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Conceptual framework dissertation

Conceptual framework dissertation writing a capstone paper photojournalism ethics essays DECEMBER 15, 2016 REGULAR MEETING OF THE FAIRFAX COUNTY SCHOOL BOARD WILL COME TO ORDER. WE WILL NOW HAVE THE PLEDGE OF ALLEGIANCE, MOMENT OF SILENCE AND A PERFORMANCE OF THE NATIONAL ANTHEM BY THE LANIER MS WIND ENSEMBLE CHARLIE BURTS, DIRECTOR. [NATIONAL ANTHEM] [ APPLAUSE ] THANK YOU VERY MUCH LANIER MIDDLE SCHOOL AND THANK YOU PARENTS FOR SHARING YOUR CHILDRENS' TALENTS WITH US TONIGHT. IN ORDER TO COMPLY WITH SECTION 2.2-3712 D OF THE CODE OF VIRGINIA, IT IS NECESSARY FOR THE BOARD TO CERTIFY THAT SINCE THE FAIRFAX COUNTY SCHOOL BOARD CONVENED A CLOSED MEETING ON DECEMBER 15, 2016, TO THE BEST OF EACH MEMBER'S KNOWLEDGE ONLY PUBLIC BUSINESS MATTERS LAWFULLY EXEMPTED FROM OPENING MEETING REQUIREMENTS AND ONLY SUCH PUBLIC BUSINESS MATTERS AS WERE IDENTIFIED IN THE MOTION CONVENING THE CLOSED MEETING WERE HEARD, DISCUSSED OR CONSIDERED BY THE BOARD DURING THE CLOSED MEETING. DO I HAVE A MOTION. MOVED BY MRS. SCHULTZ. SECONDED BY MS. HYNES. ALL THOSE IN FAVOR RAISE YOUR HAND. HYNES, PALCHIK, HOUGH, SCHULTZ, STRAUSS, EVANS, MOON, DERENAK KAUFAX, McELVEEN. ALL THOSE OPPOSED. ALL ABSTAINING. MR. WILSON ABSTAINS AND THAT MOTION PASSES. A FEW ANNOUNCEMENTS BEFORE WE BEGIN. IF YOU WOULD LIKE TO REVIEW A COPY OF THE AGENDA OR ANY AGENDA ITEM BEING DISCUSSED THAT INFORMATION IS ON THE TABLE BY THE ENTRANCE. GO TO SCHOOL BOARD ON THE FCPS HOME PAGE AND SELECTING BOARD DOCS UNDERSTOOD UPCOMING SCHOOL BOARD MEETINGS. THE MEETING IS BEING STREAMED LIVE ONLINE. SELECT SCHOOL BOARD FROM THE FULL MENU AND SELECT WATCH SCHOOL BOARD LIVE. MS. McLAUGHLIN AND MRS. CORBETT SANDERS WILL BE ABSENT. IN THE NEW YEAR THE NATIONAL MENTORS MONTH, THIS AMONG LONG OUTREACH PROGRAM FOCUSES ATTENTION ON THE NEED FOR MENTORS AND EACH OF US, INDIVIDUALS, BUSINESSES, GOVERNMENT, AGENCIES, SCHOOL, SAFE COMMUNITIES AND NONPROFITS CAN WORK TOGETHER TO INCREASE THE NUMBER OF MENTORS AND ASSURE BRIGHTER FUTURES FOR OUR YOUNG PEOPLE. POSITIVE RELATIONSHIPS BETWEEN MENTORS AND MENTEES HAVE INCREASED LIVING UP TO THEIR FULL POTENTIAL. THE THEME IS MENTORING IN REAL LIFE ENCOURAGING CITIZENS TO MENTOR. THAT IS ALL. NEXT ORDER OF BUSINESS IS CITIZEN PARTICIPATION. SPEAKERS ARE REQUESTED TO NOT MORE THAN THREE MINUTES. THE SCHOOL BOARD WILL NOT HEAR ISSUES FOR PUBLIC HEARINGS, COMPLAINTS SHOULD BE DIRECTED TO THE APPROPRIATE SCHOOL PRINCIPAL. SPEAKERS SHOULD REFEIGN FROM USING PERSONALLY IDENTIFIABLE INFORMATION IN CONNECTION WITH A STUDENT. SPEAKERS ARE EXPECTED TO DELIVER THEIR COMMENTS WITH THE DECOR RUM AND RESPECT APPROPRIATE TO THE CONDUCT OF THE PUBLIC'S BUSINESS. PLEASE BE MINDFUL WE OFTEN HAVE YOUNG CHILDREN IN THE AUDIENCE AS WELL AS SOMETIMES WATCHING AT HOME, SO PLEASE MAKE YOUR COMMENTS APPROPRIATE FOR ALL AGES. THANK YOU FOR YOUR COOPERATION AND ALL OF THOSE WHO CAME OUT TO SPEAK TO US. TONIGHT THERE ARE 10 CITIZENS TO ADDRESS THE BOARD. HELEN GRAF, TO BE FOLLOWED BY ERIC DAVENPORT AND BETHANY KOZMA. IS MS. GRAF HERE? OKAY. IF THOSE OF YOU WOULD PLEASE MOVE DOWN WHEN I CALL YOUR NAME SO YOU CAN BE READY. MR. DAVENPORT AND MS. KOZMA. OH, YOU ARE MS. GRAF. I SEE. WOULD YOU STATE YOUR NAME AND AFTER YOU FINISH LET THE CLERK KNOW YOUR NAME. THIS IS ADAM GRAF, MY DAUGHTER AND SON. I WANTED TO THANK YOU FOR GIVING US THE OPPORTUNITY TO SPEAK TONIGHT. THE DECISION OF MY FAMILY AND I TO MOVE TO FAIRFAX COUNTY SEVERAL YEARS AGO WAS INFLUENCED BY THE LEVEL OF PUBLIC EDUCATION AVAILABLE HERE. SEARCHING ONLINE FAIRFAX COUNTY HAD A GOOD REPUTATION. AS A PARENT OF THREE CHILDREN, TWO OF WHICH ARE SCHOOL AGE AND ONE THAT WILL BE IN A FEW YEARS, YOU KNOW, A ROBUST SCHOOL PROGRAM WAS A MUST FOR US. SO WE ARE VERY THANKFUL TO THE SCHOOL DISTRICT, THE SCHOOL BOARD, DEFINITELY, FOR THE HARD WORK AND DEDICATION IN HELPING OUR STUDENTS ACHIEVE THEIR FULL POTENTIAL. STUDENT SUCCESS IS, AFTER ALL, THE FIRST GOAL OF THE IGNITE PLAN AND THAT IS WHAT I'M HERE TO SPEAK TO YOU TONIGHT ABOUT. FIRST TWO OVERARCHING STRATEGIES, THE FIRST OVERARCHING STRATEGY TALKS ABOUT INSTRUCTION ALPRACTICES WILL BE ENHANCED TO SUPPORT STUDENTS IN ACHIEVING THEIR FULL POTENTIAL. IT IS AN HONORABLE STRATEGY BUT RECENT ACTIONS BY THE SCHOOL BOARD I FEEL DON'T ALIGN WITH THAT STRATEGY. SPECIFICALLY I'M TALKING ABOUT INCLUDING GENDER IDENTITY INTO THE NONDISCRIMINATION POLICY 1450. THIS DECISION WAS UNDERRESEARCHED AND IT WAS A RASH ACTION TO FULFILL A POLITICAL AGENDA AND NOT THE STUDENT BODY'S FULL POTENTIAL IN MIND. NOT ENOUGH RESEARCH HAS BEEN DONE ON WHAT THE FULL IMPACT OF TEACHING AND EXPOSING YOUNG CHILDREN, IMPRESSIONABLE CHILDREN TO QUESTION THEIR GENDER IDENTITY. LONG-TERM EFFECT FOSTER LIFE-LONG CONFUSE. STATISTICS SHOW A LOT OF TRANSGENDER PARTICIPANTS AFTER THEIR PROCEDURES START TO REGRET THEIR DECISION. ADDITIONALLY, PHYSICAL FACTS LIKE YOUR BIOLOGICAL GENDER AT BIRTH BECOME QUESTIONABLE WHAT ABOUT NONPHYSICAL ASPECTS, MENTAL ASPECTS SUCH AS MORALS AND ETHICS. THEY ARE EVEN MORE QUESTIONABLE THAN PHYSICAL ASPECTS. WHAT FURTHER COMPLICATES THIS IS THE GRAPHIC VERBAL AND VISUAL DESCRIPTIONS USED IN F.L.E. IN FACT, TODAY THEY TAUGHT F.L.E. IN MY SON'S SCHOOL AND OBVIOUSLY WE OPTED OUT ON THAT, BUT AFTERWARDS ALL THE KIDS WERE VERY MUCH ABUZZ WITH WHAT WAS GOING ON IN THE CLASSROOM DURING F.L.E. SOME OF THEIR WORDS WERE DISGUSTING, TORTURE, UNBEARABLE. I PLAN TO�-- PRETTY INTERESTING�-- WOW. PRETTY INTERESTING THAT MATERIAL THAT IS SUITABLE FOR A CLASSROOM SHOWN IN A MOVIE THEATER WOULD BE RATED R. THANK YOU FOR THIS TIME UNFORTUNATELY I DIDN'T GET TO MY OTHER POINTS. THANK YOU VERY MUCH. THANK YOU FOR BRINGING YOUR CHILDREN. MR. DAVENPORT TO BE FOLLOWED BY BETHANY KOZMA AND HOPE WOJCECH. HELLO. MY NAME IS ERIC DAMPB PORT. THIS LOOKS LIKE THE U.N. I'M A PRIVATE VIOLIN TEACHER IN RESTON. I WOULD LIKE TO TALK ABOUT TWO SUBJECTS WHICH PERTAIN TO STUDENT SUCCESS. I HAVE A STUDENT IN THE ORK TRA PROGRAM AT LANGSTON HUGHES MIDDLE AND HEARD NOTHING BUT POSITIVE FEEDBACK ABOUT HIS TEACHER, HIS EXPERIENCE AND HIS EXPERIENCE IN ORCHESTRA. I CONGRATULATE FAIRFAX COUNTY FOR OFFERING ORCHESTRA TO OUR CHILDREN AND I HOPE YOU CONTINUE THE ORCHESTRA PROGRAM. I DON'T HAVE TO TELL YOU THAT MUSIC AND ORCHESTRA AND BAND IS A REAL MARKER OF STUDENT SUCCESS IN SCHOOLS. I HAVE CONCERNS, HOWEVER, ABOUT THE SUBJECT OF SEX AND SEXUALITY BEING TAUGHT IN FAIRFAX COUNTY. THE FAMILY LIFE PROGRAM AND THE HEALTH PROGRAMS BEING OFFERED AT ALL LEVELS IN FAIRFAX ARE TEACHING INAPPROPRIATE AND EVEN UNETHICAL TOPICS TO OUR CHILDREN. CONTRACEPTION, HOMOSEXUALITY, GENDER IDENTITY ARE BEING INTRODUCED IN SEVENTH GRADE. I GUESS IT WAS FOURTH GRADE. I DON'T KNOW WHAT THIS MAN WAS ALLUDING TO. THIS IS NOT ONLY INAPPROPRIATE, BUT IT IS PSYCHOLOGICALLY ABUSIVE. OUR CHILDREN SHOULD BE KEPT INNOCENT OF THESE TOPICS AS MARRIAGE IS THE ONLY ETHICAL OUTLET FOR SEXUALITY. THE EXPLOSIVE, COMPLICATED AND EMOTIONAL TOPIC OF SEXUALITY AND DEVIANT SEXUALITY SHOULD NOT BE TAUGHT IN SCHOOLS. THESE TOPICS ARE IN THE PARENTS' JURISDICTION ONLY. IN THE FAMILY LIFE PROGRAM SEXUALITY AS A SPECTRUM IS BEING INTRODUCED IN EIGHTH GRADE. NOT ONLY IS THIS A RADICAL FRINGE VIEW OF SEXUALITY, BUT IT HAS NO PLACE IN SCHOOL. TEACHING THIS AT SCHOOL GIVES LEGITIMACY TO THIS FRINGE VIEW OF SEXUALITY THAT IT DOES NOT DESERVE. MY FRIENDS, THIS AMOUNTS TO PSYCHOLOGICAL ABUSE. IF I HAVE MISUNDERSTOOD THE FAMILY LIFE AND HEALTH PROGRAMS OF FAIRFAX COUNTY SCHOOLS, PLEASE FORGIVE ME. IF I AM ACCURATE ABOUT THEM, THEN I BEG YOU RETHINK YOUR CURRICULUM TO NOT ONLY ALIGN ITSELF WITH ETHICS AND COMMON DECENCY BUT REALITY. THANK YOU VERY MUCH. [ APPLAUSE ] THANK YOU. BETHANY KOZMA AND HOPE WOJCIECH AND MEG KILGANNON. BETHANY KOZMA HERE? GOOD EVENING. I'M JOHN MURRAY, SPEAKING ON BEHALF OF PARENT AND CHILD .ORG. PARENTS WHOSE CHILDREN ATTEND OR GRADUATED FAIRFAX COUNTY SCHOOLS. WE PUBLISHED THE RESULTS OF A SURVEY ON OUR WEBSITE. I'M SPEAKING TO YOU BECAUSE THE CURRENT F.L.E. PROGRAM CREATES OBSTACLES TO STUDENT SUCCESS. A REVISED FAMILY LIFE PROGRAM COULD MAKE TREMENDOUS STRIDE TOWARDS CREATING STUDENT SUCCESS. WHAT ARE THE PROBLEMS IN THE F.L.E. CURRICULUM. SOME ARE SCIENTIFICALLY INACCURATE OR SERIOUSLY INCOMPLETE. SOME F.L.E. LESSONS ENCOURAGE BEHAVIORS THAT CAN RESULT IN SERIOUS EMOTIONAL, PSYCHOLOGICAL OR PHYSICAL CONSEQUENCES. A REVISED F.L.E. CURRICULUM BY ITSELF WOULD BE A STUDENT SUCCESS STRATEGY BY GIVING STUDENTS SCIENTIFICALLY CORRECT AND COMPLETE INFORMATION AND DISCOURAGING BEHAVIORS WITH ADVERSE PHYSICAL AND EMOTIONAL CONSEQUENCES. IS THERE A BETTER STUDENT SUCCESS STRATEGY THAN PROVIDING ACCURATE INFORMATION AND PROMOTING HEALTHY BEHAVIOR? WHAT ARE�-- WHERE ARE THE PROBLEMS IN THE F.L.E. CURRICULUM? PLEASE TAKE A LOOK AT THE PARENTANDCHILD.ORG WEBSITE, SELECT VIEW CLICKABLE SITE AND CLICK A CHART TO GIVE YOU A BRIEF REVIEW OF THE LESSON AND THE REASON IT WAS GRADED, GREEN, YELLOW OR RED. I HOPE YOU WILL TAKE A FEW MINUTES SOMETIME THIS WEEK AND SEE WHAT WE HAVE TO SAY. I HOPE PARENTS OF FAIRFAX COUNTY STUDENTS WILL DO THE SAME. THE MOST BASIC STUDENT SUCCESS STRATEGY IS TO PROVIDE STUDENTS ACCURATE INFORMATION. AND TO ENCOURAGE HEALTHY BEHAVIORS AND DISCOURAGE UNHEALTHY ONES. IS THE CURRENT F.L.E. PROGRAM ENTIRELY WITHOUT MERIT? NO. THERE ARE SOME GOOD AND ACCURATE LESSONS IN THE F.L.E. PROGRAM. YOU WILL FIND OUR CHART ACKNOWLEDGES SUCHLESS SONS. I HOPE THE F.L.E. PROGRAM CAN BE CHANGED TO PROMOTE STUDENT SUCCESS STRATEGIES BY PROVIDING SCIENTIFICALLY CORRECT AND COMPLETE INFORMATION AND ENCOURAGE HEALTHY BEHAVIORS WHILE DISCOURAGING UNHEALTHY ONES. THANK YOU. [ APPLAUSE ] HOPE KOJCIECH, MEG KILGANNON AND KATHLEEN GILLETTE-LAL LARD. I'M HOPE WOJCIECH, I'M A GRADUATE OF OAKTON HIGH SCHOOL AND MOTHER OF THREE AMAZING BOYS. I WOULD LIKE TO ADDRESS THE AGENDA ITEM RELATED TO STUDENT SUCCESS STRATEGIES. I WOULD SUGGEST AN EXTREMELY IMPORTANT IF NOT THE MOST IMPORTANT ELEMENT OF STUDENT ACADEMIC SUCCESS IS THE ENGAGEMENT, INVOLVEMENT AND SUPPORT OF PARENTS. HOWEVER, DURING MY YEARS AS A PARENT OF FCPS STUDENTS I HAVE REPEATEDLY FELT THE SCHOOL SYSTEM AND IN PARTICULAR THIS BOARD DOES NOT WANT PARENTS INVOLVED IN THE EDUCATION OF OUR CHILDREN OR TO HEAR OUR OPINIONS, ESPECIALLY OPINIONS THAT DIFFER FROM YOUR OWN. FOR EXAMPLE, YOU PERMIT 10 SPEAKERS AT YOUR BUSINESS MEETINGS ALLOWING THEM THREE MINUTES TO SHARE THEIR THOUGHTS ON TOPICS OF YOUR CHOOSING. I HAVE WRITTEN MANY E-MAILS SHARING MY THOUGHTS ON IMPORTANT MATTERS TO ME AND MY FAMILY. AT BEST THEY ARE MET WITH AN AUTO REPLY, MOST GO UNACKNOWLEDGED ENTIRELY. I HAVE WITNESSED BOARD MEETINGS AND OUR SUPERINTENDENT TELLING OUTRIGHT LIES TO PARENTS AS WELL AS LYING BY OMISSION. IN ONE CIRCUMSTANCE FCPS WAS ABLE TO ACCOMPLISH BOTH IN ONE SINGLE E-MAIL. ON MAY 18, 2015, FCPS SENT OUT AN E-MAIL FROM THE SUPERINTENDENT TO ALL PARENTS RELATED TO RECOMMENDED CHANGES IN THE FAMILY LIFE EDUCATION CURRICULUM. THIS E-MAIL TOLD PARENTS "MANY OF THE INSTRUCTIONAL OBJECTIVES MEET THE VIRGINIA DEPARTMENT OF EDUCATION GENERAL STANDARD OF LEARNING AND NO LONGER HAVE AN OPT OUT OPTION. THIS STATEMENT IS NOT TRUE. A FRIEND OF MINE CHOSE NOT TO TAKE THE SUPERINTENDENT AT HER WORD AND SPENT HER PRECIOUS FREE TIME COMPARING FAIRFAX COUNTY'S F.L.E. CURRICULUM AND VIRGINIA'S. THE TWO ARE COMPARABLE. FAIRFAX F.L.E. GOES ABOVE AND KWLOOND IS REQUIRED BY THE STATE. 85% OF THE F.L.E. OBJECTIVES THIS BOARD MOVED FROM F.L.E. TO HEALTH ALIGNS BETTER WITH VIRGINIA'S F.L.E. CURRICULUM THAN VIRGINIA'S HEALTH CURRICULUM, YET SUPERINTENDENT GARZA AND THIS BOARD TOLD PARENTS OTHERWISE. SUBSEQUENTLY ELIMINATING THE ABILITY OF PARENTS TO OPT THEIR CHILDREN OUT OF DISCUSSIONS ON THESE TOPICS. REQUIRED READING FOR FCPS HIGH SCHOOL STUDENTS INCLUDES SEXUALLY EXPLICIT MATERIAL AND OBSCENE LANGUAGE. FCPS FEELS NO NEED TO NOTIFY THE PARENTS TO ALLOW THE PARENTS TO DECIDE IF IT IS APPROPRIATE FOR THEIR CHILD. THESE ARE A FEW RECENT EXAMPLES OF HOW FCPS HAS DISREGARDED AND DISRESPECTED PARENTS AS THE PRIMARY EDUCATORS AND DECISION MAKERS FOR THEIR CHILDREN. IF YOU DESIRE TO HAVE SUCCESSFUL STUDENTS YOU MUST HAVE PARENTS ENGAGED WITH YOUR SCHOOLS. IGNORING, UNDERMINING AND LYING TO PARENTS WHILE PUSHING YOUR POLITICAL AGENDAS ON THEIR FAMILIES IS A FOOLISH WAY TO ACCOMPLISH YOUR GOALS. THANK YOU. [ APPLAUSE ] MEG KILGANNON. GOOD EVENING. MY NAME IS MEG KILGANNON. I'M HERE TO REPRESENT CONCERNED PARENTS AND EDUCATORS OF FAIRFAX COUNTY. WE ARE A DIVERSE GROUP OF PARENTS WHO CAME TOGETHER AFTER WITNESSING THE SHOCKING DISREGARD FOR PARENTS BY SOME ON THIS SCHOOL BOARD DURING THE PASSAGE OF POLICY 1450. PEOPLE OF GOOD WILL CAN DISAGREE ON POLICY ISSUES AND I'M SURE SOME OF YOU DO BELIEVE YOU ARE HELPING CHILDREN WITH POLICIES LIKE 1450. OUR MEMBERSHIP STRONGLY DISAGREES WITH THAT. WE BELIEVE IN SCIENTIFIC EVIDENCE THAT POLICIES LIKE 1450 ARE DANGEROUS TO ALL STUDENTS-- YOU DO KNOW YOU SIGNED UP TO DISCUSS THE MIDYEAR BUDGET REVIEW. I'M GETTING TO THAT. 1450 IS-- I CAME HERE TO TALK ABOUT THE BUDGET. PARENTS ARE TAKING A CLOSER LOOK AT EVERYTHING THE SCHOOL BOARD IS DOING. WE ARE SEEING MORE THINGS AND LIKING LESS AND LESS. YOUR $2.8 BILLION BUDGET, IT IS HARD TO FATHOM THE AMOUNT OF MONEY THAT IS. THE FIRST $1 BILLION WILL CIRCLE THE EARTH FOUR TIMES, THE SECOND $1 BILLION WILL MAKE A STACK 68 MILES HIGH, AND THE REMAINING $800 MILLION WOULD COVER THREE SQUARE MILES OF FAIRFAX COUNTY. YOU CAN UNDERSTAND HOW UNBECOMING IT IS TO VOTERS, YOUR CONSTANT POOR MOUTHING. WE ALL HAD OUR TAXES RAISED YET YOU SPENT ALL FALL TELLING US WHY WE NEEDED TO PASS A MEALS TAX BECAUSE THE $2.8 BILLION IS NOT ENOUGH. THE DEMOCRATIC NOMINEE WON FAIRFAX COUNTY WITH 63% OF THE VOTE, YOUR MEALS TAX FAILED 55-45%. A RESOUNDS DEFEAT. THE FREE WHEELING SPENDING MUST STOP. LET'S RETURN EXCELLENCE IN EDUCATION TO FAIRFAX COUNTY. DO WE NEED TO WRITE OUR OWN K-12 FAMILY LIFE EDUCATION PROGRAM, FOR EXAMPLE. WHAT IF WE TAUGHT SEX EDUCATION USING THE VIRGINIA S.O.Q.s, THAT WOULD COST LESS MONEY AND STAFF TIME AND LEAVE MORE TIME FOR STUDY IN CORE SUBJECTS. OUR CURRENT F.L.E. PROGRAM USES PHRASES LIKE SEX ASSIGNED AT BIRTH AND INCLUDES ABSTAINING FROM AND SEX. WE WOULD PROBABLY BE BETTER OFF WITH THE S.O.Q.s. DO WE REALLY NEED TO PRODUCE OUR OWN SURVEY? HOW MANY STAFFERS ARE WORKING ON THAT? NEVER MIND THE ADDITIONAL SPENDING YOU DREAM UP BASED ON THE RESULTS OF THE SURVEY. IS IT REALLY NECESSARY TO DO THAT? WE COULD DO WITHOUT IT FIVE TO 10 YEARS AND REASSESS. PARENTS WANT HIGHER TEACHER SALARIES FOR OUR HARD WORKING EDUCATORS. WE WANT SMALLER CLASS SIZES, WE ELECTED YOU TO MAKE THAT HAPPEN NOT TO LET BOYS IN THE GIRLS LOCKER ROOM. BE WISE WITH THE $2.8 BILLION YOU SO GENEROUSLY HAVE. KATHLEEN GILETTE-MALLARD, OMAR ABDELRAHIM AND KEVIN HICKERSON. IS MS. GILETTE-MALLARD HERE. ALL RIGHT. OMAR. ABDELREHIM. HOW CLOSE DID I GET. THAT WAS VERY CLOSE. USUALLY MOST PEOPLE DON'T GET THAT CLOSE. SO THANK YOU. THANK YOU SO MUCH FOR GIVING ME THIS OPPORTUNITY. I'M OMAR ABDELREHIM, A MUSLIM, A DISABLED VETERAN AND THREE CHILDREN ATTENDING FAIRFAX COUNTY PUBLIC SCHOOLS. I WANTED TO ADDRESS STUDENT SUCCESS STRATEGIES. IN AN EFFORT TO PUT MY KIDS IN AN ENVIRONMENT TO GIVE THEM THE BEST OPPORTUNITY FOR SUCCESS I WANTED TO COME HERE AND GIVE SOME INSIGHT AND SOME FEEDBACK. I ATTENDED MY KIDS SIXTH GRADE CEREMONY, MY TWIN, I HAVE TWINS. I REALIZED THERE WAS TWICE THE AMOUNT OF TIME SPENT AND TWICE AMOUNT OF AWARDS FOR MUSIC THAN THERE WAS ACADEMICS. I KEPT ON ASKING MYSELF WHAT IS THE MESSAGE. THIS IS A SCHOOL THAT IS AN A.A.P. SCHOOL THAT BOASTS HIGH ACADEMIC STANDARDS AND RESULTS. SO I WANTED TO UNDERSTAND AND ALSO WANTS TO HAVE THE BOARD EVALUATE AND TAKE A LOOK AT THAT AND SAY IS MUSIC TAKE PRECEDENCE OVER ACADEMICS. I UNDERSTAND THAT MUSIC AND ART CAN BE IMPORTANT, MAY BE IMPORTANT FOR NURTURING STUDENT DEVELOPMENT AND CREATING WELL ROUNDED PEOPLE, BUT NOT AT THE EXPENSE OF OBTAINING A BASIC LEVEL OF FUNDAMENTAL EDUCATION USED TO SURVIVE, THRIVE, COMPETE, SUCCEED IN AN EVER INCREASING GLOBALLY COMPETITIVE WORLD. IS THIS WHY OUR KIDS ARE HAVING A HARD TIME COMPETING WITH INTERNATIONAL STUDENTS FROM THIRD WORLD COUNTRIES? WHY CAN'T WE USE BEST PRACTICES AND LEARN? IN MY MEETING WITH A DEAN AT UC BERKELEY, IT CAME OUT DOUBLE THE ACADEMIC SCHOLARSHIPS ARE GOING TO INTERNATIONAL EDUCATED STUDENTS PRIVATE SCHOOL STUDENTS OR STUDENTS WITH A INTERNATIONAL BACKGROUND. WE ARE DISCUSSING ANOTHER WRINKLE IN OUR STUDENT SUCCESS WITH A VERY DISTRACTING POLICY FURTHER DISTANCING OUR STUDENTS. POLICY 1450 CREATES A HOSTILE ENVIRONMENT FOR ISLAMIC FOLLOWERS AND STUDENTS ARE THINKING ABOUT THINGS THEY NEVER HAD TO THINK ABOUT BEFORE, SUCH AS GOING TO THE BATHROOM. THIS POLICY WOULD VIOLATE THE NATURAL RIGHTS OF FEMALES AND INCREASED ATTENTION TO THE SCHOOL SYSTEM TO MAINTAIN A SAFE LEARNING ENVIRONMENT WHICH WOULD INCREASE COSTS, WHICH NOW WE ARE TALKING ABOUT BUDGET AND TAKE AWAY FROM WHAT MAKES OUR STUDENTS SUCCESSFUL. IF THE AIM IS TO DECREASE DISCRIMINATION, LET'S HANDLE A LARGER MAJORITY OF MUSLIM STUDENTS. 