWN TO ELEMENTARY SCHOOL. WE HAVE HAD DISCUSSED ABOUT THIS REPEATEDLY. AND WE CAN GO BACK AND FORTH AND SEE IF WE ABSTAIN OR NOT, BUT AT ONE POINT, YOU HAVE TO RAISE YOUR HAND NO, THIS IS NOT GOOD ENOUGH, AND WE SHOULD NOT BE VOTING AND I DON'T THINK THAT THE GOVERNMENT SHOULD BE PUTTING A DEVICE INTO THE HANDS OF KINDERGARTNERS. AND I JUST THINK IT'S NO. I DON'T THINK THIS WORK REFLECTS OUR BEST
189WORK TOGETHER, FRANKLY, I DON'T THINK THAT ANYTHING TONIGHT REFLECTS OUR BEST WORK, AND I THINK IT'S BECAUSE WE TRIED TO CRAM IT THROUGH. WE'RE NOT READY, AND WE PUT IN A DEADLINE. POINT OF ORDER. MISS EVANS, NEXT ON DECK, AND WOULD YOU LIKE TO SPEAK? I WOULD, I WOULD LIKE TO THANK STAFF FOR THEIR EXCELLENT WORK. YOU'VE DONE A FINE JOB, AND YOU PULLED TOGETHER A LOT OF THE MAJOR POINTS OF WHERE WE WANT TO GO. AND THAT'S WHAT WE ASK YOU TO DO. AND AT THE SAME TIME, I'M HEARING A LOT OF CONCERNS, AND A LOT OF QUESTIONS TONIGHT ABOUT SPECIFICS AND NOT HAVING ALL OF THE INFORMATION. AND SOME OF THAT IS INEVITABLE, AND SOME OF THAT IS STILL IN DEVELOPMENT. SO WHAT I'M GOING TO PROPOSE, I FEEL LIKE WITH THE BOARD,
190THIS IS SUCH AN IMPORTANT PEACE PIECE AND THERE ARE FEW THINGS THAT ARE MORE IMPORTANT THAN THIS. I THINK ALL OF US WOULD BENEFIT FROM HAVING A LITTLE BIT MORE TIME TO REFLECT ON THIS POLICE CAR PIECE, SO I'M GOING TO LEMMED THAT WE POSTPONE CONSIDERATION OF THIS, AND BRING IT BACK TO THE BOARD AFTER STAFF HAS HAD A LITTLE BIT MORE TIME TO COMPLETE THE WORK, SOME OF THE THINGS THAT ARE BLANK, WHERE QUESTIONS HAVE BEEN ASKED. AND I THINK WE ALSO NEED TO HAVE ANOTHER WORK SESSION ON IT. SO I'M GOING TO SUGGEST THAT WE POSTPONE THE STRATEGIC MAN PRIORITIES UNTIL APRIL 4th, 2019, AND IN THE MEANTIME, HOLD ROOT WORK SESSION ONCE STAFF IS READY TO BRING US BACK. BOTH THE ANSWERS TO THE QUESTIONS THAT HAVE BEEN RAISED TONIGHT, AND ANY
191OTHER QUESTIONS THAT BOARD MEMBERS HAVE? SO I'D LIKE TO MAKE THAT MOTION. OKAY, SO THE MESSAGE ON THE TABLE IS TO DEFER THE IMPLEMENT TAKING OF THE STRATEGIC PLAN UNTIL APRIL 4th, 2019, WITH THE INTENTION OF HAVING A WORK SESSION ON THE REVISED PLAN, SOMETIME IN MARCH. MARCH SOUNDS GOOD. OR FEBRUARY, IF THEY'RE READY. IS STAFF READY. I THINK IT MIGHT BE MORE HELPFUL TO HAVE THAT IN FEBRUARY, SO WE CAN -- I WOULD SAY TO REQUEST THE CHAIR TO SCHEDULE A WORK SESSION AT AN APPROPRIATE TIME. OKAY. AND THAT'S SECONDED BY MISS SHULTZ. I THINK WE HAVE HAD SUFFICIENT CONVERSATION ABOUT THIS TONIGHT. SO I HEAR IT NOW, OKAY. SO MISS ENS, WOULD YOU LIKE TO SPEAK TO YOUR MOTION? I THINK I JUST DID. I MADE THE POINT, SO THANK YOU. AND I
