♪ ♪ ♪ ♪ >> Board members, please take your seats. ♪ ♪ ♪ ♪ did. 2, 3, 4, 6, 7, Board members. Please take your seats. This November. 3rd, 2022 regular meeting of the Fairfax County School board. Well, now come to order. Please stand for the Pledge of Allegiance, followed by a moment of silence and a performance of the national anthem by the Pole. Middle school, Bella coaches under the direction of Prev Arslan.
>> as the board indicated in its statement to the community on October, 21st at our last meeting, at-large board member Karen Keys-gamarra use unable to serve for which he has apologized. The comment was offensive to not only the disability community, but our entire community and especially our students use of the word is unacceptable under any circumstances and does not align with our values as a board or school system. The school board governance manual establishes expectations. The school board members to act with respect to all community members. Earlier this week, the board met to discuss this matter. Board member Karen Keys-gamarra has practically taken steps restore to justice steps. The board strongly supports and encourages. She has offered to just the issue here. Tonight is keys tomorrow. >> And as with opportunity to speak directly to our students, staff special, special education community, you know, and CPS families.
I want to take this opportunity to apologize for using a vial slur that harm so many. I have not taken this moment lightly, rather. I am actively working to learn, take restored of actions and help improve outcomes for all students. This will never be a quick fix as the hurt runs to the and our special education community is a marginalized group of people who also experiences in equities and discipline access to programming and a lack of inclusion in our community at large. That's why I'm actively working to continue to bring healing to this community and this board. I would like to thank those who were willing to meet with me and help this unfortunate experience to become a teachable moment that hopefully can benefit our entire community.
I've spent much of my time listening to many parents, caregivers, a special education advocate. Concerned parents and community members have urged me to find ways to reconnect with students. We're often harmed by hurtful language advocates challenge me to learn more and do more to promote a culture of inclusiveness where students with and without disabilities learn and grow together during one conversation, a mom of a 7th grade student with disabilities asked me to go beyond rhetoric to make sure actions speak louder than my words. I hear hear you loud and clear. And here's what I'm doing to repair the harm. And working to expand inclusive program, opportunities for students in schools. I am honored to accept an invitation from Special Olympics, Virginia to support and expand its unified champion schools programs in Fairfax County, through programs like Unified champion Schools and best Buddies and CPS. Students are leading the way in changing the culture and the language we use and building bridges that connect students with. And without disabilities. I look forward to following their lead and becoming a better ally in these efforts has not worked to expand the reach of such programs.
I will volunteer and visit special education classrooms in the coming weeks. I'm scheduled to observe a special education program for students in self-contained in general education, inclusive settings and to deep in my understanding of the responsibilities, a special education, teachers and leaders working in our schools. And working to enhance and work on Sorry, the conduct special. Education, Comprehensive Review listening session as the division begins to determine how it would respond to the report's findings and recommend recommendations. I want to hear from parents, caregivers and community members in early October began to make plans to host a virtual listening session to get feedback from parents, families and community advocates on the findings and recommendations of the 3 year on it. That was just completed. I will also sponsor a virtual roundtable discussion, which is scheduled to where scheduled to join representatives from the Special Olympics.
And as CPS students and staff to provide information about the word inclusion day formally known as spread the word spread the word to end the this virtual discussion will feature a frank conversation about the power of words we use regarding students and families. The conversation will also spotlight opportunities for students and others to get involved in county. What efforts to promote a caring and inclusive school community.
And I'm continuing my work to improve the culture in our schools last weekend, I had the pleasure to speak with our superintendent Doctor Rhee and asked her to consider developing the caring cultures teams program. The targets, improving the culture of our schools. This will allow our staff to develop metrics on whether a school coaches are healthy, respectful and inclusive for all students. My hope is that such teams will provide accountability for our schools. That includes input from our parents and provide a continuous improvement mechanism. The focus is on how we ensure we are recognizing whether students feel respected irrespective of their ability. Doctor Reid has already taken action on this. And I look forward to this continue. Since my first day in office. My priority has been progress in education for all the fcps in light of the recent events. I want everyone to know that the children, in fact County, thank you are still my number one priority. I look forward to working with my colleagues on these important items in the days and weeks ahead.
Agenda item, 3.0 2 announcements. If you'd like to review a copy of the agenda and any agenda item that is being discussed tonight. >> That information may be found at the back of the auditorium or on the Web site at Fcps Dot Edu Backslash Schoolboard Backslash board docs. Tonight's meeting is being broadcast on channel 99 and live streamed on the Web site at CPS, EU Backslash TV Backslash Channel. 99. The Solar Power Purchase agreement ended a high school in the secondary course offerings agenda items have been moved from the consent agenda to action through Quest to school board members. I call on this time before the announcement. >> theme for Veterans Day 2022. Is honor honor reflects a military value and tradition of answering the call to duty. There is distinct honor and serving to protect the way of life and the Constitution of the United States of America. Veterans Day formally Armistice Day is the anniversary of Armistice which was signed on November 11, 1918, at 05:15AM, in the forest of campaign by the allies and the Germans ending World War.
One all over the globe. There were so many does demonstrations, no doubt the world had never seen before. Witness such rejoicing. Veterans Day is observed annually in the United States in honor of all the those living and dead who served honorably in the United States, armed forces. The school board directs school personnel to provide students with instructional activities that honor veterans and recognize the role of the military in American democracy. Many schools have special events to which they invite veterans and active duty, active duty military members of the school community to join them.
Native American. His heritage Month started in 1915 as American Indian Day by the Boy Scouts of America over the years, individual states recognized Native American days, but it wasn't until 1990, that President George HW Bush designated November as National American Indian Heritage Month. Every president since 1994 has issued annual proclamations designating the month of November as a time to celebrate rich and divers, cultures, traditions and histories and to acknowledge important contributions of the Native Americans.
Agenda item. 3.0 3 school psychology awareness week recognition. The board will invite each recognition recipient to the Dias for photo after the reading of all recognitions, I call on this, do not call facts for recognition. Thank you. Madam honor to present this recognition on school Psychology awareness week. School psychologists are uniquely qualified members of school teams serving students, staff and families. School psychologists receive specialized advance graduate preparation that includes coursework and practical experience is relevant to Bill Psychology and education.
They apply expertise in mental health, learning and behavior to change lives by taking actions to help children and youth succeed. Academically. So should be behavior, Lee and emotionally. In alignment with the fcps strategic plan and porch of graduate school psychologist help individuals realize their own abilities develop the skills they need to cope with the normal stresses of life work productively fairly and the valuable contributors in the community. School psychologist keep students. Help students develop the social emotional and life skills necessary to realize personal achievement and growth and to build resilience and a sense of belonging. Through the delivery of direct services using evidence-based practices.
School psychologist help students build social and emotional competence and the skills required to actively engage in learning. School psychologist collaborate with many school teams to develop universal prevention and intervention practices across a multi tiered system of supports these practices. Fossil 5 foster resilience, increase educators, understanding of social and emotional development, reduce barriers to learning and enhance students. Protective factors. School psychologist bring knowledge data collection and analysis to team discussions which inform the development of interventions when monitoring student success. School psychologist intervene when students experience mental health issues, which may require a thorough risk assessment and this intervention is through individual or group counseling and helping to connect families to community resources. They are members of crisis response team and risk assessment teams. They assess and assist students at harm at risk of harming themselves and they teach and implement trauma, enforce.
Practice us. All children and youth can face problems from time to time related to learning social relationships, making difficult decisions, managing emotions such as feeling depressed, anxious, worried or isolated. School psychologist helps students families, educators and members of the community to understand and resolve both long term, chronic problems and short-term issues that students may face. They are highly skilled professionals working to ensure that all children and youth thrive at school at home and in life. Before Colin board members wish to address the recognition. Ms Merrin has had her hand up. So. >> I work on this man. All right. This hand is downside. Will calm us down a Colfax to speak for sun, other brothers who wish to speak and raise their hands. >> Thank you. I want to thank all of our school. Psychology is each if you play a major role in helping our students manage and navigate to many types of challenges, your role to improving our students.
Academic success. You helped create safe and positive spaces within our schools. You've been the bridge to strengthen our family and school partnerships, all children as the resolution states could face problems, whether they're in the classroom, learning social relationships are making difficult decisions. But you're always there ready to step in and find a solution that can and will work and most definitely will leave a lasting positive impact. Thank you for going above and beyond for our schools and our children each and every day.
Thank you. And other board members who wish to speak. Seeing no the borremans wish to speak. I will go to agenda item. 3.0 4 National Career Development Month recognition icon this tolling for recognition. >> Thank you. In Fcps students in grades Pre K through 12. Engage in meaningful learning experiences related to career development, including goal setting exploring interests and skills. Project based learning and career connected, learning across content areas.
Students have the opportunity to learn about potential careers and being relevant experience to work based learning activities. These experiences range from career speakers starting at the earliest grade levels to internships and apprenticeships in high school. Work based learning in the high school years, provide students with opportunities to make meaningful connections to it is learned in the classroom. And to apply the acquired knowledge and skills to the workplace. Additionally, many high school courses prepare students for industry certification opportunities. Students who desire this professional credentials must pass. An industry developed and industry value weighted exam. At the end of the course. Earning an industry credential demonstrates that the student has achieved the professional skill level. Providing industry-recognized proof that the students prepared for career related responsibilities or post-secondary education and training. Fcps is fortunate to have a variety of personnel who service to teach a crawl and our career development efforts throughout the school year, including.
College and career Specialist school counselors. Career experience specialists. Directors of student Services. Employment and transition representatives. Career and technical educators. Career and transition teachers. Academy program, administrators. And business partners providing work experiences. And of course, the career and technical education Advisory Committee. With a focus on readiness for post-secondary education and careers. These educators and community members are employed to help students. 6 floor and develop their abilities, interests, strengths and talents. As they relate to further education and entry into the workforce. These educators collaborate with families to enhance academic and career planning for students, but focusing on the end of individual students, skills, qualities and academic opportunities that relate to their chosen career fields. Additionally, our schools academies and Central Office team. Collaborate to establish business partnerships that will enhance opportunities for students to work with.
And learn from industry professionals, but also staying abreast of the most current workforce trends and necessary skills in the field. Career development and fcps enhances our students portrait of a graduate attributes. And make a positive impact on preparing students for their post-secondary endeavors. On behalf of the fcps school board. I would like to thank and celebrate all parts of the key to career development professionals. And partners for your leadership and collaboration and career development. Thank you. Would any other my board members wish to speak? Yeah, I just wanted to kind of emphasized that. Thank you as somebody who's taken marketing courses from my freshman year. >> I've gone close with teachers such as as Hank Sky and you got to know some teachers Oakton. Mister Barrow. It's truly change my life programs such as DACA has taught me how to be a leader, but also taught me how to harness the skills that I already had public speaking.
Understanding the different levels of leadership and things like that. So I'm really grateful for the program and thankful for on educators. And I've had within the program and yeah, just really want to say thank you. That was lovely, miss talking. Seeing no other of colleagues and wish to speak. I would like to invite all those here in support of National Career Development Month recognition to please join the board. >> For a photo and asked my colleagues to please remain from the dias for the next photo. >> If you're here this evening in support of school, psychology awareness week, please join the board at the dyes for a photo. >> Agenda item. 4.0 one community participation. The next order of business is community participation. Speakers must limit their remarks and no more than 2 minutes in length at the conclusion of 2 minutes, the microphone or video will be turned off.
School board members will be listening but not responding to individual speakers. The school board will not hear statements involving issues that have been scheduled. 4 public hearings such as the Capital Improvement program, budget and boundaries. Comments targeting criticizing or attacking individual students are not permitted during public meetings. Complaints regarding school-based employees should be directed to the appropriate school principal or other school officials. Speaker should refrain from using personally identifiable information in connection with an individual student or school based employee.
Additionally, speaker should be respectful and observe proper decorum in their statements, avoiding profanity, inappropriate gestures shouting in comments that run counter to the spirit and letter of the school divisions. Nondiscrimination policy. All statements to be directed to the school board and at the podium until concluding their remarks. As a reminder, speaker substitutions are not permitted. Speaker may not yield their time to another individual before or during the remarks shouting out person. The audience will not be tolerated. We are grateful for all of those who came to speak to us today. And we thank you for your cooperation. Our first speaker is student number one.
>> My name is Nathan Up or shut Man. And I'm an 8th grader from Carson. Middle School today we'll speak about adding climate change to the fcps curriculum. In 2018, the Virginia Department of Education updated their science curriculum. Climate change was added as a sign standard of learning. But in my experience and my speaking to others, climate change was rarely mentioned in elementary school. Even in middle school. For most of my friends, climate change wasn't taught at all. And if it was not in death, let alone has the most pressing issue of our time.
The vta we states that students need foundational knowledge gained elementary schools have an initial understanding of climate change, data and skills. There is plenty of teaching material for climate change and it can be tied in to other units such as watersheds, energy, recycling and even in social studies. Units about democracy and rights. But climate change is rarely a topic of discussion. And most are uninformed about climate change. They are unaware of the rapidly declining carbon budget. Or how it's tied in with many other injustices like human rights, universally quality and moral values. They're unaware of the initiatives that have been started to take action on this crisis. And all the youth led organizations that exist today and the Fcps climate goals. I urge you to make climate change a mandatory curriculum and at least least grades 5 through high school. And to strongly encourage elementary schools to incorporate environmental issues in their learning because this isn't just another problem. This will affect the very way we live. The school is for teaching children. Fairfax County has a prominent school system can have a significant impact in educating today's kids about this crisis.
What is a school for if not to educate students on the biggest problem of our lives. Thank you. Our next speaker is student number 2. >> Thank you for allowing me to speak today. My name is our ally and I'm an 8th grader from Rachel Carson. Middle School today. I will speak about moving forward with the Fcps will the program. 3 years ago, Fairfax County awarded 3 Power Purchase agreement. PPA contracts for schools for solar on schools. In March of 2021, that CPS school board voted to move forward with the solar contracts. But as of now, no solar been installed fcps schools through this program. Some schools like ours have. Funded their own small-scale solar projects to grants and fundraising. However, if we are to offset our carbon footprint, it will require full scale solar on schools starting with Annandale, high school. Fairfax County has a goal to combat climate change. According to the Joint Environmental Task Force, Fairfax County in Fcps should have a 50% emissions reduction by 2030 and be carbon neutral by 2040. In addition, Fcps committed to generate 25% of its own energy by 2030, to meet these goals.
We have to start now. And through the Inflation Reduction Act, getting. So gives taxes places like schools or 30% federal tax credit. During this meeting, you'll be voting to approve its PPA contractor Annandale, High School, the first and best school for solar listed on the Fcps Solar program. This is your chance to push on sustainability. Proceed with solar and get solar panels on the other of CPS schools.
Every day that passes, we lose time to take climate action. You can change that. This is a chance to move forward. So I urge you to get slur on all CPS schools in the time ahead. I urge you to vote. Yes. Solar panels on Annandale, high school and I urge you to make renewable energy part of our future. Thank you. Thank you. Our next speaker is student number 3. >> Student number 3. Our next speaker is he >> all right. I think you for this opportunity to speak and my name's you will and I live in Herndon today. I'm urging the board to implement strong measures to protect the right of collective bargaining for our educators in Fairfax County. I'm very proud resident of Fairfax and one thing I'm really proud of is the wonderful staff. North patients system, the teachers ace maintenance. And if a caucus just recognize today, many others, we know that could educators during our early years have made a huge impact and our lights and we're very grateful to them.
The least we can do to thank them is to correct this injustice of denial of human rights to organize your co-workers and demand better conditions. justices spent in Iowa right has gone unchecked Virginia for 44 years, which is longer than I've been for yet. during which our neighbors defeat Montgomery County and many others district have perspective this right. Their schools are excellent and staff had the highest in the living. We know things are expensive here. In fact, your facts and I lived here know that and inflation is happening. So not to live. And our dedicated educators deserve to earn enough to live in this community. Union spill, the middle class. And it's going to take to save it. And EU member of the sport. 10 to a kind of good here for known to educators, but also students and future of Fairfax County. We see places with the collective bargaining consistently a pull for new ones without escorts and other measurements, education, quality. It attracts and keeps hardworking high quality educators. Here we're focused on ensuring kids learn well instead of worrying about food rent or having to have outside jobs outside of CPS to make ends meet that that would not be good.
There's a crucial need for our click. 2 parking ordinance. It's 2 to be in play here 10 and not only that the board should make sure the pollution that does get passed >> thank you. Our next speaker is. Our next speaker is Aaron Saint Germain. Aaron Saint Germain. The proposed language indefinitely curriculum, fine millet birth and assigned female at birth should not be used for children in 4th grade in upper front to biology. >> We're not talking about gender. We're talking biological sex, which is not assigned at birth. It is documented is recorded. A sign implies power differential between the one who signed the one who is assigned this plane, which follows an oppressor oppress narrative in no way, shape or form as we apply to our children. There's an oppressor press narrative in biology. There's a time and a place for the term of find male are assigned female, but it is not in elementary classrooms nor in with adolescent who are already struggling to accept their bodies in development, developmentally appropriate ways.
Transgender students should be respected, lived, included and given relevant and appropriate fairly. That could be accomplished without adding confusing language. Definitely the conflates gender and sex. Additionally, as a firm believer in equity of opportunity, I have concerns of the equity grading system is not working as intended. This isn't surprising because an equitable intervention or system should be designed to resources or benefits flow in the direction of those in need applying the same equity framework to all children is not equity. One outcome of this policy is great. Inflation greystone longer perfect master of content. Under the new grading system, student grades are higher, but students have actually learned more good grades and illusion that mask the real problem because when everyone's grades are increased by the same measure, the same student coming in last are still in last greater thing students can in Iran courses.