5% OF THE COUNTY IS MUSLIM, THERE ARE 10,000 MUSLIM STUDENTS IN FAIRFAX COUNTY SCHOOLS. IT IS THERE IS A PUBLIC DISCRIMINATION FROM MUSLIMS. I HAVE HEARD FROM MY KIDS TEACHERS ABOUT MY KIDS BEING VERBALLY ABUSED DUE TO RELIGION. I HAVE SPOKEN TO MANY YOUTHS AND THE MAJORITY OF THEM WERE DISCRIMINATED AGAINST IN THEIR SCHOOLS. IF DISCRIMINATION IS A CONCERN, WHY AREN'T WE TALKING ABOUT THIS. THANK YOU SO MUCH. THANK YOU. KEVIN HICKERSON TO BE FOLLOWED BY RACHEL BAXTER AND PAUL McCLEMENS. GOOD EVENING. I'M KEVIN HICKERSON, PRESIDENT OF THE FAIRFAX EDUCATION ASSOCIATION AND HERE TO SPEAK ABOUT THE MIDYEAR BUDGET REVIEW. WE ARE HAPPY THE DISTRICT WAS ABLE TO FIND SAVINGS AND TRUST THOSE WILL BE ALLOCATED RESPONSIBILITY IN THE UPCOMING MONTHS. WHEN IT COMES TO SAIFS PARTICULARLY HEALTH CARE ANY SAVINGS FROM THE EMPLOYEE SIDE SHOULD KEEP HEALTH CARE COSTS LOW, USED THE HELP THE EMPLOYEES RATHER THAN RETURNED TO THE GENERAL BUDGET. DIFFERENTIATING PAY, FEA WOULD EXPECT TO BE CONSULTED AS THE SCHOOL BOARD LOOKS INTO THIS OPTION. ONE TIME BONUSES ARE A BAND-AID FIX FOR A LONG-TERM COMPENSATION PROBLEM. WE HAVE A RECRUITMENT ISSUE CAUSED BY THE BEST AND MOST EXPERIENCE STAFF MOVE TO NEIGHBORING JURISDICTIONS WITH BETTER COMPENSATION PACKAGES. WE PARTICULARLY WORRIED ABOUT THE CONCEPT OF CREATING A TIERED WORK FORCE IF DIFFERENTIATED PAY WENT BEYOND HIRING BONUSES. MANY DISCUSSIONS COULD CREATE A TIERED WORK FORCE WHERE EMPLOYEES ARE TREATED DIFFERENTLY AND HAVE DIFFERENT COMPENSATION OR RETIREMENT MODELS BASED ONTD WHAT YEAR THEY WERE FIRED. FEA STANDS OPPOSED TO ANYTHING THAT WOULD WEAKEN OUR RETIREMENT BUT OPEN TO OPTIONS THAT WOULD CREATE DISPARITIES BETWEEN FCPS STAFF. FEA IS GRATEFUL TO BE INCLUDED IN THE TASK FORCE AND CONTINUE TO FIND BUDGET SAVINGS TO CREATE THE LEAST HARM TO OUR STUDENTS AND EMPLOYEES. WITH THAT, I GIVE YOU A GIFT OF ANOTHER MINUTE OF TIME. HAPPY HOLIDAYS TO YOU ALL. THANK YOU. RACHEL BAXTER. GOOD EVENING. FROM MY KINDERGARTEN CLASSROOM AT HUNT VALLEY ELEMENTARY SCHOOL, ALL THE WAY TO THE CHOIR ROOM AT WEST SPRINGFIELD HIGH SCHOOL, I WAS BORN, BRED, AND EDUCATED IN FAIRFAX COUNTY. SAYING I WAS FROM FAIRFAX COUNTY WAS A BADGE OF HONOR THAT I PROUDLY WORE. I WAS ALWAYS TOLD FAIRFAX COUNTY PUBLIC SCHOOLS HAD A REPUTATION FOR EXCELLENCE AND PEOPLE I MET OUTSIDE THE COUNTY REITERATED THIS BELIEF WHEN THEY LEARNED THAT IS WHERE I WAS FROM. MY MOM WORKED AT MY HIGH SCHOOL WHEN I WAS A STUDENT AND THIS OFFERED ME A UNIQUE OPPORTUNITY TO GET TO KNOW THE STAFF, NOT JUST AS EDUCATORS AND ROLE MODELS BUT FAMILY FRIENDS. I BUILT RELATIONSHIPS ELSEWHERE IN THE COUNTY. MRS. STRAUSS, YOU MAY NOT REMEMBER ME BUT I HAD A PICTURE OF YOU AND SEVERAL O OF MY FRIENDS TAKING AT THE KENNEDY CENTER CAPPIES GALA WHEN I WAS 14. CAPPIES WAS GREAT. I'M GRATEFUL FOR YOU. IN THE 11th GRADE I SANG THE NATIONAL ANTHEM AT A SCHOOL BOARD MEETING WITH THE WEST SPRINGFIELD MAGICALS AND REMEMBER BEING INTRODUCED BY YOU MR. MOON. YOU ALL MAY NOT REMEMBER ME BUT I FEEL LIKE WE GO WAY BACK. ONCE I WANTED TO GO INTO EDUCATION I COULD NOT THINK OF A BETTER SCHOOL DISTRICT THAN ONE THAT LEFT SUCH A BOZTIVE, LASTING IMPRESSION ON ME. I DID RESEARCH AND WAS DISHEARTENED TO LEARN PAY FOR FAIRFAX COUNTY IS MUCH LOWER THAN OTHER DISTRICTS IN THE REGION. HOW COULD THIS BE SO WITH ALL I KNEW ABOUT FCPS BEING THE BEST OF THE BEST? STILL I SUBSTITUTED WITH FAIRFAX COUNTY AND DECIDED IT COULD BE A HOME FOR ME AS A TEACHER. THE THING I KEPT HEARING WAS, YEAH, IT IS PRETTY DISAPPOINTING THAT TEACHERS IN ARLINGTON MAKE SO MUCH MORE MONEY, BUT AT LEAST THE BENEFITS ARE GREAT, ESPECIALLY THE RETIREMENT. IT IS MY FIRST YEAR AS A TEACHER AND WHILE I HAVE LOVED EVERY SECOND IN THE CLASSROOM, I'M DISHEARTENED OF WHAT I'M HEARING OUTSIDE OF THE CLASSROOM. THESE GREAT RETIREMENT BENEFITS ARE IN RISK OF BEING PHASED OUT FOR NEWER, NONVESTED TEACHERS LIKE MYSELF AND ELIMINATED ENTIRELY FOR NEW TEACHERS IN THE COUNTY. IT IS THE PEOPLE AND SPECIFICALLY THE TEACHERS WHO ARE THE BACKBONE OF THE SYSTEM. THEY ARE THE ONES WHO MADE MY EDUCATION MEMORABLE AND CONTINUE TO ENRICH MY LIFE AS TRUSTED FRIENDS AND EXPERIENCED COLLEAGUES. HOW DO YOU EXPECT TO RECRUIT NEW, YOUNG, TOP-TIER TEACHERS WHEN THEY HAVE EVERY REASON TO GO ELSEWHERE? HOW CAN FAIRFAX COUNTY MAINTAIN ITS REPUTATION OF EXCELLENCE WHEN THERE IS NO INCENTIVE FOR THE BEST TEACHERS TO COME WORK FOR FAIRFAX COUNTY? THESE TEACHERS THAT FCPS NEED TO RECRUIT DON'T WANT A SIGNING BONUS, THEY WANT GOOD RETIREMENT BENEFITS AND COMPETITIVE PAY. THE SCHOOL BOARD MUST CONSIDER THE LONG LASTING RAMIFICATIONS OF THESE DECISIONS. IT MAKES WE WONDER IF THE SAME CALIBER OF EDUCATORS WHOSE CLASSROOMS I HAD THE PRIF PRIVILEGE OF BEING IN THE THE SCHOOL BOARD DOESN'T PAY THEM WHAT THEY ARE WORTH AND INVEST IN THEIR RETIREMENT. THANK YOU. THANK YOU. MR. McCLEMENS. SUPERINTENDENT LOCKHARD, CHAIRMAN EVANS, MS. CHU. I'M PAUL McCLEMENS AND PRESIDENT OF THE FAIRFAX COUNTY FEDERATION OF TEACHERS. I REPRESENT EDUCATORS WHO CAME TO FAIRFAX COUNTY PUBLIC SCHOOLS BECAUSE THIS IS THE BEST SCHOOL SYSTEM IN THE COUNTRY. I'M HERE TO ADDRESS THE MIDYEAR BUDGET REVIEW. TWO CONCERNS MY MEMBERS CONTINUE TO POSE. FCFT UNDERSTANDS THE DECISION HAS NOT BEEN MADE BY THE SCHOOL BOARD BUT FCPS EMPLOYEES ARE CONCERNED. THE COST TO CONTINUE THIS PROGRAM AT THE CURRENT RATE CAN'T CONTINUE. HOWEVER, IT IS THE HOPE OF FCFT YOU WILL RECONSIDER CHOICES AND CUTS TO ERFC. MANY MAY NOT UNDERSTAND THE IMPACT OF THOSE PROPOSED CHANGES, THEY WILL WHEN THE TIME GETS CLOSER TO RETIREMENT AND THAT MONEY IS NO LONGER THERE. IF THE SCHOOL BOARD FOLLOWS THE TREND THAT PRIVATE SECTOR BUSINESSES WENT TO IN DEFINED CONTRIBUTIONS WE WILL LOSE THE GREATEST BENEFITS THAT ATTRACTS OUR TEACHERS, ERFC. FCFT URGES THE SCHOOL BOARD TO STOP LOOKING AT WHAT EVERYONE ELSE IS DOING AND WHAT FCPS IS DOING RIGHT AND KEEP ERFC AS IS. CHANGING THE INTEREST RATING FROM 5% TO 4% FOR ALL EMPLOYEES IS A CHANGE THAT WOULD MEAN SAVINGS FOR FCPS, BUT HUGE CUT TO LIVELIHOOD OVER LIFE SPAN IN FCPS. A 1% CHANGE MAY NOT SEEM LIKE A LOT ON PAPER. BUT THAT PERCENTAGE ADDS UP OVER TIME FOR FCPS EMPLOYEES. TIME FCPS EMPLOYEES HAVE GIVEN TO THE SYSTEM AND TIME THEY DESERVE ACCREDITED TO THEM IF FULL WHEN THEY RETIRE FROM FCPS. THE SECOND CONCERN I AM ADDRESSING IS SUBSTITUTE PAY. FCFT CONTINUES TO HEAR OUR TEACHERS AND ADMINISTRATORS ARE HAVING A HARD TIME FILLING SUBSTITUTE POSITIONS. FCFT UNDERSTANDS THERE ARE SBC TEUTS GOING THROUGH ORIENTATION RIGHT NOW AND WILL BE AVAILABLE SOON BUT ARE THOSE THE SAME QUALITY SUBSTITUTES WE RELIED UPON TO MAKE SURE OUR LESSONS WERE FOLLOWED. WHEN THEY SET UP THEIR OWN SUBSTITUTE, THAT SUBSTITUTE CANCELS THE JOB AND NO SHOWS OR PULLS TO FILL A CLASSROOM TEACHER'S ABSENCE. MANY TEACHERS ARE NOT TAKING TIME OFF TO RECOVER FROM ILLNESS BECAUSE THEY CAN'T FIND A SUBSTITUTE. FCPS LOOKED AT OTHER SURROUNDING JURISDICTIONS TO CUT SUBSTITUTE PAY INSTEAD OF LOOKING WHAT FCPS DOES BEST, PROVIDE QUALITY SUBSTITUTE TEACHERS WORKING FOR THE BEST SCHOOL SYSTEM IN THE COUNTRY. WE ENCOURAGE THE SCHOOL BOARD TO RESTORE THE PAY FOR SUBSTITUTE TEACHERS, WHO ARE READ A LESSON PLAN, FOLLOW A DAILY SCHEDULE SET UP BY THE CLASSROOM TEACHER. THANK YOU. THANK YOU. WE NOW GO TO ITEM 3.02, FY 2018-2022 CAPITAL IMPROVEMENT PROGRAM. AND I CALL ON DR. LOCKHARD. THANK YOU, MADAM CHAIR. GOOD EVENING, IT IS MY PLEASURE TO INTRODUCE JEFF PLATENBERG, WHO WILL SHARE THE CAPITAL IMPROVEMENT PROGRAM WITH US. THE C.I.P. PROVIDES A LOOK IN FIVE YEARS STUDENT ENROLLMENT PROJECTIONS. CERTAIN ENROLLMENT IN CERTAIN AREAS OF THE COUNTY IS OUTPACING CAPACITY. MR. PLATENBERG WILL TALK TO YOU ABOUT THIS. WELCOME JEFF PLATENBERG AND HIS TEAM, I'M SURE WE WILL REFERENCE THEM FOR THE PRESENTATION OF THE C.I.P. THANK YOU DR. LOCKHARD, I WOULD LIKE TO RECOGNIZE MR. KEVIN SNEAD WITHOUT WHICH THE CAPITAL IMPROVEMENT PROGRAM WOULDN'T EXIST WITHOUT THE KPENS HE DOES. HE DOES AN OUTSTANDING JOB. THE CAPITAL IMPROVEMENT PROGRAM IS ONE OF A CADRE OF ELEMENTS SERVING AS THE BLUEPRINT OF SUCCESS IN FAIRFAX COUNTY PUBLIC SCHOOLS. THIS COUPLED WITH PORTRAIT OF A GRADUATE, FCPS STRATEGIC PLAN, IGNITE, AND FOUR STRATEGIC GOALS INCLUDING GOAL ONE PRESENTED THIS EVENING REGARDS STUDENT SUCCESS. THAT WITH THE BUDGET, THE COMPREHENSIVE PLAN AS AMENDED SERVE AS A STRONG FOUNDATION FOR THE DIRECTION IN WHICH WE ARE HEADED. SINCE 2008-2009, FAIRFAX COUNTY HAS GROWN BY 2400 STUDENTS EACH YEAR, ON AVERAGE, SOMETIMES MORE, SOMETIMES LESS, TOLD MEMBERSHIP GROWTH OF 21,000 STUDENTS. ARLINGTON COUNTY PUBLIC SCHOOLS 25,278 STUDENTS IN THEIR 2015 PUBLISHED DOCUMENTS AND CITY OF ALEXANDRIA, SEPTEMBER, 2016, SHOWS 15,506 ENROLLMENT. SIMPLY PUT, IT IS AMAZING THE RAPID GROWTH WE HAVE. I HAVE ABOUT 10 SLIDES I'M GOING TO GO THROUGH AND THEN I WILL BE OPEN TO ANY QUESTIONS YOU MAY HAVE. THE STUDENT ENROLLMENT FOR 2016-2017. WE HAVE INCREASED ENROLLMENT DURR THAT PERIOD OF TIME, 1,368 STUDENTS. YOU WILL SEE LAST YEAR OUR INCREASE WAS 240 SOME STUDENTS BUT A MODERATE TO SLIGHT DECREASE IN CENTERS AND ALTERNATIVE PROGRAMS. OUR TOTAL ENROLLMENT IS 187,000 STUDENTS. WE HAVE A LARGE SCHOOL SYSTEM. BIRTH DECREASED COMPARED TO PRIOR YEARS. 15,649. 15,370. SO A DECREASE OF 279 LESS. THE BIRTH TO KINDERGARTEN RATIO MEANING THE BIRTH OF STUDENTS AND FIVE YEARS LATER THOSE THAT ATTEND FCPS, OUR RATIO INCREASED BY APPROXIMATELY 2% COMPARED TO LAST YEAR, FROM 82% TO 84%. THIS CONTINUES TO ADD A DEGREE OF DIFFICULTY FOR US IN DEMOGRAPHERS ESTIMATE KINDERGARTEN IN THE VOLATILITY. WE HAVE A POSITIVE NET MIGRATION IN ALL GRADE LEVELS EXCEPT 12th GRADE. STUDENTS IN MIGRATION ARE ENTERING FCPS FOR THE FIRST TIME. THE OUT MIGRATION ARE THOSE THAT EXIT FCPS, BUT CONTRAST. LAST YEAR IT WAS AN INCREASE OF 430. THIS YEAR WE HAD AN INCREASE OF 1,425. OUR LARGEST GRADE LEVEL COHORTS WERE THE NINTH, 10th AND 11th GRADES. LET'S MOVE ON TO STUDENT ENROLLMENT PROJECTIONS. OUR FOUR-YEAR�-- ACTUALLY IN OUR FIVE-YEAR PROJECTION WE HAVE SHOWN A MODERATE GROWTH RATE. ELEMENTARY ENROLLMENT IS PROJECTED TO DECLINE. WE HAD A SLIGHT INCREASE, WE ARE ANTICIPATING OUR ENROLLMENT TO CONTINUE TO DECLINE AND SHOW THAT IN THE C.I.P. DOCUMENT. THE FUTURE GROWTH IS EXPECTED AT MIDDLE AND HIGH SCHOOL LEVELS AS THE COHORTS MATRICULATE THROUGH THE GRADES. OUR ENROLLMENT GROWTH IS EXPECTED TO OCCUR WHERE SURFACE KA PAS SI �-- CAPACITY MAY NOT BE AVAILABLE. MARSHALL, McLEAN, MADISON AND OAKTON ARE SOME EXAMPLES. THE CAPACITY PRESSURE IN MIDDLE AND HIGH SCHOOLS. AS MANY OF YOU ARE AWARE, OUR FUNDING SOURCES REALLY HAVEN'T CHANGED ALL THAT MUCH. WE HAVE BEEN WORKING REAL HARD COLLECTIVELY WITH YOUR COLLEAGUES AS THE BOARD OF SUPERVISORS TO INCREASE OUR BOND FUNDING. CURRENTLY WE HAVE A CAP OF $155 MILLION FOR CAPITAL PROJECTS A YEAR. WE HAVE OPERATING EXPENSES IN THE OPERATING BUDGET FOR MINOR CAPACITY ENHANCEMENTS FOR 2 HNT 3 MILLION AND ROUTINE MAINTENANCE OF $10 MILLION. THE FAIRFAX COUNTY BOARD OF SUPERVISORS AND FACILITY INFRASTRUCTURE MANAGEMENT COMMITTEE IDENTIFIED WHERE SAVINGS ARE AVAILABLE AT YEAR END FOR $13.1 MILLION OF MAJOR MAINTENANCE SO IT WOULD ALLOW US AN INCREASE OF ANLT TO PERFORM WORK IN THE BOND PROGRAM. THEY ACKNOWLEDGED THAT DOESN'T SEEM ENOUGH GIVEN THE RATE OF GROWTH AND SO FORTH. THOSE CONVERSATIONS WE TALKED ABOUT, AS YOU MAY RECALL, $25 MILLION POTENTIAL AND DUE TO THE FISCAL FORECAST I DON'T KNOW WHERE THAT STANDS BUT IT IS NOT LOOKING PRETTY. UNFORTUNATELY. CAPITAL PROJECT SUMMARY. OF THE FUNDS PROJECTS THE ROUTE ONE PROJECT, APPROXIMATELY $22 MILLION IN THE FY 13 BOND REFERENDUM. UNFUNDED PROJECTS, NORTHWEST COUNTY ELEMENTARY SCHOOL. WE HAVE THE FUNDING FOR THE PLANNING IN THAT PROJECT, BUT THE CONSTRUCTION IS UNFUNDED. THAT IS A PROJECT IN THE McNAIR AREA. FAIRFAX OAKTON ELEMENTARY SCHOOL IS UNFUNDED. AND THE FUTURE WESTERN HIGH SCHOOL CONTINUES TO BE UNFUNDED IN THE HUTCHISON AND ALONG THE SILVER LINE AREA. CAPITAL PROJECT SUMMARY OF CAPACITY ENHANCEMENT WE HAVE, WE HAVE FUNDED PROJECTS AT SOUTH LAKES HIGH SCHOOL, AN ADDITION UNDER CONSTRUCTION CURRENTLY. MODULAR RELOCATIONS FOR MARSHALL, WOODSON AND HAD DISCUSSIONS ABOUT OTHER LOCATIONS THAT HAVE YET TO BE UNFOLDED. UNFUNDED PROJECTS, A MODULAR ADDITION RELOCATION, WEST POTOMAC ADDITION IN THE C.I.P., A STUART HIGH SCHOOL ADDITION AND MADISON HIGH SCHOOL ADDITION. THE CASH FLOW SUMMARY FOR THE TOTAL FIVE-YEAR REQUIREMENT IS $8.24 MILLION. A FUNDED PORTION OF $385,1299 AND UNFUNDED $438,707. 10 YEAR REQUIREMENT TOTAL $1.6 MILLION, FUNDED IS $385, 521, UNFUNDED $1.2 BILLION. IT IS QUITE AN EXTENSIVE PROGRAM. THE CAPITAL PROJECT SUMMARY, UNDER CONSTRUCTION WE HAVE 14 RENOVATIONS THAT ARE LISTED THERE AND THREE NEW SCHOOLS UNDER CONSTRUCTION. IN PLANNING WE HAVE 10 RENOVATIONS THAT ARE ONGOING. WE HAVE THREE MIDDLE SCHOOL RENOVATIONS. WE HAVE FROST MIDDLE SCHOOL THAT IS IN PLANNING AND UNDER CONSTRUCTION WE HAVE HIGH SCHOOLS, WE HAVE FOUR ADDITIONS AND THREE HIGH SCHOOL RENOVATIONS. IN PLANNING IN THE NOVEMBER 17th BOND REFERENDUM IS FALLS CHURCH HIGH SCHOOL RENOVATION. WE HAVE HAD A LOT OF DISCUSSIONS ABOUT THAT. CAPITAL PROJECT SUMMARY, RENOVATIONS THAT ARE COMPLETING CURRENTLY, THOROUGH MIDDLE SKOOND AND THOMAS JEFFERSON, AND WE HAVE KEEN MILL, NORTH SPRINGFIELD AND SPRING FEET ESTATES ELEMENTARY SCHOOL. IN THE ONGOING REQUESTS BY THE SCHOOL BOARD MEMBERS WE MADE ENHANCEMENTS TO IDENTIFY RECOMMENDED SOLUTIONS ORGANIZED BY PYRAMID, ENHANCED VISUAL FORMAT YOU WILL FIND IN THE DOCUMENT, NEW RESOURCES IN THE APPENDICES TO ENHANCE THIS DOCUMENT TO MAKE IT MORE TRANSPARENT AND MORE READABLE. WE INCORPORATED RECOMMENDATIONS FROM THIS GOVERNING BODY AS WELL AS FACILITY PLANNING ADVISORY COUNCIL, I NEED TO GIVE THEM CREDIT AS WELL FOR HELPING US AND GIVING US ASSISTANCE AND COMMENTS ON THIS DOCUMENT. NEXT STEPS, WE HAD PLANNING MEETING THAT WE HAD ON MONDAY, DECEMBER 5 OF 2016. WE HAD A WORK SESSION. TONIGHT'S PRESENTATION IS FOR INFORMATION ONLY TO GIVE YOU AN UPDATE AS TO WHAT IS IN THE C.I.P. DOCUMENT AND WHAT THE TRENDS ARE. I KNOW YOU'LL HAVE A LOT OF QUESTIONS. THIS IS ALWAYS AN EXCITING TIME OF THE YEAR FOR ME BECAUSE OF INCLIMATE WEATHER AND THE C.I.P. WE HAVE A WORK SESSION MONDAY JANUARY 23 AND HOPEFULLY ACTION BY THE SCHOOL BOARD THURSDAY JANUARY 26. WITH THAT, I WOULD LIKE TO RECOGNIZE AMY�-- OF THE PLANNING OFFICE AND HER STAFF. SHE IS NOT WITH US THIS EVENING. OH, SHE IS HERE. HEY. OPEN THE DOOR AND IN FLEW IN. GOOD TO SEE YOU. AMY AND HER PLANNING STAFF REALLY DO AN OUTSTANDING JOB OF MAKING ALL THE MODIFICATIONS IN A SHORT TIME FRAME FROM WHEN WE ACTUALLY GET THE ENROLLMENT DATA CERTIFIED AND CLEANSED AND CLEANED. IT IS REALLY ALL HANDS ON DECK. I WANT TO COMMEND KEVIN SNEAD AND AMY AND THEIR STAFF FOR THE WORK THEY DO. WITH THAT, READY TO ANSWER ANY QUESTIONS YOU MAY HAVE. I KNOW YOU ARE A FULL AGENDA. THIS IS AN INFORMATION ITEM. I KNOW MANY QUESTIONS WILL BE FOLLOWING IF YOU DON'T HAVE ANY RIGHT NOW. THANK YOU MR. PLATENBERG. AS YOU JUST PUT UP ON THE SCREEN THERE FOR THE PUBLIC, WE DO PROVIDE A LITTLE MORE TIME ON THIS DOCUMENT BECAUSE IT IS SUCH A MASSIVE AND IMPORTANT DOCUMENT. THE SPEAKERS LIST FOR THE HEARING I BELIEVE IS ALREADY OPEN, MADAM CLERK. IS THAT CORRECT? THE SPEAKERS LIST IS OPEN FROM NOW UNTIL JANUARY 9 FOR THE JANUARY 10th HEARING. ANYONE WHO WOULD LIKE TO SPEAK AT THE JANUARY 10th PUBLIC HEARING, PLEASE DO GO ONLINE OR CALL THE SCHOOL BOARD OFFICE AND YOU MAY SIGN UP THEN. WE HAVE A COUPLE OF PEOPLE WHO WOULD LIKE TO ASK QUESTIONS. WE WILL HAVE A WORK SESSION ON THIS ON JANUARY 23rd AS WELL. MR. MOON. THANK YOU, MADAM CHAIR. MR. PLATENBERG, YOU SOUNDED DOWN TODAY. YOU ARE USUALLY BEEN�-- I'M TRYING TO BUILD UP FOR DR. DURAN WHEN HE GETS HERE. HE HAS A GREAT PRESENTATION. I WAS WONDERING WHETHER YOU WERE DOWN BECAUSE OF THE MAGNITUDE OF UNFUNDED NEEDS IS SO GREAT. I DON'T WANT TO MAKE SITUATION ANY WORSE. BUT I STILL NEED TO MAKE A COUPLE OF COMMENTS AND ASK A COUPLE OF QUESTIONS IF YOU DOINT MIND. $13.1 MILLION ADDITIONAL CAPITAL FUNDING WE RECEIVED FROM BOARD OF SUPERVISORS LAST YEAR, THAT WAS OUT OF THEIR YEAR END SURPLUS, CORRECT? YES. THAT IS MY UNDERSTANDING. IS THAT YOUR EXPECTATION FOR THAT TO CONTINUE ON A YEARLY BASIS OR SINCE A COUNTY JUST LIKE US�-- BOTH PARTIES ARE FACED WITH A DIRE FINANCIAL SITUATION THEY MAY NOT CONTINUE. YOU MAKE A GOOD POINT MR. MOON. THE COMMITMENT WAS AS LONG AS FUNDING WAS AVAILABLE THEY COULD PROVIDE THAT. THEY HAVE MADE A STRONG COMMITMENT AND SHOWING THAT WILL PROVIDE THAT FOR US. AGAIN, IT WAS AS FUNDS ARE AVAILABLE AT YEAR END. I DEFER TO FINANCE. I'M GOING TO MAKE A CLARIFYING STATEMENT, THE $13.1 MILLION INITIALLY WAS FROM THEIR YEAR END SURPLUS. SINCE THEN IT IS BUILT INTO THE BASELINE TRANSFER TO THE SCHOOL SYSTEM. IT IS NOT PART OF THE TRANSFER. IT IS A SEPARATE PART WHERE THEY SET ASIDE $13.1 MILLION. CORRECT. BUT IT IS IN THEIR BASELINE. BASELINE. CORRECT. THAT'S GOOD. THE $155 MILLION OF CAPITAL TRANSFERRED TO US, HOW LONG HAS THE AMOUNT STAYED, REMAINED AT THAT LEVEL? OFF THE TOP OF MY HEAD, I DON'T RECALL. IT IS LIKE 10, 12 YEARS? YEAH. IT HAS BEEN OVER 12 YEARS MR. MOON. I MADE THE MISTAKE OF NOT RECOGNIZING SUSAN QUINN. OUR CHIEF OPERATING OFFICER. I THINK PEOPLE KNOW WHO SHE IS. IT HAS BEEN OVER 10 YEARS MR. MOON. IT HAS BEEN A LONG TIME. I THINK THE SCHOOL BOARD AND BOARD OF SUPERVISORS HAVE TO SIT DOWN AND TALK ABOUT THAT. WE CAN'T HAVE THAT AMOUNT REMAIN AT THAT LEVEL FOR THE FORSEEABLE FUTURE. HAVING SAID THAT, I NEED TO GO BACK TO MY FAVORITE VERY UNPLEASURE SEANT TOPIC OF THE NUMBER OF TRAILERS WE ARE USING IN FAIRFAX COUNTY. YES, SIR. ON PAGE 104, WE HAVE INCLUDED THAT BECAUSE WE KNOW THAT IS ONE OF YOUR AREAS. 