192HOPE YOU'LL SUPPORT IT. MISS SHULTZ, WOULD YOU LIKE TO SPEAK TO YOUR MOTION. CLEARLY, THIS IS SOMETHING IMPORTANT ENOUGH TO HOPEFULLY A UNANIMOUS VOTE AS NECESSARY, AND I DON'T SEE IT HERE, AND WE KNOW IT. INTERNALLY, WE ALL KNOW IT, SO LET'S GIVE THIS THE TIME THAT IT'S TOO DUE AND IT'S IMPORTANT ENOUGH TO GET THIS RIGHT. MISS KAUFAX? I HEAR WHAT YOU'RE ALL SAYING, AND I THINK A COUPLE OF THINGS HAVE TO COME INTO PLAY. THIS IS A LIVING DOCUMENT. AND BY NOT LOOKING AT THIS NOW, ONE OF THE THINGS THAT WE WANTED TO DO IS SIGN UP BUDGET PRIORITIES WITH THIS PLAN. AND WE DON'T NOW HAVE A PLAN TO LINE UP BUDGET PRIORITIES, GIVEN THE TIMELINE YOU'RE ASKING. THERE ARE CERTAIN ISSUES THAT CERTAIN PEOPLE -- THERE ARE CERTAIN FOLLOW SO CALL
193DIFFERENCES IN THIS PLAN THAT I DON'T THINK CERTAIN BOARD MEMBERS, NO MATTER IF THEY'RE FRIENDS, OR NOT, ARE NOT GOING TO AGREE ON. AND THERE ARE FUNDAMENTAL THINGS. SO WHEN YOU SAY I'M NOT GOING TO VOTE FOR THIS BECAUSE OF WHATEVER, THAT'S PROBLEMATIC. I HEAR WHAT YOU'RE SAYING, ELIZABETH. THERE'S A LOT OF WHAT YOU SAID, SOME OF WHAT PAT SAID, I AGREE WITH. BUT WHAT WE'RE DOING TONIGHT BY NOT MOVING FORWARD, WE HAVE ANOTHER YEAR WHERE WE DON'T HAVE A TRANSPARENT DOCUMENT FOR THE PUBLIC TO LOOK AT AND TO SEE, THIS IS WHERE OUR BUDGET PRIORITIES LIE NOW. I UNDERSTAND, I FEEL THAT ITS RUSHED TOO, BUT AT SOME POINT, WE HAVE TO BITE THE BULLET AND NOT EVERYTHING IS GOING TO BE PERFECT. THINGS CAN BE MOVED AND TALKED ABOUT. IT'S COMPREHENSIVE AND BIG.
194I DON'T AGREE WITH THE TIMELINE THAT WAS JUST PROPOSED, SO I WON'T BE VOTING IN FAVOR OF THAT. AND AS WE MOVE FORWARD, I CAUTION MY COLLEAGUES, JUST TAKING OUT A SINGLE ISSUE AND VOTING AGAINST A PLAN, THAT MAY BE THE ONE BENEFIT OF HAVING ADDITIONAL TIME. BUT AT THE SAME TIME, I DON'T AGREE WITH THE TIMELINE, I THINK IT'S TOO LATE, WE WON'T BE ABLE TO LINE UP BUDGET PRIORITIES, AND WE'LL HAVE ANOTHER YEAR WHERE IT'S NOT EVIDENT EXACTLY WHERE THE BOARD SYSTEMS, AND THE SYSTEMS PRIORITIES LINE UP IN RECOGNITION OF OUR BUDGET DOLLARS. SO -- MISS HYNES? YEAH, THANK YOU. SO I FEEL LIKE I STARTED A PROBLEM, WHICH I DIDN'T WANT TO START. AND MAYBE I DIDN'T, BUT I DISAGREE. I DON'T THINK THAT WE SHOULD PUT THIS OFF. I THINK WE
195SHOULD VOTE. I'M GLAD WE'RE TALKING ABOUT IT AND GLAD WE'RE VOTING ON IT AND IF MY ABSTAINING WILL HELP, I'LL DO THAT. SO AT LEAST YOU HAVE THE POSSIBILITY OF GETTING A MAJORITY VOTE ON THIS. AND THE POINT OF THIS DOCUMENT IS TO LAY A MARKER ABOUT WHERE WE ARE, RIGHT? THIS IS OUR DATE A. AND WHERE WE WANT TO GO. WE STILL HAVE TO TALK ABOUT HOW WE GET THERE, AND I DO UNDERSTAND THAT. I NEVER VOTE ON A STRATEGIC DOCUMENT BASED ON ONE PAGE. THIS IS INCREDIBLY IMPORTANT. HOW WE DO ADVANCED ACADEMICS IS INCREDIBLY IMPORTANT, BECAUSE IT HAS SO MANY DAMAGING UNINTENDED CONSEQUENCES, IT ESSENTIAL DOES, AND I ADMIT, I'M MAKING A POINTED PRINCIPLE, AND THAT'S PROBABLY REALLY ANNOYING BUT I DON'T LIKE WHEN PEOPLE LIKE THAT ABOUT MYSELF, BUT IF WE DON'T