First, they're not prepared. According to teachers, the only options adjuster wanted on the curriculum. This is a massive disservice to all students. Not only does it deprives students are regulars. Education is sends a message that in order for students, certain students succeed the by must be lowered. That is not the case. Fcps must actively work to boost the children up to increase educational opportunities. They can fulfill their maximum potential fcps should not lower the bar. They should lift students up to it. I urge you to re examine the equity grating framework and to include teachers from all disciplines in discussion to ensure will not perpetuate social injustices by masking the problem rather than addressing them. Thank you. Our next speaker is Robert Rigby. >> Good I am Robert May vice president for >> Of the County Council, PGA. On our the president of the National PTA has sage words about the drop in test scores MASH. She said. Research shows that when families are engage and families and schools work together, you don't have better outcomes and costs all match.
From a school partnerships. Also how school? Parents, guardians and mother paid caregivers must be key partners in their trauma educational Now, more than that. National PGA urges parents to get a better of want their jobs expected I'm certain rate and where their job is. Academic. As you talk to the teacher want, the teacher that regarding the Johns and measure provide their chops to German school was information about how the child is doing and the stressors in the jobs PJ urges teachers to provide with information on how the trouble on school.
No call for the year a month. A grade level. Expectations are. Schools are pitch from us and for a number of doctor and charged. The horses are around the table for policy and funding decisions as the and he sees. >> That our school system is doing more and more family and And we're probably a family school partnerships and BR nor straw. I also want to the prioritization of hiring more mental wellness and health professionals in the legislative program. I also urge increase motion along >> From the safe black C? Thank you. >> Our next speaker is Sean Kerr. Sean Kurth. Our next speaker is Jennifer Litton. Ted. >> We've been begging people for 25 years not to use the R slur. Using disability. Hate speech is a choice. So is this board's decision to do nothing? So I'm here to talk to children, most impacted by this cruel choice not to act to every near divergent child in Fcps. We see you and justify your pain. The are slur with which to many of you are smear daily at school is not acceptable ever.
I'm sorry. Truth tellers who think you matter are being maligned. I'm sorry that your pain isn't worthy of action. I'm sorry to those of you who've been subjected to restraint and seclusion that you continue being dehumanized by behavior that you are suspended and expelled at far higher rates. I'm sorry that you have been routinely did but denied services and supports that. Deny you your right to access education that you're criminalized.
That S I S reports for discipline. Look like rap sheets for kids. I'm sorry for SP. 36 for the school to prison pipeline. I'm sorry. The majority of non speakers late receive negligible communication supports and that too many of you can't read or struggle to read. I'm dyslexic. I know how much that hurts. I'm sorry. The discussions on equity don't include you. The talks of diversity exclude you. And that far too many of you.
>> Our tonight and inclusion, education. The choice to not act on this. What's the choice to further marginalize every intellectually and developmentally disabled child in Fcps? And to unfold in their bullies? All of you are beautiful and worthy of dignity and protection. I'm sorry. We have failed you when you deserve better. >> Spread the word to end the word. Thank you. >> Our next speaker is Forrest Brown. >> Good Evening. School board. My name is forced Brown and I'm here to speak in favor of collective bargaining. I had the great privilege of attending fcps schools from kindergarten all the way through my graduation from high school. I attended for Fcps schools and worked in a 5th during the 2021 2022 school years as a monitor and as a COVID case manager. While working in Fcps in the midst of the pandemic and the transition back to in-person learning. It became clear that our schools are alert, losing educators at an unsustainable rate, exacerbating the difficulties and helping students recover from the well documented learning loss they have suffered during the last 2 and a half years.
Collective bargaining is critical because it is the only way to stem this loss of critical personnel from our schools and community. The failure to maintain adequate staffing levels and all relevant educator positions, compromises the quality of education that Fcps is able to provide its students the COVID-19 pandemic has precipitated a profound multifaceted crisis in American education. The only way to prevent this crisis from spiraling into a generational catastrophe is to empower Fairfax County educators without a seat at the table and a voice in the discussion. We will continue to experience a debilitating exodus faculty and support staff from our schools to the detriment students, their families remaining educators and the broader community. Fairfax County, Public Schools must have collective Burke.
>> Thank you. Our next speaker is Angie age for a tow >> Good evening, Doctor Reed and members of the school board. My name is Angie Church to LA and I'm here tonight to speak in favor of collective bargaining for your employees. Who are my neighbors and friends? I teach a neighboring district. So I know the fear of retaliation all too well. They speak to you tonight as a parent, the taxpayer and voter of the Springfield District. I'm here to ask my elected officials in the hired what is their plan to give my son and his friends, the best education possible. This means getting your staff a seat at the table. Some are afraid of what collective bargaining could cost fcps.
But instead we need to talk about the unseen costs delaying a collective bargaining resolution. The incalculable loss of highly qualified educators, our human capital to other >> districts and professions, effective educators and S P is required training. No training is more effective in the power of on the job. Experience. There's no training that Pearson or any other corporation can package and deliver. That will instantly provide 5.10, 15, 20 years of experience to a new employee. The reality is educators silently carried the burden of training supporting and mentoring new employees outside of contract hours. What causes the instructional operational staff to leave the largest county in Virginia. They're tired of not making enough to afford to be able to live in Fairfax County because the cost of living has increased faster than the we just have. They're tired of being asked to do more for less. Yeah, a very simple solution. Pass a meaningful collective bargaining resolution that is transparent.
Bring everyone to the table make these negotiations public. So all stakeholders are aware of what collective bargaining can and can't do for educators. Stop discussing it behind closed doors. If do not do this, you have more vacancies next year. We're asking this county to give their educators a voice. It's the legislators. Let's work together to make the change is possible are they will leave you to the district that gave it to them. >> Last week. >> Thank you. Our next speaker. Our next speaker is David Walgren. >> Good evening. Chair Sizemore Heizer Doctor Reed and members of the board. Thank you for giving me the opportunity to speak today. The remainder of my time will be spent reading direct quotes from the February 20th 2020 school board meeting.
We're all 12 of the stood up in favor of staff. My time will probably run out after about 7, quote, final e-mail, the full for tomorrow. Chair Sizemore Heizer youth that. And I think the difference between that and the other teaching job that I have, which is not unionized. And so I firmly believe that we have a quality of teachers because of our union where I teach and I think that will be reflected here in what we are able to do in Fairfax County. Mister French. At a time when so many teacher, they're leaving the profession. We need to have a competitive advantage in the marketplace and allowing teachers to come to collectively bargain together. We'll give them a responsibility over their own destiny as well as the boyfriend process decide the reason that people become teacher the first place. If Kiev Kamara. I understand the importance of workers feeling that they not only have a voice, but that they are respected and valued.
And that's what this language dot doctor Anderson, it is time to ensure that our teacher, that feeling of value, that we think they are everything day. We paid out. If collective bargaining is what teachers need. And that's what we're delivering. We just can't expect our teachers and staff to carry some of the burdens. We asked them to without least meeting their some of their neat. Miss McLaughlin. I hope the General Assembly at the festival and that I also hope everyone in the public understand.
That it should be welcomed only thing. All the employees having a shared with me that the community as a whole benefits and most importantly, it's going to be the student. We're great because we have built the commonwealth on the backs of people who are willing to work to do whatever it takes to put food on the table to take care of the kids. It's time we take care of them. 5 Dan and Paula Geraghty today with my colleague and fellow Garrity with everybody to make the Commonwealth the meeting place it is. And I'm out of time. Thank you. >> Thank you. Our next speaker is Jake Warren. Jake Warren felt. >> I Jayquan felt. So I'm here to speak to advocate towards collective bargaining. New, tougher to Fairfax County moved in the last A lot of new friends, a lot of other parents.
It seems like a lot of transplant parents and moved to this county moved here because the school systems, one of the best in the country. And if their kids, regardless of where the group past here in Fairfax County, they know that. The kids have a real shot at a future. They have a real. A real future. You know, to look forward to. And the education system here is top notch. And I don't understand how we can keep a balance of having a great community and a great school system without the student or the teachers. Having a voice to collective bargaining help ensure that everybody has everything you need. Not much for public speaking some to cut this very Thank you very much for your time.
And doing what you do. >> Thank you. I next speaker is Daniel Home. Daniel Home. >> Good Evening. School board. I am Daniel Haun and I am in from port of collective bargaining as a former student fcps and the president of confidence that I believe in the educators and our power to change I had the privilege of having so many from educators in this district. And I'm glad that I met them. What their experiences be same for students to come after me. If all my experience, educators, me, I want them to africana me so that they can make the best decisions for students. I still remember fondly in the 5th grade being able to use and need food for time.
Experiments, educators are the backbone of generation and they deserve all the praise and the world. Unions protect their rights and allow them to drive so that they can provide the best education possible. Our belief and educators and the right to organize. But seats to board path of a solution improving of collective bargaining for sake of our educators. >> Thank you. Our next speaker is Stephanie Lundquist, Aurora. >> Thanks for opportunity to share my views with you today with each meeting with the parents, your constituents are left wondering if you're listening to us just this week that, you 3 of you to find out why the open meeting on Tuesday was canceled.
No response yet. I thought it was especially honest of you. And you didn't even pretend to care about our views during the last meeting, you pitch the critical race theory resolution ironically called something like the Truth and Education resolution before community participation. I guess you didn't really feel the need to protect you cared what we saw in that meeting. It was obviously controversial given that the resolution was gutted in the rhetoric was replaced. But you don't want to listen to us beforehand. Not very inclusive of you. Today, as you discuss pending. I'm guessing you'll continue to ignore Prince of pleas for more focus on academic excellence.
In fact, that topic doesn't even seem to come up in your meetings, if you would, at least try to think about Prioritize learning loss and plummeting test scores in spite of equity grating. We appreciate it. Also says it's open period for comments now on the proposed changes to the family like education curriculum. I'd like to say, are you kidding me? Coed sex education in a gender transitioning into an elementary school are not appropriate. Putting boys and girls together in a class to learn about sensitive topics shows that you don't really care about the comfort of the vast majority of fcps students and pushing a gender transition unit beginning in 4th grade is just one example of a CPS dysfunction that makes national news. 4th grader should be learning long division. Not how to medically transition. This is common sense and vote no on these proposed changes. For those of you watching now, if you'd like more in-depth coverage of these topics and simultaneous live stream, please tune into the shadow board at now that to be USA now that TV, thank you very much.
>> Thank Your voice down. Thank you. Thank you. Our next speaker is camp. You tons. >> I Karen was But if Karen was here, I would address or and say, I actually probably in the minority here that doesn't believe that she should after calls for resigning and being censored. Because, frankly, if we're going to set that standard and we should have asked you to resign or be centered for your anti Semitic remarks.
We should as Melanie to resign and be centered for her remarks about Asian heritage because she went to have any on us. But I can definitely give you a reason why you should probably all resign and you all need to resign because of the deplorable decline in education. We have the nation's report card that just came out and Virginia lost 10 points in math and 10 11 points in math and reading. Where's the apology for any of that? Where is the apology to what you've done to kids? Because you decided to keep schools closed.
>> And you gas lit all of us, all of us parents who tried to raise the alarm bells about what was happening during virtual learning. Where's the apology for any of that? Where's the taking ownership for that? At least kind of took ownership and responsibility for her remarks. She owned up to it. Not if you have owned up to it. And let me also just point out, I am the one that did this.
I am the one to talk to 50 out. 53 hours of the school board meetings and you never want to talk about academic learning. You never want to talk about learning loss. You never want to try to address it. But in your solution is to dot com, which is a disaster because only 1.6% of the students are even using it. Let's also talk about one thing you do talk about on here, school safety. But you talk about in terms of gun violence because you signal about gun violence, right? Let's talk about what's happened over it school safety. We have a stabbing at Mount Vernon High School last year at West Potomac. We had a kid die in our school drug overdose. We have kid died because they commit suicide.
What about violence like that? While we dressing that cut those issues? Stop with the virtue signaling get to work on academics and real school safety. >> Thank you. We also have 3 video submissions. Our first is from Harry Jackson. >> A little citizens of Fairfax. Thank you for having me. Join tonight. Talk about the cost, topic of criticism or the lack thereof that school boards are going to tolerate. We saw that October 6 that they're willing to have the cameras prominently displayed the faces of those speakers that will before the board speaking in favor policy.
Yet the next meeting on 20th October. Here are the root of the camps right back to that to the back of the heads of speakers that are critical of their of some of their positions and their positions. Yet on the 18th of October. Really mention, well, we need engage the community. Well, here's a platform. As I'm speaking to you now. And actually street actually streaming the school board meeting lot and you can join us on the shadow board and you can sign in and you can have your voice heard. No, you're not limited to simply to this to speak on any top.
Please keep the place open. This will help the school board engage with its own with its participant community. In fact, we can fight our members of the school board to join us. Thank you. >> Our next video submitted by Leslie Houston. >> Good evening. I am Leslie Houston, Fairfax Education Association, a union representing thousands of your employees. In May of 2020 after the senseless murder of George Floyd. This board was enthusiastic and eager about areas of equity. There's so many controversial issues that are impacting teachers and fcps continues to send the message that they are backing away from this important and necessary work. What happened to the board who is committed to anti-racism and anti-bias education that imparts the knowledge skills and dispositions that lead to prejudice reduction and collective action for a more just world educators were optimistic and thought we together would move the needle when it came to the promises of anti bias and anti-racism. Instead, we are witnessing a board who are not focused on the main things. The kids, educators and the staff. On Thursday, October, 21st, the spirit of educators was broken. When you watered down that teach truth in education resolution.
However, you have an opportunity to redeem yourselves. We need is time to pass a strong collective bargaining resolution. When that resolution comes to this board, I encourage you to remember the educators and staff who support you during the pandemic. Who stood by you in your constituents called for your resignation. Ys. Who helped elect few because they believed you would make a difference. Bring this strong resolution to the public impasse. Collective bargaining. This is a crucial time Fairfax County, Public schools and your leadership is needed now more than ever. The ball is in your court. >> Our final videos submitted by Challis Arnold >> Hello, my name is Shelly and all And this is the 5th in a school board meeting since January of this year.
And I hope this will be the one on 2 response and they started the true story from a pair their great, great are attending. We want limit school the first few weeks of this year, friend reported that a boy had been harassing daughter, Connor names using profanity, kicking her multiple times and some of the lights treating her even stabbing her in with the pencil which group left. The school's response was to separate the children, pulled the victim out of line. She found herself near the boy and offer her counseling. The mother asked the punished for bullying and she was told no, because there was no in balance of power. These are 8 year-old policy is a disgrace. Today. I'm speaking on behalf of the newly formed chapter of Moms for Liberty. for Liberty is a nonprofit organization that welcomes anyone with a desire to stand up for parental rights. The families are for school board members who are committed to unifying and educating and empowering parents to defend their parental rights.
The primary goal is to engage our community and elected leaders on key issues impacting our families and one of our founding missions is to hold elected officials accountable at all levels of government. We believe it's important tire educators who will teach our children core subjects such as one to talk to U.S. history. We've got school sports that provides students fair and safe competition. We also believe the best path forward is one built and meaningful in-person communication, which is sorely lacking in County.
Last week I attended one of the superintendent's community conversations and there are less than 25 parents in attendance, which besides the school and teachers and staff we badly need actual community forms. The town halls where parents are properly notified and community members understand what's happening. post engage parents that facilitate participation so you can receive critical fee that we look forward to working with all of you to ensure raising one of the best educated generations of children in the nation. That's a win for everyone involved, especially Fairfax County. >> Agenda item. 4.0 2 strategic plan. Update. I call on Doctor Reed front up in the strategic plan and on academic matters. >> Thank you, Madam Chair, and thank you, Bever.
You queue ING. think you are. >> All right. So I'm excited to this evening to have an to share our strategic planning update. I'm Laura. Let's go ahead. One of the things I want to share with you is that we opening or student survey when doing a special thanks to our student school board member Michelle Time me and her younger sister, I believe for doing the voiceover for elementary Michelle did a fabulous job of just doing a video clip to let secondary students know the importance of their voice being included in our strategic planning work. The surveys intended to measure student perceptions and illicit student voice in a number of topics related to engagement school, climate student-teacher relationships and the quality of their educational experience thus far, all student responses are intended to be anonymous in the aggregate information are going to being it's going to be included in an overall student voice report that a number of our committees will be looking at the core planning team in alignment committee.
As I shared at our last board meeting. So I'm one of the things that we that were provided us with number of recommendations related to the survey and want to remind you that we incorporated those which include the creation of instructional resources to help students actually understand what a strategic plan is as they prepare to take the survey and adapted survey to support participation of students who have disabilities or special needs for support. And that student voice in soliciting student voice. So Laura. We're I would want to call out Mercy. Neal, who's here this evening and Francis Ivey who have worked tirelessly with me to from buy focus on our principal, a professional development as well.
And the between now and December 2nd, each principal at all, 200 schools will be leading a focus group with a representative sample of 15 to 20 students and their building. We had a fabulous stay of principal training and all division principle meeting to address the topic of strategic planning our excitement and having that North star direction to guide us as we think about the educational for each and every one of our students moving forward, families of been identified for these focus groups.
We'll need to provide consent for their student to participate in the process and students have to provide their consent as well to participate in the process. Essentially there for basic questions were planning to ask students in the focus groups. What is going well, what is not going well, what matters most to you and what is the one promise you would like the adults in your life to commit to regarding your education? All of the student responses again are anonymous and they will be entered into a Google form that will be incorporated as another piece of open ended student voice. We heard the board feedback about providing students with opportunities to lead similar discussions. And we're looking forward to having some student led student voice discussions in the coming days. All right. The instructional focus team is also seeking nominations will be sending out a form or perhaps we can't recall which but we have So this team is going to be made up of educators.