1,100. THAT HAS NOT COME DOWN THE LAST SEVERAL YEARS THE NUMBER OF TRAILERS HAS COME DOWN, BUT THE COST TO REMOVE THEM, WE MAKE A CONSCIENTIOUS POINT TO REMOVE TRAILERS AS WE FINISH RENOVATIONS. WE HAVE BEEN ELIMINATING COST SAVINGS MEASURES TO ELIMINATE TRAILERS. BUT WE HAVE A REPORT THAT BEGINS ON PAGE FOUR THAT TALKS TO YOUR CONCERNS. WE WILL HAVE SOME TIME ON JANUARY 23rd TO TALK ABOUT IF WE HAVE A CONCRETE PLAN TO THE BOARD AND THE BOARD OF SUPERVISORS AND COMMUNITY ON HOW TO ELIMINATE ALL OF THOSE TRAILERS. HOW MANY STUDENTS DO WE EDUCATE IN THOSE 1,100 TRAILERS? I BET IT IS MORE THAN 20,000 STUDENTS. ALL YOUR INFORMATION ABOUT SIZE OF ARLINGTON SCHOOL SYSTEM BEING 25,000, 26,000 AND CITY OF ALEXANDRIA ONLY ABOUT 15,000. SO WE EDUCATE A NUMBER OF STUDENTS WHICH EXCEEDS THE ENTIRE CITY OF ALEXANDRIA IN TRAILERS. AND I DON'T FIND THAT ACCEPTABLE. IN MY EIGHT YEARS OF SERVICE ON THE BOARD THE NUMBER HAS GROWN. I UNDERSTAND, I MEAN, NONE OF US WANTED THAT TO HAPPEN, BUT I THINK THAT HAS TO BE CAREFULLY PRESENTED TO THE FUNDING AUTHORITY AND TO THE COMMUNITY. IN ORDER FOR US TO DO THAT WE HAVE TO HAVE A CONCRETE PLAN. THIS HAS TO HAPPEN. THIS IS THE BEST WAY TO TACKLE. I WANT US TO HAVE THAT OPPORTUNITY TO HAVE THAT DISCUSSION. WE HAVE BEEN ASKING FOR YEARS. MS. HOUGH. THANK YOU. I THINK OUR BEST MEETINGS ARE WHEN WE SIT DOWN WITH MAPS THAT ARE BIGGER THAN THE TABLE. I'M GOING TO ASK A QUESTION I WOULD EXPECT TO SEE AT A WORK SESSION, NOT TO BE ANSWERED TONIGHT. BUT YOU MENTIONED A NEW SCHOOL, ELEMENTARY SCHOOL OFF OF ROUTE ONE, WHICH I KNOW THAT IS NOT BRAND NEW. I FEEL BAD ASKING YOU WHILE MS. CORBETT SANDERS ISN'T THERE, BUT FOR PUBLIC AND MY UNDERSTANDING, CAN YOU EXPLAIN A LITTLE BIT IN THE WORK SESSION WHILE THERE ARE SO MANY ELEMENTARY SCHOOLS AROUND THAT AREA THAT ARE UNDER CAPACITY. I KNOW A COUPLE ARE OVER CAPACITY. BUT HOW DO WE GO ABOUT THAT DECISION THAT WE ARE NOT LOOKING AT BOUNDARIES BUT ADDING A SCHOOL. THAT IS A GOOD DISCUSSION TO HAVE AND DISCUSS NEW CONSTRUCTION, RENOVATION AND BOUNDARY CHANGES. ABSOLUTELY. THERE HAS BEEN A LOT OF SHIFT IN REGION THREE. WE CAN TALK ABOUT THAT IN WORK SESSION. MS. DERENAK KAUFAX HAS BEEN IN THE DISCUSSIONS WITH US AS WELL. THIS IS ACTUALLY A FOLLOW-ON TO MR. MOON. ARE THERE ANY TRAILERS AT SCHOOLS THAT ARE UNDER CAPACITY? NOT THAT I'M AWARE OF. I CAN BRING THAT TO THE WORK SESSION. I WOULD LIKE TO KNOW THE ANSWER. IF THERE ARE, THERE ARE PROGRAMS FOR REASONS WE HAVEN'T MOVED THEM. NOT INCLUDING THOSE UNDER RENOVATION. RIGHT. OKAY. THANK YOU. MRS. STRAUSS. FIRST THANK YOU VERY MUCH FOR THE ENTIRE DOCUMENT AND I VERY MUCH APPRECIATE THE ADDITIONAL INFORMATION AND VARIOUS NEW CHARTS. VERY, VERY HELPFUL. I WANT TO THANK YOU FOR ONE OF THE PREVIOUS WORK SESSIONS WHERE WE HAD A PRESENTATION ON PLANNED GROWTH THROUGHOUT THE COUNTY WHERE THE BOARD OF SUPERVISORS IS�-- HAS ACTIVELY CHANGED THE COMPREHENSIVE PLAN AND LOOKING AT MORE RESIDENTIAL AND COMMERCIAL DEVELOPMENT. AND AGAIN, I WOULD BE REMISS IF I DIDN'T REPRESENT THAT I HAVE SOME CONSTITUENTS WHO BORDER TYSONS AND ARE CONCERNED HOW THAT GROWTH IS GOING TO BE ACCOMMODATED. MR. SNEAD CAME TO A MEETING IN OCTOBER WITH SPRING HILL PARENT S I THINK THEIR CONCERN IS SO MUCH OF TYSONS IS IN THE SCHOOL�-- THERE WILL BE A NEW SCHOOL WHEN IT IS APPROPRIATE. THERE IS CONCERN AS THIS GROWTH COMES HOW WILL IT BE ACCOMMODATED. THEY DON'T WANT THE ENTIRE GROWTH IN THEIR ELEMENTARY SCHOOL WITH 400 OR 500 CHILDREN EVENTUALLY SERVED BY THAT ELEMENTARY SCHOOL. I THINK NOW THE C.I.P. IS OUT WE NEED TO HAVE A CONVERSATION WITH THE SCHOOLS SURROUNDING TYSONS TO HELP THEM UNDERSTAND THE TIMELINE AND HOW THAT GRADUAL GROWTH WILL BE ACCOMMODATED AND, NO, THERE IS NOT THE EXPECTATION THAT ONE ELEMENTARY SCHOOL WOULD ABSORB THE ENTIRE GROWTH UNTIL A NEW ELEMENTARY SCHOOL IS BUILT SOMETIME INTO THE FUTURE. SO THANK YOU VERY MUCH. YOU'RE WELCOME. MR. WILSON. THANK YOU, MADAM CHAIR. MR. PLATENBERG, THE QUESTIONS I HAVE ARE IN THE NATURE OF CLARIFYING AND MOSTLY FOR PUBLIC. I PROBABLY DIG IN, MAYBE WE CAN FIND THESE ANSWERS BUT MAYBE YOU CAN PROVIDE SOME QUICK UNDERSTANDING FOR EVERYONE. SO ONE OF THE BULLETS ON STUDENT ENROLLMENT PROJECTIONS, TALKS ABOUT ENROLLMENT GROWTH EXPECTED IN AREAS WHERE WE MAY NOT HAVE CAPACITY. CAN YOU TALK ABOUT THE DEMOGRAPHIC ANALYSIS YOU USE, HOW DO WE GET THAT INFORMATION SO THAT WE CAN ACTUALLY HAVE THAT SORT OF VISION AS TO WHERE WE EXPECT THE GROWTH TO BE? YEAH. THAT IS A REAL GOOD QUESTION MR. WILSON. WE HAVE BEEN IMPLEMENTING THIS NEW DEMOGRAPHIC PROGRAM WHERE WE GEO CODE STUDENT LOW EDUCATION AND LOOK AT WHERE STUDENTS ATTEND, THEIR RESIDING SCHOOLS. WE LOOK AT INDIVIDUAL PROGRAMS THEY MAY PARTICIPATION IN, ADVANTAGES THEY TAKE ADVANTAGE OF AND WHERE THAT ACTUAL LOCATION WHERE THEY ACTUALLY ATTEND SCHOOL. WE ARE ABLE TO SEE SHIFTS NOT ONLY WITH THAT STRUCTURE BUT TRANSFERS THAT GO ON WITHIN THE SCHOOL DIVISION. WE CAN BREAK DOWN IN A BUNCH OF DIFFERENT DATA ELEMENTS. WE HAVE A DASH BOARD THERE IS A LINK ON OUR WEBSITE THAT HAS ALL OF THIS DATA ROLLED INTO IT. IT IS VERY USER FRIENDLY. WE HAVE HAD GROUPS, ORGANIZATIONS THAT HAVE BEGUN TO LOOK INTO IT AND RAISE QUESTIONS ABOUT TRENDS THEY ARE SEEING WITHIN THAT DASHBOARD. ON THE WEBSITE, THEN, A CITIZEN COULD GO AND SEE A PARTICULAR AREA AND DRILL DOWN WHY THE PROJECTIONS ARE THAT WAY FOR THAT SCHOOL? YES, SIR. THAT IS GREAT. THAT IS PART OF OUR GROWTH AND DEVELOPMENT OF THIS INITIATIVE. AND ALSO, YOU ALSO MENTIONED THE THREE LARGEST GRADE COHORTS WERE NINE, 10, 11. WHAT ARE THE THREE SMALLEST COHORTS, OFF HAND? WE ARE STILL WORKING ON THAT. WE CAN TAKE AS THAT AS A FOLLOW ON AT A WORK SESSION. WHEN WE PRESENT ON DECEMBER 5 WE SHOWED SOME TRENDS THERE AND SOME OF YOUR COLLEAGUES ASKED QUESTIONS ABOUT AND YOU MAY HAVE AS WELL SPECIFICALLY IN THE 12th GRADE. WE ARE STILL LOOKING INTO PROVIDING ANSWERS AND RESPONSES TO WHAT THAT MAY HAVE BEEN AN INDICATOR OF TO GIVE YOU A MORE EXACTING RESPONSE. THEN YOUR SLIDE SIX, ON THE WEBSITE, IS THERE A WAY TO UNPACK THESE NUMBERS WITH THE CASH FLOW SUMMARY TO SORT OF GET INTO THE�-- YES, SIR. AND THOSE ARE FOUND WITHIN YOUR C.I.P. DOCUMENT. I KNOW WE JUST GOT INTO IT PRETTY MUCH AT THE LAST MINUTE AND YOU LOOK OVER 131 PAGES INCLUDING GLOSSARY OF TERMS IT IS NOT SOMETHING YOU CAN LOOK AT OVERNIGHT. IT IDENTIFIED THE CASH FLOW, ARTICULATE THE RENOVATION QUEUE. THERE ARE PAGES THAT COVER LONG-TERM AND THE OUT YEARS IN THE C.I.P. DOCUMENT POSTED ONLINE. ON THE WEBSITE, THOUGH, IS IT EASY FOR SOMEONE TO FIND IF THEY WANTED TO�-- OR DO THEY HAVE TO GO INTO MEETINGS AND AGENDA? I'M SORRY IF I WASN'T CLEAR. IN THIS DOCUMENT IT DOES PROVIDE THAT. I BELIEVE THEY CAN LOOK AT WHAT WAS POSTED ON LINE FOR THIS EVENING'S PRESENTATION. THE C.I.P. DOCUMENT HAS A TABLE OF CONTENTS THAT DOES IDENTIFY WHERE THAT INFORMATION IS. IN FACT, WHEN I WAS LOOKING FOR�-- PAGE 41 LAST YEAR WAS THE SUMMARY PAGE, THE TO-DO LIST OF THE PLANNING TEAM. DR. HOUGH IN HER WISDOM PUT IT ON PAGE 41 AGAIN THIS YEAR. THAT IS BY CHANCE GIVEN THE CHANGES TO A C.I.P. DOCUMENT. THAT SHOWS REALLY ALL OF THE BOUNDARY OR WHAT STAFF'S RECOMMENDATION IS AT THE RELOOK. IF YOU LOOK AT PAGE 29, PAGE 30, PAGE 31, PAGE 32 AND SO FORTH OF THE C.I.P. DOCUMENT, IT DOES TALK TO AND THAT IS WHERE THE CASH FLOW IS IDENTIFIED AND IT HAS THE LIST OF INDIVIDUAL PROJECTS ON THAT PAGE AND IT SHOWS IN THE MATRIX AND THE GRID OF WHEN THAT IS GOING TO BEGIN. I HAVE ALREADY HAD QUESTIONS ABOUT THAT. AND WHEN SOME OF THE PROJECTS DO OCCUR. THE RANKINGS ARE ON THE PAGES BEFORE THAT. THE LAST QUESTION I HAVE AND MAYBE I'M MISUNDERSTANDING THE SLIDES, SLIDE FOUR YOU LIST FAIRFAX OAKTON AREA ELEMENTARY SCHOOL UNFUNDED AND ON THE SUMMARY TABLE IT IS LISTED AS ONE OF THE ONES THAT IS UNDER CONSTRUCTION. ON IS SUMMARY PAGE ON SLIDE SEVEN. ON PAGE SEVEN. I DON'T SEE THE ONE YOU ARE SPEAKING OF. AT THE BOTTOM OF THE FIRST COME LUM, IT SAYS FAIRFAX-OAKTON ELEMENTARY SCHOOL AND IT IS UNDER CONSTRUCTION. AND UNFUNDED, IT IS LISTED IN AN UNFUNDED PROJECT. SO WE CAN PROBABLY ANSWER THAT UP HERE. KEVIN IS COMING TO THE MICROPHONE. BECAUSE WITHIN THE FIVE YEARS WE ANTICIPATE THAT IT WILL GO ON THE BOND REFERENDUM IN 2017 SO IT WILL BE UNDER CONSTRUCTION WITHIN THE FIVE YEARS. BUT KEVIN CAN PROVIDE A LITTLE BIT MORE INFORMATION THAT IS CORRECT. THE LISTING OF THE PROJECTS IS BASED UPON THE FIVE-YEAR WINDOW. SO FOR OUR ANTICIPATION IS THAT THE FAIRFAX-OAKTON ELEMENTARY SCHOOL WOULD BE LISTED IN THE 2017 BOND FOR PLANNING IN THE 2019 FOR CONSTRUCTION. THEREFORE, IT WOULD OCCUR WITHIN THAT WINDOW. IT IS A GOOD POINT. WE NEED A FOOTNOTE OF THE DIFFERENCE OF WHAT WE HAVE IN THE WINDOW AND WHAT IS FUNDED AND UNFUNDED. ON THE PRIOR SLIDE WE DO SAY WHAT IS FUNDED AND NOT FUNDED. ON SLIDE FOUR, ARE ALL OF THE UNFUNDED PROJECTS GOING TO BE CAPTURED IN THE EXPECTED FUTURE BOND? YES. BUT IT MAY BE THE 17 AND BEYOND DEPENDING ON WHERE THESE THINGS FALL OUT. FOR EXAMPLE, THE FUTURE WESTERN HIGH SCHOOL. WE DON'T HAVE THE GROWTH THAT IS NEEDING OR DEMANDING THAT HIGH SCHOOL. WE ARE SHOWING INCREASING IN MEMBERSHIP, WE MAY HAVE TO FOR THAT PURPOSE, BUT FURTHER OUT THAN SAY FOR EXAMPLE THE ELEMENTARY SCHOOL YOU JUST MENTIONED, THE OAKTON ELEMENTARY SCHOOL. OKAY. THESE KIND OF QUESTIONS WE CAN GO INTO MUCH MORE DETAIL AT THE WORK SESSION. THANK YOU FOR POINTING THAT OUT. THAT IS HOW WE HAVE GOTTEN A LOT OF THE IMPROVES WE HAVE. WHEN YOU MAKE SOMETHING THAT DOESN'T SEEM INTUITIVE, THOUGH WE MAY FROM A STAFF PERSPECTIVE BECAUSE WE WORK WITH IT, BY FOOTNOTING THAT WE CAN MAKE IT MORE TRANSPARENT FOR THE PUBLIC. I APPRECIATE THAT. OKAY. THANK YOU. MRS. SCHULTZ. I WANT TO THANK MR. MOON FOR BRINGING UP ONE OF MY PERENNIAL TOPICS. TRAILERS. TRAILERS AND SAC. TRAILERS AND THE MOVEMENT AND COST OF TRAILERS TO THE OVERALL SYSTEM AND WHERE THAT RELATES TO SPACING. I KNOW DR. LIPP IS NOT WITH US TONIGHT, BUT IN PARTICULAR, I STRUGGLE IN THE SPRINGFIELD DISTRICT FOR SPECIAL PROGRAM PLACEMENT. FOR CHILDREN WITH SPECIAL NEEDS, FOR SPECIAL PROGRAMS AND CHILDREN TRAVEL FURTHER DISTANCES BECAUSE THERE SIMPLY ISN'T THE ROOM AND FACILITIES. I'M WONDERING IF THERE IS A WAY IN A FUTURE WORK SESSION TO TIE TOGETHER THE WORK SESSION WHERE WE HAD THE LONG-TERM DEVELOPMENT AND AREAS OF GROWTH THOSE SLIDES WITH THE C.I.P. INFORMATION IN THAT THAT WAS VERY SALIENT, FRANKLY, TO THE C.I.P. IT IS AS IF THERE ARE PORTIONS OF THAT WE NEED TO MERGE ALONG WITH THE WORK YOU AND MR. SNEAD ARE DOING WITH THE GEO CODING OF THE STUDENTS. I'M VERY PLEASED TO SEE THAT BUT ALSO IN THE OUT YEARS, THE OTHER PRESENTATION IS GOING TO AFFECT. THE WORK THAT IS EXISTING HERE AND THINGS LIKE, WELL, WE DON'T HAVE THE DOWNSTREAM POPULATION. IT IS INTERESTING YOU NOTE, YOU SAID THE NINTH, 10th AND 11th ARE THE GREATEST COHORT AGES. I DON'T KNOW WHAT WAS HAPPENING FROM 1999 TO 2002. BUT IT IS GOING TO BE A COLD WINTER SO WE BETTER START PLANNING FOR WHATEVER. 16 YEARS OUT. REALLY FIVE YEARS OUT. MY QUESTION COMES AND IT SALS ON A PERENNIAL IS WHAT DO WE DO TO FINALLY PROACTIVELY TALK ABOUT INTEGRATING SAC CLASSROOM SPACE WITH EXISTING BRICK AND MORTAR CLASSROOMS. SO THAT WE CAN RECAPTURE THE MAJORITY OF THOSE BECAUSE ANYTHING THAT IS RESERVED THAT IS NOT USED AS A REGULAR CLASSROOM, I DON'T MEAN TAKING A TEST OR HAVING A MEETING IN A SAC ROOM, BUT FULLY INTEGRATING THE RESOURCES THE COUNTY HAS CO-LOCATED, IF YOU WILL, IN OUR FACILITIES THAT IS NOT USED DURING THE DAY IN THE ELEMENTARY SCHOOL BUILDINGS AS AN ACADEMIC SPACE WHEN WE ARE AT A DEARTH FOR SEATS IN SO MANY PLACES. I THINK IT IS BECOMING PARAMOUNT. MR. MOON, YOU ARE EXACTLY RIGHT. THE TIME HAS COME, YOU KNOW, I MEAN, I KNOW I'M SORT OF A BROKEN RECORD ON SOME OF THESE THINGS. IT'S BECAUSE I'M PUSHING A ROCK. I'M GOING TO KEEP PUSHING THE ROCK ON SOME OF THESE THINGS BECAUSE WE NEED THOSE SEATS BACK. HAVING A COMPREHENSIVE CONVERSATION WITH THE BOARD OF SUPERVISORS, IT IS ALL THE SAME MONEY. WE MAY HAVE IT DIVIDED AND IT MAY NOT BE ENOUGH, BUT AT THE END, YOU KNOW, WORKING TOGETHER TO REALLY START TO FORM AND, YOU KNOW, DR. LOCK DLRKS�-- LOCKARD, YOU ARE THE MAN WITH THE PLAN. WE HAVE TO HAVE THIS COMPREHENSIVE CONVERSATION. IF WE NEED TO DO SOMETHING TO PUT IT ON A SPECIAL JOINT SESSION WITH THE BOARD OF SUPERVISORS, IF WE NEED TO HAVE AN EMBOLDENED CONVERSATION WITH THEM, BUT WE NEED TO HAVE THE INFORMATION GOING PARTED�-- GOING FORWARD, SAYING, LOOK, I'M GOING FROM A CUPFUL OF YEARS AGO, 6,000 SEATS, IF YOU LAYER ALL THE CLASSROOM, THEY ARE NOT ALL 25 TO 28, THERE ARE A LOT OF SEATS TO BE RECAPTURED. MAXIMIZING THE WAY THE RESOURCES THAT WE HAVE AVAILABLE TO US IS CRITICAL, WOULD YOU NOT AGREE? YEAH. AND THE ONES YOU MENTIONED, MS. SCHULTZ, PREDOMINANTLY AT THE ELEMENTARY SCHOOL LEVEL FOR THE SAC PROGRAM. AGAIN, LOOKING AT THE LOCATION OF WHERE THEY ARE, WHERE WE NEED SEATS AND CAPACITY. I KNOW WE HAD A LENGTHY DISCUSSION BECAUSE IT IS A PASSION OF YOURS YOU DO ARTICULATE QUITE WELL. I WAS LOOKING TO SEE IF THERE IS A DOCUMENT IN HERE. IT DOES RELATE TO CAPACITY. IT IS AN IMPORTANT PARTNERSHIP. OUR SCHOOL-AGE CHILD CARE PROGRAM. SO BOTH THE OVERALL CAPACITY OF WHERE WE NEED SEATS AND THAT IS SORT OF LIKE THE GENERAL EDUCATION SEATS WHERE WE JUST KIND OF NEED PHYSICAL SEATS, BUT IT IS ALMOST AS IF WE NEED IN THE C.I.P. AND THIS IS WORK WITH DR. LIPP AND POTENTIALLY OTHERS, ALSO LIKE A HEAT MAP OF WHERE YOU NEED PROGRAM TYPE SEATS. LIKE WHERE THERE IS�-- I HEAR YOU. I THINK BECAUSE WE HAVE TALKED ABOUT MONO POLES ON A COMPLETELY DIFFERENT NOTE. I WENT TO A MONOPOLE MAP, THERE ARE WHOLE AREAS OF THE COUNTY THAT ARE BLACK WITH AN ABSENCE OF MONOPOLE COVERAGE AND OTHER AREAS WHERE THEY PRACTICALLY OVERLAPPED EACH OTHER. IT IS A LITTLE BIT THE SAME CONCEPT THERE ARE PLACES WHERE WE ARE MISSING PHYSICAL SEATS FOR PARTICULAR THINGS AND A NEED FOR SEATS THERE AND IT IS SORT OF, YOU KNOW, IT IS LAYERING OVER THE OLD, I FORGET WHAT THE FLIP FILMS WERE IN THE OVERHEAD PROJECTOR, BUT I'M SEEING LAYERING ONE ON TOP OF ANOTHER ON TOP OF ANOTHER. WHERE DO WE NEED SEATS GENERALLY. WHERE DO WE NEED SEATS FOR SPECIAL EDUCATION NEEDS, AUTISM NEEDS. RIGHT. ET CETERA. AND THEN LASTLY, YOU KNOW, THIS IS ALSO MY TIME TO BRING UP AS A PART OF THAT PRESENTATION WHERE WE HAD GROWTH, THERE WAS A LOT OF GROWTH THAT WAS PRESENTED ALONG THE FAIRFAX COUNTY-BRADDOCK CORRIDOR THAT WAS FRANKLY SURPRISING TO ME. MS. STRAUSS, YOU BROUGHT UP THE TYSONS AREA. ONE OF THE CONCENTRATIONS. ROUTE ONE WAS THE OTHER. I WAS SURPRISED TO SEE THAT. I WASN'T NECESSARILY ANTICIPATING IT BECAUSE I HAVEN'T SEEN IT ON PROFFERS. JUST BEYOND THAT. I'VE GOT IN A SEVEN MILE RADIUS OVERCROWDED SCHOOLS AND ONE SCHOOL THAT REMAINS WASTED TAXPAYER RESOURCES, UNUTILIZED AND CHILDREN BEING EDUCATED IN TRAILERS BECAUSE WE ARE NOT, FRANKLY, BEING GOOD STEWARDS OF THE PUBLIC ICE MONEY AND THE PUBLIC'S RESOURCES. I THINK IT IS TIME WE HAVE THAT CONVERSATION AS WELL. I LOOK FORWARD TO THOSE, NOT NECESSARILY EXPECTING YOU TO ANSWER THOSE, BUT THOSE ARE TOP LEVEL THINGS WHERE IT TALKS ABOUT STEWARDSHIP AND FIDUCIARY RESPONSIBILITY WITH THE PUBLIC'S RESOURCES. MS. HYNES. THANK YOU. SO JUST BRIEFLY AND THIS IS SOMETHING WE CAN COME BACK TO IN WORK SESSIONS AND CONVERSATIONS, BUT FROM THE HUNTER MILL PERSPECTIVE, I'M GLAD TO SEE THAT HUNTER MILL, RESTON, VIENNA, THAT PARD OF HERNDON CONTINUES TO GET GOOD ATTENTION IN SPITE OF CONSTRAINTS. SO MUCH DEVELOPMENT AND CHANGE AND GROWTH IN THAT PART OF THE COUNTY YET WE HAVE SEEN ADDITIONS AND RENOVATIONS AND CHANGES IN PROGRAMS AND BOUNDARIES, YOU KNOW, THAT HAVE BEEN GETTING GOOD ATTENTION. I APPRECIATE THAT. A COUPLE OF TOWN OF VIENNA ISSUES I THOUGHT I WOULD BRING UP AND CAN CONTINUE TALKING ABOUT. LOUISE ARCHER, THAT IS GREAT, WE WANT TO GET THAT MODULAR, WHICH I TAUGHT IN AND IT IS A NICE BUILDING. THE TOWN IS NOT HAPPY. WE WANT TO DO THE BRICK AND MORTAR. I HAD A CONVERSATION WITH THE MAYOR OF VIENNA. THEY RECOGNIZE IT IS A HISTORIC BUILDING, IT GOES BACK MORE THAN A HALF CENTURY. IT WAS THE VIENNA COLORED SCHOOL BEFORE SCHOOLS WERE DESEGREGATED. THE TOWN IS INTERESTED IN HELPING US TO RECOGNIZE THAT HISTORY AS WE GO THROUGH THE RENOVATIONS. AND THEN THE OTHER QUESTION FROM THE TOWN IS MADISON HIGH SCHOOL. I SEE WE ARE TALKING ABOUT ADDING ON TO MADISON IN HERE. THE CONCERN IS THAT AN EFFORT TO CATCH SOME OF THE TYSONS CORNER GROWTH. THEY ARE WORRIED ABOUT THE STRETCH OF TYSONS CORNER AND MADISON AT THE OTHER END OF VIENNA. THAT IS MANAGER WE�-- SOMETHING WE WANT TO ADDRESS AND THINK ABOUT. THANK YOU. OKAY. LET'S SEE. NOT SEEING ANYONE ELSE WITH QUESTIONS, I WILL ASK A FEW OF MY OWN AND MAKE A COUPLE OF COMMENTS. THANK YOU FOR MENTIONING FALLS CHURCH HIGH SCHOOL. IT IS GOING TO GET ON THE BOND. ON BEHALF OF THE PUBLIC I WOULD LIKE YOU TO REITERATE FALLS CHURCH IS ON THE 2017 BOND? IT IS, MADAM CHAIR. ABSOLUTELY. WE WERE LOOKING AT THAT AND THERE WAS A SENSE OF CONVERSATION IN WORK SESSIONS IN YEARS PAST, NEAR AND DEAR TO YOUR HEART AS WELL AS OTHER MEMBERS OF THE BODY. THE 155 CAP AND THE TYPE OF PROJECTS WE HAVE AND THE OUT YEARS AND WE TALK ABOUT GROWTH AND WHEN THINGS ARE GOING TO COME IN AND WHEN WE CAN EXECUTE UTILIZATION OF THIS FACILITY OR THAT. IT REALLY IS A BALANCING ACT. THAT IS WHY IT IS SO CRUCIAL WE ADVANCE AND INCREASE OUR ABILITY TO HAVE A LARGER CAP, AS MR. MOON MENTIONED, OVER 10 YEARS BECAUSE PROJECTS LIKE FALLS CHURCH END UP GETTING, IT IS A SIMPLE MATHEMATICAL EQUATION, $155 MILLION A YEAR THAT ARE HIGH SCHOOLS AND MIDDLE SCHOOLS THAT ARE IMPORTANT PROJECTS. IT IS IN THE 2017 BOND REFERENDUM. IS THERE A LIST OF PROJECTS ON THE 17 BOND IN THIS DOCUMENT? NO. BUT I THINK THAT IS A GOOD IDEA. ALONG WITH SOME OF THE COMMENTS MR. WILSON SUGGESTED ABOUT THE FOOTNOTING AND WE WILL LOOK AT ENHANCING AND WHAT WE MAY ANTICIPATE IN FUTURE BOND REFERENDUMS. OKAY. IT TIES IN THE CASH FLOW SO IT IS A LOGICAL EVOLUTION. I WILL HAVE MORE DETAILED QUESTIONS ABOUT THE CASH FLOW AS WE GO ALONG. WE HAVE TALKED ABOUT IN THE PAST TO UNDERSTAND FOR THE COMMUNITY WHEN THEY CAN ACTUALLY EXPECT TO SEE ACTION ON THAT. AS FAR AS�-- A COUPLE OF OTHER THINGS. YOU MENTIONED BONDING. I WILL FOLLOW UP ON WHAT MR. MOON SAID. I DO THINK WE HAD SOT HEARTENING NEWS LAST YEAR WHEN MR. LONG SEEMED TO BE SAYING HE WANTED THE BOND CAP TO BE INCREASED. HE THOUGHT IT WAS TIME. I CERTAINLY WOULD SUPPORT OUR BOARD URGING THE BOARD OF SUPERVISORS TO RAISE THAT CAP. I KNOW THEY HAVE OTHER ISSUES THEY HAVE TO DEAL WITH. THAT IS PROBABLY SOMETHING WE SHOULD THINK ABOUT AS A BOARD AS TO HOW WE CAN GO ABOUT ENCOURAGING THEM TO DO THAT. I DO THINK THAT IS IMPORTANT FOR BOTH OUR RENOVATIONS, OUR ADDITIONS, NEW CONSTRUCTION. WE DON'T WANT TO GET FARTHER AND FARTHER BEHIND. I WOULD WELCOME A CONVERSATION WITH MY COLLEAGUES ABOUT WHAT WE CAN DO TO ENCOURAGE THE BOARD OF SUPERVISORS TO RAISE THAT CAP. I DID HAVE A QUESTION WITH�-- I HAVEN'T GONE THROUGH IN AS MUCH DETAIL AS I WILL BEFORE WE HAVE OUR WORK SESSION, GLASGOW IS LISTED SIGNIFICANTLY UNDER CAPACITY. I ASSUME WE ARE PUTTING A MODULAR IN THERE. IS THAT CORRECT? YES, IT IS. IN FACT, THAT IS ONE OF THE RECOMMENDATIONS OF THE MODULARS WE HAVE. WE CAN GO INTO MORE DETAIL AND TALK AT LENGTH WHAT THE PLANS ARE. INSIDE THE C.I.P. DOCUMENT WHEN YOU GET A CHANCE TO READ IT, UNDER THE SCHOOLS YOU WILL SEE THE ARTICULATION OF WHERE THOSE THINGS WILL HAPPEN. I KNOW WE ASK YOU TO BRING US THE BREAKDOWN OF CORE CAPACITY AND MODULAR AND TRAILERS. MODULAR IS IN THE CORE CAPACITY. THAT CAN BE MISLEADING. THE CAFETERIA AND GYMNASIUM AND WE HAVE ADDED CLASSROOMS. I WILL FIND THAT IN THE DOCUMENT? YOU SHOULD. IF YOU HAVE ANY ISSUES GIVE US A CALL. ALL RIGHT. I DO THINK IT IS IMPORTANT FOR THE PUBLIC TO UNDERSTAND IN THE GLASGOW SITUATION, THAT IS BEYOND CAPACITY NOW. WE HAVE MORE STUDENTS IN. I DON'T REMEMBER THE EXACT NUMBER, BUT THEY ARE OVERCAPACITY EVEN THOUGH THEY WERE BUILT TO BE A VERY LARGE MIDDLE SCHOOL AND NOW WE ARE LOOKING AT NEEDING TO ADD CAPACITY THERE. SO WHEN SOMEONE LOOKS AT THAT IN THE FUTURE AND SAYS, OH, WELL IT IS UNDER CAPACITY, IT IS NOT REALLY. WE ARE BEYOND THE CAPACITY, BUT WE ARE GOING TO ADD THERE SO WE CAN ACCOMMODATE THE STUDENTS. I GUESS ANOTHER PIECE OF THAT IS IF THIS WERE BEING DEALT WITH WITH TRAILERS, THEN IT WOULDN'T SHOW UP THAT WAY, IS THAT CORRECT? FOR EXAMPLE, IF WE ADDED TRAILERS AT GLASGOW TO TAKE CARE OF THEIR PROBLEMS, THEY WOULD STILL BE SHOWING OVER CAPACITY, CORRECT? CORRECT. ON PAGE 52 IS THE REGION 2 THAT SPEAKS TO GLASGOW. PAGE 54, IT ARTICULATES IN THE SCHOOL YEARS, IN EACH OF THOSE YEARS AND THE CAPACITY OF EACH OF THE SCHOOLS WITHIN THE PYRAMID. THAT IS VERY HELPFUL. GOING BACK TO THE TRAILER ISSUE. I DO SEE REGION TWO HAS THE MOST TRAILERS IN IT, ABOUT 1/3 OF THE TRAILERS, I'M COUNTING AROUND 300 OF THE NEARLY, WELL, IT IS LISTING 900 TRAILERS HERE. I'M SEEING THAT