196HAVE A FOLLOW-ON THAT TAKES ADVANTAGE OF THIS OPPORTUNITY THAT WE HAVE, AND BE IF WE POSTPONE THIS VOTE, WE WON'T HAVE THE FOLLOW-ON CONVERSATION, WHICH TO ME IS THE MOST IMPORTANT PART OF TONIGHT. OKAY, I HAVE A LOT OF TROUBLE LIVING WITH THE CHART BECAUSE I DON'T SEE A WAY TO GET THERE. BUT I WANT US TO TALK ABOUT A WAY TO GET THERE, AND THERE'S NO WAY WE CAN DO THAT IF WE POSTPONE VOTING ON THIS. AND PLUS, I WANT US TO VOTE ON THIS. I WANT STAFF TO MOVE ON. PUTTING IT OFF IS PUTTING OFF ALL OF THE IMPORTANT CONVERSATIONS. THANK YOU, MISS HYNES, MISS STRAUSS, FOLLOWED BY MR. MOON, AND MISS McLAUGHLIN. I DON'T SUPPORT PUTTING OFF THE VOTE. THE PLANS FOR IMPLEMENTATION ARE NOT HERE. THIS IS A PARTIAL VOTE. AND
197THERE ARE METRICS ADDED AND THERE ARE ASPIRATIONAL GOALS. THE LAST TIME WE TRIED TO DO THIS, BACKED OFF AND FAILED BECAUSE WE COULD NOT ACCEPT THE METRICS, SAME THING. AND IF -- AND METRICS AND HARD NUMBERS ARE HARD. IT'S HARD TO ACCEPT THEM, AND HARD TO FIGURE OUT WHAT ISAS PLACE AL AND WHERE TO GO. BUT I AGREE, IF WE PUT THIS OFF, WE HAVE SIDESTEPPED OUR ABILITY TO ESTABLISH FUNDING PRIORITIES, AND WE NEED TO GO FORWARD WITH PLANS, AND HOW WE'RE GOING TO GET TO SOME OF THESE GOALS. I DON'T SUPPORT PUTTING IT OFF. IT PUSHES IT DOWN THE ROAD. AND IT PUTS OFF MAKING DECISIONS AND PLANS THAT WE NEED TO MOVE FORWARD WITH. IT WOULD BE VERY SAD IF WE RAN INTO THE SAME PROBLEM THAT WE DID YEARS AGO WHERE THE
198METRICS STOPPED US SHORT BECAUSE WE DIDN'T LIKE THEM. MR. MOON. FIRST OF ALL, IN RESPONSE TO MISS HYNES' CONCERN ABOUT THE PROGRAM ISSUES THAT YOU WANT TO ADDRESS THROUGH A FOLLOW-ON MOTION THAT -- YOU KNOW, IF THE MOTION TO POSTPONE PASSES, I THINK WE CAN STILL DO THAT BY BRINGING UP TO A FORUM DISCUSSION AT THE NEXT MEETING. FROM THERE, SUCH A MOTION, BASED ON -- CALLS FOR A FORUM DISCUSSION, AND HAVING A WORK SESSION BASICALLY, SO YOU CAN STILL DO THAT. SO I'M NOT SURE WHERE THIS MOTION TO POSTPONE IS GOING TO GO IF IT PASSES, BUT THAT'S A ROUTE YOU CAN TAKE, AND THAT -- AT THIS POINT, SO MUCH AMONG US. IT MIGHT BE BETTER FOR US TO TAKE A LITTLE BIT MORE TIME. I DON'T KNOW IF WE ACTUALLY NEED AN