Teachers, instructional assistants, principles, those who work closest to the task right in the classroom, in the schools. We're in the process of finalizing the composition of these teams. The core team, the alignment team, the family team and the instructional focus team and want to again. Thank you. The board for continuing to share ways that we can tap our community as we engage in this work. We anticipate about a 10225 educators who are going to serve on this instructional focus team. The majority will be teachers and other school based instructional staff, instructional coaches, resource teachers and instructional assistance. For example, DSA says well. This team's going to be charged with identifying professional practices that are intended to enhance instructional effectiveness. In other words, what are those high leverage instructional practices that are going to make a difference and continue to enable us to maintain the premier Division status. You may have seen in yesterday's employee news that we put out a nomination for these forms. The deadline for nominations is November.
11th. So for all of our teachers and instructional staff that are tuned in tonight. Hello. And we encourage you to consider this opportunity again. Thank you to Doctor Sloan, Presidio and Megan from and who are co championing this team. We're really excited about this work. And lastly, Laura, on strategic planning, as we think about looking ahead are champions for the family team are also working to identify a similar process of nomination for parents, families and caregivers to self nominator be nominated by a member of our school community. I appreciated one of our speakers this evening, Robert Rigby talking about the importance of partnerships with our parents and TSA's. We really want to advantage or strategic planning process of these partnerships. I encourage those listening this evening to check out our Web site for ongoing updates and ways to get involved and tune in to the November 14th and November 14th Board meeting in November.
29th work session where we will continue to share more information on the strategic plan. So I'd be happy to answer any question on our strategic planning updates. Madam Chair. >> Thank you. Mister Karr Ski. >> Yeah, I think you Doctor Reed. This is very exciting. Just a quick question. With the survey. And so many of our students who are English language learners or who may not be able >> what are we going to do to make sure that worst? >> You know, capturing that student voice.
Could you share this? >> Yes, we are working very hard with office of Communications and Community Relations Department as well as our chief experience and engagement officer departments to make sure we have interpreters, family liaison support and translations of surveys and in our focus groups. >> Let's go to 10 years. Thank you, Madam Chair, and thank you, Doctor Reed. >> This is a very exciting process. The last time that we undertook a major revision of our strategic plan. >> Actually, the very first real strategic plan and the county to board to go. And this is absolutely the right time to be looking at how we ensure we have a school system that meets the needs of all of our students in this century versus previous entries. So I think this is really important work when we spoke last about this, we talked a lot about centering the student voice, but also ensuring that we had real and meaningful input all members of the community about what the aspirations are for each of our students academically.
And you and I have talked many times the fact that children will probably change their careers for 5 times during the course of their lifetime. So how do you see the strategic planning process developing plan that takes into account the ever changing needs and build into our curriculum. The academics as well is the skills that are in important for resiliency and adaptability going forward. That's my first question in the second question is one of the most successful part of being in Fairfax County is the unique partnerships not only with our not-for-profits, but with business community. And so if you could talk a little bit about how we're going to ensure that we take advantage the existing business partnerships as well as future partnerships for widening the net partnerships.
>> Thank you, Miss Carmen Sanders. I the 2 questions are interrelated, The idea of being adaptable as a school division is so important, the world is changing more rapidly today than it's ever changed in our history. We know that 65%. I know staff to quote, help now it's 65% of our K 12 students across the country are preparing today for a career that does not exist. And we know the skills our students are going to need to thrive in this world yet to be imagined.
Our skills that are important to our staff and to our business and our community writ large, right, critical thinking problem solving collaborative skills, communication skills. All of those are critical. What we're hoping to surface in terms of hearing from students and parents, business community, nonprofits, electives all of our different sectors. We have a variety, obviously in Fairfax County were I'm so blessed to have so many community partners that we expect will surface between now and the first of June will be many ideas that we will set the size into what we believe our North for our work here in Fairfax County is going to be, I think nimble and adaptive have to characteristics that are going to describe an education here for sure. >> And I very much appreciate that. You have integrated into all of our business meetings, the opportunity to update not only the sport but the community on the journey that we're all on together.
So thank you. >> Yeah, you're welcome. This cone. >> Thank you so much. We always getting to hear from you. And and those of you have more questions. I hope that you will get involved and come to our town halls we would certainly love to have more than 25 of you in a room. One question that I first, I just want to say to Ms, Todd, be thank you for all your work in trying to get students onboard. If you all don't this time is now a movie has made a series of shorts get our students engaged in. Let them know why this is important. So we're going to put her to work and making sure it's on everything from voting and on, right. We're you're in for okay. I also just want to make sure to piggyback a little bit on what fellow was saying >> that we make sure that we include case managers are kept the teams. >> ATS folks to make sure that our kids to use a C can answer some of those questions.
Not all of our kids may be able to answer all of them. But I guarantee you, they probably have some exceptional thoughts around what they would like to see and what they would Their teachers to know about them. So thank you so much for really trying to make this whole process is inclusive as possible for everybody in our community to have an opportunity to participate. And we're counting on you to participate. So thanks so much. Thanks, Chris. Kahn, Mister for us. >> On his ear the instructional focus team I think this is, you know, the critical piece of the puzzle here because these folks are going to be, you know, designing.
Instructional practices that inform everything we do and the whole point of the strategic plan is how do we align our resources and our focus is and everything else on this. Right? So when I see that the way that we're soliciting. Self nominations for this, his 3 newsletters like nervous because what ends up tell you from my personal experience, we appoint various people to advisory committees. And when I have an opening, I always send emails out when I a blurb in a news letter. I might get one person to apply when I send a stand-alone e-mail about it, I might get a dozen people to apply from Providence District.
So I would just encourage if we want to have a cross section of faculty and our staff represented. We should be doing some direct contact about this issue, specifically. Otherwise. I think what we end up with our the folks who take the time to read a news letter and those who are identified staff and encouraged to apply. And if we wanted to be self nominating, that implies that we want, you know, a full breath of from different facets of our system involved.
So I think we should focus on that. >> Yes, sir, I I think that's absolutely correct. We want as many perspectives as possible at the table. I think the strength of this plan is going to be the diversity of thought. That engineer said so appreciate that feedback. >> Mister Naicco facts. Thank you, Doctor V and I and cited update. But I do want to follow a little bit on Mister Frisch's comments about promoting it. I looked here on the main web page. And while one side Google Strategic plan, it came up, but it is not on the very front and I would think that's extremely important as far as marketing and promoting it.
It's quite robust when you get to it. But you have to know to look for it. may I make that? Suggestion? >> Thank you, Kovacs Point taken will be on it. Thank you. Miss Omeish. >> Thank you. Happy to follow my You know, it's it's often difficult to communicate to the public. We use big, big terms legally, tummies and whatever. So I kind of just want to give you the opportunity to break it down a little bit and simple language. What is the strategic plan? We're we're here to ship a vision, right Somehow we're going to our resources. But then more specifically you shared with us the phase that we're in right now, right? So you describe for us a particular stage in a longer process that's already been star ongoing.
So if you can just contextualize that a little bit for us to think it'll help the public follow where we are. Thank you. Miss Omeish. >> We are in the launch phase. We're sort of in that it's a bit of an overlap between planning and launch. we have a team that is working a 2 foot by E to plan our journey from now until the first of June, as we've intended the board in our first business meeting in June. We're hopeful that we will be able to affirm and commit to our division-wide strategic plan. So at this point we're starting with student voice and surveys as we solicit input for the various teams. The instructional focus team, the core planning team, the alignment team in all of those that you recall from our last meeting or if you're watching this evening, it's posted on board docks.
My last meeting. But putting these teams together, the core planning team will be meeting for 2 full days prior to our winter break. They'll be looking at the data from our surveys as the survey data begins to come in. We're beginning with our students were also planning to survey our staff and our families and our community. So we're going to be able to take that data. The core planning team and the other teams will have an opportunity to look at that as well.
The board. So as we march into January and February, the student most in focus team, been completed by then as well. So we'll be doing more community-wide conversations within each of your districts as well as at large meetings, both in-person and virtual. So there are many opportunities for community to participate in this process, even if they're not on one of the core teams. So lots of opportunity for input sent the system and sending data back out to community meetings.
Men back into the committees. Remember, the core planning team is the hub and all the information will continue to go from them out to meetings and back and then you'll continue to get reports and all continue each meeting to provide updates of where we are. But I appreciate the opportunity to just say we're planning launching and we're going to be moving January, February March, Synthesis, April May and decision June. >> Thank you. Thank you, Doctor Eden. And this is part of a division-wide process.
Again. Rethink how we want to prioritize resources and then things move forward for the division. So the only other I piggybacking off of a couple of Musk on mentioned special Ed instructional staff specifically and a few others mentioned other pieces. I'm wondering if you know, the targeted universal is a model that we talk about it, right. And thinking of how we develop policy that serves everybody in anticipate the ways it may have, you shortcomings from an equity standpoint. If we can employ that in how we do our outreach to folks are mentioning different examples of how we do that outreach.
But, you know, if we have a team of instructional folks that that be proportional to perhaps the populations we serve. So if you know, a 3rd of our population is served by X program. A 3rd of this committee perhaps should be represented by folks like that. And then wrapping around by making sure that those who are most vulnerable are also not overlooked and have a voice in some way. So I just want to be thoughtful about how or even setting that And as we get community interest and folks who want to have a voice finding a way short no doubt to include all of that somehow. But then in terms of who ends up being part of that core team, that would be representative. processes be just as representative as we hope our outcomes to be right. So that's all from me. But thank you so much. I'm excited about where this is headed. >> Thanks miss a mission. I think that's wise counsel. Missed Helen. >> Thank you.
For the presentation. I'm just a couple of quick questions. Maybe can tell us. I was recently going over the list of organizations, businesses. Community groups, et cetera, you know, we're hoping to get input from. Can you just talk a little bit how that will happen? Like art and specific invitations going to those groups to participate in larger meeting, sir, how do you envision that happening? Because we have so many believe would like to hear from. >> So we are sending and thank you Miss Tholen. We are sending invitations out to a variety of community Several 100 actually >> and >> so the invitations are going out. Nomination forms are going out after this evening will re-evaluate email newsletters, social media, all the types of channels we might provide that information that we really want as broad.
A base in capacity for voices we humanly can get. We anticipate, you know, clearly tens of thousands of people involved in either survey virtual in-person committee or public to informing this plan. >> Awesome. one of the things I mentioned in our work session on this, too, is. We're sick of support all of the instructional staff and our school-based staff being involved so that we can really look student success portion of this. But we also have so many employees and on the facilities and transportation side. And I just really first time and we want to make sure we have forums to hear from those people. >> Absolutely. And our staff will be surveyed as well as well as focus every single member of our of our Fairfax County staff team is important and their voice is important. And I just want to take a minute to do props to our human resources department. Marty Smith, Sherri Wilson and the team. This is the first time our staff engagement survey is going to be taken by every staff member putting our substitutes hourly and every staff member in the division. And I'm just really proud of our HR department and there inclusive approach to this staff engagement survey this year.
We're really excited to have an opportunity to look at that data. >> Awesome. Thank you. Look forward to seeing this unfold. Great. the board members wish to speak. I have a couple questions myself. Doctor Reed, I really appreciate all the information. I'm super excited about the student voice and in our community, a voice. And I really encourage everybody to get involved because we are a community. We need to set our vision together as a community. And I appreciate that. There's an survey for students by wanted to encourage you to think about that wieners. Often we look at the DAP to visit in our system. We've often talked about. So are self-contained kept kiddo's.
But there's a whole set of special education students who are there are divergent who are in our Jenna Casas runner to the students and I look at these questions here on slide 3 and they're very open ended influential questions right? And I'm a little concerned that some are no division students who some. And I'm generalizing, of course, are very literal. have more difficulty with these open ended questions. How are we adopting this to inclusive of the live norms and communication styles of no divergence students because I think there's some room for universal design of learning in these questions and perhaps. Thinking about the tweeters, right? I think we're very often adaptive for this group and this for this group. And there's a whole spectrum and dry. >> So thank you, Madam Chair. I think. To Miss Omeish is point. I think we need to make sure that our process for developing our planned reflects our values in our ultimate plan right. So I I spent a little bit of time this morning in a was a family discussing a communications challenge them honestly and we have it's not just translation materials enable our students or families to surveys or access the ability to provide input.
We also understand there are a variety of communication challenges, a continuum, if you will, that we're going to need to really be thoughtful I don't know as I stand here this evening that I have an answer for that, but we will find an answer. Make sure that our student voice solicitation is inclusive just as we expect a final plan to be. >> I would encourage you we have in diversity specialist chairman on the board. And I would wonder what was the role in our diversity specialist in being involved in this core team in developing this work? And and I wonder there may be a role there for that person to be involved in developing this I think there's room for a whole team in our diversity specialist. But right now we have one.
But I would I would encourage you to perhaps consider involving them in the core team if they aren't already. >> It suddenly come to me that that would be a good idea to involve are. Yeah, there are diverse city specialists. 8. I just think that we have to think differently about not just what we do, but how we do it. So I'm excited to to have. I think it's a great idea. >> I'll look for the following up with the after look into that.
And also, I mean, we're talking about developing carrying teams at schools and think really the know diversity specialist is a great person to make sure those caring teams are understanding. I'm no divergence students. So thank But just when we consider question that I worry, I can think of how my own can answer those questions. They may not be as what he's really thinking, right? Thank you very point. All right. Thank Seeing no other questions on this part, doctor, all have returned to the second part of presentation. Academic matters. >> Thank you, Madam I'm one of the things about this topic I think is really important.
Is it? I mean, us aboard we we spend a great deal of time and work. discussing academic matters. We've spent a great deal of time. I out in schools visiting with teachers and educators, liaisons principals, assistant principals, Division staff and what I would what I'm gonna try to do is be responsive to real-time academic issues just in sort of a moments at the board table, an offer you also an opportunity to be thoughtful about some of these topics. And I the board. Also. Defining sort of topics as we move through each meeting about something that we think might have interest across the division academically.
And or data that might be helpful. as we think about our strategic planning process because it's important that we have accurate data from which to contemplate and have discourse around the educational purpose that we have. I mean, we're here. Primarily to support strong educational outcomes for each and every one of our students that are fundamental mission. And I know with all the that you all put into that in a variety of work.
Sessions, my purpose evening is just too identify a couple data points and be thoughtful about those with you first of all, I want to share that our regional assistant superintendents today had to retreat where I said in Doctor Ivey was with our regional assistant superintendents and folks from our instructional services and our executive principles. So look at school by school data on early literacy this fall. And what I really appreciate about the conversation today was the real time data. This was data from this fall to beginning of the year to the end of 1st quarter. So I need you to know and to understand in our community to know and understand that our principles that each of you with your regions as you've met to review data with each of the reach, an assistant superintendents that we're drilling down even deeper than the data that you've spent time, countless hours gatehouse with staff looking at data. But today we're drilling down on early literacy data. other words, how specifically is our reading with our youngest learners are kindergarten through 6th grade and it's fascinating as we look at school by school, where do we need to be strategic about resources and support? And I'm just inspired by the work that I saw today.
So that's the first point. The second point, Laura, are you working with me again? I just wanted to perspective about data regarding our Nate scores. And I want to be clear, because one of the things that I realized I was in a meeting this morning. Which near the meeting I had last week. I last week I was several community members who thought that the nape scores represented all of our students in Fairfax County testing. And I wanted to be clear with U.S. support in our community that we actually had 476 students out of our 180,109, actually where 181,000 now 181,109 students, we had 476 tested, which is less than 2% of our student body. In fact, I would say across the entire state of Virginia we had about 3500 students tested of which that is still less than 2% of the population of students across the state or the Commonwealth of Virginia. So what I've been told is I met with our data staff here in Fairfax County is less than 2%, not even statistically significant in making an inference are drawing conclusions about.
Our instructional work as a division. I also want to share that it's very difficult to use. Nate data has actionable data because we don't receive it as a division. It comes back by state or by I'm certain large urban districts around the country who've asked for it by district. We certainly are one of those that can do that in the future. But again, with 476 students and 23 of our 200 schools participating. It's not what we would consider the most credible data point for us to plan and structurally forward, I will say on the other hand that we did have about close to 27,000 of our students tested, which is about 14% of all Virginia testers, which a total is 187,000.
And you can see on the slide with the Virginia pass rate 4th and 8th grade for reading and mathematics and we're fcps is pass. Rates were for reading and mathematics. Having said that, we know that almost 80% for 4th and 8th graders in reading and between 70 and 80% in math is still not where we want to be as a division as a premier division. We have work to do as we come out of the pandemic. But I want to remind us that the 30% or 32% that the Navy provided for the Commonwealth. Not for our division is based on less than 2% of the students who tested in the Commonwealth. So just want to make sure we keep perspective as we think about that in the second slide is when we think Fairfax County and sort of other assessments, I just want thank our instructional services Department for reminding us that the PISA scores, for example, which earned international Assessment.
The PISA scores actually look at 90 countries and economies and evaluate over 3 million students globally. That our students still the PISA rates for the United States and the global average. Which is pretty impressive. And again, it measures 15 year-olds ability to use reading mathematics science and the knowledge and skills to meet real life challenge is exactly the skills we know our students are going to need to thrive in the world yet to be imagine, I want to remind our board and celebrate with you that last spring in 2022.