THERE ARE SOME SCHOOLS THAT ARE LISTED AS BEING UNDER CAPACITY YET WE HAVE TRAILERS. THAT IS QUESTION THAT WAS RAISED. WHY THAT IS THE CASE. WITH THAT, THANK YOU SO MUCH FOR ALL YOUR WORK. THANK YOU. I THINK THIS DOCUMENT GETS BETTER AND BETTER EVERY YEAR. WE GET A WEALTH OF DATA FROM IT. SO THANK YOU FOR EVERYONE WHO PARTICIPATED. ABSOLUTELY. THANK YOU VERY MUCH. WE MOVE ON TO ITEM 3.03, STRATEGIC PLAN, GOAL ONE, STRATEGIES ONE AND TWO, STUDENT SUCCESS. I CALL ON DR. LOCKARD FOR AN INTRODUCTION. IT GIVES ME GREAT PLEASURE TO INTRODUCE OUR INCREDIBLE TEAM TO INTRODUCE IGNITE GOAL ONE, STUDENT SUCCESS. THIS PRESENTATION REPRESENTS THE CORE MISSION OF OUR SCHOOL SYSTEM AND TONIGHT WE WILL PRESENT THE FIRST TWO OVERARCHING STRATEGIES WHICH READ IN PART TO ENSURE ALL STUDENTS RECEIVE AN EDUCATION IN A DYNAMIC ENVIRONMENT AND ACHIEVE POTENTIAL THROUGH ASSESSMENT DATA SYSTEMS. THE OTHER TWO OVERARCHING GOALS OF GOAL ONE WILL BE PRESENTED AT A LATER DATE. WE HAVE OPPORTUNITY IN SCHOOL BOARD WORK SESSIONS TO DIVE INTO THESE FIRST TWO TWO OVERARCHING STRATEGIES. WE HAVE MUCH GOOD NEWS TO REPORT. WE ALSO HAVE AREAS WHERE WE NEED MORE WORK. WE CONTINUE TO FOCUS ON THE ACHIEVEMENT GAP. YOU WILL SEE THROUGHOUT THE REPORT THAT FCPS REMAINS COMMITTED TO CONTINUOUS IMPROVEMENT. BEFORE WE INTRODUCE THE TEAM, WE HAVE A SHORT VIDEO SEGMENT THAT WE BELIEVE WILL HIGHLIGHT, WE ARE VERY PROUD OF THIS CAPTURING OF SOME OF THE SUCCESSES WE HAVE PORTRAYED WITH MUCH OF THE WORK THAT STARTED WITH OUR STRATEGIC PLAN. I THINK YOU WILL ENJOY THAT. I THINK IT IS AN APPROPRIATE WAY TO KICK OFF SOME OF THE WORK WE WANT TO SHARE WITH YOU THIS EVENING. WITH THAT, WE GO TO THE VIDEO. TODAY'S CLASSROOM IS BASED ON AN ASSEMBLY LINE MODEL WITH CHILDREN SITTING NEATLY IN COLUMNS AND ROWS. THEY RECEIVE EACH PREDETERMINED SUBJECT AND DRILLED TO DEMONSTRATE KNOWLEDGE, ROTE MEMORIZATION. MY GOAL IS TO BECOME A CAREER FIREFIGHTER AND, YOU KNOW, HOPEFULLY BE SOMEONE IN THE BUSINESS. BUT EVEN IF I'M NOT GOING INTO THAT, COMMUNICATION, RESPECT, CONFIDENCE, WORKING TOGETHER AS PART OF A TEAM, ALL OF THOSE ARE HUGE THINGS THEY WILL GET OUT OF THIS COURSE. THE STUDENTS ARE SOLVING AUTHENTIC PROBLEMS, GLOBAL CHALLENGES AND INTEGRATING THREE YEARS OF SCIENCE, THREE YEARS OF MATHEMATICS AND TECHNOLOGY AND ENGINEERING. WE HAVE KIDS WITH ALL KINDS OF LEVELS OF EXPERIENCE AND THEY ARE THINKING AND DOING. IT SIN CREDIBLE. A CYBERSECURITY CLASSES, WHAT I LIKE ABOUT THEM IS THE INFORMATION I LEARN IS OFTEN COUPLED WITH THE REAL-LIFE SITUATIONS AND A LOT OF HANDS ON INFORMATION WE DO IN CLASS. THIS HELPS BECAUSE YOU HAVE TO KNOW HOW TO WORK WITH PEOPLE YOU ARE NOT USED TO WORKING WITH. THAT HELPS WITH YOUR COMMUNICATION SKILLS. TODAY WE ARE DOING A PROJECT OF ALL KIND OF DIFFERENT ISSUES AROUND THE WORLD. MY GROUP IN PARTICULAR IS DOING CORRUPTION AROUND THE WORLD. IT IS A LOT OF WORKING TOGETHER AND WHOEVER YOU GET WITH YOU HAVE TO MAKE IT WORK. I THINK ONE APPLICATION OF STUDENT PORTFOLIO IS THAT IT INCREASES STUDENT ENGAGEMENT WITH THE MATERIAL AND YOU CAN SEE THEIR GROWTH AND IN THESE CONTENT AREAS THEY SELECT TO DO A PROJECT IN. I THINK IT HELPS US STAY CONNECTED AS A CLASS BECAUSE WE HAVE GOOGLE CLASSROOM AND IT HELPS US WITH WARMUPS AND STUFF. SO IT HELPS STUDENTS STAY ENGAGED. YOU HAVE A LOT OF PEOPLE WHO HAVE DIFFERENT IDEAS BUT DIFFERENT MINDSETS WORKING TO MAKE ONE PROJECT. ASIDE FROM THE TECHNICAL KNOWLEDGE YOU GAIN, YOU GAIN THE ABILITY TO LEARN HOW TO WORK IN A GROUP AND ACCOMPLISH ONE GOAL. GEOMETRY AND PHYSICS. LEARN PRACTICAL SKILLS. DO EXPECT THEM TO TRY AND FAIL AND TRY AGAIN. THE BEST TEACHERS CLERNGTING TO THE OUTSIDE WORLD. -- THE BEST TEACHERS CONNECT LEARNING TO THE OUTSIDE WORLD. OKAY. SO WHO IS NOT FIRED UP FOR GOAL ONE? I WOULD LIKE TO THANK OUR TEAM FOR PUTTING THAT TOGETHER AND OUR TEACHERS AND STUDENTS AND STAFF WHO ARE MAKING THOSE THINGS HAPPEN. IT IS FANTASTIC. I NOW INTRODUCE DR. OUR CHIEF ACADEMIC OFFICER, HE HAS A TEAM OF OUTSTANDING PEOPLE WITH HIM. I WILL LET HIM INTRODUCE THEM. NOW WE TURN IT OVER TO DR. DURAN. IT IS A PLEASURE TO BE BACK. A YEAR AGO IT WAS 11:00 AT NIGHT. I THANK YOU FOR LETTING ME COME UP EEARLIER THIS EVENING. WITH ME IS A GREAT TEAM WHO ARE RESPONSIBLE FOR MAKING SURE THAT ALL OF THIS WORK HAPPENS. DR. PRESIDIO FROM INSTRUCTIONAL SERVICES, DR. OLIVER, OFFICE OF STUDENT TESTING, AND RICH POLIO FROM ESOL AS WELL. WE ARE PLEASED TO HAVE THEM WITH ME AS WE ARE ABLE TO SHARE WITH YOU SOME UPDATES AND HIGHLIGHT AREAS WE ARE CONTINUING TO WORK ON. AS DR. LOCKARD SAID, WE ARE PRESENTING ONLY PART ONE AND TWO OF GOAL ONE TONIGHT AND THE THREE AND FOUR WE WILL PRESENT LATER ON AND WE WILL CERTAIN I WILL BE ABLE TO ENGAGE WITH YOU IN OUR WORK SESSION ON JANUARY 23. I WOULD LIKE TO BEGIN WITH OVERARCHING STRATEGY ONE. ONE SECOND. OKAY. OVERARCHING STRATEGY ONE, SPEAKS TO ENHANCES INSTRUCTIONAL PRACTICES TO ENSURE ALL OF OUR STUDENTS REACH THEIR FULL POTENTIAL. TO THIS END, AS YOU CAN SEE, THERE ARE FIVE DESIRED OUTCOMES I'M GOING TO MY �-- HIGHLIGHT. THERE IS SO MUCH MORE INFORMATION WE PROVIDED IN THE NARRATIVE UPLOADED TO BOARD DOCS. WE ENCOURAGE CITIZENS AND THE BOARD MEMBERS TO TAKE A LOOK AT THE NARRATIVE. RESPECTING TIME. AS YOU CAN SEE THERE IS A VARIETY OF MONITORING METRICS. TONIGHT IN THE INTEREST OF TIME WE WILL FOCUS ON KEY METRICS AND WILL ANSWER ANY QUESTIONS AT THE BOARD WORK SESSION ON JANUARY 23 AND ALL OF THE INFORMATION FOR EVERY METRIC IS INCLUDED IN THE NARRATIVE. THE FIRST OUTCOME TONIGHT THAT WE WOULD LIKE TO TALK ABOUT IS RELATED TO WORK HAPPENING IN THE PORTRAIT OF A GRADUATE. SINCE 2014, WE HAVE BEEN COMMITTED TO THE PORTRAIT OF A GRADUATE AS THE DEFINING PIECE OF OUR WORK. A GREAT ARTICULATION OF ALL THE WORK WE LIKE TO SEE AND LEARNING WE LIKE TO SEE. WE SAW IT IN THE VIDEO JUST A FEW MOMENTS AGO. IT PROVIDES OUR DIRECTION IN CURRICULUM INSTRUCTION AND ASSESSMENT. WHEN WE INTRODUCED PORTRAIT OF A GRADUATE TO OUR SCHOOLS THERE WAS EXCITEMENT ABOUT THE NEW DIRECTION THE FRAMEWORK WAS TAKING US IN, TEACHING AND LEARNING. HOWEVER, THERE WERE A LOT OF QUESTIONS OF WHAT THIS LOOKED LIKE AND HOW TEACHERS AND SCHOOLS CAN MAKE THIS HAPPEN IN THEIR BUILDINGS. SO, OF COURSE, WE KNEW THAT WE WOULD NEED TO PROVIDE THEM WITH MORE THAN JUST THE OUTCOMES AND MORE THAN WHAT THE PORTRAIT OF THE GRADUATE WAS. GUIDANCE AND A FRAMEWORK FOR WHAT THAT WOULD LOOK LIKE. THIS YEAR INSTRUCTIONAL SERVICES TEAM WORKING WITH OUR DIVISION LEADERSHIP DEVELOPED WHAT YOU SEE ON THIS SLIDE, THE FCPS LEARNING MODEL, COMPRISED F OF FOUR DOMAINS AND THREE BELIEF STATEMENTS. THE THREE BELIEF STATEMENTS REPRESENT OUR ONGOING COLLECTIVE COMMITMENT TO COLLABORATION AND EQUITY. THE FOUR DOMAINS YOU SEE ON THIS SLIDE REPRESENT THE TEACHING AND LEARNING PRACTICES THAT WILL HELP US TO ULTIMATELY REACH THOSE PORTRAIT OF A GRADUATE OUTCOMES. THE FIRST DOMAIN YOU SEE ON THE TOP LEFT IS LEARNER CENTERED ENVIRONMENT. THIS SUPPORTS STUDENTS IN TAKING AN ACTIVE ROLE IN THEIR LEARNING. YOU WILL SEE ON THE TOP RIGHT IS THE CONCEPT BASED CURRICULUM DOMAIN. THIS IS THE RIGOROUS CURRICULUM TO LARGER ESSENTIAL LEARNINGS AND UNDERSTANDINGS. SUCH CURRICULUM HELPS PROVIDE US TO STUDENTS AND TEACHERS TO MOVE BEYOND FACTS AS STUDENTS MOVE ACROSS DISCIPLINES AND THE WORLD AROUND THEM. THE THIRD DOMAIN ON THE BOTTOM RIGHT IS MEANINGFUL LEARNING EXPERIENCES. THIS HELPS PROVIDE STUDENTS WITH THE LEARNING OPPORTUNITIES TO CONSTRUCT THEIR OWN KNOWLEDGE AND ALSO IN OUR LEARNING MODEL, THIS EMPHASIZES THE PRACTICE THAT ALLOWS STUDENTS TO MAKE MEANINGFUL INFORMATION THROUGH INQUIRY, DISCOVERY, FOCUSING ON HIGHER LEVEL THINKING AND RATHER THAN JUST ROTE LEARNING AND MEMORIZATION. YOU SAW THAT IN THE VIDEO IN THE EXAMPLES WHERE STUDENTS WERE MAKING THOSE CONNECTIONS. THE LAST DOMAIN IS PURPOSEFUL ASSESSMENTS. THIS AREA WE ARE WORKING TO PROMOTE A USE OF A WIDE VARIETY OF ASSESSMENT METHODS TO MAKE SURE WE ARE MEASURING STUDENT LEARNING OF CONTENT AND SKILLS NEEDED TO SUPPORT STUDENTS' ABILITY TO MONITOR THEIR OWN GROWTH. THIS MODEL WAS LAUNCHED THIS PAST SUMMER AND RECEIVED A POSITIVE RESPONSE THERE OUR SCHOOLS. I.S.D. IS CURRENTLY DESIGNING CURRICULUM AND RESOURCES TO SUPPORT THIS MODEL AND PROFESSIONAL DEVELOPMENT AND STAFF TO USE THESE INNOVATIVE PRACTICES. NEXT THE PLANNING AND PACING GUIDES ARE THE CORE VEHICLE FOR SUPPORTING TEACHERS ARE THE DELIVERY OF A CONCEPT BASED CURRICULUM. THE DOCUMENTS YOU WILL SEE HERE AND REFERENCE ON OUR WEBPAGE PROVIDE COMPREHENSIVE SUPPORT FOR TEACHERS FOR BUILDING THEIR CONTENT AND PEDAGOGICAL KNOWLEDGE AND HIGHLIGHTS INSTRUCTION AND ASSESSMENT RESOURCES ALLOWING FOR INCREASED DIFFERENTIATION. EACH STUDY IS A LINE TO ENDURING UNDERSTANDINGS AND ESSENTIAL QUESTIONS THAT PROMOTE A DEEPER UNDERSTANDING OF THE CONTENT. THE QUOTE ON THIS SLIDE AS YOU SEE FROM AN ELEMENTARY SCHOOL TEACHER CAPTURED AFTER A RECENT PROFESSIONAL DEVELOPMENT ON THE NEW SOCIAL STUDIES PLANNING AND BASING GUIDE CAPTURES THE QUALITY OF THE DOCUMENT AND THE APPRECIATION FOR THE RESOURCE. THE TEACHER SAID, "CURRICULUM HAS BEEN ADJUSTED FOR A WHOLE CHILD APPROACH TO LEARNING. KNOWLEDGE IS WONDERFUL, BUT APPLICATION AND PROCESS BASED UNDERSTANDING IS EVEN BETTER." THE COMMONALITY AND LAYOUT ACROSS THE DISCIPLINES HAS ALLOWED TEACHERS TO IMPLEMENT THE RESOURCES MORE EFFICIENTLY AND EFFECTIVELY. WE HAVE RECENTLY HEARD FROM A PRINCIPAL THAT HER TEACHERS ARE REPORTING THAT THE NEW MATH SIGNING AND PACING GUIDE IS EASY TO USE AND HELPED THEM TO SAVE TIME WITH USEFUL LINKS AND MAKES IT APPROPRIATE TO HELP THEM PROVIDE ENRICHMENT. WE ARE IN FULL IMPLEMENT TAKES WITH MATHEMATICS AND SOCIAL STUDIES, PILOTING LANGUAGE ARTS AND BEGINNING THE DEVELOPMENT OF SCIENCE PLANNING AND PACING GUIDES. THE CONTENT OF ALL THESE DOCUMENTS WILL CONTINUE TO EVOLVE AS INNOVATION AND BLENDED RESOURCES ARE ADDED. RECENTLY ONE OF OUR LANGUAGE ARTS PILOT TEACHERS WROTE, I WILL QUOTE, I'M EXCITED TO SEE THE IMPACT THAT PLANNING AND PACING GUIDES WILL HAVE ON DEVELOPING TEACHER KNOWLEDGE AND PRACTICE AND BRING COHESIVENESS TO INSTRUCTION ACROSS THE COUNTY IN THE NEXT COUPLE OF YEARS. THE PLANNING AND PACING GUIDES HAVE BEEN A GREAT TOOL TO GIVE TEACHERS AS A RESOURCE THAT WILL ULTIMATELY HELP CONNECT THE LEARNING WE ARE LOOKING FOR IN TERMS OF CONTENT MATCHED WITH THOSE SKILLS OF PORTRAIT OF A GRADUATE. LITERACY IS OUR NUMBER ONE DIVISION WIDE STRATEGY FOR REACHING OUR PORTRAIT OF A GRADUATE. WOULD THE ABILITY TO READ, WRITE, STUDENTS WILL STRUGGLE TO REACH THEIR POTENTIAL. WE BELIEVE THAT DEVELOPING THE LITERACY SKILLS OF ALL STUDENTS IS CRITICAL AND THEREFORE WE HAVE PRIORITIZED THE INVESTMENT OF TIME AND MONEY IN THE RESOURCES AND PROFESSIONAL DEVELOPMENT ACROSS THE DIVISION IN THIS AREA. SEVERAL ACTIONS HAVE BEEN TAKEN TOS ENSURE WE HAVE A CONSISTENT APPROACH TO LITERACY ZRUX AND TEACHERS HAVE THE NECESSARY RESOURCES TO EVALUATE AND MAKE INSTRUCTIONAL DECISIONS FOR ALL STUDENTS. FIRST, WE HAVE UPDATED OUR LITERACY CURRICULUM TO ENSURE ALL STUDENTS ARE INSTRUCTED ON FOUNDATIONAL LITERACY SKILLS LIKE PHONICS. ON THIS SLIDE YOU WILL SEE ONE OF THE LITERACY PROGRESSION CHARTS THAT HAS BEEN CREATED. THESE CHARTS SPAN KINDERGARTEN THROUGH SIXTH GRADE AND HELP EXTEND TEACHERS' UNDERSTANDINGS OF WORD LEARNING AND DEVELOPMENTAL SPELLING FOR GRADES K-6. SO THEY CAN EFFECTIVELY INTRODUCE, SUPPORT AND REINFORCE LITERACY BEHAVIORS, INCLUDING THE IDENTIFICATION OF POTENTIAL DYSLEXIA MARKERS. IN RELATION TO DYSLEXIA, A LOT OF WORK HAS BEEN DONE. OUR ONLINE FCPS DYSLEXIA HANDBOOK WILL BE SOON AVAILABLE IN JANUARY. THIS RESOURCE WILL ARTICULATE A CONSISTENT FCPS APPROACH FOR IDENTIFICATION, INTERVENTION AND ACCOMMODATIONS FOR STUDENTS WITH DYSLEXIA AND PROVIDE INTERNAL AND EXTERNAL AUDIENCES CLARITY MOVING FORWARD. IN ADDITION, I KNOW THE BOARD IS AWARE OF OUR PILOT OF A UNIVERSAL SCREENER CURRENTLY UNDER WAY. THIS TOOL ASSESSES FOUNDATIONAL SKILLS IN READING AND PLAYS AN IMPORTANT ROLE OF IDENTIFYING LEARNING NEEDS TO BE ADDRESSED FOR INTERVENTION OF ALL STUDENTS, BUT CERTAINLY THOSE WITH DYSLEXIA. MORE INFORMATION ABOUT THIS TOOL WILL BE SHARED LATER IN THIS PRESENTATION. AT BOTH THE ELEMENTARY SCHOOL AND SECOND DARE LEVEL, SCHOOL LITERACY TEAMS HAVE BEEN CREATED TO CULTIVATE SCHOOLWIDE COMMITMENTS TO LITERACY PROGRESS ACROSS ALL GRADE LEVELS AND ALL DISCIPLINES. THESE TEAMS SUPPORTED BY RESOURCES AND PROFESSIONAL DEVELOPMENT FROM INSTRUCTIONAL SERVICES LEAD THE LITERACY WORK IN THEIR BUILDINGS, ENSURING THE APPROACH TO AUTHENTIC LEARNING AND THEIR SCHOOL CONTEXT IN THE AREA OF LITERACY IS HAPPENING ON A DAILY BASIS. TO SUPPORT THE WORK OF THESE TEAMS, FRAMEWORKS AT EACH LEVEL HAVE BEEN CREATED. THE ELEMENTARY LITERACY FRAMEWORK WHICH I THINK THE BOARD WAS AWARE OF LAST YEAR, PROVIDES GUIDANCE ON EFFECTIVE READING AND WRITINGS AS WELL AS IMPLEMENTING BEST PRACTICES IN THE CLASSROOM. TEACHERS CAN NOW ACCESS THIS FRAMEWORK TO DEEPEN THEIR UNDERSTANDING ABOUT LITERACY INSTRUCTION AND GAIN IDEAS ON SETTING UP EFFECTIVE LITERACY LEARNING ENVIRONMENTS, HOW TO MAXIMIZE INSTRUCTIONAL TIME AND IMPLEMENT APPROPRIATE ASSESSMENT STRATEGIES. RECENTLY ADDED TO THIS FRAMEWORK, THERE ARE LITERACY LOOK-FORS. WHICH CAN BE USED BY TEACHERS FOR SELF-REFLECTION AND GOAL SETTING AND BY INSTRUCTIONAL LEADERS TO SUPPORT TEACHERS IN PROVIDING FEEDBACK ON LITERACY. EXCITING LITERACY WORK IS ALSO HAPPENING AT THE MIDDLE AND HIGH SCHOOL LEVELS. WE BELIEVE STRONGLY THAT THE LITERACY WORK AT THE SECONDARY LEVEL MUST EXTEND BEYOND ENGLISH CLASSROOMS. RATHER, WE MUST CONSISTENTLY MAKE SURE WE PROVIDE STUDENTS THE OPPORTUNITIES TO READ, WRITE, THINK AND DISCUSS IN ALL SUBJECT AREAS. THE CROSS CURRICULUM APPROACH REQUIRES NEW LEARNING FOR MANY OF OUR MIDDLE AND HIGH SCHOOL READERS. THE SECOND DARE LITERACY FRAMEWORK IS WORKING TO SUPPORT THIS SIGNIFICANT CHANGE. THIS FRAMEWORK IS SERVING AS A BLUEPRINT FOR THE SIGNIFICANT ACTIONS THAT SCHOOLS AND TEAMS AND TEACHERS ARE TAKING TO SUPPORT THAT GROWTH OF LITERACY OF ALL THEIR STUDENTS. THIS RESOURCE PROVIDES SPECIFIC EXAMPLES OF WHAT THESE ACTIONS ACTUALLY LOOK LIKE WITHIN EACH OF THE ACADEMIC DISCIPLINES. AND IT IS ALSO A COMPREHENSIVE BANK OF RESOURCES TO SUPPORT LITERACY IN EACH CONTENT AREA. FINALLY, OUR COMMITMENT TO LITERACY IS EVIDENT THROUGH THE INTENTIONAL DEDICATION OF PROFESSIONAL DEVELOPMENT THAT WE HAVE GIVEN TO THIS TOPIC. THE FOCUS OF ALL OF OUR COUNTY PRINCIPAL MEETINGS IS ON LITERACY, FOR THE SECOND YEAR IN A ROW. AND WE ARE REINFORCING THAT LITERACY IS OUR NUMBER ONE STRATEGY FOR MEETING PORTRAIT OF A GRADUATE OUTCOMES FOR ALL STUDENTS. IN ADDITION, AS YOU CAN SEE, MANY OTHER PROFESSIONAL DEVELOPMENT EVENTS HAVE TAKEN PLACE. THIS PAST SUMMER WAS THE SECOND YEAR THAT FCPS OFFERED THE ELEMENTARY LITERACY SYMPOSIUM WHERE WE PROVIDED AN OPPORTUNITY FOR ELEMENTARY SCHOOL TEAMS TO COLLABORATE AND LEARN ABOUT LITERACY INSTRUCTION. IN FACT, OVER 1,300 PARTICIPANTS FROM 141 SCHOOLS ATTENDED THESE SESSIONS TO DEEPEN THEIR UNDERSTANDING OF EFFECTIVE WRITING INSTRUCTION AND THEY WORKED TOGETHER DURING THIS TIME TO PLAN FOR THE UPCOMING SCHOOL YEAR. THIS EVENT CONTINUED TO RECEIVE HIGH PRAISE, SECOND YEAR IT HAPPENED, 95% OF THE PARTICIPANTS STATING THEY INTENDED TO APPLY THE SKILLS AND KNOWLEDGE THEY LEARNED LAST SUMMER INTO THIS SCHOOL YEAR. IN ADDITION, WE HAVE REVISED THE GREAT BEGINNINGS PROGRAM FOR OUR NEW TEACHERS TO FOCUS ON LITERACY INSTRUCTION TO MAKE SURE WE ARE ALIGNING THEIR UNDERSTANDINGS WITH THE EXPECTATIONS OF THE DIVISION. THIS PAST SUMMER WAS VERY EXCITING IN THAT WE ALSO MARKED THE FIRST SECOND DARE LITERACY SYMPOSIUM. THIS EVENT PROVIDED AN OPPORTUNITY FOR EACH OF OUR MIDDLE AND HIGH SCHOOL TEAMS TO ESTABLISH A LITERACY FOCUS AND PREPARATION FOR BEING ABLE TO LEAD THAT WORK IN THEIR BUILDING. SO WE BROUGHT TOGETHER TEAMS FROM ALL MIDDLE AND HIGH SCHOOL SCHOOLS TO HELP THEM BUILD COMMON UNDERSTANDINGS AND EXPECTATIONS AROUND READING, WRITING, STUDENT ENGAGEMENT AND GAVE THEM AN OPPORTUNITY TO BEGIN TO PLAN FOR THE SCHOOL YEAR. ONE HIGH SCHOOL PRINCIPAL SHARED THESE COMMENTS WITH US. AS A TEAM, WE DEEPENED OUR COMMITMENTS TO THE URGENCY OF SUPPORTING LITERACY ACROSS THE DISCIPLINES AND LEFT WITH A PLAN FOR THE NEW YEAR ON HOW TO IMPLEMENT BEST PRACTICES SURROUNDING LITERACY IN ALL CURRICULA AREAS. THREE FOLLOW-UP SESSIONS ARE TAKING PLACE THIS SCHOOL YEAR GIVING TEAMS AT ALL OF OUR SECONDARY SCHOOLS TO CONTINUE THEIR LEARNING AND BEING GIVEN A FORUM TO SHARE THEIR PROGRESS, ASK QUESTIONS AND PROBLEM SOLVE THE CHALLENGES THEY ARE FACES. IT IS COMPREHENSIVE AND MULTIFACETED. WE ARE COMMITTED TO MAKING SURE THIS CONTINUED FOCUS IS TAKING PLACE SO WE CAN ENSURE ALL OF OUR STUDENTS ARE PREPARED TO REACH THEIR FULL POTENTIAL AND AT THE SAME TIME ACQUIRE THE PORTRAIT OF A GRADUATE ATTRIBUTES WE ARE COMMITTED TO. ANOTHER KEY STRATEGY FOR DEVELOPING THOSE PORTRAIT OF A GRADUATE OUTCOMES IS THE USE OF PROJECT BASED LEARNING. YOU SAW SOME KPAMPTS �-- EXAMPLES OF THE STUDENTS ENGAGED IN LEARNING EXPERIENCES. PROJECT BASED LEARNING IS A TEACHING METHOD WHERE STUDENTS ARE GAINING KNOWLEDGE AND SKILLS BY WORKING AN, TENDED PERIOD OF TIME TO INVESTIGATE OR RESPOND TO AN AUTHENTIC, ENGAGING AND COMPLEX QUESTION, PROBLEM OR CHALLENGE. THERE ARE MANY ADVANTAGES WE ARE SEEING TO PROJECT-BASED LEARNING. FIRST WE ARE SEEING THAT STUDENTS BECOME MORE ENGAGED IN LEARNING WHEN THEY HAVE A CHANCE TO DIG INTO THOSE COMPLEX AND CHALLENGING SOMETIMES MESSY PROBLEMS YOU SAW ON THE VIDEO. THOSE PROBLEMS ARE RELATED CLOSELY TO WHAT IS HAPPENING IN REAL LIFE OR WHAT WILL HAPPEN IN THEIR REAL LIFE NOT SIMPLY LEARNING FACTS AND TAKING TESTS TO STATE WE RECEIVED THOSE FACTS. STUDENT IN PROJECT-BASED LEARNING SETTINGS ARE REQUIRED TO BECOME ACTIVE LEARNERS WHO MUST USE CRITICAL THINKING SKILLS TO SOLVE THOSE PROBLEMS. AGAIN, ONE OF OUR PORTRAIT OF A GRADUATE ATTRIBUTES. IT CAN HELP STUDENTS HAVE A DEEPER UNDERSTAND OF THE SUBJECT AT HAND AND DEVELOP REAL INTERESTS IN DIVING INTO THAT SUBJECT AND GAINING MORE KNOWLEDGE RATHER THAN JUST BEING GIVEN FACTS. ADDITIONALLY, A GROWING BODY OF ACADEMIC RESEARCH SUPPORTS THE USE OF PROJECT-BASED LEARNING IN SCHOOL TO ENGAGE OUR STUDENTS, TO ALSO REDUCE ABSENTEEISM AND BOAST THOSE CRITICAL AND CREATIVE THINKING SKILLS WE KNOW ARE NECESSARY IN THIS EVER CHANGING WORLD. WE BELIEVE PROJECT BASED LEARNING IS TRULY AN EFFICIENT INSTRUCTIONAL STRATEGY FOR TEACHING CONTENT AND SKILLS WHILE ALSO SUPPORTING STUDENTS TO DEVELOP THE PORTRAIT OF A GRADUATE SKILLS. AS YOU CAN SEE FROM THIS SLIDE WE HAVE TRAINED MANY TEACHERS IN PROJECT-BASED LEARNING. 