199ENTIRE SIX MONTHS TIMEFRAME, SO EVEN IF THE MOTION TO POSTPONE, WHICH IS UNTIL APRIL 4th PASSES TONIGHT, THAT DOESN'T MEAN THAT THE STAFF IS NOT PREPARED TO BRING IT BACK TO US. AND WE CANNOT PUB IT ON THE AGENDA, SO I JUST HEAR TOO MANY OF US NOT BEING ABLE TO SUPPORT THE STRATEGIC PLAN PRIORITY THIS EVENING. THAT'S WHEN THIS COMES OUT. AND EVEN IF IT'S NOT UNANIMOUS, IT HAS TO BE A CLEAR STRONG SUPPORT, AND THAT'S WHAT I WANT TO SEE, AND THAT'S WHY I'M GOING TO SUPPORT THE MOTION TO POSTPONE, BUT STILL PRESERVE YOUR OPPORTUNITY TO BRING TO THE FORUM THE DISCUSSION. SO I HAVE MISS McLAUGHLIN FOLLOWED BY MISS SHULTZ. I WANT TO ECHO WHAT MR. MOON SAID, AND FRANKLY, COLLEAGUES, IT WAS AT THE LATE HOUR IT WAS WHEN I FIRST
200SPOKE, I WAS REALLY TRYING TO BE INCREDIBLY RESPECTFUL OF THE HARD WORK THAT PEOPLE HAVE PUT IN THIS, BUT IF THIS MOTION TO POSTPONE DOESN'T PASS, I WILL CHANGE MY ABSTENTION TO NO VOTE. I CANNOT SEE US PUTTING FORWARD THIS STRATEGIC PRIORITIES PLAN WHEN IT'S NOT READY YET, AND THIS IS NOT ABOUT DIFFERENCES OR PERSPECTIVES OR MAYBE IT DOESN'T HAVE ALL WE WANT IT TO BE. IT'S AN INCOMPLETE DOCUMENT, AND MANY OF OUR COLLEAGUES TONIGHT HAVE CITED CONCERNS ABOUT WHAT THE TARTS ARE, AND SOME DON'T EVEN HAVE TARGETS YET. I WORRY ABOUT WHAT WE SIGNAL TO THE PUBLIC. OUR STAFF CAN CONTINUE TO DO THE WORK ON THIS. AND THEY CAN CONTINUE TO MAKE THIS DOCUMENT REFLECTIVE OF THE TALENT AND THE LEADERSHIP THAT DR. BRAY BURN -- AND IF WE DO, THIS IS ON
201US, AND I DON'T THINK THAT THIS IS GOING TO REFLECT OUR LEADERSHIP VERY WELL. SO THERE'S NO REASON TO RUSH ON THIS THING. IF PEOPLE WANT IT SOONER THAN APRIL, I TRUST THAT DR. BRAY BURN, LISTENING TONIGHT, IF THEY CAN GET THIS THING IN A MANNER THAT IS TO THE POINT WHERE IF THEY FEEL THEIR CONCERNS HAVE BEEN ANSWERED, AND THEY CAN STAND BY THE DOCUMENT AND VOTE FOR IT, IT CAN COME SOONER THAN APRIL. BUT THERE'S NO WAY THAT I AM GOING TO SUPPORT THIS TONIGHT. AND I CAUTION EVERYBODY FOR THINKING IN A ITS THE BEST. SOME CALL IT A LIVING DOCUMENT. AND THERE'S A DIFFERENCE BEEN A LIVING DOCUMENT AND ONE THAT'S BEING PUT FORWARD PREMATURE. AND THE PUBLIC WILL JUDGE US ON THIS THING. I HAVEN'T SPOKEN TO THIS YET. SO BEFORE
202ADDITIONAL MEDIUM GO, I WOULD LIKE TO HAVE A COUPLE OF COMMENTS. FIRST, I DO BELIEVE IT'S A LIVING DOCUMENT. AND I THINK THERE HAVE BEEN SUBSTANTIAL IMPROVEMENTS MADE SINCE AUGUST, OR JULY WHEN WE HAD THE CONVERSATION ABOUT THE LAST CONVERSATION ABOUT ADOPTING THIS. AND AT THAT POINT, I ADVOCATED FOR CLEARLY FOCUSING ON WHAT THE PRIORITIES ARE, AND BUILDING CONSENSUS AROUND THE PRIORITIES, WE DID THAT IN JULY, AND THAT'S WHAT WAS USED IN BRIEFING, AND BUILDING SUPPORT AMONGST OUR BUILDING LEADERS AND STAFF, AND THAT WAS THE PRETTY POSTER THAT'S PUT UP PROMPTLY ACROSS THE COUNTY. AND THEN THE WORK OF ADDING METRICS BEGAN, AND I THINK THERE HAS BEEN SUBSTANTIAL WORK DONE IN THE AREA OF METRICS. THERE ARE AREAS WHERE I TOO SHARE CONCERNS. AND I ACTUALLY SHARE CONCERNS ABOUT THE METRICS BEING USED FOR