Both are sat in a seat. He scores exceeded the Virginia United States and the SAT global averages. So I feel like, well, we have work to do and our staff stands ready to do that work. Our educators here in Fairfax County are garnering amazing results. Educationally and we look forward to continuing and building on those traditions of excellence. So be happy to take any questions from the board.
I'm sorry. Go now keep the slides back first place. >> Thank you. Mister. Fresh followed by Doctor. Anderson, thank you. >> So one of the focuses of our board has been on the science of reading. You know, with a focus on literacy for the mic awareness, phonics. One of the things I've heard about visiting elementary schools is that one of the things that's holding back the fidelity of implementation of all the work that we've been doing is the lack of approved instructional materials.
And I know several months ago we weren't, you know, we were ready to buy new instructional materials as a system and then the Virginia Department of Education kind of stepped in and said they're going to work on approved list. It's been months. Do we have any update on where they are with an approved list? >> I am told that they are back to work on. Contemplating the approved list. There are other divisions that have. Other states I guess that have approved list. Colorado came out very early with an approved list. We did. I was at a conference earlier this week for the governor and our secretary of education as well as our superintendent of public instruction in Virginia spoke. And I know that's a priority for our Commonwealth. In the meantime, our instructional services department is creating lessons of that and many of our educators are getting the letters training to really support our science of reading initiative.
We know there's great value in that work. So as soon as the Commonwealth. I don't have to be, I guess, blunt Mister Fish. I don't have a like a deadline timeline for the state. But I know they have committed to picking the Cup. >> Well, perhaps we as a board can send them a letter to encourage them along. All because it's critical to our work here. And it's one of the things that was bipartisan coming out of the last session was the work around science of reading and literacy. So it's been a focus of this board and perhaps we can encourage them along because >> no, and I couldn't agree more. I know it's been with several of the board members of elementary schools recently.
And we have watched educators use some of the new materials >> and >> I agree. We just need to get those last pieces in place. >> Thank you, Doc Anderson. Thank you. Just a couple of things referred to the early literacy data that the region reviewed today doing their retreat. You drill down into a little bit more details in terms of what. Assessments if they review and what were the findings? You didn't really give us.
That level and I love it more. >> Thank you, Doctor. Anderson, they were looking at I read the data in this case and the assessment data. They were looking at growth data which is different then necessarily achievement data in the moment. So they were we're looking at a quadrant. Honestly, 4 quadrants were it was low performance, low growth. Low performance, high-growth, high-performance high growth. Low performance highgrove right. 4 different quadrants and all of our elementary schools and regions where there. So we could look at where our students performing less well and more well, and where are we seeing the most growth across the division? Do I have any of those documents with me tonight? No, I did not that as you work with your regions or that you're magisterial districts.
I know there would be happy to share that with you. And again, this is preliminary data. But what I really I'm so inspired by is it's early. We're not waiting till the end of the year to come to you and report. We're looking at this data in real time and looking at where students are and what are we doing with the resources and interventions and instruction that we're that? Where is that making a difference? And where do we need to allocate more supports so that level of strategic focus is really critical. It always is. But particularly now it is. Thank you. The growth that you're referring to, are you sharing that Steph >> Staff reviewed comparison data, meaning I ready scores from the last school year into this year.
I'm not following the growth that they reviewed. >> There's data. And I apologize for not having the charts tonight. I sort of popped in today for a short period of time meeting to meeting, but they were reviewing. I ready itself as an assessment. And I may not say this, right. So have to phone a friend, but the data where students were, there's a calculation to get them to grade level and there's an amount of growth that must happen in increments to get students back to grade level. And so we're looking, I believe at that grade level data. In other words, what is the growth that a student had to make and then they extrapolated that across grade levels. So we looked it K 1, 2, 3, 4, 5, 6, right. All of the grade levels. And then all of the schools. We looked at it and the couple different ways cut the date in a couple different ways.
>> Okay. I have a follow-up. But somebody just said just intrigued me. This was provided from K to fix that. That would be it's or friend. I can phone. >> I It will likely grades one through 6 was I ready? Data. Well, yes, and that's what it must have want. Yes, it was because they want to win. And what was interesting, just fy eyes that are younger children. I think yeah, we're just looking at. Grade levels as well. So thank you. Miss Clinton can do it. Thank you for that I'm so much with I ready because I review my children very closely. >> But I was kind of honing in on great 6 because you also provided this is the 6th graders that I'd the middle school at >> Holmes Lasko.
All right. Thank you. The other piece that I want to. So this is this wonderful chart. Doctor per city. If you recall out email exchange back in early September was requesting this exact information. So thank you so much for for sharing it because I think it's really good to set the contacts right? Because I think we had a lot of fervor around the N a P and providing kind of a sense of how many of our kids are impacted by this assessment and what does it mean and what does it mean in comparison to other assessment? I think it's a key point that you've done this evening.
The only thing that I would add and I know everybody can can do the math a little bit, but we had the percentage of students that were tested in the N a P. I think we need to have the similar percentage in fcps not just in. So On the other maybe I do in my notes and didn't read it. But me like the by the for city on his team, put the slides together and I was thrilled they were able to do that.
>> But you're right. If I do have it, I can't. so, but I will make sure we have the percentage of those on the other side. But this is really >> very good stuff. Thank you to all of you. Thank you. Miss Anders. Yes, thank you, Madam Chair, and thank you, doctor. this is fantastic. You know me and my >> And I we've gone through. >> The data for each of the in the Mount Vernon magisterial district in overall region. 3 comparing that data to county level data as well as to the state level that it had significant conversations. I think that one piece that I'm at I would add to this chart. Is that when the N a P is administered, there are no accommodations provided.
And so it's something for people to recognize and understand that that does also have an impact, even though this is a very small subset of our population. That is different approach. so wells are. But one of the things I'd like to talk a little bit about is we know there was significant learning loss of a significant learning loss places where schools were closed, every significant learning loss, even in places where schools were open. However. Looking forward, which is really what our students need us to do because it's how do we react to or respond the triple trauma that our children experienced is have what we see in growth in the growth of our students. You know, if the dad is correct, we know across the country have lost more than a year's worth of education. Some longer some shorter. How do we see air Fairfax County students, the pace of growth because of the intentionality of the instruction by our staffs.
And I know you're going to go into more detail on this when we talk sir, I have some questions on that as well. Thank you, Miss Carmen Sanders and you're correct. I think serve report is going to share. >> Some of those strategies in details. I will say that I continue to be impressed with the dedication of our educators, both that the school-based educators and the central office space educators, the intensity in the room I was in today. There was a laser focus on what are we doing? 2, not just in courage but accelerate the academic growth, particularly in reading today. That was the focus for elementary. >> Thank you. It's because key. Yeah, thank Thank you, Doctor Reed and thank you to your staff are spending countless hours with us individually going over this state data for each and every school I appreciate this. I think it's important for our community to understand the difference. As you know, the devil is always in the details.
Generalization really gets into trouble. >> What I would like to ask, you know, parents see this, you know, looks great, but they're thinking about their kid. And how is my kid impact that? I need to understand my kid now. heard from some parents that that means and their schools, they have gotten. >> Very in-depth, detailed. >> Scores of I ready and some other assessments that are being done and other schools.
They have not and I brought this up before. There doesn't seem to be kind of a uniform approach to this >> and also just not a very clear understanding when we do provide these to parents. >> What exactly are they saying about their student? I I just I it was timely that you brought this because I've heard from several people that they were worried because they were not sure what this man so I've said it a couple times that I wanted to make sure that I say it tonight that it would be wonderful, too.
You know, I would like to get some of the state up for my I know many other parents would like to and to then have a clear understanding of what does what does that look like? What does that mean for my child how to use this? So I think there's space for us to do a better job of you know, taking it from this and and and making it really impactful for the family and the child. Thank you, Miss Pekarsky I agree with you and that's on me as we navigate this year to determine what's tight and what's loose >> and definitely it's going to be critical that now more than ever that our parents, families, caregivers and students know exactly where they stand and what are their next steps to take their game up right.
I know the staff is an agreement and so were on that and particularly parent conferences right now at the end of the quarter. That was one of the reasons to make sure we have growth data right to share with families. So and with students write, it works best when our students know. Here's what I am. And here's way want to be. And here's the things I can do to get. There are so >> great. Thank you. Miss toll. And then Miss Mayor. Yes, I want to Mister Greenfield are and after Presidio for spending time with me recently, too, talk about the data and these different types of assessments. And what does the data really mean? And how should we be looking at this with our school district? So thank you. And thanks for putting these charts together. This is super helpful. I just couldn't help but part of sir presentation this evening. I'm imagining our residents in this meeting and talking about all the schools and what's happening in each particular school school by school.
>> And you may already be doing this is cross referencing. School data and how are spending dollars or how we're spending in other parts our budget to know that our esser funding is super important. It's that small percentage of our overall budget. So that combination of how do we really be smart as we're funding and moving into our budget process. How do we take, you know what happened today and that really close look at what's working at some What are they doing? what are they spending money on? How do we? Think about, you know, compared to what other schools are doing, how do we make, I share the share. What's working? >> So great question is Tolan and we I like to talk about the R a y return on investment.
And I think that's exactly what you're addressing. What is our R a y for the strategies for using its school acts? We do have 141 elementary schools right? Yes, the more than that right 141. So and then look at the graph of all of It's really provided a rich conversation for sure. I also think to go back to this original slide.
I think it's very important to look at the specific data because I actually have met people who thought that. All our students, we're being tested. That's that you know, assess everybody. And it's really that would be a so are always critical. And looking at individual test scores. And I think doctor Presidio his team will have some data for you this evening around the impact of different strategies. >> But I think the looking at tonight is from last year, correct? And so I'm just excited.
These conversations are happening right now to the race order. And I we talked earlier about being nimble and, you know, being able to move quickly. To adjust to meet our students needs so. I'm sure you guys are all working on >> Well, number, let adaptive. And Mister Green felt or was in the meeting. So there's a lot not a day to work going on for sure. I for thank you. >> Thank you. Miss Marion. >> Yeah. Hi. Can you hear me OK? >> Yes, ma'am. We can hear you. Great. Thank you. >> You know, I think that entered I data will give a standardized result. But the work that we're trying to do in Fairfax public schools, it is not merely standard. So, you know, love to hear the presentation. Doctor Reed, and I'm eager to hear it widely. You know, our family, you want to know how their children are performing and they want to know using measures that are accurate and meaningful. And so I think it's really critical explain to families the public and even our own staff what the state are really showing, you know, the death of awful also voiced to me a question about the value of this data in terms of weight by the burden of implementing the past.
You know that it's just one more tests that are that the Kerry and people have to do instead of, you know, more meaningful and valuable learning time. I think the board of the role to play in continuing to investigate you know, the value of in a guy that. And the role of the past. And I remember what you said. You when you first arrive, got to read about 20 years of producing, you guys, that you case and under No Child Left behind and we need to break that that mold, you know, relatedly, I just want to hear that, you know that they do every book that about accreditation just prior to this round no more higher level data coming out is, you know the stories about what work they can do.
We need to build you a percentage and a number. But there even story as we look to you know, and then analyze had it, you know, continue using the Want to thing. The funds are producing games, but it's up to us to better tell the story. That's our responsibilities. I eager. Look at that this year, your donation and then the flight out as widely as possible. >> Thank you. Miss Marion. Thank you, Mister Naicco Facts. Yes, the talks we didn't just want thank you for this new addition. This was your idea to bring this forward to us right now in this fashion at our meetings. And while this isn't a work session, this gives us the opportunity 2. To address issues and speak the truth. 2, perhaps rumors or innuendo is that are out there and what's happening. So I look forward to this. Are you planning on making it a regular part of each week or even you do it monthly or he thought that far out.
>> Our staff is actually pretty excited about the opportunity to share our real-time academic work, particularly now this year as we are engaged in our strategic planning because we know these data points are key in defining where we are and what our community expects from us moving forward. So I believe for planning short snippets of critically important and obsessive Lee, interesting each meeting. >> Now, I appreciate that. And as we talked about this in the chair with chairs and vice chair meeting, you know, I was unaware that only 476 fcps to swear that was not a data point that I was aware of. So thank you because that that is. That is a huge difference about interpreting what? You know, what success or or not we we have with our students. So thank you. And I just look forward to continuing this work together. You bet. Thanks. >> Thank you. this is not a work session here.
We'll have more chance to ask questions on data when you get to the Esser presentation. An agenda item. 4 point. '06, 0, I will just be say thank you for this. I think this is a great addition to our meeting and from that, I will go agenda item. 4 point. Oh, for state service and ntists to make eye. >> my left Okay. no, no. It's OK? So thank you for this. And I think that this is. >> always, you know, Riveria reviewing the data base in our work off of that as a with critically important to give us the right perspective. We're just a perspective, but just a couple of things that in my colleague spoke to the importance of with looking at the data. All that test scores not being reflective. These are things we're aware of and how we view it. But you know what? I remember one of the things I really appreciated about your vision, Ali came on was you know, it's we shouldn't just be kind of measuring who who who made it. And you know how how a we're able to just overcome that threshold to stay credited him stay above water.
But really, how are we getting everyone to a higher level of success? Right? So that's something to think to me. I don't necessarily celebrate this, though. I and I'm reassured by this, right? So it's telling me that. We're in a place where we're above average, which is the bar I'd expect for us right? But I'd like to see that number to be higher. And then I also want to disaggregate that data to think about one of the things in the in the meet the region meetings I with our various on the data was that sometimes you look at it, just it. Sometimes a look at an adjusted data, right? And then we also. Data has hidden for certain Maybe the date is actually telling us that we're not doing so great and how we support certain academic programs, writer certain categories of folks, namely sped the low lower income kids and actually black and Hispanic students as well.
In terms of what the data has shown us. So how can we kind of target efforts and be intentional about addressing those pieces? Because maybe if we were to break that 77% or whatever it is down. We see that we're doing a good job for the average kid. But where are when it comes to certain gaps and why great trying to diagnose to be able to address. So that's just something I wanted to name because it was a point of some frustration and an arm.
You know, my colleague, 9 meetings in the and then finally putting this in context because absenteeism was also up a number of the schools and impacted some of this. I know. And just conversations with region, assistant superintendent so something to think about just and in honing in on where the problem areas are to see those numbers go up. But I know that's a lens or bring in any way. So grateful for your work. Yeah, thanks, Miss Omeish and you're right that we need to be really strategic in our approach. >> Thank, you know, actually not seeing any more lights up first comments. I will go on to agenda item. 4.0, forcing representative matters and will have an S or presentation. We can ask more questions. So I will call Is Todd be for student Rep Matters. Thank you. Madam Chair. >> Good evening, everyone. And happy Thursday. It's week 11 and also the first week of the 2nd quarter. And I'm so proud of all the students because we made it 1st quarter down.
Last week. I got to film a video explaining strategic planning and the importance of it. And I have to say it turned out really I've got my Oscar yet in the mail. So I'm waiting for that. I got to recruit some students in region 4 to be in the video I have to say I'm glad we're able to press sports rivalries. a special shout out to miss packed leadership teacher over at South County she certainly was able to help me out with getting students their national. So in my opinion, carried the video. And if you haven't seen it go check out of CPS is in and you too.
I know they already left, but I have to highlight and think the scenes that were here earlier today, you guys were absolutely amazing. And I'm super thrilled at how involved he has already are. They're both in middle school. I thought that was pretty And just keep up the amazing I want to talk a little bit about the relationship between student and the board and the leadership team as someone who's worked with our student right? Our. Equity investors and RSA see wraps for the past 2 really familiar with the dynamic.
I say that both the student groups like the put a lot of time and effort researching topics and gathering data and only one student group gets to present their secy. And even when they do, there's kind of it. Rajan communication, the sense where. We don't know a couple months after that presentation was any of that information considered? Would they like to do further research? Should we be more involved in? The planning stages of even maybe like adapting some of those policies that were so I'm really hoping that the structure of a safety and seals are reviewed to make sure that their work is taken to another level.
I also want to briefly talk with doctor read about our current hiring process and recruitment. I was able to gain more of an understanding which really helped me with my perspective. But I was able to meet with our equity ambassadors and discuss where we can kind of be better together. We look into the use of satellite campuses, which I had no idea anything about it originally. And when we're doing our research, it was interesting to see what could be done pretty And as always, thank you all so much for your time. >> Thank you as always. Its wonderful. Thank you very Agenda item, 4.0 5 Superintendent conduct or read. >> Thank you, Madam Chair and lots of excitement since last. We've Matt since our last meeting. I want to share that I visited Glen Forest Elementary Callum entry, Westfield High School Bull Run Elementary in Virginia, Run Elementary and had a fabulous time each school actually found out one of our schools had woodchucks as their mascot. And since Groundhog Day is one of my personal favorite holidays.
I'm just really excited now. I have a place to go to celebrate today. You know, it's so much with yeah, any out just so excited in the sort of traumatic classroom experience. One of our choral groups at the elementary was practicing a song about snow they had to be reminded the weather could be and I may have to make it snow decisions soon. Also want to share how excited I am to have an extra hour this weekend and no staff utilize that to spend a little extra time on assessment.
Other strategies. But just a reminder that to Daylight Savings Time I think is And so member keep track of our clocks this weekend. I was very excited to lunch at Lake Braddock Secondary School with our since it is are we honored our career and technical education programs this evening. Rfc Cle family and consumer science programs and Skyler. Kim are Nash are state of Virginia. Commonwealth Representative was there. Miss Cohen join me for that event. And it was quite an exciting event. Excellent food. And we learned a lot about the leadership program. Also had a chance to attend the Mount Vernon and he field football game last Friday where we had a halftime parade. With agenda. I dinosaur. I thought that was somewhat a metaphoric. did have a chance to spend time. Also at AnnandalHigh School at the Special Olympic soccer tournament Saturday morning and got a chance to get on the field and kick the ball around with some of our athletes.