1,100 TEACHERS HAVE BEEN TRAINED AND WORKING ON INCREASING CAPACITY TO MEET THE GROWING NUMBER OF REQUESTS FROM SCHOOLS. I THINK IT IS IMPORTANT TO POINT OUT OUR PROJECT-BASED LEARNING WORK HAS BEEN A GRASSROOTS TYPE OF IMPLEMENTATION. THERE HAVE BEEN NO MANDATES OR REQUIREMENTS ASSOCIATED WITH THIS STRATEGY. INSTEAD THE DIVISION HAS PROVIDED ONLY OPPORTUNITIES AND SUPPORT TO SCHOOLS. OF COURSE, AS WE CONSIDER ENSURING ALL OF OUR STUDENTS ARE BEING PROVIDED THOSE OPPORTUNITIES TO ENGAGE IN THIS TYPE OF LEARNING WE NEED TO DEEPEN OUR UNDERSTANDING OF HOW TO BEST IMPLEMENT THIS ACROSS THE DIVISION. TO THAT END WE HAVE BEGUN TO FORM A PILOT, A COHORT OF SCHOOLS, KINDERGARTEN THROUGH 12th GRADES, ELEMENTARY, MIDDLE AND HIGH WITH A FOCUS ON PROJECT-BASED LEARNING INNOVATION. ISD IS WORKING CLOSELY WITH THE SCHOOLS LISTED ON THIS SLIDE TO CREATE A CULTURE WHERE TEACHERS CAN IMPLEMENT THOSE PROJECT-BASED LEARNING MODEL AND ENHANCE THE PORTRAIT OF A GRADUATE SKILLS. THIS COHORT OF SCHOOLS IS HELPING US TO SEE HOW THE SUCCESSES AND CHALLENGES THAT ARE TAKING PLACE CAN INFORM EFFECTIVE, SYSTEMIC CHANGE FOR US TO BE ABLE TO SCALE THIS WORK ACROSS THE DIVISION. THE PICTURE YOU SEE ON THIS SLIDE ILLUSTRATES THE IMPORTANCE OF THIS WORK. HERE WE SEE AN ESOL STUDENT AT HERNDON MIDDLE SCHOOL WHO DESIGNED A VEHICLE THAT COULD EXPLORE A SPECIAL LOCATION. SHE CREATED A FEW BLUEPRINT OF THE VEHICLE, MADE A MODEL OF THAT ONE SECTION SHOWING HOW THE PARTS OF THAT VEHICLE WOULD MOVE. IT INCLUDED HOW THE FORCES AFFECTED THEIR VEHICLE'S MOVEMENT, THE IMPORTANCE OF MEASUREMENT AND SIMPLE AND COMPLEX MACHINES. ALL OF THIS LEARNING WAS TECHNOLOGY USING JASON.ORG MODULES AND SHE PRESENTED TO AN AUDIENCE OF OVER 60 PEOPLE. THIS IS THE TYPE OF LEARNING WE ARE AIMED AND FOCUSED ON HELPING STUDENTS TO CONNECT, GET EXCITED AND APPLY THOSE SKILLS IN A MEANINGFUL WAY. THE SECOND DESIRED OUTCOME IN STRATEGY ONE FOCUSED ON WORKING TO CLOSE THE ACHIEVEMENT GAP. AS WE ALL KNOW, THERE IS NO ONE SILVER BULLET FOR CLOSING THE ACHIEVEMENT GAP. THERE ARE NUMEROUS FACTORS ASSOCIATED WITH GAPS IN ACHIEVEMENT ACROSS ALL OF OUR STUDENT GROUPS. AS A RESULT THE SUPPORT AND RESOURCES NECESSARY TO CLOSE THOSE GAPS ARE MANY. FCPS HAS CREATED A RESEARCH-BASED PLAN FOR ADDRESSING THE ACHEEFLT GAP. WHICH SERVES AS A RESOURCE FOR ALL OF OUR SCHOOLS. THIS PLAN, AS YOU CAN SEE, IS COMPOSED OF STRATEGIES RELATED TO THE DRIVERS ON THIS SCREEN, ON THIS SLIDE OF ACADEMIC SUPPORT, RELATIONSHIPS, COLLEGE AND CAREER READINESS, SCHOOL AND FAMILY, ACCESS TO RIGOR AND READY TO LEARN. SINCE 2014, ALL OF OUR SCHOOLS HAVE CLOSING ACHIEVEMENT GAP GOALS AND STRATEGIES IN SCHOOL IMPROVEMENT AND INNOVATION PLANS. WHILE A LOT OF EXCEPTIONAL WORK HAS BEEN DONE IN OUR SCHOOLS THE GAPS IN STUDENT ACHIEVEMENT DO CONTINUE TO PERSIST IN OUR AREA OF FOCUS FOR US. GIVEN THE REALITIES OF OUR EXISTS RESOURCES, WE'VE HAD TO TAKE A VERY INTENTIONAL APPROACH TO SUPPORTING OUR SCHOOLS AND THEIR CLOSING ACHIEVEMENT GAP EFFORTS. SO WHAT WE HAVE DONE TO THAT END IS TO FOCUS ON SUPPORTING A SELECT NUMBER OF PILOT PROJECTS IN EACH OF THE DRIVERS YOU SEE ON THIS SLIDE EACH YEAR. OUR INTENTION IS TO LEARN MORE ON HOW WE CAN BEST MAXIMIZE OUR SUPPORT FOR THIS WORK CENTRALLY TO HELP SCHOOLS IDENTIFY BEST PRACTICES AND STRATEGIES THEY CAN SCALE UP AND USE ACROSS THE DIVISION AND CERTAINLY ACROSS THE SCHOOL. ONE VERY SUCCESSFUL GAP CLOSING ACHIEVEMENT STRATEGY WE HAVE SCALED ACROSS THE DIVISION IS THE NEW HIGH SCHOOL ESOL PROGRAMMING. IN 2015-2016 SCHOOL YEAR WE PILOTED THIS NEW ESOL PROGRAMMING TO PROVIDE ENGLISH LEARNERS WITH THE ABLGT TO ACCELERATE THEIR ENGLISH DEVELOPMENT AND PUT THEM ON A TRUE PATH TOWARDS GRADUATION. WHAT HAPPENED TO THIS PROGRAM? STUDENTS RECEIVED SHELTERED INSTRUCTION FOR THE CONTENT COURSES FOR STANDARD GRADUATION CREDIT. THE COURSES THEY TAKE ARE ENRICHED WITH ENGLISH LANGUAGE DEVELOPMENT, TARLGTING, READING, WRITING, LISTENING AND SPEAKING. STUDENTS NEW TO THE U.S. RECEIVE COMPREHENSIVE SUPPORT TO HAVE A WARM, WELCOMING AND SAFE ENVIRONMENT TO LEARN. SOME STUDENTS COME TO US NOT HAVING EVER BEEN IN SCHOOL EVER IN THEIR LIFE AND THEY MAY BE IN MIDDLE OR HIGH SCHOOL. THE PILOT PROGRAM THAT WE DID SAW GREAT SUCCESSES AT LEE AND STUART HIGH SCHOOL. 564 ENGLISH LANGUAGE LEVEL ONE, TWO, AND THREE STUDENTS RECEIVING AN ENGLISH CREDIT TOWARDS GRADUATION. 228 LEVEL ONE AND TWO STUDENTS RECEIVING A SOCIAL STUDIES CREDIT FOR GOVERNMENT AND 91 STUDENTS RECEIVING AN ALGEBRA ONE AFTER A DOUBLE BLOCK OF MATHEMATICS. WHY IS THAT SO IMPORTANT? WHY IS THAT A SUCCESS? BECAUSE IN COMPARISON, OUR ESOL LEVEL ONE AND TWO STUDENTS AT ALL OF OUR OTHER HIGH SCHOOLS LAST YEAR DID NOT TAKE THOSE CLASSES AND AS A RESULT COULD NOT EARN STANDARD CREDITS TOWARDS GRADUATION. AS A RESULT OF THE SUCCESS WE SAW LAST YEAR AT LEE AND STUART, WE HAVE SCALED THAT NEW ESOL HIGH SCHOOL PROGRAM TO ALL OF OUR HIGH SCHOOLS THIS SCHOOL YEAR. AND WE ARE WORKING WITH THE OFFICE OF PROGRAM EVALUATION, WHICH IS PROVIDING US WITH FURTHER ANALYSIS OF THE OUTCOMES OF THIS NEW MODEL. SO, AGAIN, THIS IS ONE EXAMPLE OF A RESOURCE AND A STRATEGY AND A VARIETY OF BEST PRACTICES THAT WE ARE PUTTING IN PLACE IN A PILOT AND ULTIMATELY BEING ABLE TO SCALE DIVISION WIDE. CLEARLY MUCH MORE NEEDS TO BE DONE WHEN WE LOOK AT THE DATA FOR OUR ENGLISH LANGUAGE LEARNERS AND STUDENTS THAT ARE NOT YET MEETING PROFICIENCY. WE ARE TAKING STEPS TO SUPPORT THE 35,000 ENGLISH LEARNERS IN OUR SCHOOL. TEACHERS NEED ADDITIONAL KNOWLEDGE AND SKILLS TO WORK EFFECTIVELY WITH OUR ENGLISH LEARNERS AND FAMILIES. IN THE 2015-2016 SCHOOL YEAR THE OFFICE OF ESOL SERVICES INTRODUCED E.L. INNOVATION, A DEVELOPMENT SERIES WHERE SCHOOL TEAMS GAIN AN UNDERSTANDING OF THOSE INSTRUCTIONAL STRATEGIES TO HELP E.L. STUDENTS AND HELP DEVELOP SKILLS TO IMPLEMENT ENGLISH LANGUAGE DEVELOPMENT STANDARDS AND PROGRAMMING FOR THE NEEDS OF THOSE STUDENTS. SCHOOL TEAMS WHO PARTICIPATE EXAMINE THEIR NEEDS AND CREATE AN INNOVATION PLAN THAT INCORPORATES THESE STRATEGIES TO IMPACT TEACHING AND LEARNING FOR ENGLISH LEARNERS. TO DATE OVER 40 OF OUR SCHOOLS HAVE PARTICIPATED IN E.L. INNOVATION AND HAVE CREATED PLANS TOWARD HELPING SUPPORT THOSE ENGLISH LEARNERS. ADDITIONALLY, IN 2017-2018, THE OFFICE OF ESOL SERVICES WILL BE INTRODUCING ESOL PROGRAM STANDARDS FOR ALL OF OUR ELEMENTARY AND MIDDLE SCHOOLS. THE STANDARD THAT WILL BE ROLLED OUT WILL PROVIDE ALL SCHOOL ADMINISTRATORS IN EVERY SCHOOL AND ALL TEACHERS WITH A SPECIFIC COMPONENTS, TOOLS, STRATEGIES AND STRUCTURES THAT ARE NEEDED TO CREATE AN EFFECTIVE PROGRAM FOR OUR ENGLISH LEARNERS. ANOTHER WAY THAT WE ARE ADDRESSING CLOSING THE ACHIEVEMENT GAP IS RESPONSIVE INSTRUCTION. RESPONSIVE INSTRUCTION FOR STUDENTS WITH INDIVIDUAL INSIDES TO MATCH THOSE TO THE NECESSARY ACADEMIC IN SOME CASES, BEHAVIOR, OR STUDENT WELLNESS IN ORDER TO ENSURE THAT STUDENT HAS SUFBLG. OUR SCHOOLS THAT ARE IMPLEMENTING RESPONSIVE INSTRUCTION, THEY USE A COLLABORATIVE PROBLEM-SOLVING APPROACH TO BUILD A CONTINUUM OF STRATEGIES TO THINK ABOUT WHAT INTERVENTIONS ARE NEEDS, WHAT SUPPORTS ARE NEEDED AND HOW DO WE ADDRESS THE NEEDS OF THE PARTICULAR STUDENT AT THEIR SCHOOL. IT IS LOOKED AT INDIVIDUALLY AND SOME OF THEM ARE LOOKED AT THE WHOLE GROUP. WE CONTINUE TO EXPAND R.I. IMPLEMENTATION THROUGH PROFESSIONAL DEVELOPMENT OPPORTUNITIES AND WORKING TO MAKE SURE WE PROVIDE INDIVIDUAL SCHOOL SUPPORT ON TOPICS SUCH AS PROBLEM SOLVING, GOAL SETTING, PROGRESS MONITORING AND RESOURCE MAPPING. THE R.I. PROCESS IS DATA DRIVEN, THAT IS A MAJOR AREA OF FOCUS TO CLOSE THE ACHIEVEMENT GAP, WE HAVE TO LOOK AT THE DATA. THE R.I. TEAM IN COLLABORATION WITH OUR I.T. DEPARTMENT, INSTRUCTIONAL SERVICES, HAVE DEVELOPED AND EXPANDED FUNCTIONALITY IN EDSL, THE DIVISIONS DATA MANAGEMENT SYSTEM TO SUPPORT SCHOOLS AND TEACHERS WITH MEETING THE INDIVIDUAL NEEDS OF THEIR STUDENTS. THIS TOOL SUPPORTS SCHOOLS AS THEY ANALYZE THAT DATA, WHETHER IT IS ACADEMIC OR BEHAVIORAL AND THEN HELPS THEM TO FACILITATE A PROBLEM SOLVING APPROACH TO HAVE THOSE CONVERSATIONS THAT ARE NEEDED TO THEN PROVIDE THE SUPPORT AND INTERVENTIONS THAT STUDENTS NEED WHILE AT THE SAME TIME MONITOR THEIR PROGRESS. AT THE START OF THIS SCHOOL YEAR IT HAS BEEN EXPANDED FOR A SECONDARY VIEW AND NUMEROUS ENHANCEMENTS TO SUPPORT CORE INSTRUCTION AND INTERVENTION. THIS FALL A NEW TOOL CALLED FORESIGHT WAS LAUNCHED FOR TRANSITION AND END OF YEAR PLANNING FOR SCHOOLS. THOSE ARE A COUPLE OF THE STRATEGIES WE ARE DOING DIVISION WIDE TO HELP CLOSE THE ACHIEVEMENT GAP. WE KNOW MUCH MORE NEEDS TO BE DONE. THE NEXT OUTCOME IN STRATEGY ONE IS RELATED TO THE USE OF TECHNOLOGY. OVER THE PAST SEVERAL MONTHS YOU HAVE HEARD MUCH ABOUT OUR FCPS ON INITIATIVE. THE NEXT SEVERAL SLIDES WILL HIGHLIGHT SOME OF THE IMPORTANT WORK HAPPENING IN THIS AREA. TECHNOLOGY USED IN EDUCATION IS NO LONGER A LUXURY. WE SAW IN THE VIDEO THE DIFFERENCES BETWEEN WHAT SCHOOLING LOOKED LIKE THEN AND WHAT IT LOOKS LIKE NOW. IT IS REALLY, TRULY A REQUIREMENT FOR US TO REACH OUR DIVISION'S PORTRAIT OF A GRADUATE GOALS AND HELP STUDENTS PREPARE THEM FOR A FUTURE, A FUTURE WE DON'T KNOW WILL LOOK LIKE. ALL THOUGH TODAY'S STUDENTS ARE DIGITAL NATIVES AND MANY USE iPHONES AND OTHER TOOLS FOR SOCIAL NETWORKING, RESEARCH CLEARLY INDICATES THE MAJORITY OF STUDENTS ARE NOT CAPITALIZING ON THE ABILITY TO USE TECHNOLOGY TO ENHANCE LEARNING TO APPLY COMPLEX TECHNOLOGY SKILLS TO EVERYDAY CHALLENGES. CLASSROOMS THAT PREPARE STUDENTS WITH 21st CENTURY SKILLS SEAMLESSLY INTEGRATE TECHNOLOGY, NOT REPLACE, BUT INTEGRATE IN A WAY THAT ENHANCES AND DEEPENS STUDENTS LEARNING. THE QUOTE ON THIS SLIDE IS MARC EDWARDS, A NATIONALLY RECOGNIZED LEADER IN TECHNOLOGY INNOVATION. STUDENTS TODAY MUST HAVE DIGITAL LEARNING ENVIRONMENTS THAT FACILITATE RELEVANT, PERSONALIZED COLLABORATIVE AND CAN'TED LEARNING EXPERIENCES THAT DRIVE STUDENT ENGAGEMENT WHICH IN TURN WILL DRIVE STUDENT ACHIEVEMENT. THIS WILL ULTIMATELY SUPPORT INSTRUCTION. TECHNOLOGY IS SO CRITICAL WITH THE FCPS ON AS OUR PILOT THIS IS HELPING US LOOK AT HOW WE CAN LOOK AT STUDENTS, 15, IN THE PILOT AND ULTIMATELY EXPANDED DIVISION WIDE. ON THIS SLIDE YOU CAN SEE THE EXCITE OF THE THIRD GRADERS WHO ARE GETTING READY TO TAKE LAPTOPS HOME FOR THE FIRST TIME IN OCTOBER. PRIOR TO THEIR INCLUSION TO FCPS ON, 140 STUDENTS REPORTED NOT HAVING ANY TECHNOLOGY OR INTERNET ACCESS OUTSIDE OF SCHOOL. HOWEVER, WE WANT TO STRESS THAT FCPS ON IS NOT JUST ABOUT GIVING A LAPTOP, NOT JUST ABOUT HAVING INTERNET, IT IS MAKING SURE WE USE THAT TECHNOLOGY TO PROVIDE STUDENTS WITH DYNAMIC LEARNING EXPERIENCES THAT HELP PREPARE THEM FOR PORTRAIT OF A GRADUATE IN THE FUTURE. OF COURSE, WE KNOW THIS WILL REQUIRE A MULTIYEAR COMMITMENT TO SUPPORT OUR SCHOOLS IN THE IMPLEMENT TAKES OF THE ACTUAL DEVICES. WE ARE COMMITTED TO LOOKING AT THE LEARNING AND THE INSTRUCTION THAT NEEDS TO TAKE PLACE TO MAKE THAT HAPPEN. WE HAVE ESTABLISHED BENCHMARKS FOR SUCCESS AND LEARNING ABOUT THE POSITIVE IMPACT OF ONE TO ONE TECHNOLOGY IN OUR PUBLIC SCHOOLS. MOREOVER, WE ARE WORKING WITH JOHN HOPKINS UNIVERSITY TO STUDY THE BENEFITS AND CHALLENGES OF THIS TYPE OF WORK. JOHNS HOPKINS WILL COME TO A WORK SESSION IN THE SPRING TO PROVIDE YOU WITH AN UPDATE. TO HIGHLIGHT THE IMPORTANCE OF INCREASED AK SES, WE HAVE TWO STORIES WE WOULD LIKE TO SHARE. FIRST DAY LEARY, AN ENGLISH TEACHER AT FALLS CHURCH HIGH SCHOOL TELLS THE IMPACT OF GIVING THE GIFT OF TECHNOLOGY ACCESS HAS ON OUR STUDENTS. YOU CAN SEE ON THIS SLIDE WHAT SHE HAD TO SAY ABOUT A CHILD WHO, QUOTE, ABOUT THIS TIME ONE KID CALLED ME OVER TO SAY HE HAD LOGGED ON AND WASN'T SURE OF NEXT STEPS. I TOLD HIM WHAT I TOLD OTHER KIDS ALL AFTERNOON. GREAT. PUT IT IN THE BAG. TAKE IT HOME. HE PAUSED AND ASKED, REALLY? I GET TO TAKE IT HOME? REALLY? ARE YOU SURE? AND THEN I GET TO DO SCHOOL WORK ON IT? REALLY? I ANSWERED YES EACH TIME SMILING AND TRYING NOT TO GET TEARS IN MY EYES. HE PUT THE LAPTOP IN HIS BAG HUGGING IT TO HIS CHEST AS IF IT WAS HIS MOST IMPORTANT TREASURE. WHEN STUDENTS HAVE ACCESS TO TECHNOLOGY IT IS TO ENGAGE IN LEARNING ANY TIME AND ANYWHERE. LOOKING AT THE STUDENT TWEET ON THIS SLIDE, WE SEE A STRONG EXAMPLE OF HOW TECHNOLOGY CAN CHANGES THE TIME, PLACE AND PATH OF STUDENT LEARNING AS A CHANTILLY HIGH SCHOOL STUDENT TWEETS ABOUT USING FACE TIME AND GOOGLE DOCS IN THE AIRPORT DURING THANKSGIVING TRAVEL. HERE IS THE STORY ACCORDING TO HER TEACHER AT CHAN TILLIE HIGH SCHOOL. WORLD HISTORY STUDENTS WERE WORKING IN GROUPS ABOUT THE EFFECTS OF THE PRINTING PRESS. STUDENTS WHO WERE ABSENT WOULD HAVE TO COMPLETE THE ASSIGNMENT INTD�-- INDEPENDENTLY. ONE STUDENT ASKED TO FACE TIME WITH HER CLASSMATES WHILE AT THE AIRPORT. SHE CONTRIBUTED TO HER CLASS DISCUSSION AND GROUP ASSIGNMENT EVEN THOUGH SHE WAS IN TARPT TRAVELING FOR THANKSGIVING. GIVING OUR STUDENTS ONE TO ONE ACCESS IS CRITICALLY IMPORTANT FOR OUR SCHOOL DIVISION AND MAKING SURE THAT LEARNING IS CONNECTED TO THE USE OF TECHNOLOGY. THIS IS ANOTHER AREA WE BELIEVE IF WE NS IN WILL HELP CLOSE THE ACHIEVEMENT GAP. WE ARE JUST IN OUR FIRST YEAR. WE ARE SEEING EXAMPLES OF THE POSITIVE IMPACT OF THIS WORK IN HELPING OUR STUDENTS DEVELOP THOSE PORTRAIT OF A GRADUATE SKILLS. FOR EXAMPLE, CLASSROOM ENVIRONMENTS HAVE BEEN TRANSFORMED INTO STUDENT-CENTERED LEARNING SPACES. TECHNOLOGY IS BEING USED TO CONNECT FCPS STUDENTS WITH PROFESSIONAL EXPERTS AND STUDENTS AROUND THE WORLD. AGAIN, THAT GLOBAL CITIZENSHIP. HELPING TO SUPPORT THOSE COLLABORATIVE LEARNING ENVIRONMENTS AND HELPING THEM DEVELOP COMMUNICATION SKILLS THROUGH TECHNOLOGY NOT SIMPLY WITH THE PERSON NEXT TO YOU. MIDDLE AND HIGH SCHOOL STUDENTS HAVE BEEN GIVEN OPPORTUNITIES TO TAKE LEADERSHIP ROLES TO BE STUDENT TECH AIDES TO SUPPORT STUDENTS. AGAIN, DEVELOPING COLLABORATION. THE STUDENT TECH AIDES WORK HAND IN HAND WITH T-SPECS AND OUR TEACHERS. ONE EXAMPLE OF A TEACHER USING TECHNOLOGY COMES FROM MARY KAY DOWNS AN ENGLISH TEACHER AT CHANTILLY HIGH SCHOOL WHO SAYS WE USE THE LAPTOPS DAILY. WE HAVE TOTALLY ELIMINATED PAPER IN MY CLASSROOM. IT IS EASIER TO GIVE STUDENTS IMMEDIATE FEEDBACK. I HAVE BEEN TEACHING SINCE 1965, I CAN BEAR AGE HAS NOTHING TO DO WITH INSTRUCTIONAL LEARNING. WE CAME TOGETHER FOR A DAY OF PROFESSIONAL DEVELOPMENT. TEACHERS AND INSTRUCTIONAL LEADERS WERE ASKED TO SHARE TOP SUCCESSES AND CHALLENGES IN THEIR SCHOOL. HERE ARE JUST A FEW I WOULD LIKE TO SHARE WITH YOU. FRANKLIN MIDDLE SCHOOL, TEACHERS VIEW THEMSELVES AS LIFE-LONG LEARNERS. STUDENTS ARE AFFORDED CHOICE IN HOW THEY ACCESS AND DEMONSTRATE LEARNING. TECHNOLOGY PROVIDES STUDENTS WITH OPPORTUNITIES OF LEARNING, PROBLEM SOLVING PARTICULARLY WITH RESEARCH. AGAIN, WHAT WE ARE SEEING IN OUR FCPS ON IS A VERY POWERFUL CONNECTION WITH LEARNING AND NOT WHAT IS HAPPENING FROM THE OTHER DISTRICTS WHO HAVE SIMPLY GIVEN OUT DEVICES FOR STUDENTS AND TEACHERS TO USE. AS TECHNOLOGY BECOMES UBIQUITOUS, IT IS IMPERATIVE WE PROVIDE STUDENTS, TEACHERS AND STAFFS TO BE INSTRUCTIVE AND RESPONSIBLE DIGITAL STUDENTS. THAT IS OUR FOURTH DESIRED OUTCOME. OUR DIGITAL CITIZENSHIP PLAN EMPHASIZES SCHOOL AND HOME PARTNERSHIPS. WE BELIEVE THAT PROVIDING A SUSTAINED EFFORT TO EDUCATE SCHOOL, STAFF AND PARENTS WILL RESULT IN OUR STUDENTS DEVELOPING MORE RESPONSIBLE ONLINE BEHAVIORS AND A POSITIVE DIGITAL IDENTITY. TO THIS END WE HAVE TAKEN A NUMBER OF ACTIONS INCLUDING THE FOLLOWING I WOULD LIKE TO SHARE WITH YOU. WE HAVE SPONSORED DIGITAL CITIZENSHIP WEEK FOR AN OPPORTUNITY FOR INCREASED AWARENESS AND EDUCATION, SHARED A VARIETY OF RESOURCES INCLUDING LESSON PLANS AND ALSO SOCIAL MEDIA POSTED WERE PROVIDES TO SCHOOLS AND 67.6% OF OUR SCHOOLS PLANNED ACTIVITIES THAT WEEK FOR SCHOOLS, STAFF, PARENTS AND OTHERS TO HELP THEM BECOME AWARE OF DIGITAL CITIZENSHIP SKILLS. MANY ARE REPORTING ACTIVITIES PLANNED FOR THIS YEAR. DIGITAL CITIZENSHIP INFORMATION WAS PROVIDED TO 100 PARENTS THAT STOPPED BY THE BOOTH AT THE RECENT MENTAL HEALTH CONFERENCE. PARENTS COULD TALK WITH STAFF AND ASK QUESTIONS AS WELL AS PICK UP SAMPLE DEVICE CONTRACTS AND FAMILY MEDIA AGREEMENTS IN THEIR NATIVE LANGUAGES. IN ADDITION, EACH YEAR WE SEE MORE AND MORE SCHOOLS AND PYRAMIDS HOSTING EVENTS TO PROVIDE AWARENESS AND STRATEGY FOR FAMILY ENGAGEMENT. NINE NEW TEACHER TRAINING MODULES ARE NOW AVAILABLE IN THE AREA OF DIGITAL CITIZENSHIP. SINCE THE RELEASE OF THESE MATERIALS IN OCTOBER OF THIS YEAR, 1,500 MODULES HAVE BEEN COMPLETED BY TEACHERS. THESE MODULES ARE HELPING TO TRAIN STAFF ON HOW THEY CAN BETTER SUPPORT DIGITAL CITIZENSHIP. WHILE THIS TRAINING IS CURRENTLY OPTIONAL FOR OUR TEACHERS, IT WILL BE REQUIRED NEXT YEAR BY ALL OF OUR INSTRUCTIONAL STAFF. AN ONLINE COURSE FOR PARENTS AROUND CHILDREN IS PLANNED FOR THE 2017-2018 SCHOOL YEAR TO HELP THEM BETTER UNDERSTAND DIGITAL CITIZENSHIP. OUR LAST DESIRED OUTCOME IN STRATEGY ONE IS RELATED TO PROVIDING CENTRALIZED SUPPORT FOR SCHOOLS BASED ON STUDENT ACHIEVEMENT NEEDS. THIS IS AN AREA YOU HAVE HEARD MUCH ABOUT, PROJECT MOMENTUM, A KEY STRATEGY FOR PROVIDING CENTRALIZED SUPPORT TO OUR SCHOOLS AND I KNOW YOU HAD A WORK SESSION WHERE WE TALKED ABOUT PROJECT MOMENTUM. WE HAVE SEEN SIGNIFICANT INCREASES IN STUDENT ACHIEVEMENT IN PROJECT MOMENTUM SCHOOLS. 