203ELIMINATING OUR GAPS IN OPPORTUNITY AND ACCESS, INCLUDING THE GAPS FOR AAP. BUT IT'S NOT CLEAR THAT THE DATA THAT'S REFLECTED IN THIS DOCUMENT SHOWS THE TRUE REPRESENTATION OF WHO HAS THE ABILITY TO ACCESS AND WHO IS ACCESSING OUR ADVANCED PROGRAMS. BECAUSE WHAT'S NOT LISTED HERE ARE ALL OF THE KIDS THAT ARE TAKING ADVANTAGE OF THE LOCAL LEVEL FOUR PROGRAMS, AND THE PROGRAMS WHERE A CHILD MAY BE IN THE CENTER, BUT MAY NOT HAVE BEEN IDENTIFIED AS A LEVEL FOUR STUDENT. SO THERE'S A LOT OF UNPACKING THAT NEEDS TO GO INTO THIS DOCUMENT. THE ELEGANCE OF THE DOCUMENT IS WE HAVE STREAMLINED THE METRICS, BUT IN SOME CASE, WE HAVE STREAMLINED THEM TOO MUCH. SO IT WOULD BE HELPFUL TO HAVE A DEEPER CONVERSATION ABOUT SOME OF THESE METRICS. I WORRY ABOUT POSTING UNTIL APRIL, BECAUSE
204IT'S AT THE SAME TIME THAT WE'RE DONATING THE BUDGET A MONTH LATER. AND MANY OF THE PEOPLE AT THIS BOARD TABLE KNOW THAT I'VE ADVOCATED SINCE THE FIRST YEAR THAT I WAS ON THE BOARD, IF YOU HAVE OF A PLAN, AND IT'S FROM THE BUDGET, THEN YOU DON'T HAVE A PLAN, AND YOU DON'T HAVE A BUDGET. SO THE WORK ON THIS PLAN IS CRITICAL TO GETTING OUR BUDGET ALIGNED WITH IT. SO WHAT I'M GOING TO SUGGEST IS THAT WE DO DEFER A DECISION ON THIS PLAN TONIGHT UNTIL A DATE CERTAIN. I AM VERY CONCERNED THAT THE DATE CERTAIN IS APRIL. SO I WOULD LIKE TO HEAR FROM DR. BRABRAND OR MR. SMITH, ON WHETHER YOU THINK APRIL IS A MORE REALISTIC DATE, OR IS THERE A MORE REALISTIC DATE THAN APRIL. MADAM CHAIRMAN, I WAS
205GOING TO SUGGEST THAT WE SAY NO LATER THAN, AND THAT WOULD GIVE US THE ABILITY, THAT STAFF IS ABLE, AND THAT MIGHT DEAL WITH THE ISSUE OF APRIL BEING TOO LATE. SO IF THE STAFF WERE READY WITH THAT AMENDMENT, THEY COULD GET IT TO US SOONER. SO I WILL OFFER TO MY COLLEAGUES THAT WE'LL HAVE A CONVERSATION PRIOR TO APRIL. AND WE DO NEED THAT, AND I'M NOT SUGGESTING -- AND I AM STILL SECONDED IT. SO AT THAT POINT, SO MISS SHULTZ, ARE YOU SPEAKING MORE TO THIS? YOU HAD MENTIONED SOMETHING THAT I THINK IS A VERY KEY TAKE AWAY DURING THE WORK SESSION ABOUT THE ONE PAGERS. CAN YOU REPEAT THAT AGAIN ABOUT THE ONE PAGERS, AND THE REQUEST FOR THOSE AT THE SCHOOLS? YES, THE ONE PAINS, IT'S PROBABLY THE BIGGEST ROLL OUT
206THAT WE HAVE HAD OF ANY DOCUMENT IN FAIRFAX COUNTY, WE HAVE GIVEN IT TO ALL OF THE SCHOOLS, AND THEY HAVE COPIES, AND THEY'RE IN LUNCH ROOMS AND EVERYWHERE. SO THAT'S AN IMPORTANT POINT FOR ME TO EMPHASIZE WITH THE COLLEAGUES. THE STRATEGIC PLAN, THOUGH WE HAVE NOT VOTED ON IT, WE'RE NOT STOPPING TEACHING, YOU'RE STILL LEADING THE ORGANIZATION CORRECTLY. SO THE BOTTOM LINE IS WE CAN STILL ALIGN THIS BUDGET TO THIS DOCUMENT AS WE CONTINUE TO REFINE IT BEFORE WE DO ACTUALLY VOTE ON IT. THERE'S NO REASON WHY WE CAN'T, AND I BELIEVE YOU SAID IT TONIGHT, WE CAN STILL WORK TOWARDS ALIGNING THE BUDGET TO THIS DOCUMENT, THOUGH WE'RE MOVING FORWARD. BUT I THINK THIS IS CORRECT. THAT THIS IS A LIVING DOCUMENT THAT'S BEING WORKED AS WE SPEAK EVERY DAY IN OUR SCHOOLS,