They were well attended. It was a fabulous morning and a beaul fall day. Most recently a community conversations have taken place West Springfield, Langley and West Potomac. We still have several community conversations left as we a complete those. I want to remind the board we receiving nor can within our noted that in my division-wide weekly reflections. Now I want to share with the community that. The division is hosting a webinar on November. 10th from 10 to 11, 30 entitled Everything you need to know about opioids. And we really encourage families, parents and caregivers to attend the webinar. It's But we do ask you to register and it's designed to inform and raise awareness about the dangers 2 children, on this topic.
And I think it's very important not just here in Fairfax County, but across our region and country as this is an epidemic right now. And we need to as a community come around our young people to keep them informed and It's so epidemic at this time. I want to make sure our veterans to Rick is next week and want to make sure that folks understand it's a district-wide student holiday in our schools will be honoring our veterans the week of November. 7th, please check with your child's school to see exactly what they have planned. This is an important day and I hope that many of you are able to take advantage of being so close to D C by visiting different monuments that have been erected in honor of those who have. Given their all for us and then I did also with a number of board members have the opportunity to attend the John R Lewis leadership program event. Lewis High School Principal Alphonso Smith hosted board members, community members and members of the Lake Congressman's family.
I think for a really inspiring events that showcase students and and the work they're doing to develop that leadership program. And lastly, I just want to share that Katherine Johnson, middle School. I was again recognized by Virginia naturally School recognition program by the Virginia Department of Wildlife Resources for the 9th year in a row. Other schools that have been recognized, our Daniels run and Providence. And this is really an exciting time for our schools. Finally, want to share that tomorrow. I will be attending an event in Washington, D.C., honoring was a column entry is being named a blue-ribbon school. And it's honestly a big event. I think they're one of nines.
>> this year. >> So again, big props to our educators across this division that continue to be. >> Highlighted the national for excellence. And that is my report. Madam Chair. >> Thank you, Doctor Reed, quite the busy schedule agenda item. 4.0 6 s or update presentation and I will call again on Doctor Reed for the introduction. >> Thank you. Madam chair the S 3 update. I have been looking forward to for quite a while. and so I'd like to turn it over to doctor Presidio who will introduce the team and the presentation not All right. Well, thank you, Doctor Reed and good evening, everybody. We're going to do the presentation up here from the gallery this evening. If that's okay, because we've got quite a few folks that >> are going to be helping Co present and hopefully the audience that case seems like I'm getting a little bit of an echo. So try to get a little bit farther away. But I'm kind of going for my right on down the road here.
I'm joined by know up and they go. The assistant superintendent for instructional Services, Esther Co our auditor general leading to rid our director. >> Research and strategic improvement. Doctor evangelist Pat executive principal and Esther Project director, a rich polio, our director of the sauce services and Michelle for air from our Office of Research and Strategic >> This obviously is a team effort and we're very happy to be able to have this opportunity to present to the board in the community tonight. On the work that we're doing sir, I'm sure you'll recall this is not our first Esser report.
Actually the second formal report that we provided to the board. The first was back in February of 2022. So we're definitely committed to ongoing updates about this work throughout the entire funding period sir. But probably even more importantly than those updates to the board of the community is the opportunity for community have input and provide feedback on what we're doing. And we did have a a public hearing earlier this evening on S or 3. We had a number of folks who came out to speak to us. And I just want to say thank you to all of them for taking the time to share their thoughts and ideas that will definitely inform our work moving forward in this project. So what we wanted to try to cover tonight is just a couple different things. We, of course, want to give you some updates on the programs and services that are happening as a result of Esser funding. We also are going to look at the detail spending report.
We know there's been questions about the current level of us are spending. And where our budget is currently at. And then Esther's going to provide some information on the auditing process that her office is doing to track us are spending and then a lady and Michelle are going to share a detailed report. We only have a few slides in the presentation for this evening, but they did a comprehensive detailed report looking at the impact of the Esser fund activities on student academic and wellness outcomes. And then we'll, of try to provide some information about how we're using that Morsi report to improve our programs and services for this school year. So I just wanted to start out by providing a little Esser funding. I do think it's important to note that Esser funding is separate from the funding that we have in the fcps operating budget.
The Esser funds are supplemental funds that we received from the federal government. Provided to school districts to do 2 things safely reopen schools and then sustain the safe operation of schools. As a result of the COVID pandemic. The other thing that's really important to point out is that these funds were intended to be used over a multi-year period of time. So a multi year investment, the federal government understood that the impacts of the pandemic or significant on students and the schools are going to need funding for several years to be able to address students, academic and wellness needs. So our spending plan is an alignment with that multi your strategy. We have until September of 2024 to expend all of our Esser funds. And we've developed a both our programming plan and are spending plan to meet that timeline. The Esser grant itself has some specific funding requirements and largely what we're allowed to spend on is related to academic and wellness supports for students as well as COVID mitigation and prevention efforts. So we develop our spending plan with those in mind.
But I just want to remind everybody there was a lot of community involvement when we developed our initial plan. We have public hearings. We lots of opportunities for folks to provide written feedback into the plan as we develop that. And the initial plan was approved by the board in August of 2021. It was then approved by the state in September of 2021. And then was the 5th of 2021. Was the first time the schools actually started to receive any of this as are 3 funding to support those school basic needs.
So I think even though schools didn't receive their funding essentially until almost halfway through the school year last year, we have seen some positive impacts. So we're excited to share. I'm just a few examples of the impact of us are spending spending last year. And the first thing we wanted to share was this chart that shows a Rs. Well results from the last 3 years of testing. You'll notice school year 2020 is missing. And that's because there was no state testing and school year 2020 because schools were closed and we certainly recognize swells are just one way to at our pandemic recovery efforts. And certainly as we talked about with the data that doctor Rhee chair during academic matters, we understand there's a lot of work that we still need to do. These results are not where we want them to be or where we would expect them to be. But I do think you can see from looking at the data that our schools have shown a lot of Nestle Wells during last school year. You can see here that we're continuing to significantly outperform state averages.
And we've also made greater gains in closing pandemic, learning gaps. Then the state has as a whole. So specifically, if you look at reading a map outcomes that are largely the focus of what schools are using their Esser dollars to address our reading performance is almost back to prepandemic levels and our math performance has eliminated half of the pandemic learning gap and just a single year. So there is a lot of good news here. And we certainly recognize that there's a lot more work that we need to do. I wanted just share a little bit about, of course, how schools are spending their Esser dollars. And essentially overall, you can see from this live here that the majority of funding over 70% is targeted to academic and wellness supports directly to students in our schools. So those Esser funds are used to provide additional staffing for small-group instruction or individualized instruction, one-on-one tutoring that this with the students that have the most significant learning needs those Esser funds are used to extend those learning opportunities be on the regular school day.
So there's a lot of things that are happening during the regular school day to get targeted, supports to students that are demonstrating need. But we're also extending those supports before school after school or some cases, even during the weekend on Saturdays. So the image that you see here is actually an embedded video. We want to take a look at it tonight, but it's from W USA Channel 9. The did a report on the Saturday Academy in Glasgow, Middle School. And it's just one example of the types of things that are happening outside of regular school hours to support student learning means. Students are getting wellness and SCL supports as well. It's not just academic support. So students are getting things like mentoring and workshop. Opportunities to develop in and help them with developing skills to manage stress and emotions. So there's a lot of really positive things sir dollars have been able to provide in terms of supports to our students. The other thing that's a major spending category for us is really building that long-term staff capacity to to better support student achievement and Mister Fresh spoke a little bit about the significant changes that we're undergoing as we work to align our literacy programming to the science of reading.
That's a shift in practice that require sustained professional development. So we've used our esser funds to target professional development in those areas in last year. S or funds helped us provide that intensive literacy training and letters and Orton gillingham training to over 1200 teachers across the school division. Similarly in math, that's that our teachers are equipped with a strategies that are going to promote their efficacy and supporting students.
Mathematical understanding and learning. So we were able to use Esser funds to train over 900 teachers, an evidence-based programs like ABM are training in math last year. Wellness, of course, is another area. is something that we're asking our educators to address with our students. So we've been able to support them with training and professional development and things like responsive classroom and how to effectively run advisory programs and create those classrooms and and cultures in climates that are really being responsive to students needs and to being inclusive. So I want to provide just a little information as we think about the multi year nature of this grant on some of the things that we're doing this year. And, you know, we're we're making strong gains. But we, of course, have a lot of work that we need to do. one of the things that I've really appreciated this year in particular about working with or CnA levy and Michel in particular is they've been able to really collaborate with us to get us information in a timely manner.
So this tolling mentioned that this has to report, as you know, it's it's a look back. It's it's you know, how did our students to last year and it's coming to you now. But that's largely due to sketch purposes. A lot of the underlying data that's in this report actually was provided to from or C in the late spring early summer to really help us think about our planning efforts for the school year. And that's incredibly important to help maximize the and of and use of these dollars. Some of the things that we saw in that or see analysis really led us to continuing to target and prioritize our funding in 4 key areas. These division instructional priorities continuing to begin to language arts and math recovery efforts focusing on those SCL Wellness needs, but also trying to get back to portrait of a graduate outcomes. Just as Doctor Reed was talking about those skills that we know that our students need to have to help them prepare for those jobs that don't even exist yet. Today. And we want to make sure that we're focused on engagement enrichment and equitable access and opportunity to those types of learning experiences, not just to recovery effort.
So we're really trying to balance all of those things and use our Esser dollars to support all of that. But of course, I think one of the big things that we realized from the or C report, which is a growth area for us is the fidelity of implementation to some of our programs and practices that are part of the Esser project. So, for example, we really need to make sure that we have strong implementation of the same evidence-based programs and practices consistently in all of our schools and classrooms. So one of the big things that we focused on to support the fidelity of implementation as the school process, the school improvement plan itself is a big lever for us this year.
So I want to share just a little information about what that process looks like with you this evening as well. One of the big changes for us this year is we've taken a much more coordinated approach to school improvement planning it's a collaborative effort across our academic departments as well as the region's collaborating with the schools to enhance the process itself. One of the big enhanced months or changes as we move the school improvement process to a quarterly process. So instead of setting yearly goals and targets at the beginning of the year and then checking to see how we did on those at the end of the year. We're actually doing quarterly checks every 9 weeks and part of what Doctor Reed was looking at in that region meeting today was looking at some of that data.
That's part of that quarterly check to make sure that we're on track and on target and have a good understanding of the growth that our students are making or where we're still seeing gaps that need to be addressed. So we formed division collaboration teams that are working with all of our schools to support these quarterly data reviews as part of the school improvement process, where schools will look at their data reflect on what's working in a just revise their strategies and activities as necessary based on what their data is telling them.
And our central office teams are providing that targeted coaching and support by going into the schools and supporting them in their areas that need it could be one school has particular challenges that a particular grade level in reading that they really need some additional support on. Obviously same scenario could be true for other content, areas like math as well. So that's a big advancement in the big change for this year. The next part of the presentation tonight really is focused on our spending updates. So we want to provide a little information about what our spending plan looks like. Unfortunately, Lee Burton was not able to be here tonight. She's the district. chief financial officers national She's representing us at that. I'm going to do my best to walk you through the spending So bear with me. But the chart that you're seeing here really represents our current three-year spending plan for arrest or 3 funds. And you can see that there's 29 different initiatives that are in the approved spending plan. The majority of that spending about 77% is targeted at school-based initiatives. So again, those academic and wellness supports that schools are providing after school programs, a large chunk of money for summer school to extend the school year for students who need additional learning opportunities and teacher contracts for special education teachers to do additional work to help special education recover.
When you look at Fy, 22 kind of looking backwards. That first column of the chart there, you can see, for example, at the bottom that we had a total of 53 million dollars in expenditures for fy. 22, those expenditures are actually a little bit less than the amount of funds that we had originally budgeted for. Fy. 22. But when we built our spending plan back in the summer and submitted it finally and finally got it approved in September. And then we didn't get the actual funds until December. A lot of time to gone by. And that course of that fiscal year that caused us not to be able to expend some of those funds. So we did have a significant amount of carry over for Fy.
22, unlike any multi-year grant, when you have carry over those funds, just roll over into the next fiscal year. And you reallocate those based on the needs that you have. So we did go through a process and the board approve our fy. 23 spending plan a few of those adjustments from carry over funds that we were able to make a significant investment in summer learning program. So 18 million dollars we budgeted for our summer school program that took place last summer that allowed us to dramatically increase the amount of students who attended summer school and to provide summer programming at most of our school locations. Additionally, we had 6 million dollars in fy. 22 carry over that. We were able to apply to additional funding and support or school's academic and wellness allocations and allowed us to continue with classroom monitor funding for this year. So when you look at kind of the bottom line of what our budget look like for Fy 23, you see at the bottom that we've got 123 million dollars budget for fy.
23 at the end of September of 2022, just less than a quarter in 2 of the year we had spent 22 million dollars of of that budget. So we do think that we're on track to probably expend most of those funds during Fy. 23, if we don't, then we'll have funding available. That will roll into Fy. 24 and we'll work with the superintendent and the superintendent will work with the board to identify the funding priorities for Fy. 24. So before we leave the Lee did ask me to take just a minute and talk a little bit about some of the statements that we saw in the media recently about the spending pace and the spending down of Rs or budget.
So we want to be really, really clear that for folks in the community that saw any of those reports, the numbers that were reported where the reimbursements back from the state, not our actual spending. So we expend funds and then we submit to the state to get those reimbursement dollars back. There's always a delay. So from a county perspective, when we're looking at reimbursements, it's reflecting less than what we actually had spent. So when you look at our overall 3 budget in terms of what we've spent, we spent down 40% of Rs or budget over a three-year period of time. We had anticipated that we would expend about a 3rd of those funds each year. So we're a little bit ahead of schedule or essentially right on track to spend down all of our funds by the grant expiration period in September of 2024.
Hopefully that helps a little bit on the spending side and next, I'm going to turn it over to Esther to talk a little bit about the auditing process. Thank you, Sloan good evening, everyone. >> So the office of Auditor, General, we are an independent, ought ought to party that reports directly to the school board. And we have conduct a continuous monitoring on the 3 expenditures. So this it continuous monitoring reviews were approved by the school board for the auto plants in fiscal year. 22 23. And here are some of the key testing actually be areas that we focus on. And the first one is time and effort. in order to trace it back to the previous chart about the spending time and effort considering the major components which considered like that. Contracts to salaries and a stipend. 6 central that we looked at.
We also looked at the procurement requirements as well. And then we also looked at the financial reconciliation reports, for example, as slow mention, there's a process where we reconcile the financial statements together with reimbursements received from the state. So we looked at those reconciliations as well. We also want to make sure that the spending is in compliance with the approved. The plans by the board. So with that, here is the as continuous audit Reese out and again, a similar to some of the reporting tonight. It is a little looking back that the re so that we have here for fiscal year. 22 through January 31st of this year, only. We have using a stratified, a random sampling, meaning that we looked at different categories expenditures and selected accordingly. So as a result of this review, we it appears that the internal controls meaning to checks and balances to making sure that the are spending it is accurate.
It seems to be like the town's actions appear to be allowable. AG. Did it identify some opportunities for the management to consider they are related to the pay Pence related to the accuracy of some of the supporting documents. And also we encourage the management to have a central repository of all the documents. This report has already been presented to the audit committee earlier this year in June. And then I want to foreshadow a little bit about what we're doing now about the current year continuous monitoring. So definitely we are looking at more town section testing and audit is going on right now. We are also looking the work that completed by the external financial auditors because as part of their audit plan, they are also looking at 3 expenditures. So we want with them and looking at what they do to strengthen our continuous monitoring practice. And then we are also working. I'm checking with the management and see if some of the enhancement that we stated here have been improved or not. So what we're working on now. And I would like to have the time to be.
So thank you. >> The highlights, of course, he's report are here. I wanted to point out that this is a 50 page that price provides a lot more details and were able to go through tonight. we'll go through some highlights of it. There's a link in here. If you do want to see the rest of the report and there's also page numbers that we've tried to add. So it's easier to kind of track down which of these fights go with which parts of the report. The report covers 4 main questions. One of them is around. How is the esser funding used to support student progress? Also looking at what kind of participation there were in the funded activities, the progress that was made by our students, in terms of growing as well as hitting some of our proficiency benchmarks and then looking at the infrastructure, the supports that Fcps put in place in terms of process ease to make sure that things were supporting how it was supporting our constraining the efforts of the school division also want to point out that Sloan mentioned there were 29 different projects.
This report focuses on 3 of those projects. But those 3 cover roughly two-thirds of the funding for after that was intended to be spent over the course of the grant period. And many of the findings, as some mentioned, were shared back in July make sure that staff had time to try to incorporate any kind of improvements or changes for this year. And at the end of will go back to somewhere.
He can talk a little bit more about what some of those changes were. We move on to the next slide. It shows some of the data sources that were specifically used to look at the school allocation information. That information will be going through today. There's also appendix that covers more information about the special Ed teacher contracts. So here's different sources that were used to want to point out in particular. We try to get a lot school bay staff to help inform what we were doing. We've got community input and that we used a lot of the existing data that we had up in terms of assessments of academics and wellness. This first slide gets into how schools actually use those allocations. Both on the academic side as well as on the wellness side. I'm here again in the upper right. If. You want to look at the reporting, get more details on it. the pages that match that report. One of the important as Sloan mention what the allocations were actually provided. Mid-year. And so the supports and interventions were already being provided.