15-18 MET ENGLISH STATE TARGETS AND 16-18 MET MATH STATE TARGETS. AS YOU CAN SEE, THERE ARE MANY ASSOCIATED METRICS FOR STRATEGY ONE. MANY OF THESE REPRESENT DATA WE HAVE LOOKED AT OVER TIME SO YOU HAVE SOME FAMILIARITY AS WE LOOKED AT IT IN SOME OF OUR WORK SESSIONS AND OTHERS ARE NEW. HOWEVER, WE WILL HAVE MORE TIME AT OUR JANUARY WORK SESSION TO DIG INTO THE DATA, BUT I WILL PROVIDE A FEW HIGH LEVEL OVERVIEW GRAPHS OF THE KEY METRICS, NOT EVERY ONE ON THIS SLIDE SO WE CAN MOVE FORWARD AND GET INTO THE DEEPER CONVERSATION ABOUT THE WORK SESSION. THE FIRST ONE I WOULD LIKE TO HIGHLIGHT IS THE GRAPH GRADE THREE READING S.O.L. DATA BY ETHNICITY. THE OVERALL PASS RATE REMAINED CONSTANT, AS YOU CAN SEE, PASS RATE FOR HISPANIC STUDENTS HAS INCREASED BY 4% WITH SLIGHT CHANGES EXPERIENCED BY OUR BLACK AND WHITE STUDENTS. WHEN LOOKING AT GRADE THREE READING DATA BY SUBGROUP, EACH GROUP SHOWED SOME IMPROVEMENT, ENGLISH LEARNERS BY 1%, ECONOMICALLY DISADVANTAGED STUDENTS 2%, STUDENTS WITH DISABILITIES 5%. THESE CHANGES ARE IMPROVEMENTS, BUT THEY ARE SLIGHT PROGRESS AND WE WANT TO CONTINUE TO MAKE SURE WE ARE INVESTING OUR TIME AND RESOURCES IN SOME OF THE THINGS I PREVIOUS I WILL TALKED ABOUT SO WE ARE NOT SEEING JUST SLIGHT IMPROVEMENT. WE WANT TO SEE DRAMATIC IMPROVEMENT AND ACTUALLY CLOSE THAT GAP. ALL OF THE SUBGROUPS AS YOU CAN SEE ON THIS SLIDE HAVE INCREASED THEIR PERCENT PASSING IN READING OVER THE PAST FOUR YEARS. YOU CAN ALSO SEE ON THIS SLIDE THAT PERFORMANCE GAPS CONTINUE TO EXIST. WE MUST CONTINUE TO ADDRESS THE NEEDS AS YOU CAN SEE ON THIS SLIDE OF OUR BLACK AND HISPANIC STUDENTS THROUGH OUR LITERACY, RESPONSIVE INSTRUCTION EFFORTS AND SOME OF THE OTHER THINGS THAT WERE OUTLINED EARLIER IN MY PRESENTATION. THE ALGEBRA, THE PERCENTAGE OF STUDENTS COMPLETING ALGEBRA ONE BY EIGHTH GRADE HAS SHOWN A SLIGHT DECREASE. IT IS AN AREA WE NEED TO PAY ATTENTION TO. IN ADDITION, AS YOU CAN SEE, THE PERCENTAGE OF ECONOMICALLY DISADVANTAGED AND ENGLISH LANGUAGE LERNER STUDENTS COMPLETING ALGEBRA ONE BY EIGHTH GRADE HAS SHOWN A SLIGHT DECREASE WHILE STUDENTS WITH DISABILITIES REMAIN FLAT. CLEARLY, MUCH WORK NEEDS TO BE DONE IN THIS AREA TO CLOSE THAT GAP. ALL SUBGROUPS AS YOU CAN SEE ON THIS SLIDE HAVE INCREASED PERCENT PASSING IN MATH OVER THE PAST FIVE YEARS, PERFORMANCE GAPS CONTINUE TO EXIST AND ONCE AGAIN HERE YOU SEE THAT WE MUST CONTINUE TO ADDRESS THE NEEDS OF OUR BLACK AND HISPANIC STUDENTS THROUGH OUR MATHEMATICS AND INSTRUCTION EFFORTS. AND AGAIN, THESE ARE AREAS WHERE WE SAW SOME SUCCESS BUT NOT WHERE WE NEED TO BE AND CERTAINLY HAVE NOT CLOSED THAT GAP. IN THE AREA OF OUR ENGLISH LANGUAGE LEARNERS YOU CAN SEE SOME SUCCESS AND ALSO SOME CHALLENGES. ACCESS FOR THE ELL IS THE ANNUALLY REQUIRED PROFICIENCY ASSESSMENT GIMPB. WHAT IT MEASURES IS THE STUDENT'S ABILITY TO READ, WRITE, LISTEN AND SPEAK IN ENGLISH. VDOE WILL ESTABLISH NEW PROGRESS TARGETS TO ALIGN WITH THE NEW TESTS AND ESSA REGULATIONS IN 2017. ON THE CHART ABOVE YOU SEE A PERCENTAGE WHO MET 2010 PROGRESS TARGETS ON TWO CONSECUTIVE WIDA EXAMS. VDOE IS USING IMPROVEMENT IN SCALE SCORES THAT VARY DEPENDING ON THE STUDENT'S PROFICIENCY OF ENGLISH LEVEL NORTD FOR US TO MEASURE PROGRESS. IT SHOULD BE NOTED VDOE HASN'T USED IT SINCE 2015 BECAUSE OF THE CHANGES WITH NO CHILD LEFT BEHIND AND WHAT WE WILL BE WAITING TO SEE WITH ESA. IN 2014 AND YOU ARE WELL AWARE THROUGH PREVIOUS CONVERSATIONS, A HIGHER PERCENTAGE OF NEWCOMER STUDENTS HAVE ENROLLED IN OUR HIGH SCHOOLS WITH SIGNIFICANT ACADEMIC AND SOCIAL-EMOTIONAL NEEDS. THESE STUDENTS ARE REQUIRING MORE TIME AND ATTENTION TO MAKE PROGRESS. THAT IS WHY WE HAVE IMPLEMENTED THE HIGH SCHOOL INNOVATION AT THE HIGH SCHOOL LEVEL THAT WE TALKED ABOUT PREVIOUSLY IN MY PRESENTATION. IN ADDITION, THE WIDA ACCESS FOR EOL ASSESSMENT HAS UNDERGONE CONTENT AND ADMINISTRATION CHANGES SINCE 2015 INCLUDING MOVING FROM PAPER AND PENCIL TO AN ONLINE FORMAT. ANOTHER METRIC I WOULD LIKE TO HIGHLIGHT IN STRATEGY ONE IS THE PERCENTAGE OF STUDENTS WHO PASSED AT LEAST ONE A.P., I.B. OR DUAL ENROLLMENT COURSE. AS YOU CAN SEE ON THIS SLIDE OUR DATA REMAINS FAIRLY CONSISTENT WITH A SLIGHT CHANGE FOR ASIAN STUDENTS BUT RELATIVELY CONSTANT FOR THE LAST THREE YEARS. FOR OUR NEXT AREA, LOOKING AT THE PERCENT OF GRADUATES PASSING ONE INDUSTRY CREDENTIAL TEST. SINCE 2014, THERE HAS BEEN A SIGNIFICANT INCREASE IN THE PERCENTAGE OF STUDENTS WE SEE PASSING AT LEAST ONE TEST. OUR CURRENT SENIORS WHO ENTERED NINTH GRADE IN 2013-2014, ARE THE FIRST CLASS THAT IS REQUIRED TO EARN AN INDUSTRY CREDENTIAL FOR A STANDARD DIPLOMA. APPROXIMATELY 3/4 OF OUR GRADUATES EARN AN ADVANCED STUDIES DIPLOMA NOT REQUIRED TO EARN A CREDENTIAL FOR THAT DIPLOMA, MORE THAN 75% ARE DOING THAT EVEN THOUGH THEY ARE NOT REQUIRED. THE LARGEST NUMBER OF INDUSTRY CERTIFICATIONS WE SEE ARE IN WORK PLACE READINESS, WISE FINANCIAL LITERACY AND A WIDE VARIETY OF CERTIFICATIONS STUDENTS ARE TAKING, STATE LICENSING IN HEALTH AND MEDICAL SCIENCES AND COSMETOLOGY. WE ARE LOOKING FORWARD TO THE CHANGES HAPPENING AT THE STATE LEVEL WITH REGARDS TO THE HIGH SCHOOL SOL REQUIREMENTS BECAUSE HOPEFULLY WE CAN INCORPORATE SOME OF THOSE AS REPLACEMENTS AND LOOKING FORWARD TO THOSE CHANGES. BUT WHILE WE SEE POSITIVE STUFF HERE, WE ARE CONTINUING TO FOIA FOCUS ON MAKING SURE WE GIVE STUDENTS THE OPPORTUNITY TO PREPARE AND PASS FOR INDUSTRY CREDENTIALS RELATED TO THEIR COURSE CONTENT AND HOPEFULLY FOR FUTURE CAREER. THE NEXT METRIC IS LOOKING AT THE AREA OF ON-TIME GRADUATION. THE ON-TIME GRADUATION RATES FOR FCPS CONTINUE TO BE WELL ABOVE THE VIRGINIA AVERAGE AND NATIONAL AVERAGE, IT IS CRITICAL TO CONTINUE TO FOCUS ON THE GRADUATION RATE FOR SUBGROUPS AND NOT THE WHOLE NUMBER. FOR THE CLASS OF 2016, YOU CAN SEE, THERE WAS A 3% INCREASE FOR BLACK STUDENTS, A 1.3% INCREASE FOR ASIAN AND 2.5% DECREASE FOR HISPANIC STUDENTS WITH THE REST OF OUR SUBGROUPS REMAINING CONSISTENT. THIS SLIDE AND THE FOLLOWING SLIDES INDICATE THERE CONTINUE TO BE THE MOST SIGNIFICANT GAPS FOR OUR HISPANIC STUDENTS AND ENGLISH LEARNERS COMPARED TO ANY OTHER SUBGROUP IN OUR DIVISION. AGAIN THAT IS WHY I HIGHLIGHTED THE WORK TAKING PLACE AND JUST BEGUN THAT PILOTED AT LEE AND STUART TO GO DIVISIONWIDE. FOR THE CLASS OF 2016, YOU SEE, THERE WAS MORE THAN A 3% INCREASE IN ON-TIME GRADUATION FOR STUDENTS IDENTIFIED AS ECONOMICALLY DISADVANTAGED AND APPROXIMATELY 1% DECREASE FOR THOSE ENGLISH LANGUAGE LEARNERS WHILE STUDENTS WITH DISABILITIES REMAINED RELATIVELY CONSISTENT. AGAIN, THE ENHANCED SECOND DARE ESOL PROGRAMMING ARE SPECIFIC EFFORTS AIMED TO INCREASE SUPPORT FOR OUR STUDENTS TOWARD ON-TIME GRADUATION RATES AND PREPARATION FOR POST HIGH SCHOOL, COLLEGE OR CAREER AND YOU SAW JUST FROM THE NUMBERS I SHARED WITH YOU FROM STUART AND LEE, WHAT CAN HAPPEN DIVISION WIDE ONCE WE IMPLEMENT ACROSS THE DIVISION. WE NOW MOVE TO STRATEGY TWO. WE ARE ALMOST THROUGH. THIS STRATEGY IS FOCUSED ON THE ROLE OF ASSESSMENTS AND THERE ARE THREE DESIRED OUTCOMES, INCLUDING THE NEED FOR A BALANCED ASSESSMENT SYSTEM, DATA TOOLS TO ALLOW SCHOOL STAFF TO MEET INDIVIDUAL NEEDS AND OUR APPROACHES TO GRADING AND HOMEWORK WHICH I KNOW HAS BEEN A DISCUSSION AT THE BOARD TABLE AND WILL CONTINUE TO BE. THE FIRST OUTCOME WE WILL LOOK AT IS RELATED TO BALANCE ASSESSMENT. WHEN WE TALK ABOUT A SYSTEM THAT IS BALANCED, WHAT DO WE MEAN BY THAT? WE ARE BALANCING THE MEASUREMENT OF WHAT AND HOW STUDENTS ARE LEARNING. FOR EXAMPLE, WE WANT TO SEE THE BALANCE OF IF MEASUREMENT OF CONTENT AND THOSE SKILL ACQUISITION WE ARE EXPECTING OF STUDENTS AND WE WANT TO USE THE BALANCE ASSESSMENT A VARIETY OF FORMS FROM MULTIPLE CHOICE TO PERFORMANCED BASES ASSESSMENT TASKS. THAT IS IN LINE WITH WHAT THE STATE IS LOOKING AT. STATE LEVEL MOVING IN THIS DIRECTION, TO ADD ADDITIONAL SELECTION TYPES TO ALLOW STUDENTS FOR THEIR DEPTH OF UNDERSTANDING AND DEPTH OF SKILLS AND NOT THE ABILITY TO ANSWER A MULTI-CHOICE TESTS. AND ON THE VALIDITY OF MULTI-CHOICE TESTS PLAY A ROLE, AND YOU SEE THAT ON THE FAR SIDE. SAT'S AND ACT'S DO MATTER HOWEVER NOT THE ONLY TYPE OF ASSESSMENTS THAT WE USE FOR MEASURING OF STUDENT LEARNING. FOR EXAMPLE, WE BELIEVE THAT PERFORMANCE-BASED MEASURES THAT ARE PROJECT OR TASKED AND YOU SAW THAT IN THE VIDEO, AND I HIGHLIGHTED SOME OF THAT EARLIER IN THE PREVIOUS STRATEGIES, THOSE TYPES OF MEASURES REQUIRE STUDENTS TO USE HIGHER-LEVEL THINKING TO EITHER PERFORM, TO CREATE OR PRODUCE SOMETHING SIMILAR TO THE MIDDLE SCHOOL STUDENT FROM HERNDON, AND ACTUALLY APPLY THAT IN AN AUTHENTIC OR REAL-WORLD WAY. WE BELIEVE THESE TYPES OF ASSESSMENTS ARE TAKING PLACE IN OUR CLASSROOMS. THE USE OF PERFORMANCE BASED ASSESSMENTS IS AN AREA OF EMPHASIS FOR INSTRUCTION OF EMPHASIS AND WORKING WITH TEACHERS HOW TO BETTER USE THESE. THE FINAL BOX ON THE DIAGRAM REPRESENTS THE AUTHENTIC EXAMPLES OF STUDENT WORK WE WOULD LIKE TO SEE. WE HOPE THIS IS CAPTURED THROUGH KAPSTONE PROJECTS IN GRADES 3-5, 10-12 IN THE FUTURE. CURRENTLY WE ARE PILOTING IN THIS SCHOOL YEAR, AND FURTHER WE BELIEVE HAVING THIS TYPE OF VARIETY OF EVIDENCE OF LEARNING WILL LEND ITSELF TO CREATION OF STUDENT PORTFOLIOS, YOU SAW AN EXAMPLE OF THAT ON THE VIDEO. AND FOR US TO PROVIDE A MORE COMPREHENSIVE VIEW OF THE ACHIEVEMENT OF STUDENT OVER TIME AND NOT ONE POINT DURING THE YEAR AS THEY TAKE MULTIPLE-CHOICE ASSESSMENT. ULTIMATELY A RANDOM SAMPLING OF PORTFOLIOS ACROSS THE DIVISION WILL ALLOW US TO LOOK AT DATA AND UNDERSTAND THE COMPLETE PICTURE OF STUDENT ACHIEVEMENT IN FCPS. WHAT I WANT TO REITERATE THE RUMOR THAT IT'S NOT REPLACING SOL'S OR MULTIPLE CHOICE BUT MAKING A COMPREHENSIVE CHOICE. A LOT OF RUMORS HAPPENING IN THIS AREA. AS THE IMPLEMENTATION OF THE ASSESSMENTS INCREASE, OUR PORTRAIT OF A GRADUATE IS A RUBRIC THAT IS USED WIDELY BY TEACHERS IN FCPS. YOU SEE ON THIS SLIDE, RUBRICS ARE ANOTHER IMPORTANT INSTRUMENT TO HELP PERFORM THE STUDENT DEVELOPMENT OF EACH MIGHT LOOK OVER TIME. THESE RUBRICS YOU SEE ARE BROKEN DOWN BY EACH PORTRAIT OF A GRADUATE AT GRADE BAND AND ALLOW TO SELECT THE CRITERIA FOR THAT ASSESSMENT. BUT MOST IMPORTANT THAT THESE HAVE CHANGED THE PROCESS, AND THIS SLIDE ARTICULATES THE IMPACT OF GIVING STUDENTS THE OPPORTUNITY TO SELF-REFLECT. THIS TEACHER SAID, STUDENTS WERE ABLE TO REFLECT IN A WAY, MY STUDENTS UNDERSTOOD WHAT BEHAVIORS AND ACTIONS TO STRIVE FOR AND ABLE TO SET GOALS TO CONTINUE BEHAVIORS IN THE FUTURE. THAT'S WHAT WE ULTIMATELY WANT FOR THE STUDENTS, TO EARN THEIR OWN UNDERSTANDING AND MAKE GOALS OF PROGRESS TO BE SUCCESSFUL. AND CURRENTLY OUR ASSESSMENT, THEY MENTIONED EARLIER, IS NOT TO REQUIRE RUBRICS BUT OFFER THEM AS RESOURCES TO EMBED TEACHERS FOR PORTRAIT OF A GRADUATE IN ASSESSMENTS, NOT A MANDATE BUT A RESOURCE. AND THE SECOND STRATEGY FOCUSES ON NEED TO PROVIDE TEACHERS AND ADMINISTRATORS WITH THE TOOLS NECESSARY TO MONITOR STUDENT LEARNING. THIS YEAR IN AN EFFORT TO MORE EFFICIENTLY RESPOND TO OUR SCHOOL'S DATA NEEDS, WE FORMED A NEW DEPARTMENTAL TEAM, THAT WE CALL DCCT, DIVISION DATA COLLABORATION TEAM. THIS HAS INFORMATION FROM OFFICE OF STUDENT TESTING AND INFORMATION SERVICES AND INFORMATION TECHNOLOGY AND INSTRUCTION SERVICES. THIS TEAM IS PROVIDING OUR SCHOOLS NEED FOR DATA AND PROVIDE COMPREHENSIVE TRAINING ON DATA LITERACY AND ALREADY ASSISTED 60 SCHOOLS WITH SETTING UP NEW MORE DATA MONITORING SYSTEMS. AND THIS SCHOOL HAS HELPED SCHOOLS SET UP DASHBOARDS TO MONITOR. AND SINCE ITS CREATION PROVIDING 100 SCHOOLS WITH NEW ANALYTICS AND ESOL-SKILLS FOR STUDENTS. AND THIS TEAM HAS TRAINED 149 SCHOOLS ON THE NEW RESPONSIVE INSTRUCTION FUNCTIONALITY THAT I MENTIONED IN THE LAST STRATEGY. WHEN WE DISCUSS THE NEED TO PROVIDE TOOLS TO MONITOR STUDENT LEARNING PERHAPS NOTHING IS MORE IMPORTANT THAN THE EARLY IDENTIFICATION OF OUR STUDENTS AT RISK WITH DIFFICULTIES IN READING AND MATH. TO MEET THIS NEED EFFICIENTLY AND EFFECTIVELY, AS THE BOARD IS AWARE, WE HAVE SELECTED A UNIVERSAL SCREENING TOOL CALLED, IREADY, AND TO PROVIDE DATA AND PROGRESS MONITOR AND INTERVENTION RESOURCES THAT ARE CONNECTED TO THAT DATA TO OUR ELEMENTARY AND MIDDLE SCHOOL STUDENTS. CURRENTLY IN 50 ELEMENTARY SCHOOLS. EARLY FEEDBACK FROM THESE SCHOOLS IS CONSISTENT WITH THE DATA AND YET CONTINUING TO MONITOR THIS PILOT TO SEE HOW THAT INFORMATION WILL BE USEFUL AND VALUABLE FOR PLANNING INSTRUCTION, INTERVENTION AND HELPING WITH TEACHER WORKLOAD IN THIS AREA. TEACHERS HAVE EXPRESSED APPRECIATION FOR ALIGNING RESOURCES TO MEET THE INDIVIDUALS NEEDS. AND AS WE HAVE GONE TO VISIT THE SCHOOLS AND SEE AND I HAVE TALKED TO STUDENTS AND THEY ARE VERY EXCITED ABOUT THIS PROGRAM. DATA FROM THE PILOT YEAR WILL BE USED TO HELP DETERMINE IMPACT ON ACHIEVEMENT AND HELP US TO PERFORM OUR DIVISION-WIDE PLAN TO SEE HOW WE MIGHT SCALE THIS ACROSS FOR ALL ELEMENTARY AND MIDDLE SCHOOLS NEXT SCHOOL YEAR. THE FINAL OUTCOME AND STRATEGY TOO IS RELATED TO THE EVALUATION OF STUDENT LEARNING AND FOCUSING ON DIVISION GRADING AND HOMEWORK PRACTICES. AND AN AREA THAT THE BOARD IS INVOLVED IN AND WE WILL CONTINUE TO DISCUSS MOVING FORWARD. I DON'T KNOW WHAT HAPPENED TO THIS -- CAN YOU BRING THE SLIDE BACK. AS YOU ARE AWARE WE MADE CHANGES THIS YEAR TO MIDDLE AND HIGH SCHOOL GRADING THIS YEAR. AFTER MUCH CONSIDERATION AND INVOLVEMENT OF OUR STAKEHOLDER GROUPS CHANGES WERE MADE TO INCREASE CONSISTENCY AMONG OUR SCHOOLS AND TO BE SURE THAT GRADES REFLECTED STUDENT LEARNING. AND OVERARCHING THEME WAS TO PROMOTE LEARNING ENVIRONMENTS WHERE STUDENTS HAD OPPORTUNITY TO DEMONSTRATE EFFICIENCY AND MOTIVATED TO MAKE CONTINUOUS EFFORTS TO IMPROVE. IN THE AREA OF WORK HABITS AND ACHIEVEMENT, YOU SEE THE EMPHASIS ON GRADES BASED ON STUDENTS' BEHAVIOR AND RECORD ONLY GRADES THAT PROVIDE EVIDENCE OF LEARNING. THESE CHANGES INCLUDED UPDATES IN REGULATION SUCH AS CLASS PARTICIPATION, AND HOMEWORK AND LATE WORK. ANOTHER MAJOR CHANGE IN THIS AREA WAS TO THE REQUIREMENT FOR STUDENTS TO BE ABLE TO HAVE A SECOND CHANCE TO DEMONSTRATE EFFICIENCY ON A MAJOR ASSESSMENT. IF THEY DID NOT MEET THE SCORE OF 80% OR HIGHER ON THE FIRST ATTEMPT. THIS HAS BEEN THE MOST CHALLENGING CHANGE FOR TEACHERS TO IMPLEMENT. AND WE ARE CONTINUING TO SUPPORT THEM AND THEY ARE CONTINUING TO WORK ON THIS IN COLLABORATIVE TEAMS TO REFINE THIS IN IMPLEMENTATION. FINALLY THE UPDATED REGULATION SUPPORTS THE EFFORT OF LIMITING THE USE OF ZERO IN 100 POINT SCALE. FOR EXAMPLE, TO IMPLEMENT A LATE-WORK POLICY AND ENCOURAGING NO GRADE LOWER THAN 50%, WILL LIKELY RESULT IN LESS ZEROS TO BE GIVEN. WE REALIZE THIS IS AN AREA THAT WE HAVE LESS CONSISTENCY IN OUR SCHOOLS. AND THOUGH WE AGREE THAT WE MADE STRIDES IN THIS AREA BUT AN AREA TO LOOK AT. SIGNIFICANT WORK HAS BEEN DONE AT THE SCHOOL LEVEL TO ENSURE THAT TEACHERS CONTINUE TO BE SUPPORTED WITH THESE NEW CHANGES. AND WE ARE CONTINUING AT A DIVISION LEVEL TO MONITOR THE IMPLEMENTATION OF THIS AND WORK WITH LEADERSHIP TEAMS AND SCHOOL BOARD TO DETERMINE NEXT STEPS IN THIS AREA. WE KNOW IT'S ONE OF A LOT OF DISCUSSION. IN ORDER TO GRADING THERE IS MUCH HAPPENING BEHIND THE SCENES IN THE AREA OF EFFECTIVE HOMEWORK PRACTICES. PRINCIPALS AND TEACHER LEADER GROUPS ARE ENGAGED IN EXAMINING CURRENT REGULATIONS AND INFORMATION ON DIVISION WIDE INFORMATION IN THIS AREA. THE CONSENSUS IS TO BEGIN THIS PROCESS AT THE SCHOOL LEVEL AND THEREFORE RESOURCES TO WORK WITH SCHOOL STAFF AND PROVIDE THEM THE NEEDED OPPORTUNITIES TO REFLECT IN CONVERSATIONS AND EXAMINE THEIR OWN CURRENT PRACTICE WITH THE INTENT THEN TO ENSURE THAT HOMEWORK IS PURPOSEFUL, AND THAT CONSIDERATION IS BEING GIVEN TO SCHOOL AND LIFE BALANCE. I CAN SAY THIS IS JUST THE BEGINNING OF THIS WORK, AND WE RECOGNIZE THE NEED FOR INCREASED DIVISION EXPECTATION MOVING FORWARD IN THE AREA OF HOMEWORK. SO THE WORK THERE I HAVE OUTLINED AND QUITE A LONG TIME IN TALKING TO YOU. JUST A LITTLE BIT OF WHAT IS HAPPENING IN STRATEGIES 1 AND 2. IT'S VERY IMPORTANT PART OF OUR STRATEGIC PLAN, PROBABLY THE MAJORITY OF OUR STRATEGIC PLAN HAPPENS IN GOAL 1. AND YOU ONLY HEARD ABOUT TWO PARTS TONIGHT. BUT DIVISION WIDE I WANT TO LET THE BOARD KNOW THAT WE ARE CONTINUE TO ALIGN OUR WORK TO SUPPORT THESE OUTCOMES AND THE ACTIONS OF OUR PORTRAIT OF A GRADUATE IN OUR CONSTANT DAILY CONVERSATIONS IN WHAT WE ARE DOING. AND WHILE THERE IS MORE WORK TO BE DONE AND WE HAVE AREAS IN THE ACHIEVEMENT GAP, THERE IS MUCH TO CELEBRATE AND MUCH TO BE PROUD OF IN THE INNOVATION AND THE APPROACH TO LEARNING THAT IS TAKING US FROM THE THEN, TO THE NOW THAT YOU SAW IN THIS VIDEO. GOAL 1 IN THIS STRATEGIC PLAN ARE ENSURING WE DO THE FOLLOWING. WE MUST REACH. WE MUST CHALLENGE, AND WE MUST PREPARE EVERYONE OF OUR STUDENTS NOT JUST TO PASS A TEST. BUT TO BE SUCCESSFUL IN COLLEGE, CAREER OR SIMPLY IN LIFE. AND THAT'S WHAT WE ARE ALL ABOUT IN FCPS, AND WHAT IS HAPPENING IN THIS AREA OF OUR STRATEGIC PLAN IS HOW WE USE OUR BLUEPRINT FOR MAKING THAT A REALITY FOR ALL OF OUR STUDENTS. THANK YOU. THANK YOU, DR. DURAN. I HAVE A FEW QUESTIONS AND WE WILL HAVE A WORK SESSION ON THIS IN JANUARY. FIRST WE GO TO MRS. SCHULTZ. SO I AM GOING TO -- VERY HARD TO SYNTHESIZE THAT AMOUNT OF INFORMATION. BUT A COUPLE OF THINGS I WANT TO IDENTIFY. WHEN YOU WERE TALKING ABOUT THE ONLINE DYSLEXIA HANDBOOK. YES. IS THAT SOMETHING THAT IS A TOOL FOR JUST THE EDUCATORS? OR IS THAT EDUCATORS AND PARENTS? AND HOW DOES THAT COMPARE TO -- IS THAT INTENDED TO BE A HANDBOOK FOR PARENTS OF STUDENTS WHO ARE ALREADY HAVE BEEN IDENTIFIED AS DYSLEXIC OR EXPECT THEIR CHILDREN ARE DYSLEXIC? YES, IT'S INTENDED TO SUPPORT TEACHERS AND PARENTS. AND IT WILL BE COMPREHENSIVE SO IT HAS ELEMENTS FOR PARENTS AND STUDENTS AND TEACHERS OF STUDENTS THAT HAVE BEEN IDENTIFIED AND ALSO FOR PARENTS WHO MAY NOT BE AWARE OR SURE. SO IS IT GOING TO BE A REFERENCE GUIDE, IF YOU ARE EXPERIENCING OR IF YOUR STUDENT IS EXHIBITING THESE -- I MEAN, JUST TOP-LEVEL THINGS? IT WILL BE MORE HOLISTIC, IT WILL HAVE SOME TOP-LEVEL BUT ALSO SOME SPECIFIC AREAS. I AM CONFUSED, I MEAN IT'S UNUSUAL FOR US TO HAVE A KIND OF REFERENCE THAT IS BOTH INTENDED FOR EDUCATORS AND PARENTS. USUALLY THE INFORMATION THAT WE PROVIDE TO PARENTS IS DIFFERENT THAN A DEVELOPMENTAL TOOL MEANT TO GUIDE. IT'S NOT MEANT TO BE A DEVELOPMENTAL TOOL OR GUIDE OR TRAIN, BUT MEANT TO HELP TEACHERS AND PARENTS TO LOOK FOR WHAT STUDENTS MIGHT HAVE. IT'S ALL RIGHT, I WILL SAY IT, WHEN WE HAVE OUR WORK SESSION I PROBABLY WILL HAVE MORE QUESTIONS ABOUT THAT. AND WHAT IS THE STATUS OF THE SCREENER? THE UNIVERSAL SCREENER IS BEING PILOTED IN 15 SCHOOLS, WHAT WE MUST DO AFTER THE END OF THE PILOT. WITH THE STATE, SEND THAT DATA AND SHOW THAT WHAT WE ARE SEEING CORRELATES TO OUR DRA, AND WE SHOULD HAVE THAT DONE AND SCALE IT UP DIVISION WIDE NEXT SCHOOL YEAR. DO YOU KNOW THE 15 SCHOOLS ARE? YES, I BELIEVE WE -- I CAN SEND THAT TO YOU. BUT THREE IN EACH REGION AND CHOSEN BY INTERESTS OF THE SCHOOLS. SO WE ASKED SCHOOLS TO APPLY. OKAY, THAT SOUNDS FAMILIAR. WE WANTED TO HAVE COMPREHENSIVE. WE HAVE SOME LARGE AND SMALL AND HIGHER PERFORMING. AND MAKE SURE THAT SCHOOLS WERE INTERESTED BECAUSE THEY HAD BOTH DRA [INAUDIBLE] AND ASKED SCHOOLS INTERESTED. AND ON THE INSTRUCTION PIECE ON STRATEGY 1. YES. THIS IS SOMETHING -- I DON'T KNOW IF IT'S JUST VERNACULAR ISSUE, BUT WE TALK A LOT ABOUT LITERACY AND SWITCHING TO MIDDLE SCHOOL AND HIGH SCHOOL AND AS IF THE FOCUS OF LITERACY WAS MIDDLE SCHOOL AND HIGH SCHOOL. I WAS CONFUSED WHERE SORT OF THAT THIRD, YOU KNOW, THE BENCHMARK OF READING BY THIRD GRADE AND THE FLIP OF LEARNING TO READ INSTEAD OF READING TO LEARN. AND WHERE IS THE EMPHASIS IS ON WRITING. AND IT'S A CONSISTENT QUESTION THAT IS ACTUALLY WITH A GREATER DEGREE OF VELOCITY PICKING UP FROM PARENTS TREMENDOUSLY CONCERNED ABOUT THE FACT THAT STUDENTS NOT WRITING. AND NOT JUST NOT WRITING COMPREHENSIVELY BUT JUST WRITING ON A REGULAR BASIS. THAT WE ARE STILL VERY HEAVY WORK-SHEET DRIVEN. AND THE ACQUISITION OF WRITING SKILLS BOTH IN HANDWRITING, I STILL DON'T KNOW WHERE WE ARE ON