207AND NEEDS TO BE THE GOAL. BUT THE BACKBONE OF IT IS WHAT WE NEED TO GET RIGHT. SO I HOPE MY COLLEAGUES -- LET'S BE STRATEGIC WITH OUR TIME AND VOTE ON THIS WHEN ITS READY. MISS SHULTZ, I'M GOING TO GO AHEAD AND CALL -- YOU HAVE TO TAKE A 3/4 VOTE. AND LET'S VOTE. ALL THOSE IN FAVOR OF DEFERRING A VOTE ON THE STRATEGIC PLAN TO A DATE NO LATER THAN THE APRIL 4th BOARD MEETING, SHOW YOUR HANDS. SO WE HAVE MISS SHULTZ, MISS EVANS [ ROLE CALL ]. THOSE AGAINST? MISS STRAUSS, MISS HYNES, MR. MCELVEEN AND KAUFAX. SO THAT MOTION PASSES. AS MR. MOON INDICATED, SINCE THE VOTE ON THE STRATEGIC PLAN HAS BEEN DEFERRED UNTIL NO LATER THAN APRIL, THE FOLLOW-ON MOTIONS WILL NOT BE DISCUSSED TONIGHT. HOWEVER, AS MR. MOON EXPLAINED
208EARLIER, THE OPPORTUNITY TO HAVE A FORUM, HAVE SOMEBODY BRING A FORUM TOPIC ALONG THE LINES OF FOLLOW-ON MOTIONS, CERTAINLY IS AVAILABLE. AND IT'S SOMETHING THAT IS ACTUALLY THE MORE TRADITIONAL MANNER IN WHICH WE WOULD HAVE ADDRESSED A SUBJECT AS BIG AS THIS. SO I WELCOME THAT IN THE FUTURE. NOW, IF WE COULD GO TO 5.05, GOVERNANCE COMMITTEE REVISIONS TO 35, WIRELESS COMMUNICATION FACILITIES, AND THIS ITEM HAS BEEN REMOVED FROM THE AGENDA AND WILL CONSIDERED IN THE DECEMBER 20th REGULAR MEETING. ITEM -- I'M SORRY, MISS STRAUSS? SO WE'RE NOT GOING TO DEAL WITH THE FOLLOW-ON MOTIONS? NO, BECAUSE THE FOLLOW-ON MOTIONS ARE DEPENDENT -- THAT'S FINE, JUST CHECKING. I WILL BE BRINGING UP A FORUM TOPIC, 6.0, CONSENT AGENDA, RULES OF ROBERTS RULES, PROVIDE FOR AGENDA LISTING SEVERAL ITEMS APPROVAL BY THE BOARD FOR A SINGLE
209MOTION. MANY ITEMS HAVE GONE THROUGH DOCUMENTATION, AND HAVE BEEN GIVEN TO ALL BOARD MEMBERS AND THE PUBLIC IN ADVANCE, AND THEY MAY BE RELEASED PRIOR TO ANY MEETING. 6.01, APPROVE THE MINUTES OF REGULAR SCHOOL BOARD MEETING, 6.2, OCTOBER 1 AND ENDING OCTOBER 31, 2018. 6.03AF. ADOPT A RESOLUTION APPROVING THE SALE OF SCHOOL BONDS, AND B, WITH THE ADVICE OF LEGAL COUNSEL TO NEGOTIATE, EXECUTE AND ADMINISTER THE SCHOOL BOARD TAX CERTIFICATE AND ALL OTHER DOCUMENTS AS DEEMED APPROPRIATE AND ADVISABLE AND DO ALL THINGS NECESSARY TO COMPLETE THE TRANSACTION CONTEMPLATE BID THE RESOLUTION AS DETAILED IN THE AGENDA ITEM. 6.0 4, APPROVE REVISIONS TO THE MANUAL AS RECOMMENDED BY THE GOVERNANCE COMMITTEE AND DETAILED IN THE AGENDA ITEM. 6.05, APPROVE CHANGES TO THE LIST OF MIDDLE AND HIGH SCHOOL COURSE OFFERINGS FOR THE 2020 SCHOOL YEAR, AS