But this was this. These were additional things that were happening. Supported by the U.S. or finds themselves some of that in. Some of that funding supported things that were happening in the classroom, sometimes with all of our students, sometimes with some students who needed support and interventions and some of the things we're supporting things outside of the classroom where students were getting additional supports and interventions outside of the classroom. When we look at the budget funding here, the academic side of it, there was a focus on trying to provide funding for those external support outside of the classroom. And you'll see that the plurality here, 42% of the funds we're used to provide small group interventions and supports and that would have been outside the classroom. There's also the adult lead one to one supporting computer lead, one to one supports. That also would have been outside the classroom. But some of the money was also being used to support.
What's listed here is in direct student support around the notion that for the most part, teachers were getting professional development from these funds that were used to support students primarily inside the classroom as well to support the special needs that happened due to the pandemic. On the wellness side, you can see that. 40% was actually used for it with listed as tier one instruction. And that's because on the wellness side of it. But there was a focus in trying to make sure that all of our students were supported by the Esser funds and trying to get one the supports into that area. So 40% was used for those tier one instruction on the wellness side. And then another 29% was again, primarily used for professional development to support teachers ability to support students on with wellness.
So this next slide gets into you. How did our students perform? And I know we were just looking at some data in terms other slices of it. So this is trying to look at when we look at our students, what percentage of them made at least one years worth of growth. And I think Doctor Reed, when she was describing, I ready assessment talked about that's one of the ways that you can look at it.
So this was looking at a lot of the assessments to make a determination of how what percentage of our students made that one year of growth. And you can see that majorities of our students who were Dan to fight and those are the ones that are in. Included in the dark teal on the slide that they majority's made the one years progress. It was roughly two-thirds of our students made reading progress and roughly 80% a little about 80% made mathematics progress and you'll see 2 different. He'll bars. One of them is focused on. Central identification of students. Many of those students may have gotten support in the classroom that was supported by the Esser funds. The school documented very specifically got support outside of the classroom.
But you can see that it's roughly comparable information in terms of our students who needed additional academic support in reading and math. The lighter blue are the students who were not identified. And you can see that close to 100% of those students made progress. So while we had majority is making progress, who were identified and that's a good thing, it they weren't performing quite as well on the progress side as the students who hadn't been identified. So moving on to the next slide, this shows our students who were left still identified at end of last year. And again, the report covers more information about kind of the fact that we had removed a lot of students from that group of our students were identified. But this is really focusing in on what kinds of students and what kinds of needs remained amongst the students who are identified the tier 2 students are those who needed targeted supports and interventions and the tier 3 students that are listed here needed our most extensive.
They had the most need to Our most extensive are intensive supports in order to be successful. And you can see that roughly half of our students in that tier 2 group are English learners and are economically disadvantaged students, which is a much greater proportion or concentration of those groups. Then we have an arc overall membership. We also have a larger proportion of our special ed students there at about 25%. And then when you move to the group that have needed the most intensive supports those concentrations increase. And so many of our students that fell into these groups are the students that hadn't been able to get the support that they needed in this first year.
And again, remember, we're talking about a multi year initiative to try to get them. I'm back on track and at grade level. But many of the students still needed supports at the end of this first year. Then moving on to wellness. Just have one slide about outcomes for wellness and the wellness support. Again, that were funded by Esser were often something that supporting everybody in the school.
And you can see that overall in our schools. Many of the school's decreased their overall proportion. We went from having 77% of our schools have 30% or more of their students who needed wellness supports. That decrease to 55% at the end of the year. So we should we saw some progress on the wellness side as well. This next slide talks about the key findings for structures and process ease. And this was the large chunk of what we had shared back in early summer to help with setting up the school system make the improvements that might be helpful for this year in particular. So you can see that the multi year multi-tiered systems of support or am tss is list is not consistently understood by all of our staff in schools. And it really pointed to need for fcps to simplify and make what all school should be doing when it came comes tss and the focus of that work was really around trying to make sure everybody understood how to do the data-driven work with students and have it be student focus and systematic and some of the information in the report echoes what you had heard earlier the consultant group that was hired to review our special Ed Services have spoken to that at issue as well.
The second thing on here is really central office had developed a lot of important resources and helpful resources, but they were not necessarily well known by everybody in the school division. And there were some issues around communicating knowledge of what exist in this, isn't it? Especially important to develop additional specific instructions to meet the needs of those student groups that we know we're still in our tier 2, 3, needs where they still need intensive or targeted support.
And so making sure as we move forward and have those resources that not only do we have the resources, but schools are very aware of what's there and the need to provide professional development to make sure that our instructional staff, no, it's there and then also know how to use it. We also found that majority of schools had more than 30% of students meeting intervention and continuing to need intervention in reading math and wellness. And that this should have had an impact on what kind of instruction took place in the classroom during last year. Many of the schools we're handling that independently. And so there's a recommendation that this be done more centrally to reduce that need at each individual school and to provide more central guidance on what how to deal with that in the costume when you have such lot large volumes of students meeting that kind of support.
And then lastly, schools reported challenges standing up. A lot of the academic interventions. If you recall last year with the Delta variant and the Omicron variant, there were a lot of absences in staff and students. They really made it difficult to consistently provide some of these interventions and supports. And so that is something that was not something we can change. But it's something that we need to be aware of and potentially be able to have. A way to adjust to that. Should it come something like that continue to happen? And with that, I'm going to turn it back to Sloan, who is going to speak some of the recommendations. But more specifically the response that staff made. Thank you, lady. And I know it's late and there's a lot of other things on the agenda. So I'st going very quickly go through the management response because >> hopefully they'll be another opportunity to to answer questions. The board members might have. a couple big things that we did updating those curriculum resources, as mentioned, to make sure that we have differentiated targeted resources ready to go.
So teachers can focus more on instructional delivery in less time on instructional planning. A lot of work to really enhance what we're doing around social, emotional learning with new supports. We are contemplating possibly even looking at purchasing an ACL curriculum for school year. 23. 24, if we're able find the funding to be able to do that. So that was one of the areas that we had looked at.
And then with respect tss, I think covered that really well. We've really enhanced and tightened the support that we provide around Mt. SS with additional coaching again using Esser funds to be able to do that, making that parents are notified about the interventions that their students are receiving so that they understand what's happening and how they can have helped them at home as well. So a lot of work around him. Tss and then 2 other recommendations really around making sure that we have support for the folks that are leading this work in the buildings.
Remember, we did provide a little stipend for folks that were certainly positions. So we're supporting them with more professional development and coaching and recommendation around increased collaboration is I think I've already talked about that quite a bit with respect to the work that we're doing around the school improvement With that, we'll go ahead and wrap it up and turn it back over to Miss Sizemore Heizer. >> Thank you. And I really appreciate the reporting that time. this is a reminder we do have a work session from Tuesday to November. 21st on this and we'll have a really chance to really dig into the presentation and that material. So and we do have still the legislative package coming up. So I do have 3 board members who want to ask questions. We will just do one round and if you can wait to the work session, that would be appreciated. With conduct or Anderson on school bus and thank you. I will save some of my questions since we have an upcoming.
I did not know that. >> But I did want to go back a little bit as we were talking about the higher report when you were, I'm presenting Doctor Reed and this may be a doctor city. A question as we were offering I guess kudos for the contacts of the in a E E P reports versus the S reports. Can you speak to whether or not we're comparing apples to apples in terms of the content that is being evaluated and those 2 assessment. >> So I could maybe take a first shot at that and say that there really isn't equivalency and I'm not aware of any alignment study that's been done on that.
You know, Virginia has its own unique set of state standards that were required to make sure our part of our instructional program. And that's how we design our curriculum. That's what our teachers deliver instruction around. That's what we assess towards. So we don't do planning and preparation for other external assessments like May. But all so it really is a very different comparison when you're looking at those test in terms of what's tested. >> Thank you. I just want to for us to be transparent. So as we have families reviewing that data, they can also have this contacts. I'm the only thing that I want to ask here and I will save the rest of my inquiries for the work session to to dot com.
I don't know if I signed on the budget pages. Where does that fall? >> So 2 dot com is not part of sir. 3 report. It's part estate set aside grant that we applied for that. We were able to get funding additional funding outside of the Assessor. Grant to be able to provide for that service. So it's not actually in the U.S. are 3 report here. It's a it's a grant that we received. >> Okay. So I would just raise the question not looking for an answer. This evening's not part of this. I'm just wondering based on the percentage of students who are utilizing that resource.
What tweaks and revisions that we have in the future regarding tutor dot com. I will let you sit with that. >> Well, I would just say very briefly, we can talk about more later, you know that that data was from April to the end of the school year. We didn't get to the end of April so that that date is a very short period of time. At the end of the school year, students were not as widely aware and parents were not as widely aware of that service.
So we're really working to to push out communication about the service because clearly, you know, the feedback that we have from students who have used it in from teachers says students have used. It is all very, very positive. So we really need to get the message out that that's a service available to any of our students and make sure that it's more widely used. So that's what we're working on right now. >> Would we even be able to get an update in terms of usage? Absolutely. Thank you. Get. >> Thank you. Miss current Sanders. Yes, thank you, Madam Chair, and thank you, Doctor Presidio and to the whole team. This is a great presentation. And I really appreciated. I did share with you earlier in the day that I would have a few questions about it. And so I'm hoping you you can answer some of them.
My questions pertain to the Power point presentation and the information on pages are slide. 7. 21 3.22. And side. 24 in particular, the information on slide. 21 about those identified for support shared academic growth, but not as significantly as those for those that have been identified, but not as significantly as those that were not identified for services and on side. 22, it is stated that the majority of those that were identified for intervention, we're English language learners, students on free and reduced meals and students with disabilities. On Page. 24, it stated that there is not consistency in the implementation of the multiple tears of support. Much of these findings are consistent with what we've seen in so well results as well.
It seems that the data is showing that these groups of students are growing. Academically, but at a slower rate than those that are of the non identified students. So I'm a little worried that we are accelerating the achievement gap. My question is if we identified the students, do we have individualized support plans for the students with Scow fit scaffolding of the MTS S and how did we or should we increase support if an individual is not growing academically, have you looked at absenteeism? Mobility rates in the MTS S and did the MTS S include targeted tutor dot com rather than a push out and identification of the student needing the service and then helping that student. Take full advantage of the service. And if not, can we look at doing that? What what additional items can we address to ensure that we reverse that findings which seem to be accelerating that gap. And what is the role of central office in this process? >> Well, thank you for those comments and questions.
I think they're all exactly the conversations that we're having inside our leadership team in terms of our discussions, you know, I I guess I would say a couple things to start. You know, those 3 groups represented on slide. 22 are English learners are economically disadvantaged or students with disabilities. As you pointed out, you know, we've historically seen that student groups have additional learning needs and we need to do more. There. And every data point that we've looked at since we've been in the pandemic is showing us that those groups suffered the most significant of the pandemic. So that is the process that we're using in our schools is to identify those students by name and by need and really make sure that they're getting as much targeted support as they can.
Obviously, those results that we're seeing are concerning to us just as there concerning to you. We know that we need to do more and we're doing everything that we can. I do want to make one point. I don't want to say this by any means as an excuse, but I think it is important just to put the amount of Esser funding that we're receiving and a little bit of perspective when we look at the profound needs, the students in the system across the country have the amount of esser funding that we have on an annualized basis is less than one percent of our overall budget.
So, you know, if you did that on a per student basis, that's like around $300, a student on an annualized basis. It's not really the level of support that many of those students need. So we can't rely just on what we're doing sir. We have to think about what are we doing with tier one instruction and that's where we've completely rewritten our curriculum to provide, you know, more actionable differentiated resources to really utilize that classroom instructional time as part of tier one. And we're targeting those dollars for those tier 2 and tier 3 supports to those students who need it the most.
But there's a lot of learning and deceleration that has to happen there. You know, we do have to turn dot com. We are trying to use that in a targeted way. We have other personalized learning software for language arts and reading. In fact, we're even looking at perhaps of that are adopting some additional personalized learning software so that students can get that additional support at home. The Esau piece is huge. You know, you we see the result. There's a lot of intersection across those 3 groups right? So there's a lot of intersectionality there.
Our English language learners didn't have those opportunities to practice their or language during the pandemic. In a virtual learning environment, we see the impact of that Rich is leading some tremendous work. I think working with schools. He's meeting with every single one of our schools to look at their way to progress. Data and talk about the best practices that should be happening in the schools. We're doing similar work for special education, the Office of Special Education Instruction. So there's a lot that's We'd be happy to go into that a little bit more detail and the work session. >> Thank And if you could address the issues of absenteeism and mobility if not tonight, I'm ready to do it at the works.
And those are data points that we're tracking as well. Thank you. Thank And again, we do have a 3, our work session scheduled on this. So we can really dig into all the questions and answers. Then Ms Tolan. Yes, thank And given that we do work session, I I really have more of the that I'd like to make. Mister Carson and I are meeting managers for this. So we had a sneak peek at the presentation. Last week. I just wanted just kind of threw out some thoughts that they had after seeing that. >> There's a lot of information there. And I was really happy to see the volume of reporting that was generated around this past. Us are pending and the and the recommendations for future spending. Importantly, the Office of Research and Strategic Improvement has looked at how we spend money in the past school year and then they made that set of recommendations as to the utility of that spending like didn't really help kids.
What do we need to do to improve? And I was so happy to hear that they had given or sectional staff in schools. A preliminary look before we are seeing mess. They had given them a preliminary look at the recommendations so that we could make adjustments to better serve our students when they arrived at school in August. And, you know, so just trying to turn around and make sure we're doing the best for students. We also have to remember the federal government gave us 3 years to spend this money.
We knew that and they knew that we're not going to solve these issues of learning related to the pandemic in one year. We have seen some improvements, but we have a ways to go through being as we said earlier, being nimble. And spending this money effectively over the next 2 years is key. I was really happy to hear about the Inter departmental teams that have been set up to make sure that this happens and the sip reviews. I'm excited. We've Doctor charge of all of that. Our Department of School improvement and support team is at the table with instructional services and others. To best work with and serve our schools. Believe me, these teams are formidable and I'm looking forward to hearing more about their work as move forward. And I'm also a core super thankful for to staff for the work they're doing to monitor the expenditures.
Our project management team in our office of the Auditor, General. Are, you know, working at all the sun and making sure we're staying on track. You are. of course, her budget and grant offices are also monitoring expenditures. So we've got lots of people working on this and I think that, you know, 50 page report and the environment presentation, you know, really speaks to that. thank you. And I look forward to our work session. Thank Agenda item MS so they should see light just went on. >> But ago, but thank you to staff for this presentation. I won't belabor the point just in advance of our work I'd like to hear a little bit more about how you know early on when we talked about involving the audit team and then or see it was the idea that this would be entered of process, right. And that the findings we we identify would improve the way that we further utilize the I know. You know, Isco, you mentioned things about the accuracy reported documents, other concerns that arose even after only reviewing something like what was it? 3.50, or so items in a system where far more than that right? That you said you did a stratified sampling or something.
So. I'm curious if you are able to find that in the small sample, what might actually be out there if we expanded that search or but more importantly, how that was then adopted, you know, has that has that been have any recommendations that came as a result of those findings, adopted to such degree where we're no longer concerned about that rate. That's kind of one of my thoughts. And then the others, the or see peace. You know, some of the stuff, the stuff that stuck out to me specifically the intervention was less useful for students who are identified.
That's a big deal. I mean, where? What is missing in in how we supported those kids that were identified for the supports. And that's something I would have really wanted us to do do a lot deeper into so that it can inform how we continue to use in those funds. To every day is still an opportunity, especially as we look ahead for a future budget. Even if it's cermony. So I'd like for some thought to go into an investigation. And to kind of root causes, etcetera for us to begin thinking about how we might do things differently or to hear about how things have been done differently.
I did appreciate the management responses as an attempt to explain But these are pieces that I didn't really see. Outlined. And then the communication piece to write the problems of communicating resources. Do we know the percentage of 2 dot com that's been you a live Many students utilize that I know something was alleged earlier in public comment. But >> we do like and I can get the board an update. What we were discussing earlier was the usage between April and June, which we provided the report to the board on.
So I can get you the updated numbers, though. And we are tracking that. >> No, I I really all that's been done. This is obviously robust and trying to be thoughtful and evaluative. I would just say perhaps in the work session if we could. You know, I'd love to see kind of a or specified. I don't fit the timeline. However, you guys want to present it of, you know, this finding came this was the feedback and recommendation. This is how it was adopted. And this is what we discovered the next time we reevaluated. We tried this new thing and this is what we found. I think that shows the responsive nature of of the inner to process that we said we wanted to engage in. So I think that would be helpful to And I'm sure my colleagues at the work session. Thank you. Miss a I will move onto agenda item. 5 point 0, 1, confirmation of action taken in closed. This is a portion of the meeting with the board will confirm any action regarding issues that were discussed in the closed meeting >> these issues may include action taken regarding student disciplinary Matters.
Board members have discussed each individual case at this time will make one or several motions to confirm that recommended action. I called this COVID Sanders for the motion. Thank you. Madam Chair. >> I move to deny the school reassignment appeal of a student who is charged with crimes related to a community-based incident and to confirm the disciplinary decision of the division superintendent. Is there a second? >> I'll second this because key all those in favor, please raise your hand. Mister Karr scheme is calling Mister Fresh Doctor Anderson. Mister Naicco us COVID Sanders missed Holen. Miss his keys tomorrow and myself. Ms Merrin away from the table in this book. Laughlin. And this mayor and voted in favor 2. So with this book often absent that motion passes. >> Agenda item unique here. I was going to the scene when, know, I apologize that you are. >> But favor.