HANDWRITING. ON HANDWRITING AND THE APPLICATION OF HANDWRITING AND WHAT THAT DOES TO FINE MOTOR SKILL DEVELOPMENT AND THE ABILITY TO WRITE CRITICALLY. YOU KNOW, IT SORT OF JUST KIND OF GETS FADED TO THE BACK WHEN WE SAY LITERACY. WHERE ARE WE ON WRITING? THE AREA OF WRITING IS DEFINITELY AN AREA OF FOCUS. AND THE LITERACY FOCUS THIS SUMMER THAT WAS THE FOCUS. AND ON THE TEAMS THAT CAME, AND LOOKING AT WRITING IN SCIENCE AND MUSIC AND WRITING IS AN AREA THAT WE HAVE SEEN AS A NEED TO PROVIDE MORE EMPHASIS. AND THAT WAS THE FOCUS THIS SUMMER IN LITERACY SYMPOSIUM. THE READING AND WRITING AND SPEAKING AND WRITING WAS AN AREA. AS NOTED JUST AS AN SYMPOSIUM. IS THERE DEEPLY EMBEDDED. I MENTIONED SYMPOSIUM THAT WAS ONE PROFESSIONAL DEVELOPMENT AVENUE WE USED. AND CERTAINLY AS WE LOOKED AT LANGUAGE ARTS AND THAT EMBEDDED IN THE WRITING REFERENCES. AND IT'S AN AREA AND THE RESOURCES THAT WE PROVIDE. WHETHER THEY ARE TANGIBLE RESOURCES AND THE TYPE OF PROFESSIONAL DEVELOPMENT WE ARE PROVIDING HAS TO MATCH THAT AS WELL. WHAT I WAS HIGHLIGHTING WAS THE PROFESSIONAL DEVELOPMENT WE HAD DONE. IS THAT BEING -- I DON'T KNOW ABOUT, SO THERE'S ONE THING FOR INSTRUCTIONAL SERVICES TO PROVIDE CURRICULUM MATERIALS OR -- RESOURCES. IT'S ANOTHER THING TO TALK ABOUT FIDELITY. AND IS THERE -- I DON'T KNOW, MAYBE THIS IS FOR DR. LOCKARD. IF I CAN ADD A FEW CLARIFYING COMMENTS REALLY ABOUT THE STRATEGY WE ARE USING FOR THIS WORK. SO THE FRAMEWORKS WE REFERENCE ON THE POWERPOINT SLIDE ARE THE RESOURCES TO FOCUS THE PRACTICE IN THE CLASSROOMS. BUT WE ARE REALLY TAKING A JOB EMBEDDED PROFESSIONAL APPROACH, ESPECIALLY AT THE SECONDARY LEVEL, THAT EACH PRINCIPAL SELECT A TEAM FROM THEIR SCHOOL THAT IS THE LEADERS OF THIS WORK AND WE PROVIDE RESOURCES AND PROFESSIONAL RESOURCES TO PROVIDE TO THEIR COLLEAGUE. AND WE WILL BRING THEM BACK SEVERAL MONTHS IN THE SPRING AND CONTINUE TO DO THAT WORK WITH THEM IN THE SUMMER AGAIN. AND THE FOCUS IS TO GET THEM THE RESOURCES TO WORK WITH THEIR COLLEAGUES IN THE CRT WHERE IT'S CLOSEST WITH THE WORK. AND THE WRITING THAT YOU SAID, IT'S THE FOCUS OF THE WORK. LITERACY THAT INCLUDES NOT JUST READING BUT WRITING. AND WE WANT OUR STUDENTS TO WRITE PARTICULARLY AT THE SECONDARY LEVEL. THAT WAS OF THE ANSWER I WAS LOOKING FOR. THAT'S BEEN A FOCUS FOR QUITE A WHILE. WHERE ARE WE ON THE HANDWRITING? BECAUSE THAT'S THE QUESTION I GET. AND THE FIDELITY OF THAT [INAUDIBLE] IS REALLY THE QUESTION. REALLY IT'S KIND OF ALMOST LIKE AN EDUCATOR'S SHRUG AT THIS POINT, THEY DON'T NEED TO LEARN TO WRITE, AS LONG AS THEY LEARN TO TYPE IS ALL THAT MATTERS. THERE IS A SIGNIFICANT ANGst GROWING IN PARENT POPULATIONS SAYING THAT MY CHILD CAN'T READ A BIRTHDAY CARD FROM ME, BECAUSE THEY ARE NOT LEARNING TO WRITE THEMSELVES. SO THEY DON'T EVEN RECOGNIZE LETTERS IN CURSIVE HANDWRITING. SO NOT ONLY THE FINE MOTOR DEVELOPMENT BUT THE FUNDAMENTAL SKILL OF BEING ABLE TO WRITE. I KNOW THIS IS SORT OF LIKE A BASIC WRITING-READING-ARITHMETIC QUESTION BUT IT'S REALLY IMPERATIVE. I WOULD SAY THAT IT CONTINUES TO BE AN AREA, THAT WE CAN DISCUSS OBVIOUSLY AS A COMMUNITY. HANDWRITING IS NOT REQUIRED BY THE STATE AND WE HAVE CHOSEN NOT TO REQUIRE IT IN FCPS. AND WE HAVE TOOLS BUT NOT REQUIRING THEM AND NOT BEING USED CONSISTENTLY ACROSS THE SCHOOL. IF WE WANT TO REQUIRE IT, IT'S EXCEEDING SO 2. YEAH. WE DO THAT IN A LOT OTHER AREAS BUT MAYBE LESS SIGNIFICANT. HOW DO WE APPROACH THAT AS A BOARD? AM I FORCED TO TAKE THAT TO A FORUM OR CAN WE HAVE THAT DISCUSSION IN A WORK SESSION? OR HOW DO WE HAVE THAT MORE IN-DEPTH CONVERSATION? I THINK WE CAN FOLLOW UP MORE AND CAN TALK MORE IN THE WORK SESSION IN JANUARY. AND TALK MORE INDIVIDUALLY WITH BOARD MEMBERS, THAT CAN OBVIOUSLY BE AN ON-GOING CONVERSATION. I WOULD LIKE THAT NOTED FOR THE RECORD. AND I HAVE ONE LAST THING, ON THE NEW COMER SCHOOL. CAN YOU BRING UP THE SLIDE, I APOLOGIZE, I COULDN'T SEE SLIDE NUMBERS BUT THE SLIDE THAT HAD THE GRADUATION RATE. IT WAS THE CHART WITH THE UNFORTUNATE DOWN-HILL SLOPE. YEAH, THAT ONE. SO -- I WILL TELL YOU, OF EVERYTHING HERE THAT WAS ONE OF THE MOST SURPRISING ONES TO ME. NOTABLY BECAUSE TYPICALLY DISABILITIES IS ACTUALLY AT THE BOTTOM IN TERMS OF ACHIEVEMENT. SO THE FACT THAT WE HAVE STUDENTS WITH DISABILITIES THAT ARE USUALLY AT THE BOTTOM OF ACHIEVEMENT BUT FAR EXCEEDING ECONOMICALLY DISADVANTAGED AND SUPER-FAR EXCEEDING ENGLISH LANGUAGE LEARNERS. I AM SURPRISED BY THAT. I AM ALSO SURPRISED BY THE DOWN-TURN SLOPE IN THE NEWCOMERS -- OR THE ENGLISH LANGUAGE LEARNERS. AND WONDER IF THAT'S THE REASON BECAUSE WE HAVE SIGNIFICANT INCREASE OF NEWCOMERS IN FAIRFAX COUNTY. DOES THAT REFLECT THE DOWNTURN? AND WE DON'T GET RELEASED AND STILL HAVE FOUR YEARS TO GRADUATE SOMEONE? NO, WITH ENGLISH LEARNERS IT MAY TAKE LONGER THAN FOUR YEARS. AND PART OF WHAT YOU ARE SEEING, WE HAVE NOT YET SEEN ALL THE CHANGES WE PUT IN PLACE WITH ESOL PROGRAMMING IN HIGH SCHOOL. WE WILL SEE FOR A COUPLE OF YEARS THIS TYPE OF DATA. BECAUSE AGAIN WHEN STUDENTS PRIOR TO US PUTTING THESE CHANGES IN. A STUDENT IN NINTH GRADE WAS TAKING E-SOL-CLASS THAT WAS NOT ABLE TO OBTAIN AT THE SAME RATE AS PEERS OF ALGEBRA AND GOVERNMENT. THAT EXPLAINS THE GAP BETWEEN THE LINES ABOVE IT BUT DOESN'T EXPLAIN THE DOWN-TURN. AND AGAIN WHEN YOU GET ENGLISH LEARNERS AND IT'S NOT THE SAME GROUP OR THE SAME POPULATION YOU HAVE FOR FOUR YEARS. AND YOU GET A LOT OF STUDENTS THAT COME IN JUNIOR AND SENIOR AND THAT POPULATION IS DIFFERENT. IS PASSING THE WETA A PART OF THE GRADUATION RATE? NO. NO. NO. BECAUSE THERE IS A DISPARITY OF THE STUDENTS THAT PASS SOL, AND WETA. CORRECT. I WOULD REMIND US AS WE LOOK AT THAT CHART THAT THE STATE INCREASED GRADUATION REQUIREMENTS AND WE HAD A DIFFERENT SET OF GRADUATION REQUIREMENTS FOR EACH GRADUATING CLASS. PART OF WHAT YOU ARE SEEING IN TERMS OF THE DECLINE, THE DISPROPORTIONATE IMPACT AND ALONG WITH THE TRENDS THAT YOU MENTIONED MRS. SCHULTZ IN TERMS OF SOME OF OUR STUDENTS COME IN THE SYSTEM AT ENGLISH LEVEL 1 AND 2. ANALYTICALLY SPEAKING I APPRECIATE THAT BUT THAT'S AN ASSUMPTION. IT IS. IT'S AN ASSUMPTION. I WOULD LIKE TO SEE THE DATA BEHIND THE ASSUMPTION THAT THE STUDENTS AREN'T GRADUATING BECAUSE [INAUDIBLE]. I THINK PROBABLY YOUR ASSERTION THAT IS A DIFFERENT SET OF STUDENTS IS PROBABLY MORE LIKELY. OKAY, THAT'S IT. THANK YOU. MRS. STRAUSS. FIRST OF ALL THANK YOU, THIS IS A VERY RICH AND COMPREHENSIVE REPORT. TREMENDOUS AMOUNT OF INFORMATION. JUST A COUPLE OF THINGS THAT STRUCK ME THAT I FOUND VALUABLE. THE SECONDARY LITERACY FRAMEWORK, AGAIN ACKNOWLEDGING AND OFTEN SEE THE CONCENTRATION OF K-3 AND K-4 AND WE HAVE TO MAKE SURE THAT LITERACY SKILLS, READING AND WRITING AND THE WHOLE BIT ARE ALL THE WAY THROUGH HIGH SCHOOL AND THE FRAMEWORK BROKEN OUT IN THAT WAY IT WAS A WELCOMED PIECE. UNIVERSAL SCREENING, INTERESTED TO SEE HOW THAT WORKS OUT. I DO HAVE SCHOOLS IN THE PILOT. AND THANK YOU FOR INCLUDING A QUOTE FROM MARY KAY DOWEN. AND ONE OF OUR WONDERFUL SENIOR TEACHERS DOING GREAT WITH HER WRITING AND CLASS IN CHANTILLY AND HER TOTAL ADOPTION OF MARY KAY. AND BASED LEARNING AND KAPSTONE. I HAVE ONE QUESTION IN APPENDIX, YOU INCLUDED THE 2014 WETA PROGRAM AND WHAT IS PART OF THAT. YES, WE ARE STILL PART OF PESA AND OUR HIGH SCHOOL HAS FINISHED TAKING THAT AND SHOULD HAVE THE RESULTS FROM THE MOST RECENT IN AUGUST. WONDERFUL. THIS COMING AUGUST WE WILL HAVE THE RESULTS. THEY TOOK THEM TWO WEEKS AGO. OKAY, AGAIN IT'S A STATISTICAL SAMPLING. RIGHT. NOT EVERYBODY. RIGHT. 15 YEAR OLDS. IS THAT AGAIN THROUGH A GRANT OPPORTUNITY? NO, NOT THROUGH A GRANT OPPORTUNITY WE DO PAY FOR THAT. IT'S NOT EVERY YEAR. IT'S NOT EVERY YEAR. EVERY OTHER YEAR. THIS WILL BE A TWO -- YEAH, EVERY TWO YEARS. RIGHT AND WE JUST COMPLETED THIS YEAR'S. 2016 AND WILL HAVE THE RESULTS FOR THAT. LOOK FORWARD TO THAT AND INTERESTING TO SEE HOW WE STACK UP. THANK YOU. MRS. HYNES. THANK YOU, THIS IS A LOT OF GREAT INFORMATION, THANK YOU. AND I APPRECIATE THE TIME THAT YOU TOOK, I KNOW IT'S NOT EASY. BUT YOU KNOW, THIS IS THE MOST IMPORTANT REPORT, TYPE OF REPORT THAT I THINK WE GET ON BEHALF OF THE COMMUNITY, WHAT IS HAPPENING IN THE CLASSROOM. THAT AND THE LEARNING ENVIRONMENTS THEMSELVES. I THINK WE HAVE HAD TWO REALLY IMPORTANT CONVERSATIONS TONIGHT. AND AS YOU SAID, MANY TIMES WE WILL CONTINUE TO TALK ABOUT ACHIEVEMENT GAPS AND CONTINUE TO WORK ON THOSE. I WANT TO ASK ONE QUESTION TONIGHT ON THE SLIDE SHOW. SLIDE 40, WHICH IS THE CONTINUUM OF ASSESSMENT ONE. THIS IS TO ME REALLY EXCITING. WHEN I LOOK AT THAT, THAT DOES ON ONE SLIDE KIND OF PULL TOGETHER WHAT THE GOAL IS. BALANCING ASSESSMENTS AND PULLING IT TOGETHER IN STUDENT PORTFOLIOS AND MAKES SENSE AND THAT BOTTOM LINE, RANDOM ASSESSMENTS OF STUDENT PORT -- PORTFOLIO. AND MY QUESTION OF PARTICIPATING ON THE SOL. YEAH, I'M A MEMBER OF THAT. DO YOU SEE VIRGINIA AS A WAY TO DO ACCOUNTABILITY AT THE STATE LEVEL? YES, WE HAD MEETING TODAY AND FOR HIGH SCHOOL AND SOCIAL STUDIES AND SCIENCE WE ARE CONSIDERING AN ASSESSMENT TO BE PERFORMANCE-BASED ASSESSMENT AND THERE IS CONVERSATIONS OF HOW WE LOOK AT STUDENT WORK AND OTHER MEANS. WHETHER IT'S LOCALLY DRIVEN OR STATE DRIVEN. BUT YES, WE ARE DISCUSSING AT THE MOTIVATION LEVEL AND I THINK WE WILL SEE SOME OF THIS HAPPENING THERE. IF THERE IS ANYTHING, I WOULD FOLLOW UP. THIS CAME UP THE OTHER NIGHT IN OUR LEGISLATIVE SESSION. RIGHT. AND YOU SAW THAT WE HAD A STATE BOARD MEMBER THERE WHO PUSHED BACK. AND SAID, WE DO NEED TO HAVE ACCOUNTABILITY. SO YOU KNOW HE WAS JUST ONE MEMBER AND IT WAS NOT A FULL CONVERSATION. BUT DO YOU ANTICIPATE PUSH BACK ON THIS SORT OF THING? BECAUSE VIRGINIA AND DIFFERENT FROM ONE END OF THE STATE TO THE OTHER. THE STATE BOARD OF ED IN NOVEMBER MEETING HAS MOVED IT FORWARD, THAT THEY WERE SUPPORTIVE. I DON'T KNOW IF IT WAS UNANIMOUS BUT I KNOW THEY HAVE MOVED IT FORWARD IN THE STATE BOARD OF ED AND THE COMMITTEE WILL BE VOTING ON IT IN JANUARY. BUT WE HAD CONSENSUS ON THE PHONE TODAY IN SUPPORT AND THERE IS LEGISLATORS ON THIS ONE IN THE COMMITTEE AS WELL. THANK YOU VERY MUCH. MRS. DERENAK-KAUFAX. THANK YOU, DR. GRAHAM FOR THIS EXCELLENT PRESENTATION. THERE IS A LOT AS MY COLLEAGUES ARE SAYING TO TAKE IN AND GLAD TO HAVE A WORK SESSION ON THIS. I HAVE A COUPLE OF HOPEFULLY QUICK QUESTIONS THOUGH. YOU MENTIONED THE MATH PLANNING AND PACING GUIDES AND BEING WELL RECEIVED. ARE NOW ALL OF OUR ELEMENTARY SCHOOLS OFFERING WHATEVER WE ARE CALLING IT NOW, ADVANCED OR COMPACTED MATH CURRICULUM? ARE THEY ALL OFFERING ADVANCED MATH? WELL, WE ARE CURRENTLY WORKING ON THAT, AND THEY ARE OFFERING IT IN SOME WAYS. WHAT WE ARE DOING AT THE DIVISION LEVEL WE ARE LOOKING TO SEE HOW OUR SCHOOLS ARE OFFERING IT AND WHAT GRADES AND TO BRING CONSISTENCY. AND THE PLANNING DOESN'T SPEAK TO ADVANCED MATH, AND THE QUESTION YOU ARE ASKING. AND IT'S SOMETHING THAT WE BEGIN TO LOOK AT LAST YEAR AND IDENTIFY WHAT EACH SCHOOL AT THE ELEMENTARY LEVEL IS DOING AND BRING CONSISTENCY WITH GUIDANCE ON ADVANCED MATH. AND WE KNOW THAT SCHOOLS HAVE DIFFERENT RESOURCES AND THE SMALL NUMBERS OF SCHOOL TO TAKE ADVANCED MATH MAKES IT DIFFICULT AS WELL. THOSE ARE VARIABLES THAT GO INTO IT. AND CURRENTLY EVERY ONE DIVISION WIDE IS DOING IT THE SAME WAY BUT WE ARE WORKING TOWARDS THAT, YES. OKAY, THANK YOU. I REALLY ENJOYED SEEING THE WHOLE AREA WHERE YOU ARE TALKING ABOUT INCREASING PROJECT-BASED LEARNING. THAT IS SO VERY, VERY IMPORTANT. AND I KNOW THAT WE DO IT PRETTY WELL IN ELEMENTARY SCHOOL. ARE WE CONTINUING TO DO IT AS WE GO UP THE CHAIN FROM MIDDLE SCHOOL THAT HIGH SCHOOL? ARE WE WORKING ON THAT. BECAUSE AS A PARENT I SAW FALL-OFF ON THAT AS FAR AS WITH BOTH OF MY KIDS. IT'S THAT PARENT PERSPECTIVE. IT SEEMS SOMETHING THAT WE DO PRETTY WELL IN ELEMENTARY SCHOOL YEARS AND THEN NOT AS CONSISTENT. WELL, IT'S DEFINITELY AN AREA OF FOCUS, AND I MENTIONED K-12 AND THE AMOUNT OF TEACHERS TRAINED ARE K-12. AND YOU ARE RIGHT AND ELEMENTARY SCHOOL IS MORE NATURAL TO HAVE THE STUDENTS ALL DAY. AND THE TEACHERS TEACH ALL THE CONTENT TO THE STUDENTS. AND AT THE MIDDLE AND HIGH SCHOOL LEVEL A WAY TO PROVIDE FOR THE TEACHERS TO INFUSE. AND AT THE DIVISION LEVEL WE ARE PUSHING K-12 AND YOU WILL SEE MORE AS TEACHERS ACCESS THAT TRAINING. GOOD, I THINK THAT'S VERY IMPORTANT. THE ESOL-TRAINING PROGRAM. THAT WAS ONE OF MY -- I FELT THERE WAS A REAL NEED IN MY COMMUNITY. AND SO GLAD THAT WE MOVED IT QUICKLY ACROSS THE PILOT STAGE TO THE HIGH SCHOOL CURRICULUM. AND YOU KNOW, I KNOW THAT WE ARE EVALUATING THAT AND I APPRECIATE MRS. SCHULTZ'S COMMENTS ON THE NEEDS OF THE STUDENTS AND HOW WE ADDRESS THEM. AND THE CURRICULUM WILL GO A LONG WAY AS WE MODIFY AND ADJUST AND TAKE IT FULL SCALE. AND OF COURSE AS WE TAKE IT FULL SCALE, MY NEXT CONCERN AND DESIRE AND WANT THAT WE LOOK AT A MIDDLE SCHOOL PROGRAM FOR THIS. I AM DEFINITELY SEEING A NEED IN MANY OF MY SCHOOLS TO HAVE THAT TYPE OF PROGRAMMING. AND I KNOW YOU ARE SAYING WE ARE JUST THERE. I KNOW WHEN WE WENT AND DID OUR FIRST-LOOK SEE AT SCHOOLS IN TEXAS. WHICH WAS THE FIRST COHORT OF SCHOOLS THAT WE LOOKED AT. AND I KNOW THAT STAFF WENT WELL BEYOND THAT FOR THE NEXT YEAR TO LOOK AT BEST PRACTICES ACROSS THE COUNTRY FOR UNIQUE E-SOL-PROGRAMMING TO WHAT WE ORIGINALLY HAD TO ADVANCE OUR PROGRAMMING. AND THAT COHORT OF SCHOOLS IN TEXAS, THEY HAD IT FROM FOURTH GRADE ON. AND WE WERE LOOKING AT IT AT THAT TIME FOR THE KIDS COMING NEW TO OUR AREA. BETWEEN THE AGES OF SAY 14-18. BUT NOW WE ARE SEEING ADDITIONAL COHORTS I THINK WHO MIGHT BENEFIT FROM THIS IS MIDDLE SCHOOL. DO WE HAVE ANY PLAN? MAY I SAY, CERTAINLY WE HAVE I MENTIONED E [INAUDIBLE] IMMIGRATION AND STANDARDS, AND WHAT WAS UNIQUE ABOUT THE HIGH SCHOOL PROGRAMS THAT WE SINGLED OUT WAS THE CREDITS. AND LOOKING AT THIS DIFFERENTLY. BUT DID NOT MEAN THAT WE ARE NEGLECTING MIDDLE SCHOOL AND ELEMENTARY SCHOOL IN TERMS OF PROVIDING INSTRUCTIONAL SUPPORT OF STRATEGIES. AND HELP ADULTS. AND IN SOME CASES NOT HAVING LANGUAGE LEARNERS, NOT LARGE NUMBERS BUT WE ARE WORKING WITH THEM AND WILL CONTINUE TO WORK WITH THEM ON INSTRUCTIONAL SUPPORT AND AS WELL AS SOCIAL AND EMOTIONAL SUPPORT THROUGH COUNSELORS AND TRAINING AND SOCIAL WORKERS AND PSYCHOLOGIST LOOK AT STUDENTS COMING INTO THIS SCHOOL AND NEVER BEEN IN A CLASSROOM BY SEVENth GRADE. THAT BRINGS CHALLENGES. WE ARE DEFINITELY LOOKING AT THAT. AND HIGH SCHOOL WAS SPECIFIC BECAUSE OF THE TYPE OF CREDIT FOR STUDENTS TO GET AND CHANGE THAT TO GET THE ENGLISH CREDIT FOR GRADUATION. NOT BE OFF TRACK SO WE DON'T SEE THOSE SAME NUMBERS. I HAVE MORE QUESTIONS AND COMMENTS ABOUT THAT BUT I WILL SAVE THAT FOR THE WORK SESSION, THANK YOU. MRS. PALCHIK. THANK YOU, AND THANK YOU FOR THE VIDEOS AND TO PROTECT THE KIDS FOR THE COMMUNITY AND THOSE OF US HERE AND WHAT IS HAPPENING. I HOPE YOU CONTINUE TO FIND OTHER INNOVATIVE WAYS AND WE HAVE AN EXCELLENT TEAM THAT ARE ABLE TO BRING TO LIFE THESE NUMBERS AND STATISTICS. THE ITEMS ARE NOT JUST ITEMS BUT PEOPLE, AND I APPRECIATE THAT. AND ALSO THE RUBRICS, I THINK ONE OF MY ORIGINAL CONCERNS COMING IN AND SEEING A PORTRAIT OF A GRADUATE AND WHO FILLS THE RUBRIC. IT'S A LOT ON THEIR PLATE. I APPRECIATE THE WORK ON CREATING THAT AND ABLE TO FOCUS ON WORKING WITH THE KIDS. AND FINALLY AND I THINK THIS IS ONE OF MY NEW FOUND LOVES OF OUR SCHOOL SYSTEM, A KNOWN GEM IS OUR FAMILY LITERACY PROGRAM. AND I YOU HAVE THAT YOU HAVE IT IN AS AN INITIATIVE. I KNOW THAT FAMILIES I HAVE VISITED AND FAMILIES I SEE AT SCHOOL, COME UP AND SAY, PLEASE GIVE US MORE TO EXPAND THE HOURS. AND I HAD ONE MOM COME UP AND SAY, MY DAUGHTER WAS INELIGIBLE FOR HEAD START AND I WAS WORRIED BUT WHEN STARTED KINDERGARTEN AND HAD GONE THROUGH THE FAMILY-EARLY LIT AND WAS ON TRACK AND DID NOT NEED ADDITIONAL INTERVENTION. AND YOUR TEAM WITH WORK ON THIS, IF ANYTHING TO DO TO EXPAND THAT. I KNOW THERE ARE A LOT OF PROGRAMS EVEN IN THE D.C. AREA, AND CASA IS DOING WORK AND FLAMBOYANT FOUNDATION WORKS IN D.C. AND PUERTO RICO. AND ANOTHER PROJECT FLAMES HAS BEEN DOING THIS FOR A LONG TIME. AND HAVING WORKED AS A COMMUNITY HEALTH PROMOTER, THAT SEEMS ONE OF THE MODELS THEY ARE STARTING TO USE, COMMUNITY PROMOTORS, PEOPLE THAT ARE TRAINED AND PAID IN THE COMMUNITY TO WORK WITH THE FAMILIES. WHEN WE HAVE THESE INITIATIVES WE ARE DOING A LOT IN THE CLASSROOM TALKING ABOUT LITERACY. BUT I THINK TO BE ABLE TO ENGAGE IN POWER AND CREATE LEADERS IN THE COMMUNITY, THAT HAS SHOWN TO HAVE A HUGE IMPACT, RIGHT. AND SOME OF THESE NEGATIVE TRENDS WE ARE SEEING IN OUR LATINO COMMUNITY. CAN WE FIND OTHER WAYS, YOU KNOW, TO SUPPORT SOME OF THESE PROGRAMS? WHETHER WE PARTNER WITH ADIBO THAT DOES SOME PROGRAMMING OR HELP US EXPAND THAT. I WOULD LOVE TO SEE THAT MORE. BECAUSE I THINK IT WILL HAVE A HUGE IMPACT. ESPECIALLY IN OUR YOUNGER STUDENTS AND ELEMENTARY SCHOOL AND MIDDLE SCHOOL BEFORE THEY GET INTO SOME COMPREHENSIVE PROGRAMS. SO I REALLY HOPE YOU CAN LOOK AT THAT AND FIND WAYS TO EXPAND THAT. BUT THANK YOU VERY MUCH. ALL RIGHT, I HAD A COUPLE OF COMMENTS AND QUESTIONS MYSELF. I APPRECIATE THE FOCUS ON ENGLISH LANGUAGE LEARNERS. IT'S CLEAR WE ARE DOING A GREAT DEAL AND I LOOK FORWARD TO MORE DATA YOU BRING US. BUT AS THAT PROGRAM GETS FURTHERER DOWN THE ROAD AND IT'S HEARTENING TO SEE THE NUMBER OF CREDITS THAT THE STUDENTS EARNED IN THEIR FIRST YEAR IN THAT PROGRAM. I DID WONDER, DO WE BREAK IT DOWN OR COULD WE BREAK IT DOWN WITH STUDENTS BY INTERRUPTED LEARNING. WE CAN. I THINK ANECDOTALLY WE HAVE MORE INFORMATION. YOU WANT US TO BREAK DOWN THE INFORMATION ON THE SITES TO SHOW YOU, WE CAN DO THAT. OKAY, BECAUSE I THINK THAT MAY BE A FACTOR IN SOME OF THE TRENDING WE ARE SEEING THERE. SOMETHING THAT WE NEED TO BE COGNIZANT OF PARTICULARLY AT THE HIGH SCHOOL LEVEL. AND THAT'S A REASON WHY WE PUT THE SOCIAL AND EMOTIONAL SUPPORTS FOR THE STUDENTS THAT DON'T HAVE THAT. AND UNDERSTANDING OF BEING IN A SCHOOL, LET ALONE NOT TALKING ABOUT INSTRUCTIONAL. BUT BEING LITERALLY IN A SCHOOL. RIGHT. AND WE KNOW THAT'S AN ISSUE AND AN AREA THAT WE SUPPORT ON. AND WE LOOK AND PROVIDE MORE INFORMATION ON THE STUDENTS AND DATA. I THINK THAT WOULD BE HELPFUL TO PUT SOME OF THIS IN CONTEXT. AND TO HOPEFULLY GUIDE US AND THINGS WE MAY NEED TO DO IN THE FUTURE. TO SEE THE COMPARISON, WE HAVE BEEN ASKING BEFORE AND REALLY GLAD TO SEE THE COMPARISON OF THE AP PASS SCORES AND THE GRADES WHICH DO SEEM TO BE PRETTY DARN CONSISTENT. I MEAN THERE ARE A FEW THAT GET BAD GRADES AND STILL DO WELL AT TEST AND A HANDFUL THAT GET HIGH GRADES AND DON'T DO SO WELL. BUT GENERALLY SPEAKING IT TRACKS. AND LASTLY IN THE WORLD LANGUAGES, IF THIS IS THE GOLD REPORT FOR IT TO BE LOOKED AT. OUR