210RECOMMENDED BY THE COURSE COMMITTEE AND DETAILED IN THE AGENDA ITEMS. 6.06, APPOINT INDIVIDUALS TO SERVE ON COMMITTEES AS DETAIL IN THE AGENDA ITEM T IS THERE ANY HO OBJECTION TO APPROVING THE CONSENT AGENDA. HEARING AND SEEING NO OBJECTION, THE CONSENT AGENDA IS APPROVED. 7.0, 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, AWARD THE CONTRACT TO THE LOWEST RESPONSIBLE BIDDER AND AUTHORS THE REVISION SUPERINTENDENT OR THE SUPERINTENDENT FACILITIES AND TRANSPORTATION SERVICES TO EXECUTE AND ADMINISTER THE CONTRACT ON BEHALF OF THE SCHOOL BOARD. 7.02. AWARD THE CONTRACT FOR THE REPLACEMENT TO THE LOWEST AND RESPONSIBLE BIDDER AND AUTHORS THE DIVISION SUPERINTENDENT OR THE STINT SUPERINTENDENT OF FACILITIES AND TRANCE SERVICES TO EXECUTE AND ADMINISTER THE CONTRACT ON
211BEHALF OF THE SCHOOL BOARD. 7.03, AWARD A CONTRACT FOR THE LOWEST RESPONSIBLE BIDDER AND AUTHORS THE DIVISION SUPERINTENDENT OR THE SUPERINTENDENT OF FACILITIES AND TRANCE SERVICES TO EXECUTE, DELIVER AND ADMINISTER THE CONTRACT ON BEHALF OF THE SCHOOL BOARD. 7.04. AWARD A CONTRACT TO DEPOE MIDDLE SCHOOL CONTRACT TO THE LOWEST RESPONSIBLE BIDDER AND AUTHORS THE STREET TO EXECUTE AND DELIVER CONTRACTS ON BEHALF OF THE SCHOOL BOARD. A, SUPERINTENDENT MATTERS, AND NEXT ON THE AGENDA IS SUPERINTENDENT MATTERS, AND I WILL CALL ON DR. BRABRAND. CHANGE, CHAIRMAN CORBETT SANDERS, I APPRECIATE THAT. AND I HAVE A COUPLE OF THINGS THAT I WANT TO SHARE WITH YOU ALL AT THIS LATE HOUR THAT I THINK ARE WORTHY OF YOUR KNOWLEDGE. AND EXCUSE ME FOR A MOMENT. LET ME GET TO MY NOTES. I'M REALLY PROUD TO LET YOU KNOW
212THAT MARY BATH, THE ASSISTANT SUPERINTENDENT FOR DEPARTMENT OF INFORMATION TECHNOLOGY WAS ONE OF SIX PROFESSIONALS SELECTED BY THE NORTHERN VIRGINIA TECHNOLOGY COUNCIL AS A TECH EXECUTIVE. IT'S MADE UP OF COMPANIES AND INDIVIDUALS WHO ARE DRIVING NEW TECH INNOVATION, AND PROVIDING SOLUTIONS FOR CUSTOMERS. SHE'S WANT ONLY CAN-12 EXECUTIVE NAMED TO THIS YEAR'S 100 LIST. AND THAT'S QUITE AN ACCOMPLISHMENT WHEN YOU THINK ABOUT IT. SO I'M REALLY PROUD OF HER. SHE HAS GONE, AND I ASKED HER TO GO AHEAD AND GO HOME. I WANT TO MAKE SURE SHE'S BUSY MAKING SURE THAT OUR DATABASES ARE UP AND ACCURATE FOR TOMORROW. SO I'M JUST REALLY PROUD OF HER, AND I REALLY THINK THAT'S ALL I NEED TO SAY THERE, AND I LEAVE WITH YOU THIS. I TAKE THE MESSAGE LAST FRIDAY THAT HAS GONE OUT EARLIER THIS AFTERNOON,