So all those that. Although stating. This a spirits right now. Thank you. Agenda item. 5.0, 0, 2, secondary course offerings. Economists keys tomorrow from ocean. >> Thank you. I moved to postpone secondary course offerings until the November 14th, regular school board meeting. Is there a second? Doctor, Anderson? Second, this case tomorrow to speak. Your motion. >> the reason I asked to pull this all off of the consent agenda is because I became from our community that language is we're not easily acessible with respect to particular to any of the classes when you actually. >> You enter initially you have the language is you can choose from so that families can understand what's going on. But when you get to the actual course offerings, those languages are not >> My concern is that students who have families for English is not the primary language, a place of the significant disadvantage.
If we don't have this tool available and their families are not fully equipped to understand their academic options or plan and map out their academic future. >> This also in line with federal guidance that says that have tomorrow as keys tomorrow. >> The motion is just to postpone. So the conversations you've got the reasons to postpone. So want to make sure it's tied to the reasons to postpone. Prop parliamentarian has recommended that. So. >> This is the reason to postpone, OK? I just wanted to make sure that was the question. Thank you. >> our classes have to address concerns of I'm Kellogg has to address >> concerns a linguistic diversity. So as a result, I contacted Doctor Reed because it May has courted to my conversation with her. It's not a difficult thing to change, but she did need some time to make sure that was available.
It's my understanding when does dust it with her she proposed to move this to the level 14 to address the problem I also wanted to make sure our brought this forward up before the board has a. >> What I hope is a simple matter because there were significant numbers of people in the community who have been concerned about this. And so this conversation with our board today signals that we're addressing the problem. So if at all possible, I'd like for Doctor Reed to be able to provide additional information as to she plans to move forward. But I simply wanted to allow her to time to correct this concern. >> Thank you all the talk in a speech or second, unlike doctor its peak. fight is not work. My light is not working. It doesn't come on. I just really wanted to have more information. I have a question and I would be happy for Doctor Rita. Go first before I speak before I post my question. I would be very helpful for me.
Doctor Doctor. Go ahead. >> Thank you. Madam doctor in the Senate miscues tomorrow at I have spoken with staff about some workarounds in terms of linking the document spot or a place on our website which would enable an easier translation for families and students that would require that. And I just wasn't able to turn that around this afternoon prior to the meeting. But the plan would be to provide some link linkages to a site on our website to enable the translating as we have for other documents.
>> All right. Talk to us. If you want continue your second in the mountains, on the list. All kinds of Mike issues. I think I'm a little bit confused. Is the question Ms Keys-gamarra the fact that the document is not available in a matter that people can comprehend. >> Or is it that the course offerings are the problem? >> know the course offerings are not the problem. It's just that I want to make sure that that's not doesn't become. It is continuing equity problem so that students can have full access, be able to talk to their parents as they choose their classes. I just believe those partnerships are so important >> the and any rate I I agree with reads Solution, but I I had 2 purposes for pulling this off. One is I wanted the community to understand. We're working on it. and to give Doctor Rhee the time that she needed to address tomorrow. >> Thank thank you for that. I'm happy to support this motion because it's really in line with the conversation we had earlier regarding that accessibility factor for some of our family.
Thank you. This I know I'm super for this to be highlighted, but I wondered if we could do a modification potentially. So I know everybody loves sausage the table. >> But my question was right now our students are starting to me in high school with their guidance counselors to already sort of just get the range of what's going to be available at their school. So that our DSS is can gauge interest level to see what they will be offering.
So I wondered about potentially doctor Reed work with me here, a modification that we would still incur with the boards. Approval that we would still. Approved the body of what is happening here. That these course offerings, which include amazing things. By the way, if you haven't taken a look at them, please, please do because one of the things they do is encourage. >> Our kids have had to make choices between some advanced classes to get the extra Houston great point. Instead of advanced band theater, technical Theater orchestra. So this is amazing because it gives them the extra 0.5. It also does things like forensics, which has been offered as an academy program, would be brought back base level schools, which is incredible because and kids don't have to give up 3 class periods to be able to do it. So I just want to say to my colleagues, I'm so excited about these different courses. So I wondered if a compromise could be that we go ahead and give the nod to schools that the counselors You know, offer that as they begin these conversations this next week with their students.
But the document is what has to get fixed. So of course, we want to support that. So is there a happy medium living in there anywhere you proposing a follow-on motion instead of playing it? >> It's not as an option could be the past that with a follow-on motion to have the document. Translated from his keys come blast. Well, I think I thought that we would do is just keep the I guess, miscues tomorrow to I want to be deferential. >> So that we would keep the approving the changes. >> But add the caveat. So I guess it is an amendment. Add the caveat that the course catalog must be updated to be of any different language choices. What do you think about them? This case tomorrow? >> So what I would like to do, I I'm not sure.
Doctor Presidio is still there. I can't see very >> So if I may be excused to answer question really quickly that we can because I hadn't. >> Well, I'm trying to figure out because I'm a Is miss Collins turn to speak sector. She's done. I'm happy to calling you. She asked me a question. Madam Chair. I know Tony, the parliamentarian to weigh in on options so that we can answer how you'd like to handle this.
>> If you want to go ahead and speak for us, that would be fine. I quit at the Pullman turned away afterwards. >> Thank you. So here's the order of how this happened. This came to my attention. I took it to Doctor Rhee Doctor Reed R Us for it to be on the agenda. I believe on November 14. That's how we got where we are. So my question now of staff is whether there is an impediment of time.
As Miss Cohen is suggesting because, of course we want we don't want to hinder our students. However, I still have that equity concerned when we can communicate with some students and not others. But I did want to ask our staff whether that's a concern. >> Ms Khan and he was returned I just want to say this is just the part where our guidance counselors they meet with all of our high school students. And our advisory sessions and whatever to start pulling conversation. So this is not about I understand what you're saying about a general course catalog but but of course, our counselors are are meeting with kids and speaking in the language that there that's able to okay.
>> that's part of the problem. >> yes, so Miss Keys, Mark, good more is correct. the conversation we had because I think, you know, the accessibility for students and families is critical. So my apologies for bringing it forward without that to Miss Collins pointed timing is everything. And I believe that staff can remedy this tomorrow. If this is a need. So I'm happy to accelerate our work schedule to meet this need I appreciated being raised and I will make sure it gets done tomorrow. If the would. >> Choose to approve it.
Tonight. >> So my and safer parliamentarian is that we need to vote on the motion to postpone first and then we can this proposed. A follow-on motion from that table that can be done. Point of parliamentary procedure. Could a motion be auster fish? Could a substitute motion be offered rather than? >> I wouldn't recommend doing a substitute motion here. I would recommend if you're going to try and vote, I would recommend if you're going to try to vote on the main motion are actually citing pending, get it. Well, if you want to vote on it tonight, I would just poke down the pending motion to postpone and then take up the motion itself and then you can add whatever follow-on motions our desired. >> Point clarification as well for the prime of Harry and Doctor Anderson, would it be possible? Would it be possible to just make an adjustment to the language here? Without objection? it so doctor, and is this motion to postpone? And so we would postpone, which means that the I understand would not be able to move forward on these course offerings until we can meet next time.
>> I my question is would we be able to make an adjustment to this language to not say postponed, but to add what Doctor Reid has shared with the capi at that stuff will have this ready tomorrow and we do that without objection. So we're not voting a bunch of times. >> There is consent. morning. If there are no objections, you you can. Someone could just ask to. Not to to withdraw this motion without objections and then move forward. So >> his keys tomorrow here. Okay. Can we ask without objection to a dog? This motion. The new if you want, you can bring a follow-on motion to address the concerns that you brought to Doctor Reed. Would that be OK? >> So >> let me make this clear.
My discussion with Doctor Murray had to do with fixing it in 2 weeks. If she can fix it tomorrow by all means I want to fix tomorrow because I want every student to be able to have those meaningful conversations. That's what this is about. So I have no problem with making sure that we are in agreement. This will be addressed with, you forthwith within 24 hours or before Monday so that those conversations can take place and every student can have a meaningful discussion regarding their classes and involve their parents. So I absolutely have no problem with that because this was about the issue, not about passing a motion. >> Wonderful. So without objection, I will ask for this motion to postpone to be withdrawn. See no objection. This motion. Which on Miss Keys tomorrow, would you like to bring emotion follow-on motion? Well, actually, next, excuse me. It didn't take vote. It. >> May have the case. Jean. Hold a second. Just second, his keys tomorrow. So I wait. Go ahead as like to say. >> Well, if the motion is withdrawn.
>> That we need to vote on the motion to adopt. And then you can make a follow-on motion. So we did top the secondary course offerings is sauce upon entering the way it was a procedure. Mister Morgan for. >> that's my understanding of where you are procedurally that the motion for off 5 point '02 that came up. >> The >> is keys tomorrow was the guys to to make the motion to postpone. That's been withdrawn 3 and its consent. you on the 5 point '02 was. >> So I'll read the language on the screen, I believe is what you're telling me to do.
>> Yes, ma'am. And then you can bring a follow-on motion as well the change that you Doctor Reid suggested. So if I'm Michael Collins, Keys, Kamar promotion. >> OK, I move that the school board approved changes to the list of middle and high school course offerings for the 2020 3.24 school year as recommended by course Review committee and as detailed in the agenda item. There's a lot. I'd like to yeah will vote on this and then will be a follow-on motion that you can bring to adjust the conversation with Doctor Rhee.
So we need to first pass this and they'll do the following motion. >> So is their second. Doctor, Anderson, is. He's come are do you want to beat your motion or we we good. No, I'm good. I I think we understand Doctor Anderson, U.S. feature second. will call for a vote. All those in favor. That is. Unanimous with this met with McLoughlin away. I will call on his keys tomorrow for follow-on motion. And if someone can help us keep them out of the language that would be helpful. I I would suggest I moved to direct the superintendent to doctor if you can maybe help with the language of what you and spoke about.
>> I think go ahead. had to read. >> I think I would ensure that this document is accessible to all students and families. >> So if I if I may suggest he's come language, I moved to DEC the superintendent to ensure the secondary school course offerings are accessible to all students and families. >> By end of day by the end of the Friday, November 4th Friday, November 4th. >> Somebody is running. Okay. >> That language is OK for Keith Martin. We can use that as a follow-on motion to address the concerns you brought. >> All I'm doctor Presidio. >> So I really apologize for interrupting, but I'm I'm a little concerned about by the end of the it.
And I can stay out of it. I just want potentially raise. There might be more time needed to do >> I think I think we're good. It's going to actually be a solution. >> So I would like I'd like to ask the phrase to achieve linguistic diversity because that's the I moved to direct the superintendent to ensure the secondary school course offerings are available to students by in the day Friday, November 4th, 2022. Think it's. >> Available. acceptable to all students, I think is the word tonight not available. concern was 6. Are I have followed her to be accessible to all students. Not available because of concerns excessive, excessive bulk. Correct? Okay. from if you if this language is okay for you. >> I think well. I would >> that are removed to direct the superintendent to ensure the secondary course offerings are revised.
To be acessible to all students by end of day Friday, November 4th, 2022. They're not our city. >> They're not revise or just it translated and made accessible in other formats because it's going I don't know if they're being revised after we were the plan that we're. >> Exploring that we believe we can pull off is linking them to the website. students and family members and caregivers can identify the language they want a document translated in on our Web site. So however, we want to characterize that, but we're not going to be able to actually verbatim translate these catalogs by end of the day tomorrow for sure. So we're looking at is being able to place him on the website and having our ability to translate be live at that on that location.
So mask adjust. We accessible to all students. >> on the Web site, by the end of the day. And I think that, you know where exactly good sure or just can we seek to successful because it's would that be all right. I understand the intent. >> I think I may have a simpler way. I'm just say it once so people can hear it. OK, go I moved to direct a superintendent 2 address concerns of accessibility online. To offer the secondary school course offerings to all students. >> Accessibility of secondary school course offerings be. >> Her. >> I would suggest if we have a common understanding with this language that perhaps we can vote on it. are you okay with the language as it is? It reads? >> There's some redundancy, but and I hate to do that we are as educational institution. I think we have general understanding.
>> Actually, I think might prefer as a language would be. >> How about rather than having by end of day Friday. >> We say prior to its usage with students. In other words, before we utilize it, it will be fully accessible. Is it may take us just a bit more time, but the commitment would be are not rolling it out to lead is fully accessible. All right. Does that mark? >> It doesn't address is the concern that I had, which trying to make sure I didn't wanted to be accessible to students and not others.
So thank you, Doc. >> writes, I'm seeing staff are starting to. When their behind I'm keys tomorrow. If you like to read the motion and we'll get a second and then we >> okay. I moved to direct the superintendent to address concerns of online accessibility. >> A secondary school course offerings students prior to usage with students. Is there a second? MS COVID Sanders >> this case tomorrow.
You wish to speak your motion. Thank you. currents, Anders. I think everybody has a common understanding. Now. >> So with that, I will call for the vote. All those in favor. Unanimous that the Miss is keep my witness McLoughlin away. That motion passes. Thank you very much for all your and bringing that Forbes Keyes tomorrow. Agenda item, 5.0 3, 2023 Fcps State and federal legislative program. I called this COVID Sanders for the motion. >> Thank you, Madam Chair and thank you, everybody for your patients. I move that the board adopt the 2023 Fairfax County School board, State and federal legislative program and Priorities.
>> Is there a second? Miss Kerr is an feature motion. Yes, Madam Chair, thank you so much. A great pleasure to make this motion tonight. >> On behalf of this whole board, as you know, it's important for the board to review its legislative package annually to ensure that we are proactively addressing legislation which may be introduced enrichment or in D C over the next few months or year. Mister Malloy is one of the most respected voices in Richmond. And we appreciate the time that he took with each one of the board members to discuss their priorities. These were brought to our work session and amended based on that discussion as well. As you can see, the legislative package is quite extensive. The reason for this is because of the fast moving pace of deliberations enrichment. We need to both advocate for changes that provide better support for students an employee recruitment and retention and proactively provide position on items that may come up in the course of deliberations this year. We continue to focus on student success to include early childhood education, increased staffing for English language learners, graduation requirements for out of state students transferring into Virginia and supporting post-secondary bridge options, safety and security to include road safety in front of our schools, drivers, education and cybersecurity initiatives.
And as in previous years, we also took we also asked state funding to support these initiatives, including support for the Rat Pack Program, which is being implemented in Virginia by the state police while shifting the employees subscription costs and administrative costs for background checks and ongoing monitoring to the localities and funding the caught that funding those measures to combat opioid threats impacting schools across the commonwealth in the country. The state legislative program is aligned with the county's legislative program and our federal program which my colleague, Mister Fresh, will speak about as well as funding for federal programs such as individuals with Disabilities Education Act, an impact aid. You know, Madame Chair that our colleague. And I know Madame Chair that our colleague, Laura Jane Cohen, will be making a motion to amend the package with your second ING to reinforce the important role of parents in the IEP process.
Rather than speaking to that amendment. I will just say here that I unequivocally support the language has drafted and believe it strengthens the package by adding clarity to language in the document you have before you after that amendment passes. I hope that the whole board will fully support the amended package for adoption. Mister freshman speak to second guess. Thank you. Madam Chair. >> I am happy to second this motion. I think Mr. Corbyn Sanders provided some great context. >> For our overall legislative agenda as this year's federal liaison. I'd like to take a moment to 0 in on our 2023 federal priority positions. Broadly speaking our federal agenda prioritizes port for full and adequate funding to implement federal mandate such as those found in every Student Succeeds Act and the individuals with Disabilities Education Act as well as broad flexibility to empower states and localities to fulfill mandated program requirements. Specifically the board supports mandatory funding for chronically underfunded, special education programs to meet the federal commitment to fund 40% of the excess costs of special education as promised, but never realized since the 1975 adoption of federal special education laws, we also support increased funding for the federal title.
One part, a grant within the elementary and Secondary Education Act that serve schools with the highest percentage of children from low-income families, increased federal resources dedicated to cyber and data security for school and school Division. Technology, infrastructure. Restoration of enhanced USDA federal reimbursement rates to resume the provision of high quality and nutritious free meals to all students full funding for the federal Impact Aid Program which is intended to offset the local impact. Fairfax has more than 19,000 federally connected students as well as those associated with federal military base, relocation decisions continued federal funding to help school divisions address the ongoing effects of COVID-19 pandemic, including funding, dedication, dedicated to and learning recovery. Special education services, technology and broadband provision, social, emotional support and services for English learners and repealing the U.S. Department of Education's final rule under title 9, the Education amendments of 1972 released in May of 2020 and in the interim returning to the PRE May of 2020 rule, I look forward to working with my school board colleagues and our congressional delegation in the months ahead to advance these critical federal Priorities.
And like my colleague, Mister Corbett, Sanders, I want to speak to the amendment, but I do support it and I think it will make a stronger legislative package. Thank you, Mister. Fresh. >> I will call on this calling for an amendment. Sykes the borders which to speak to be. Was and I see none Cellcom is going for an amendment. Thank you. Madam Chair. >> I move amend the main motion by adding while preserving current requirements for parent guardian involvement, partnership and consent to eye Peas to Section S special education number 4 to read. The FCS be supports and he runs to language in asking states to minimize the number of additional rules, regulations and policies imposed upon local school divisions above and beyond the requirements already imposed by it. While preserving current requirements for parent guardian involvement, partnership and consent. peas. >> I will second this amendment. called to speak your amendment. >> Just there has been with springs at the state level that there will a push to try to remove parents from the IEP process. And so we just wanted to make sure that everyone understood that our priorities are.