VIETNAMESE PROGRAM AT [INAUDIBLE] HIGH SCHOOL, I WOULD BE INTERESTED OFF LINE OR PART OF THE WORK SESSION TO KNOW. WORLD LANGUAGE IS PART OF GOAL 1. RIGHT, I THINK THAT WAS A FEATHER IN OUR CAP, THE FIRST IN VIRGINIA AND POSSIBLY THE ONLY ONE IN VIRGINIA, AND INTERESTED TO SEE HOW WE DO. THANK YOU FOR YOUR THOROUGH REPORT AND LOOK FORWARD TO THE WORK SESSION. THANK YOU. WE NEXT GO TO STUDENT REPRESENTATIVE MATTERS. OKAY, THAT'S REALLY HARD TO FOLLOW, BUT I WILL TRY TO KEEP THIS BRIEF. AGAIN I WOULD LIKE TO THANK DR. DURAN, HE CAME TO THE LAST STUDENT COUNCIL ADVISORY MEETING AND OPENED UP OPPORTUNITIES FOR STUDENT ENGAGEMENT AND WE ARE EXCITED ABOUT, THANK YOU FOR COMING. AT THE LAST STUDENT ADVOCACY MEETING, WE ALSO HAD A LOT OF INTERESTING PRESENTATIONS FROM JENNIFER [INAUDIBLE] AND THANK YOU FOR COMING TO DISCUSS MENTAL HEALTH AND WELLNESS, AND I WANT TO GIVE A QUICK THANK YOU TO FAIRFAX HIGH SCHOOL, THE STUDENTS RAISED OVER 2,500 CANS FOR THEIR FOOD FOR OTHERS DRIVE. AND JEFFERSON HAD A SUCCESSFUL WALK-A-THON. IN THE SPIRIT OF THE HOLIDAYS A LOT OF OUR STUDENTS MOBILIZING THESE TEAMS TO CREATE AWARENESS. AND ALSO A LOT OF STUDENTS ARE INCREASING AWARENESS OF HUMAN TRAFFICKING. A LOT OF OUR STUDENTS ARE WORKING WITH LOCAL GIRL SCOUT TROOPS AND COMMUNITY MEMBERS AND ORGANIZATIONS, AND THIS IS ONE UPDATE THAT WE ALSO HAD AT OUR MEETING. AND FINALLY AT THE MEETING WE DISCUSSED FAIRFAX COUNTY YOUTH SURVEY WITH A STUDENT LEADERS AND A COUPLE OF ALARMING STATISTICS THAT WE DISCOVERED FROM THE YOUTH SURVEY. IN THE ADDITION OF BEING LARGE DISPARITY BETWEEN SCHOOLS AND PROMINENT ISSUES LIKE SUBSTANCE ABUSE OR TEEN SEX TRAFFICKING. AND WE NOTICED THERE WAS A LARGE INCREASE IN ALMOST EVERY CATEGORY IN HIGH SCHOOL FROM WHAT I CALL UNDER-CLASS MEN TO UPPER CLASS MEN, FROM SOPHOMORE TO JUNIOR YEARS THERE WAS AN INCREASE IN ALCOHOL CONSUMPTION AND SUBSTANCE ABUSE AND TEXTING AND DRIVING. AND WONDERED IF SOME COMING OF AGE OR OLDER STUDENTS. A LOT OF STUDENTS ALARMED TO FIND AS STUDENTS GET OLDER THE EXTENT OF TO WHERE THE ISSUES ARE PROMINENT IN OUR COMMUNITY ARE GREATER AND GREATER. AND NOTICE THAT A LOT OF SENIORS ARE SUFFERING FROM ISSUES AND WORKING ON AWARENESS AS A RESPONSIBLE MEMBER. AND ONE BIGGEST SURPRISE WAS TEXTING AND DRIVING. AND ESPECIALLY IN SENIORS AND JUNIORS, JUNIORS ARE NOT AWARE YET OF THE REPERCUSSIONS OF THAT. AND STUDENTS HAD IDEAS TO WORK WITH LOCAL ORGANIZATIONS TO GET A CAR OR ANOTHER VEHICLE THAT IS DAMAGED BY A TEXTING DRIVER AND PUTTING IN FRONT OF THE SCHOOL AND SHOW STUDENTS WHAT AFFECTS OF TEXTING AND DRIVING AND A LOT OF STUDENTS GETTING INVOLVED IN THIS ALREADY. AGAIN WE SAW A LOT OF WORK TO BE DONE FROM THE FAIRFAX COUNTY SURVEY BUT A LOT OF GROUPS ARE GETTING STARTED TO REACH OUT TO THE COMMUNITY TO IMPROVE OUR STUDENTS' LIFESTYLES. THAT'S ALL I HAVE, AND HOPE THAT EVERY STUDENT HAS A HEALTHY AND SAFE AND JOYOUS HOLIDAY SEASON AND A HAPPY NEW YEAR. THANK YOU. CONFIRMATION OF ACTION TAKEN IN CLOSED MEETING AND THIS IS TO INCLUDE STUDENT DISCIPLINARY MATTERS AND THE BOARD HAS DISCUSSED EACH AND AT THIS TIME WILL CONFER TO THE RECOMMENDED ACTION AND CALL ON MRS. SCHULTZ FOR A MOTION. I MOVE TO EXCUSE FROM ATTENDANCE FROM SCHOOL CERTAIN STUDENTS DISCLOSED IN CLOSED MEETING PURSUANT TO VIRGINIA CODE 22-1-254-B-1. SECOND. IS THERE A SECOND? SECONDED BY MRS. HOUGH. ALL THOSE IN FAVOR. THAT'S UNANIMOUS, THAT PASSES. MR. STRAUSS. I MOVE THAT A STUDENT THAT MOVED ILLEGAL DRUGS TO THE SCHOOL AND TO BE BEFORE THE SUPERINTENDENT. SECOND. ALL IN FAVOR. UNANIMOUS. MR. MOON. I MOVE THAT THE SCHOOL BOARD [INAUDIBLE] TERMS AND CONDITIONS DISCUSSED IN CLOSED SESSION. IS THERE A SECOND? SECONDED BY MRS. PALCHIK. ALL THOSE IN FAVOR. [CALLING ROLL] THOSE OPPOSED. SCHULTZ AND DERENAK-KAUFAX. ALL THOSE ABSTAINING, HOUGH AND THAT MOTION PASSES. MRS. HYNES FOR A MOTION. I MOVE TO ACCEPT THE RECOMMENDATION OF THE HEARING OFFICER REGARDING THE EMPLOYEE IDENTIFIED IN CLOSED MEETING AND TO AUTHORIZE THE CHAIRMAN TO NOTIFY THE EMPLOYEE BY LETTER OF THE BOARD'S DECISION. SECOND. SECONDED BY MRS. SCHULTZ, ALL IN FAVOR. OPPOSED. ABSTAINING. THAT MOTION PASSES. I CALL ON MRS. SCHULTZ FOR A MOTION. MADAM CHAIR I MOVE THAT THE SCHOOL BOARD GRANT THE GRIEVABILITY APPEAL OF THE EMPLOYEE DISCUSSED IN THE CLOSED SESSION. IS THERE A SECOND? SECONDED BY MR. MOON. ALL THOSE IN FAVOR. AND THAT IS UNANIMOUS, THAT MOTION PASSES. ITEM 4.02, FY 2017 MIDYEAR BUDGET REVIEW. MRS. DERENAK-KAUFAX. I MOVE THAT THE SCHOOL BOARD REVIEW REVENUE AND CHANGES OF 2017 DETAILED IN THE BUDGET ITEM. SECONDED BY MR. MOON. MRS. DERENAK-KAUFAX. WE BRIEFLY HAD A DISCUSSION IN A WORK SESSION AND MID-YEAR FUNDS AND AT THE WORK SESSION THE BEGINNING BALANCE AND THERE IS OPPORTUNITY IN THE FUTURE TO CHANGE THIS SHOULD WE DESIRE. AND THAT'S ALL. MR. MOON. NOTHING MORE TO ADD. ALL RIGHT. I SEE NO OTHER LIGHTS ON. SO WITH THAT I WILL TAKE A VOTE ON THE MOTION TO HAVE THE SCHOOL BOARD REVENUE AND EXPENDITURE CHANGES REFLECTED IN THE FY-2017 MID-YEAR REVIEW DETAILED IN THE AGENDA ITEM. ALL IN FAVOR. THAT VOTE IS UNANIMOUS, THAT MOTION PASSES. OUR ADOPTED RULES OF PARLIAMENTARY PROCEDURE, ROBERT'S RULES, PROVIDE FOR A CONSENT AGENDA LISTING SEVERAL ITEMS FOR APPROVAL OF THE BOARD BY A SINGLE MOTION. MOST OF THE ITEMS LISTED UNDER THE CONSENT AGENDA HAVE GONE THROUGH BOARD SUBCOMMITTEE REVIEW AND RECOMMENDATION. DOCUMENTATION CONCERNING THESE ITEMS HAS BEEN PROVIDED TO ALL BOARD MEMBERS AND THE PUBLIC IN ADVANCE TO ASSURE AN EXTENSIVE AND THOROUGH REVIEW. ITEMS MAY BE REMOVED FROM THE CONSENT AGENDA AT THE REQUEST OF ANY BOARD MEMBER PRIOR TO THE MEETING. 5.01, APPROVE THE MINUTES OF THE DECEMBER 6, 2016 SCHOOL BOARD MINUTE. 5.02, APPROVE ADDITIONAL APPOINTMENTS IN THE AGENDA ITEM. 5.03 AWARD A CONTRACT TO LOWEST BIDDER, DUSTIN CONSTRUCTION INC. IN THE AMOUNT OF $17,382,000 AND AUTHORIZATION THE DIVISION SUPERINTENDENT OR THE ASSISTANT SUPERINTENDENT AND DEPARTMENT OF FACILITIES AND TRANSPORTATION TO NEGOTIATE ON BEHALF OF THE SCHOOL BOARD. 5.04, AWARD CHILLER REPLACEMENT TO LOWEST BIDDER, BOILER & FURNACE CLEANERS HURLEY COMPANY, AND TO AUTHORIZE THE DIVISION SUPERINTENDENT OR ASSISTANT SUPERINTENDENT TO ADMINISTER THE CONTRACT ON BEHALF OF THE SCHOOL BOARD. AND 5.05, CONFIRM THE SEPARATIONS FOR THE PERIOD BEGINNING NOVEMBER 1, 2016, AND ENDING NOVEMBER 30, 2016. ANY OBJECTIONS TO APPROVE THE CONSENT AGENDA? HEARING AND SEEING NO OBJECTION, THE CONSENT AGENDA IS APPROVED. WE NOW TURN TO NEW BUSINESS. THE FOLLOWING ARE NEW BUSINESS AGENDA ITEMS, THERE WILL NOT BE A VOTE BUT ACTION FOR FUTURE MEETINGS. 6.01, APPROVE THE 2018-2022 CAPITAL IMPROVEMENT PROGRAM. AND 6.02, STRATEGIC PLAN GOAL 1 AND STRATEGIES 1 AND 2. AND NOW SUPERINTENDENT MATTERS, DR. LOCKARD. THANK YOU, MADAM CHAIR, I WANT TO THANK THE MEMBERS OF THE BUDGET TASK FORCE THAT HAVE AGREED TO RECONVENE THIS YEARS. AND HELD THEIR FIRST MEETING THIS PAST WEEK AND BEGIN THEIR WORK. AND EVERYONE IS AWARE THAT THE AIM IS TO HAVE REFRESHED OR NEW RECOMMENDATIONS READY FOR OUR BUDGET WORK SESSION ON JANUARY 23. WE APPRECIATE ALL WHO WERE ON THE BUDGET TASK FORCE AND SUPPORTING US IN THAT WORK. WITH THE WINTER WEATHER RAPIDLY APPROACHING. I WANT TO REMIND EVERYONE THERE IS A NUMBER OF WAYS TO RECEIVE OUR LATE OPENING AND CANCELLATION INFORMATION. I AM SURE THAT EVERYONE HAS THAT PROGRAMMED IN AND READY TO GO. BUT WE RECENTLY SENT THAT INFORMATION HOME. AND BE SURE THAT YOU ARE READY, AS IT CREPT UPON US HERE. WE TRY TO MAKE DECISIONS AS EARLY AS WE CAN, BUT SOMETIMES MOTHER NATURE DOESN'T ALWAYS COOPERATE. BE READY. AND FINALLY I WOULD LIKE TO SAY AS WE APPROACH THE SEASON HERE, I WANT TO WISH EVERYONE MERRY CHRISTMAS AND HAPPY HOLIDAYS AND TO WISH ALL STAFF AND ADMINISTRATORS AND STUDENTS AND FAMILIES TO FIND THAT MUCH-NEEDED TIME TO TAKE A BREAK AND ENJOY THE COMPANY OF EACH OTHER OVER THE HOLIDAYS AND RECHARGE. APPRECIATIVE OF ALL OF THOSE FOLKS DO FOR OUR SCHOOL COMMUNITY. AND MADAM CHAIR, THAT CONCLUDES MY COMMENTS. THANK YOU, DR. LOCKARD. AND YOU NOW BOARD REPORTS AND I CALL ON MRS. DERENAK-KAUFAX FOR REPORT ON THE SCYPT COMMITTEE. WE MET ON DECEMBER 7 AND HAD A FULL AGENDA AND DISCUSSED THE SCYPT RESPONSE TO THE DIRECTIVE OF THE RETREAT EARLIER THIS YEAR. AND THERE WAS A DISCUSSION ON THE PROPOSAL SUPERVISOR HERRITY HAD PUT FORWARD ON DRUG COUNSEL PROGRAM AND THAT WAS DISCUSSED. AND DISCUSSED POTENTIAL OF IMPLICATIONS ON SCHOOL AND COUNTY PROGRAMS GIVEN THE BALLOT FAILURE ON THE MEAL TAX AND GIVEN INSTRUCTION OF HOW OTHER GOVERNMENTS THROUGHOUT THE COUNTRY DEDICATE FUNDING FOR MEAL FUNDING. AND MADAM CHAIR, I ASK THAT THE BREADth AND DEPTH OF WHAT IS HAPPENING AT SCYPT IS IMPORTANT AND I WOULD LIKE TO SCHEDULE A WORK SESSION IN THE COMING YEAR. I ASK THAT NOW. WE WILL PUT THAT ON THE LIST. THANK YOU, MRS. DERENAK-KAUFAX. AND CALL ON MRS. HYNES FOR A REPORT ON THE AUDIT COMMITTEE MEETING ON DECEMBER 14. THANK YOU, I MENTION THAT THE SCHOOL BOARD HAD AN AUDIT WORK SESSION ON THE 12th, ON MONDAY. AND TALKED ABOUT THE SEARCH PROCESS AND GOT FEEDBACK FROM SCHOOL BOARD MEMBERS ON PROPOSED AUDIT PLAN AMENDMENT FOR THE 2017 AUDIT PLAN. THEN THE AUDIT COMMITTEE HAD A WORK SESSION LAST NIGHT, ON THE 14th AND RECEIVED A REPORT ON THE CITY FUNDS AUDIT. AND BEGAN OUR REVIEW OF THE 1420, THE AUDIT CHARTER. AND REVIEWED THE AUDIT PLAN AMENDMENTS IN LIGHT OF SCHOOL BOARD INPUT FROM MONDAY NIGHT. AND WE DID MAKE SOME PROGRESS ON OUR AUDITOR GENERAL SEARCH PROPOSAL. THANK YOU, I CALL ON MRS. STRAUSS FOR A REPORT ON OUR FORUM TONIGHT. THANK YOU, WE DID HOLD A FORUM THIS EVENING. AND WE CONSIDERED TWO TOPICS. ONE WAS REVISING THE LENGTH OF TERMS FOR THE SCHOOL HEALTH ADVISORY COMMITTEE. AND DECIDED TO REFER TO THIS THE GOVERNANCE COMMITTEE TO SEE WHETHER OR NOT WE WOULD ACCEPT THE RECOMMENDATION FROM THE COMMITTEE TO HAVE THE APPOINTMENTS, THE CITIZEN APPOINTMENTS THE COMMITTEE TO BE TWO YEARS INSTEAD OF ONE. THE AGREEMENT WAS TO CONSIDER THE GOVERNANCE. WE ALSO DISCUSSED WHETHER OR NOT THE SCHOOL BOARD SHOULD REVIEW POLICY 8335. THIS IS THE POLICY THAT GOVERNS OUR POLICY REGARDING [INAUDIBLE] SCHOOL BOARD PROPERTY. AND IT'S BEEN 10 YEARS SINCE WE ADOPTED THIS POLICY. AND WE DECIDED TO REFER THIS TO GOVERNANCE FOR FURTHER DISCUSSION TO SEE IF ANY CHANGES TO THE POLICY. IN LIGHT OF THE FACT THAT THERE IS CHANGES IN TECHNOLOGY, FEES AND VARIOUS COMMUNITY CONCERNS ETC. WE DID REFER BOTH ITEMS TO GOVERNANCE FOR FURTHER DISCUSSION AND POSSIBLE RECOMMENDATIONS TO COME BACK TO THE BOARD. THANK YOU, WE MOVE TO BOARD MATTERS AND MRS. HYNES TO START US OFF. WELL, I DON'T HAVE MUCH TO SAY, IT'S LATE WE HAD A BUSY AND USEFUL MEETING. I WOULD SAY HAPPY HOLIDAYS TO EVERYONE AND I HOPE THAT Y'ALL HAVE A SAFE AND ENJOYABLE TIME, SEE YOU NEXT YEAR. MRS. PALCHIK. YES, A QUICK FEW THINGS, HIGHLIGHTS. I WAS ABLE TO GO TO PROVIDENCE ELEMENTARY SCHOOL TO MEET WITH PRINCIPAL PHILLIPS. AND HAD A COUNCILERY MEETING HERE AND TALK WITH STUDENTS AND WHAT IS WORKING AND WHAT TO IMPROVE WITH THE PROGRAMS. AND I HAD MY SECOND MEETING WITH PTA AND PTO BOARDS THIS PAST WEEKEND. ALWAYS A LIVELY AND EXCITEFUL AND CAMARADERIE IN SHARING EXPERIENCES. AND WE HAD BOARD MEMBERS THAT TALKED ABOUT FIRST-AID TRAINING THAT THEY FOUND HELPFUL AND THE OPENING OF THE PANTRY IN THE HIGH SCHOOL THAT IS A HUGE SUCCESS. AND FINALLY TALKING ABOUT THE BUDGET TASK FORCE. I HOPE THAT PEOPLE ARE ENGAGED IN THE PROCESS AND THANK YOU DR. LOCKARD FOR RE-ENGAGING THE TASK FORCE AND A GREAT WAY TO HAVE A COMMUNITY CONVERSATION. AND FINALLY THIS YEAR IS ONE OF THOSE TIMES THAT HANUKKAH WILL FALL ON CHRISTMAS AND HOPE ALL STAY WARM. AND THANK YOU TO THE MPO'S THAT HELPED OUT WHEN THE SUNDAY SCHOOL TEACHER WAS STUCK AND YOU WERE THERE TO HELP. APPRECIATE EVERYTHING YOU DO FOR US EVERY DAY AND HAPPY HOLIDAY AND STAY SAFE AND WARM. PASS. SCHULTZ. A COUPLE -- SORRY I HAVE A FEW THINGS. FIRST OF ALL, I WANT TO THANK THE MEMBERS OF THE HOST COMMITTEE AT JILL'S HOUSE FOR INVITING ME. IT WAS AN AWESOME EXPERIENCE TO GO TO THEIR WINTER FUNDRAISER. THIS IS A HOUSE THAT IS UNLIKE ANYTHING ALMOST IN THE COUNTRY. THAT AIDS YOUNG STUDENTS WITH INTELLECTUAL DISABILITIES, AND OFTEN PROFOUND INTELLECTUAL DISABILITIES AND PROVIDES FAMILY RESPITE. IT WAS AN AMAZING EXPERIENCE, A NUMBER OF NICU NURSES PROVIDE TIME TO THOSE PROFOUNDLY DISABLED. AND I WANT TO GIVE A SHOUT-OUT TO WEST SPRINGFIELD THAT HAD A CHALLENGING WEEK THIS WEEK WITH A WATER MAIN BREAK AND MR. PLATENBERG IS STILL HERE, A CONGRATULATIONS TO PRINCIPAL MUKI, AND ALL THE STAFF AND THE STUDENTS. THIS WAS AN IN-PERSON LIVE TRAINING FOR TRUE GRIT IN LIFE, BECAUSE I NEVER KNOW WHAT HAPPENS, WATER MAIN BREAKS HAPPEN TO CORPORATE OWNERS AND HOMEOWNERS. AND THEY GOT A SPLASH OF ADULTHOOD -- ACTUALLY NO SPLASH, NO WATER. BUT TERRIFIC WORKING ACROSS FCPS, I AM GRATEFUL FOR THE OUTCOME. AND TO GIVE A SHOUT-OUT TO WEST SPRINGFIELD FOR THEIR BUDDY'S CLUB THAT HAD THE WINTER GATHERING YESTERDAY. AND PUT TOGETHER PRESENTS FOR KIDS. IT WAS AN AMAZING EVENT. UNFORTUNATELY I COULDN'T ATTEND BUT GOT REPORTS OF IT. AND CENTREVILLE HIGH SCHOOL, MR. JAGIL, YOUR MANNEQUIN CHALLENGE VIDEO IS AWESOME, AND MAKING ITS ROUNDS. AND WANT TO SAY TO ROBINSON, GOOD LUCK, THE BEAST OF THE EAST, YOUR WRESTLING TEAM IS HEADED TO THE UNIVERSITY OF DELAWARE THIS WEEKEND, AND ONE OF THE LARGEST WRESTLERS IN THE COAST AND ONE PARTICULAR WRESTLER, YOU GETTING A SHOUT-OUT. AND WESLYN AND DOUBLE OVERTIME, WHAT AN AMAZING GAME AND CONGRATULATIONS. AND LASTLY THIS IS A CALL-OUT TO OUR ULTIMATELY, PROFOUNDLY TALENTED BAND IN ALL OF OUR HIGH SCHOOLS. THE REPORTS THAT ARE REVERBERATING ACROSS THE REGION IN SCHOOLS IN D.C. NOT SHOWING UP FOR FILLING OUT APPLICATIONS FOR A PRESIDENTIAL INAUGURATION ARE FRANKLY UTTERLY DISHEARTENING TO ME. AND WE HAVE SUCH PROFOUND TALENT IN BAND AFTER BAND IN ALL OF OUR HIGH SCHOOLS. WHAT AN AMAZING OPPORTUNITY FOR US TO SHOWCASE NOT ONLY THIS REGION BUT THE NATION. HOW WE DO FINE AND PERFORMING ART IN FAIRFAX COUNTY. AND SO I REALLY HOPE THAT MANY OF THE BAND DIRECTORS IN THE SCHOOLS TAKE ADVANTAGE OF THIS OPPORTUNITY THAT LAYS BARE AT OUR FEET. TO HIGHLIGHT THE AMAZING, NOT ONLY MUSIC EDUCATORS BUT THE STUDENTS AND THEIR TALENTS. I LOOK FORWARD TO YOU TAKING ADVANTAGE OF THAT. THANK YOU. MRS. STRAUSS. I WANT TO CONGRATULATE CHRIS JOHNSON, WHO IS A MUSIC AND COMPUTER SCIENCE TEACHER AT FAIRFAX ACADEMY, CHRIS HAS FOR A THIRD TIME NOMINATED FOR MUSIC EDUCATOR OF THE YEAR, THIS IS A GRAMMY AWARD. AND CHRIS PERFORMS IN THE JUNIOR COLLEGE AND COMPOSING IN THE CLASSES. AND CHRIS PERFORMS AT THE GALA ORCHESTRA, AND HE'S DEDICATED TO OUR SCHOOL AND CHILDREN. HAPPY HOLIDAYS AND HAPPY HANUKKAH, AND IT'S NOT COLD ENOUGH HERE, I'M GOING TO CANADA WHERE IT'S COLDER. MRS. STRAUSS, COME BACK SAFELY. LAST FEW DAYS I WAS ABLE TO ENJOY MUSIC AND ARTS AND THE PROGRAMS OF MANY OF OUR STUDENTS. I WENT TO SOUTH COUNTY SECONDARY SCHOOL LAST NIGHT THAT LISTENED TO THE WINTER [INAUDIBLE] CONCERT. [INAUDIBLE] IT WAS TWO DAYS AGO, BECAUSE YESTERDAY I WAS [INAUDIBLE] SCHOOL WITH FAIRFAX COUNTY ACADEMY STUDENTS PERFORMED TWICE YESTERDAY. IN A SHOWCASE OF NUTCRACKER FOR THE YOUNGER STUDENTS AND GREAT TO SHOW THE YOUNGER WHAT THEY CAN DO WHEN THEY GROW UP. BUT THE MOST EXCITING THING THAT HAPPENED TO ME IN LAST COUPLE OF WEEKS WAS NOTHING OTHER THAN ACTUALLY BEING AT THE GAME, WESTFIELD BEATING OSCAR SMITH TWO YEARS IN A ROW, AND NOT SECOND OVERTIME BUT THIRD OVERTIME, WESTFIELD STOPPED OSCAR SMITH AT THE 1-YARDLINE FOR STATE CHAMPIONSHIP. IT WAS WORTH THE 170 MILES ONE WAY TRIP. THANK YOU. I WOULD LIKE TO SAY THANK YOU TO MR. MOON FOR GOING TO WATCH WESTFIELD. AND I WANT TO ALSO JUMP ON THE BAND WAGON AND POINT OUT A VERY LONG TIME AGO, AS A HIGH SCHOOL FOOTBALL PLAYER. WHAT AN ACCOMPLISHMENT TO WIN THE STATE CHAMPIONSHIP AT THE HIGHEST LEVEL OF HIGH SCHOOL FOOTBALL IN VIRGINIA. IT'S REALLY A TESTIMONY TO THE FORTITUDE OF THE KIDS AND THE DEDICATION OF THE COACHES INVOLVED IN THAT OPERATION, IT'S A BIT OF A DYNASTY AT THIS POINT. CONGRATULATIONS AGAIN TO THEM. NOW YOU HAVE SET THE STANDARD AND THE BASKETBALL TEAM HAS TO WIN THE SECOND STATE CHAMPIONSHIP ALSO, WE WILL SEE HOW THAT GOES. THANK YOU TO EVERYBODY THAT CAME OUT TO OFFICE HOURS THEY RECENTLY HELD. IT WAS GREAT IT MEET PEOPLE AND HEAR DIRECTLY FROM THE PARENTS IN MY COMMUNITY. AND I WILL HAVE OFFICE HOURS AFTER THE NEW YEAR, TENTATIVELY SCHEDULED FOR FIRST OF FEBRUARY. AND THANK YOU TO ALL THE BOARD AND APPRECIATE YOUR CONJENIALITY AND WELCOMING ME TO THE BOARD I HAVE LEARNED A GREAT AMOUNT IN 12 MONTHS AND LOOK FORWARD TO WORKING WITH EVERYONE NEXT YEAR. MERRY CHRISTMAS, AND HAPPY HANUKKAH. MRS. DERENAK-KAUFAX. I HAD THE PLEASURE OF GOING DO SCHOOLS AND MEETING WITH TEACHERS AND STUDENTS AT MOUNT VERNON AND HAYFIELD HIGH SCHOOL. AND I ENJOYED MUSICAL PERFORMS AT EDISON HIGH SCHOOL WHERE I KNOW A STUDENT WELL. AND THEY HAD TWO DAYS OF HOSTING HIGH SCHOOLS FROM AUSTRALIA AND THEY PERFORMED BOTH HOLIDAY AND REGULAR MUSIC PROGRAMS TOGETHER OVER TWO NIGHTS AND IT WAS WONDERFUL. I ALSO CHECKED INTO THE BUDGET TASK FORCE MEETING THIS WEEK. AND WANT TO THANK ALL THOSE VOLUNTEERING THEIR TIME FOR DR. LOCKARD'S TASK FORCE. WE REALIZE WE ARE ASKING A LOT OF YOU AND IT WILL TAKE YOU TIME BUT WE THANK YOU FOR PARTICIPATING SO MUCH. I ALSO, THIS WEEK WE ALSO WELCOMED A NEW COHORT, A STUDENT LEADER, WE ARE LOOKING FORWARD TO WORK WITH ALL OF YOU. AND YESTERDAY I WAS HONORED TO SPEAK TO GIRL SCOUT TROOP 1444 ON CIVIC ENGAGEMENT AND THIS WAS A VERY ENGAGED GROUP THAT ASKED A LOT OF THOUGHTFUL QUESTIONS, AND THANK YOU LADIES FOR INVITING ME. AND FINALLY I WOULD LIKE TO SAY HAPPY HOLIDAYS, MERRY CHRISTMAS, HAPPY HANUKKAH TO ALL THE STUDENTS AND STAFF OUT THERE, HAVE A JOYFUL AND RESTFUL BREAK AND COME BACK RENEWED IN 2017. MR. MCELVEEN. AS WE CONCLUDE THIS VERY LONG MEETING TONIGHT, AFTER THE VERY LONG YEAR. I WANT TO WISH ALL OF MY COLLEAGUES A WONDERFUL HOLIDAY SEASON AND A WONDERFUL 2017. AND I HOPE THE LENGTH OF THIS MEETING DOES NOT PARTEND BAD NEWS FOR THIS COMING YEAR, I KNOW WE WILL SPEND A LOT OF HOURS TOGETHER AND HOPEFULLY NOT DRIVING THROUGH THE COUNTRY SIDE AT 100 MILES PER HOUR. BUT HOPE WE ALL DO WELL IN 2017. THANK YOU, AND I TOO WANT TO THANK MY COLLEAGUES FOR ALL OF THEIR WORK THIS YEAR AND WISH EVERYBODY IN OUR COMMUNITY AND ON THE BOARD AND CERTAINLY OUR WONDERFUL STAFF, HAPPY HOLIDAYS AND HAVE A RESTFUL BREAK AND A WONDERFUL NEW YEAR. WITH THAT, THIS MEETING IS ADJOURNED. [GAVEL] dr dre dissertation Studio Maestro.

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