213AND YOU PROBABLY HAVEN'T HAD THE CHANCE TO SEE IT YET. WE ALL GATHERED AT THING IT TABLE HERE AT FAIRFAX AND TALKED ABOUT WHAT MAKING PART OF THE FAIRFAX PUBLIC SCHOOLS FAMILY SO SPECIAL. SO I HAD MIKE, THE PRINCIPAL AT WEST SPRINGFIELD. BUT HE STARTED KINDERGARTEN IN THE SCHOOL SYSTEM. AND WORKED HIS WAY THROUGH K-12, AND HE WAS PART OF THE FIRST GRADUATING CLASS OF TJ WHEN IT WAS REDESIGNED. AND HE CAME BACK AND HE HAS BEEN IN FAIRFAX COUNTY HIS ENTIRE CAREER, WORKING HIS WAY UP TO BE PRINCIPAL AT WEST SPRINGFIELD. AND HE GOT TO TALK ABOUT HIS STORY. AND WE ALSO HAD BUS DRIVER, STEFAN GLASGOW, SHE GRADUATED IN 2001, AND SINCE THEN, SHE HAS COME BACK TO US, AND HAS DRIVEN THE BUS ROUTE AT EDISON FOR 15 YEARS, FIRST TAKING HER
214YOUNG CHILDREN ON THERE, AND NOW GETTING TO RIDE WITH KIDS WHO HAVE BEEN PART OF HER HIGH SCHOOL EXPERIENCE, AND WE'RE SO LUCKY TO HAVE PEOPLE LIKE HER IN OPERATIONS. WE ALSO HAD GLASGOW'S MIDDLE SCHOOLTEACHER, JULIAN DOMNICHE, SHE HAS BEEN A WONDERFUL MIDDLE SCHOOLTEACHER, AND SHE ALSO GREW UP IN THE FAIRFAX FAMILY AS A STUDENT HERE, AND SHE HAS A UNIQUE CONNECTION, HER FATHER WAS THE SUPERINTENDENT. AND SHE HAS COME BACK TO BE A PART OF THE SCHOOL SYSTEM. AND THE FINAL PERSON I INTERVIEWED WAS MARA FRANCIS. SHE HAS BEEN AT POPULAR TREE ELEMENTARY FOR OVER 15 YEARS. AND YEARS AND YEARS AGO, MARA ALSO GREW UP IN THE FAIRFAX FAMILY. AND SHE HAD A PERSONAL CONNECTION. HER FATHER, ROBERT SPELLANE, WAS SUPERINTENDENT. AND SHE HAD TO COME BACK TO FAIRFAX, AND SHE HAD TO
215WAIT A FEW YEARS, BUT HER FATHER WAS SOME TIME AND ALL OF THEM HAD A WONDERFUL STORY TO SHARE, AND I HOPE YOU GET A CHANCE TO LISTEN TO THEIR STORIES ABOUT WHAT MAKES THIS FAMILY SO SPECIAL. THERE ARE SO MANY STORIES. SO MANY UNTOLD STORIES STILL. AND ONE OF MY BIG COMMITMENTS TO YOU ALL IS TO CONTINUE TO LET THE VOICES WE NEED TO HEAR IN THE SCHOOL SYSTEM, AND WE NEED TO HEAR IN THE COMMUNITY TOO, ABOUT WHAT WE HAVE. THE JOY OF BEING IN FAIRFAX COUNTY IS REAL, AND I APPRECIATE EVERYTHING THAT THE SCHOOL BOARD AND THE STAFF AND THE COMMUNITY DOES FOR FAIRFAX COUNTY PUBLIC SCHOOLS, AND WE'RE AT THE MOMENT OF THANKSGIVING AND I GIVE MANY BLESSINGS FOR BEING PART OF THE FAIRFAX FAMILY. AND I'M CONFIDENT IN THE WEEKS
216AND MONTHS AHEAD, SOONER THAN APRIL, THAT WE'LL PASS A STRATEGIC PLAN, AND WE'LL CONTINUE TO SEEK POSITIVE MOMENTUM IN OUR LEGISLATIVE PROGRAM IN RICHMOND, AND WE'LL HAVE A LOT FANTASTIC BUDGET YEAR WHERE THE BOARD OF SUPERVISORS WORKS WITH US AND THE KIDS IN THE COMMUNITY. SO THANK YOU VERY MUCH. NEXT IS BOARD MATTERS, AND I CALL ON MR. MCELVEEN. HAPPY THANKSGIVING, PASS IT DOWN. HAPPY THANKSGIVING. MISS McLAUGHLIN? HAPPY THANKSGIVING. MISS EVANS. HAPPY THANKSGIVING, EVERYONE. MISS SHULTZ. HAPPY THANKSGIVING, AND HAPPY BIRTHDAY TO ME ON THANKSGIVING. HAPPY THANKSGIVING TO EVERYBODY. AND I WILL END THIS MEETING WITH A HAPPY THANKSGIVING TO EVERYBODY, AND A GREAT THANKS FOR EVERYBODY FOR STICKING WITH US TONIGHT, APPRECIATE IT. YOU MIGHT BE MAD AT ME.