I'm right where we think they should be in ensuring that our schools can effectively support our students and their families, but also making sure we do not support any legislation that would cut out parents and guardians and partnership and consent to the IP process. >> Thank you. I will speak briefly to my parents are vital part of the IP process and parental consent. Insurers that make sure parents are violent. Guardians are vital part of the IP process. I've often said that the outside of the student, the only ipt matter member who is consistent from year to year is the parents or the Guardian. They know what conversations happen in the IEP meetings with the IP was developed, even though it's being implemented by a different team because often developed in the spring to be employed in the fall by a different team. And they were the only consistent one outside of the student when the student is part of it generally who is? Who knows the conversations. They're the ones who live with the student there, that the first caregiver, the first teacher of the student and it is vital that we have that we protect in our IPS.
Parents involvement and parent participation in parent consent without that parent consent and participation, peace being spelled out. It sometimes all too easy to to sort of little people are busy and to sort of move past that the consent part of it, make sure that parents have. The power and that imbalance of power. Sometimes you go to an IEP team meeting and their 7 experts at the table in you on the other side, it helps to make sure that you are a true partner in that and. I've been in that situation many times and that consent piece is vital. So I think it's really important at this point. Standup explicitly for parent participation consent in the I P to thank you. I see no, the border is wishing to speak. So with that, I will call for the vote. The man is on the screen. All those in favor. Please raise your hand. I just Miss is corporate Sanders Mister Not Colfax doctor Anderson, Mister Frisch Miss Cohen the car scheme us mayor and his keys tomorrow. All those opposed that often with the table.
There are no zone of sanctions. So and then passes. I will go back to the main motion now, which is on the screen. All those in favor. Please raise your hand. Mister Karr Ski, Miss Cohen, Mister Fish Doctor Anderson, Mister Naicco Facts contenders must hole in the summation. MS Keith tomorrow Ms Maren. That passes with Miss McLaughlin away from the table. Congratulations to our 2 liaison stand. Mister Mulloy, thank you very much for your hard work. Agenda item. 5.0 4 solar Power purchase agreement for an adult high school. A call and doctor Anderson, for the motion. I move that the school board approved the implementation of a roof. Top solar power purchase program at Annandale, High School.
>> And authorize the Division superintendent in the interim assistant superintendent of facilities and Transportation Services. >> who may act without the other to execute the Sala PPA and administer the contract on behalf of the school board. Is there a second? >> Mister Fresh Doctor. Anderson, we take to speak your motion extensively. Thank you. >> This is an exciting time. And if CPS, this is while we're celebrating, it is still a preliminary step. And the environmental efforts and that CPS, this PPA Power Purchase agreement. Is to install a roof mounted photo ball take a re at Annandale. High school. And a high school is expected to be the first of many schools to receive roof mounted solar installations and will serve as the pilot project for Fcps to develop a working knowledge of these installations.
Schools are selected school. I'm sorry. And schools were selected by the vendors about the vendors. >> Based on a number of categories that contribute to the campus is overall solar viability. These categories included the roof type the roof age and solar generation capacity. The selection of Annandale high school as the pilot school was proposed by 2 separate vendors based on their own review and agreed to by Fcps because of its high solar generation potential.
In addition to added a high school fcps working with these vendors to develop project proposals at several other schools before the contract period expires on December. 21 2022. Once the contract period ends annual renewal options available for up to for years. Fcps and county staff have tentatively agreed to a contract we know in 2023 to allow more time for solar project proposals. After the PPA contractor and at a high school is awarded. The venue will conduct a physical inspection of the school, including the review of engineering, technical and structural documents. Again, if this motion is approved this evening, Ccr will engage the community for feedback on each solar panel project. Once the PPA contract is awarded, that will be local and gauge by of all community members to ensure that they understand the process for the site selection and installation. Ccr will also seek to enhance community support for each project prior to final prior to its final installation.
And also OCC. I will ensure that this project is encapsulated and to the Capitol. Project engagement process that has recently been updated. And PPA represents the initial state of a community engagement plan. The proposal. We'll provide energy cost savings projected over the course of the 25 year of the 25 year term and a significant portion and high school's annual electricity requirements during that period. The proposal has since been reviewed and verified by the Energy Solution, Division of CMPD, a doctor. Anderson, a 3rd part. I'm almost done a 3rd party engineering firm that has got you a good time.
I'm almost done with you like some extra time. Do want? Yes, I would like I would like to have. That is I have 3 more sentences. So 31 seconds. 30 more seconds. It's fine. A 3rd party engineering firm that has evaluated and advice Fcps regarding projected energy savings and other aspects of the proposal. Installation will for the most part, the schedule during breaks summer winter and spring to minimize learning disruptions. Staff will also be able to properly assess the vendor performance and the project's a provision after this pilot program is begun. Thank you, Mister. Freshen it up to second. Yes, thank you. In 2015, 3 Madison High School students. >> Casey Grainge Sam resin and Joyce Chiang approached Susan Stillman, a tireless local advocate from the Sierra Club to talk about bringing solar power to our schools. That conversation resulted in the creation of a student led group solar on the schools in January 2016, they began testifying at school board meetings. These and other students told the board about the educational opportunities and save taxpayer dollars. That solar panels represented equally important. The eloquently address, the moral imperative of combating the climate crisis.
In the years since those first advocacy stepped dozens of students from solar on the schools have testified at school board meetings carrying a consistent message of necessary action. They also began testifying in the Virginia General Assembly successfully encouraging state legislative state lawmakers to remove caps so local governments and school divisions could move forward with solar and other clean energy initiatives. In 2018, the school board passed a resolution praising our board of supervisors for their work to bring solar to the community, pushing federal and state lawmakers to make the process more smooth and our facilities and transportation Department to aggressively pursue new conservation opportunities like solar. Last year, the school board unanimously committed to school division to participate and Fairfax counties, solar program and to take all necessary actions to nail down a contract since then division staff has worked very hard to bring us to this point.
I'd like to think superintendent read Assistant Superintendent Fanshawe and the entire facilities team for their work in recent months. That brings us here today. I know I speak for many of my colleagues when I say I'm excited to be voting for the solar pilot program at Annandale High School and look forward to its expansion across our school system, the next set of school Chantilly, High School, a field in Robinson, secondary throw middle and terrace and Mason Crest Elementary's. All slated after Annandale. Moving this pilot forward and committing to its expansion across the entire school division is an essential part of meeting the board's goal of carbon neutrality by 2040. It is also our fiduciary responsibility to move forward. As I know whenever we talk about these green initiatives, conservation efforts to date help Fairfax County Public Schools save annually 8 million dollars a year. That's money that goes right back into the classroom and student success to to address the climate crisis.
Every level of government must act. Tonight's vote is further proof that our board is committed to doing its part. Thank you, Mister Frisch Miss Tolan. >> Thank you I was happy to work Mister Fresh and Doctor Anderson, too. Be able to speak to this evening. They have told you the technical reasons for for for voting positively for this. And I want it. Just focus on some that have been so influential. Taking us to this point today when we finally have a contract to consign to begin putting solar panels on or schools. Years ago. Susan, still man who's already been mentioned. She's here this evening. Begin working with our Madison. High School teams are about this idea. Since then, she has worked with many, many students over the years and he's still working with our students. Work on student wellness.
We're hearing from students that one thing they need is a long-time mentor that will work with them and nurture them over the long term. This is what Susan has done. And I know for certain that many of the students she worked with ended up in college pursuing STEM careers. Just what we might hope for. Also early on in my career with get to green. And we started hearing from the Faith Alliance for Climate Solutions. About our energy management and transparency. An energy expenses.
They are one reason why we have an energy dashboard for every building and they have kept us working on our promise to utilize renewable energy in our electricity portfolio. Our county counter ports. Counterparts Dan Storck and Penny Gross help of Karl Frisch an eye keep fcps moving toward renewable installations as well. I also want to thank our energy management team under the direction of John Lord and Justin Moss for their continued efforts to move this forward. I also want to thank Chuck Fanshawe and Doctor Reed. For giving staff the green light in a way that Mister Frisch and I could not. To finally did again and make this happen with our new vendor.
Absent. I cannot wait to see how this progresses. It's been a long time coming. We have heard from so many students that want this. And I think every one of you. Most recently we had 3 McLean High school students that our conversation with back to read that express interest for this. And of course, we had our 2 students who Rachel Carson tonight.
They're working with our colleague, Kirk Treacle, who runs the Carson Green t He has worked with this team for many years. So also a huge thank you to our school Bay staff. That work analysts hours to inspire our students to be better stewards of the environment. Thank you so exciting evening. This COVID Sanders. Yes, thank you, Madam Chair. And I'm so glad to see you here tonight. Ms Stillman. I remember the very first organizational meeting of the jet. >> And which we were really talking about this and how this would come about. And I just I'm so excited that app after we had set the initial goal of 159 schools. >> To have solar on their roofs. And that goal was set in. I believe 2017. I know that we've had some fits and starts since then. But I'm very happy to support this initiative tonight. But I did want I spoke with Mister Fanshawe earlier today about that number there was some discussion that there are only 7 schools past Annandale that we were talking about.
And so you assured me that the 159 had not gone away. Was it the initial phasing? Where was the 7 schools? And so I wanted to assure the community that this was pulling away from that. And it also is important. We talk about the important voice of our students in getting solar on schools. But there's a secondary component of this. And that is the curriculum. The workforce development curriculum. And not sustainable technologies, but also that there is a very large workforce opportunity for the installation of solar. Not only on our schools, but across the commonwealth. And so I am optimistic that we will be looking at adding this into workforce curriculum as well. Thank you, Miss Corey Sanders, Miss Mayor. Made hand is up before Muskies tomorrow. >> Yeah, I'm I'm sorry. Go. Go ahead. Miss Mayor. >> Thank Thank you. Thank it. >> Ms Mayer was having trouble hearing.
You. Aaron. We're having trouble hearing you. Aaron. I don't think she can hear us. Aaron. This keys Kamar do want to go We try to give us mayors. Mike adjusted. >> was made and you, are positive. You some sound now. It's been community, Texas, Keith, this a Mariner caller, thank you. Ms Mayer. We can't hear you. If you may become a little close to them, I could turn volume up. It's kind of OK, are you there? can hear you now. Go ahead. >> Okay. I think that's a wonderful thing. So I guess all It's been a long time coming. No, the advocating students who are on solar on the school and that long since graduated and probably have college degrees.
But I'm excited to keep moving with I hope we can keep working with our county. You do even more factor bring renewable energy resources to our school division is the right thing to do financially savvy thing to do. Thank you. >> Greatness keys tomorrow. >> Sure. Just really quickly, of course, U.S. support this fully. I just wanted to ask Doctor, Anderson, the maker, the motion, whether she was also given a communications plan. For the community. >> Doctor Anderson. thank you for the question. Is keys Kamara. There is a preliminary communication plan with us Ccr has developed and that will need to be fleshed out further into should be shared with the entire board. >> So that is specific to the site. So Adam Dell's plan will be different from Chantilly. High School's plan. And so that is going to be coming in near weeks. I guess they get started. If we pass this this evening. Good. Okay. >> I look forward to that report. I some of the concern that community members have had in the past is that there is variants from one project to the next.
And I'm not sure that there should be. So I'll just look for that update with respect how that is planned and where we probably will also discuss it in C P D C thank you. >> Thank you. And seeing no other hands up. I will call for the vote. The motion is on the screen. All those in favor. Please raise your hands. Miss Omeish his keys tomorrow. Miss mayor and Miss Toland this COVID Sanders, Mister Naicco Facts Doctor Anderson, Mister Frisch Miss Cohen missed because Ken myself, that motion passes with Miss McLaughlin away from the table. Agenda item, 6 consent agenda be adopted. Our doctor rules a parliamentary procedure. Robert's rules provide for consent agenda, missing several items for approval of the board by single motion. Many items have listed have gone through board review and documentation provided well board members of the public in advance. I even move the consent agenda at the request of any border prior to the meeting, the consent agenda items on the screen. Is there any objection? To approving the consent agenda? Hearing and seeing objection, the consent agenda is approved.
Agenda item 7 new business. The following a new business agenda item. They will not be a vote on these items this evening but actually scheduled future meeting. The new business items are on the screen. Agenda item 8. Board committee reports the next agenda item is board committee reports not calling this tolling for an update from the skit committee. committee executive team met yesterday to read. >> Prepare for our descent, December 7th, full meeting. Of the committee that will be held in person at the Noosa Lee Community Center.
Fcps and County staff have been looking at developing a program called Opportunity Youth. The purpose of this is to assist the over 9,000 young people in our county that are not in school. But are unemployed and need assistance for training to successfully get into the workforce. We This isn't the beginning, but I do want to Doctor and Karen Williams honor Fcps staff are coordinating with the county.
To work on this project and we will a briefing on with more full information, December 7th and then that every reports. More fully fleshed out in the winter of 2023. In addition, I want to give everyone a heads up. We told by the skips staff, the county staff that they will be giving a presentation. Regularly to the Board of Supervisors, Health and Human Resources Committee. And we're hoping to develop more regular way for us script info to get to the school board. Mister Cochran, I will be with that. The county staff Doctor Francis. I V to consider options that we can bring to the board making sure everyone is fully informed us get back to release.
All right. Thank you, Miss Helen Hunt on. Agenda item. 9 board matters. Next on the agenda is board matters. And I call on this because King. >> Okay. Thank you. It is quite lay. People do need to go home. I will say for anybody who liked and all the wonderful things I've done these last 2 weeks, please sign up for my newsletter. And you will also learn about the wonderful things happening in my District. Happy Veterans Day. And thank you, too. Those who have served good night. Ms gone. You know? >> Mister, Fresh. My is going to kill me. Because she worked on such wonderful remarks, we will use them in a news letter this coming week.
We've had a lot of experiences and what a great school visits. We'll hold it. Mister. Not a sight. The summation. >> No, no, I'm not talking door. I what I did want to do. Yeah. Happy Veterans Of course, military families experience specific challenges and their kids. But really just want to remind everyone daylight savings on Sunday. Don't forget. And then also Election next week, definitely definitely make sure you go out there. Make your voice heard early voting is Saturday. So you still have an opportunity that the various committees, government centers across the county, but otherwise only my commentary for the night. Yes, thank Same as a surpirse. My prepared lots of Maatta, very exciting and words of cetera. We're dreams of students. But >> I will stick to a happy Veterans to military Please participate in the activities that your schools have. Available. I'm really looking forward to tomorrow morning. I'm attending the Longfellow Middle shark tank event. Can't wait to see that. The entrepreneurs Longfellow have in store. And tomorrow night is the Langley High School in McLean, High School Football game.
The Highlanders are hosting their cross town rivals. The Saxons hope everyone has a fun and safe time at the game. So unders thank you, Madam Chair. And it will be brief. I do wish all of our community members. >> A very happy Veterans Day. I look forward to being at Fort Belvoir next week, both for the Garrison celebration as well as the celebration with our students at the primary and upper schools. I do have a question for Mister next Kaufax inside participated in the Enjoyed last week's football game between Mount Vernon in Hay field. >> This week you have hay field and and his son both bulls where we have students from Mount Vernon. It will be fun to see which jersey you'll be wearing. >> And also we have a nice little competition with Lake Braddock and South County. So it's going to be a fun Friday night. Mister Naicco facts. He said that's interesting that you ask that I was that he feel today with delegate Mark Sickles. >> And I toured many with the principal and colluding 8th grade civics and map and AP government cosmetology.
And when I was that it was very fun because they're so the they were at the computer looking at my profound one asking the questions and they're like, it's somebody that revenue from >> A lot. >> advice here, hear like. >> And the questions they were asking me. And so, you know, as the mom of 2 Eagles, I have to say, I love my hawks, but going into Gulf. I My kids graduate from there. I did wear orange on Tuesday that I've why where and a lot. And I love that. know, that'll the birds is always a big got to go so. You can seems like that it's each quarter quarter. I could. Thank you. Happy Veterans Day. Thank you to all who served. Have a good evening. So on the last one. >> And I'm a little sad quite a few. My colleagues not here. And pretty sad acquited staff here. At the end of this meeting because I had something very important to share.
I'm going to share in any way. In the last few weeks. I've had many conversations. And very few of those conversations have centered the students. And so I was sent this. But Fcps crowd of 2022. Who is also my son. And he asked me to read this and share it. So I'm going to. And I'm sure there are people who will not be happy that I'm sharing this. And I looked to my son. A student with autism. To show his words. He speaks to music. And so this is a song he wrote 2 years ago. In this World.
I matter for all. I'm not. And boy, with words locked. The boy with autism, something to be fixed. A limited view, not a boy with gifts. Words I say are secondary. Can't you see past the ordinary? Words don't define my sanity. She what is the role in my family? I matter for all of my humanity. I matter. For all of my humanity. Tears and fires, strengths and desires. I have it all. Can you see? Tears and fires, strengths and desires. It's all in. You and it's all in me. I should matter to you because I matter to me. I should matter to you because I matter to me. To beat the groove. That's my mold. Can you feel the music in my soul? Autism doesn't mean I'm off key and it's not all that matters about me. In music. I find my harmony. In music. You hear my humanity. Hold a mirror on you. It's me. You see. Tears and fires, strengths and desires.
All. >> It's a new isn't me too. Tears and fires. Strength. And designers. >> I have it all. >> Can you see? Tears and fire strength and desires of all a new and it's all in me. I should matter to you because I matter to me. I should matter to you because I matter to me. The world you see is where I also brief. I matter. For all of my humanity. I matter to me. I matter for me. I matter for you.
Free Discount Prescription Drug Cards
